6th grade On-level Social Studies
Lesson Plans for the week of August 11-15
8/11/08 Introduce myself to students. Explain expectations for behavior and academics for Social Studies. Distribute a syllabus to each student and give a brief overview of course. If time allows, students can introduce themselves to class.
8/12/08 Have students become familiar with the various parts of the textbook. Have students complete a “scavenger hunt” using page XXIII in the student edition while ensuring that students have written the proper information in their textbooks. Afterwards, review the “scavenger hunt” answers with students. (Answers are found on page T55 in the teacher’s edition.)
8/13/08 Students will review map and globe skills. In the textbook, read pages 4-5 concerning imaginary lines and latitude and longitude. Have students complete map worksheets “Latitude and Longitude”, “Where in Europe?” and “A Look at Europe”. Review all three.
8/14/08 Students will review map and globe skills. In the textbook, read pages 6-7 concerning maps and globes. Have students complete map worksheets “Distance” and “International Riddles”. Review both.
For homework, students will make an acrostic using the word GEOGRAPHY. A page with that word will be provided to each student, who must then complete it with geographic places specific to Europe. Pages RA18-19 and 284 in the textbook can be used.
8/15/08 Students will become familiar with the physical geography of Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Physical and Political Characteristics and Europe: Rainfall and Elevation worksheet to complete. (These worksheets are found on pages 47-50 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
6th grade TAG Social Studies
Lesson Plans for the week of August 11-15
8/11/08 Introduce myself to students. Explain expectations for behavior and academics for Social Studies. Distribute a syllabus to each student and give a brief overview of course. If time allows, students can introduce themselves to class.
8/12/08 Have students become familiar with the various parts of the textbook. Have students complete a “scavenger hunt” using page XXIII in the student edition while ensuring that students have written the proper information in their textbooks. Afterwards, review the “scavenger hunt” answers with students. (Answers are found on page T55 in the teacher’s edition.)
For homework, students will complete map worksheets “Latitude and Longitude”, “Where in Europe?” and “A Look at Europe”.
8/13/08 Students will review map and globe skills. In the textbook, read pages 4-5 concerning imaginary lines and latitude and longitude. Afterwards, students will complete a physical geography map of Europe. Students will label various features after first deciphering various clues locating those features. This is the first day of a two-day activity.
8/14/08 Students will review map and globe skills. In the textbook, read pages 6-7 concerning maps and globes. Afterwards, review Tuesday’s homework. Finally, students will complete a physical geography map of Europe. Students will label various features after first deciphering various clues locating those features. This is the second day of a two-day activity.
8/15/08 Students will become familiar with the physical geography of Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Physical and Political Characteristics and Europe: Rainfall and Elevation worksheet to complete. (These worksheets are found on pages 47-50 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
6th grade On-level Social Studies
Lesson Plans for the week of August 18-22
8/18/08 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. In the textbook, read page 8 concerning parts of the map. Using maps from the textbook as a resource guide, have students then draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete.
8/19/08 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project.
8/20/08 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the third (and last) day of a three-day project.
8/21/08 Students will become familiar with general geographic features. In the textbook, read pages 14-15 concerning various geographic terms. Have students then complete the map worksheet “Geographically Speaking” which matches each term with their corresponding illustration. Review afterwards.
8/22/08 Students will be assessed on their knowledge of the geographical features of Europe. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies.
6th grade TAG Social Studies
Lesson Plans for the week of August 18-22
8/18/08 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. In the textbook, read page 8 concerning parts of the map. Using maps from the textbook as a resource guide, have students then draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take two days to complete.
8/19/08 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second (and last) day of a two-day project.
8/20/08 Students will become familiar with general geographic features. In the textbook, read pages 14-15 concerning various geographic terms. Have students then complete the map worksheet “Geographically Speaking” which matches each term with their corresponding illustration.
Students will then read about Europe’s Resources and Industries and answer some related questions. Review both worksheets afterwards.
8/21/08 Students will become familiar with the location of countries in Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Where People Live and Russia and Its Neighbors worksheet to complete. (These worksheets are found on pages 51-54 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
8/22/08 Students will be assessed on their knowledge of the geographical features of Europe. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies.
6th grade On-level Social Studies
Lesson Plans for the week of August 25-29
8/25/08 Students will have a video introduction to the culture and history of Medieval Europe. The first film, “The Middle Ages for Students: A History of the Middle Ages”, is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a worksheet that is keyed to the information. If time permits, a second film, “World History: The Medieval Era”, will be shown. This film is approximately 47 minutes.
8/26/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. A practice “round” will be played today before the competition “rounds” begin. (This is the 1st day of a three-day activity.)
8/27/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the first and second “round” of competition. (This is the 2nd day of a three-day activity.)
8/28/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the third “round” of competition. (This is the 3rd day of a three-day activity.)
In addition, students will read a Junior Scholastic magazine and answer questions once the competition is complete. The articles in the magazine review aspects of European history.
8/29/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance will be assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students will have three days to research their topic and prepare a class presentation. Students will be given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available.
6th grade TAG Social Studies
Lesson Plans for the week of August 25-29
8/25/08 Students will have a video introduction to the culture and history of Medieval Europe. The first film, “The Middle Ages for Students: A History of the Middle Ages”, is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a worksheet that is keyed to the information. Afterwards, lead a discussion about the Bubonic Plague, its spread and ramifications.
8/26/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. A practice “round” will be played today before the competition “rounds” begin. (This is the 1st day of a three-day activity.)
8/27/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the first and second “round” of competition. (This is the 2nd day of a three-day activity.)
8/28/08 Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the third “round” of competition. (This is the 3rd day of a three-day activity.)
In addition, students will read a Junior Scholastic magazine and answer questions once the competition is complete. The articles in the magazine review aspects of European history.
8/29/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance will be assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students will have three days to research their topic and prepare a class presentation. Students will be given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available.
6th grade On-level Social Studies
Lesson Plans for the week of September 1-5
9/01/08 In observance of the Labor Day holiday, school is not in session.
9/02/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the second of three days to prepare for the presentation.
9/03/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the last day to prepare for the presentation.
9/04/08 Students will become familiar with the history and culture of the Middle Ages. Read aloud Chapter 10, Section 2, pages 298-302, Medieval Europe. Have students then complete and review the Guided Reading Activity 2 (on page 49, in The World and Its People: Unit Resources, Europe) and questions 3 and 6 from page 302, Section 2 Assessment.
9/05/08 Students will use the internet to discover the accomplishments of European sailors during the Age of Exploration. Students will use computers to access specific internet sites which describe the life and feats of European sailors during the Age of Exploration. As students are reading the online material, they will also answer related questions on a handout.
6th grade TAG Social Studies
Lesson Plans for the week of September 1-5
9/01/08 In observance of the Labor Day holiday, school is not in session.
9/02/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the second of three days to prepare for the presentation.
9/03/08 Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the last day to prepare for the presentation.
9/04/08 Students will become familiar with the history and culture of the Middle Ages. Read aloud Chapter 10, Section 2, pages 298-302, Medieval Europe. Have students then complete and review the Guided Reading Activity 2 (on page 49, in The World and Its People: Unit Resources, Europe) and questions 3 and 6 from page 302, Section 2 Assessment. Afterwards, students will orally compare and contrast medieval and modern (U.S.) societies.
9/05/08 Students will use the internet to discover the accomplishments of European sailors during the Age of Exploration. Students will use computers to access specific internet sites which describe the life and feats of European sailors during the Age of Exploration. As students are reading the online material, they will also answer related questions on a handout. Afterwards, students will discuss which explorers, in their opinion, had the most important “discoveries”.
6th grade On-level Social Studies
Lesson Plans for the week of September 8-12
9/08/08 Students will present information to the class concerning various topics about Explorers and the Renaissance. Each group of students will present their project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the first of two days of presentations.
9/09/08 Students will present information to the class concerning various topics about Explorers and the Renaissance. Each group of students will present their project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the second of two days of presentations.
9/10/08 Students will have a video introduction to the culture and history of the Renaissance. The first film, “The Renaissance for Students: A History of the Renaissance”, is approximately 23 minutes. If time permits, a second film, “The Renaissance for Students: Everyday Life in the Renaissance”, will be shown. The latter movie is also 23 minutes. (Both are from the media center.) While viewing the two films, students will complete a handout that is keyed to the information.
9/11/08 Students will become familiar with notable Europeans responsible for the Age of Exploration. Read aloud selections from pages 658-665, The Age of Exploration. (This is in World History: Journey Across Time, which the students have online access to.) Afterwards, have students compare the accomplishments of Prince Henry the Navigator, Vasco da Gama, Christopher Columbus, Magellan, and John Cabot.
9/12/08 Students will become familiar with the geographical features and boundaries of Europe. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing Europe. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of September 8-12
9/08/08 Students will present information to the class concerning various topics about Explorers and the Renaissance. Each student will present his or her project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the first of three days of presentations.
9/09/08 Students will present information to the class concerning various topics about Explorers and the Renaissance. Each student will present his or her project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the second of three days of presentations.
9/10/08 Students will present information to the class concerning various topics about Explorers and the Renaissance. Each student will present his or her project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the last of three days of presentations.
Afterwards, students will also have a video introduction to the culture and history of the Renaissance. The film, “The Renaissance for Students: A History of the Renaissance”, will be shown. It is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
9/11/08 Students will become familiar with notable Europeans responsible for the Age of Exploration. Read aloud selections from pages 658-665, The Age of Exploration. (This is in World History: Journey Across Time, which the students have online access to.) Afterwards, students will first compare the accomplishments of Prince Henry the Navigator, Vasco da Gama, Christopher Columbus, Magellan, and John Cabot. Students will then discuss who they believe today exhibits those same characteristics.
9/12/08 Students will become familiar with the geographical features and boundaries of Europe. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing Europe. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Afterwards, students will discuss how the shape and geographical features of Europe have contributed to the continent’s history and influence.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of September 15-19
9/15/08 Students will build a medieval castle. To become with the different parts of a castle, students will first view “Living history: Living in Medieval Europe”. This film is approximately 21 minutes. Afterwards, the teacher will also use the projector to show the websites http://www.castles.org/Kids_Section/Castle_Story/parts.htm and http://kevin.lps.org/Middle_ages/castles/default.html. Afterwards, each student will be given a set of directions and paper to make a “foldable” castle. One side of the foldable will show the exterior of the castle; the other side will have an interior view of the castle. Students will be given an instruction page for this assignment. This is the first day of a two-day project. (To use as examples, student castles from previous years will be available, as well as books on the subject from our media center.)
9/16/08 Students will build a medieval castle. Students will use paper to make a “foldable” castle. One side of the foldable will show the exterior of the castle; the other side will have an interior view of the castle. Students were given an instruction page for this assignment. This is the second day of a two-day project.
9/17/08 Students will have a video introduction to science during the Renaissance. The film, “The Renaissance for Students: Renaissance Science and Invention”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
9/18/08 Students will become familiar with Europe’s Renaissance and Reformation. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Reformation and Counter Reformation and The Dawn of Worldwide Trade worksheet to complete. (These worksheets are found on pages 93-94 and 97-98 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
9/19/08 Students will become familiar with Europe’s Reformation. Read aloud Chapter 10, Section 3, pages 303-307, From Renaissance to Revolution. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 50 and 24, respectively, in The World and Its People: Unit Resources, Europe).
6th grade TAG Social Studies
Lesson Plans for the week of September 15-19
9/15/08 Students will replicate and analyze a Renaissance painting. Each student will be given a different Renaissance painting. Using one of several offered strategies, students will draw their own copy of the masterpiece. In essay form, each student will also write a short biography of the painter, an analysis of the painting’s subjects and techniques, and the student’s reaction to the meaning and mood of the painting. Use of books and the internet will be available in the media center. The project will need to be assembled on a poster. Instructions, a rubric, and helpful hints will be given to students. This is the first of a two-day project.
9/16/08 Students will replicate and analyze a Renaissance painting. Each student will be given a different Renaissance painting. Using one of several offered strategies, students will draw their own copy of the masterpiece. In essay form, each student will also write a short biography of the painter, an analysis of the painting’s subjects and techniques, and the student’s reaction to the meaning and mood of the painting. Use of books and the internet will be available in the media center. The project will need to be assembled on a poster. Instructions, a rubric, and helpful hints will be given to students. This is the second of a two-day project which is due next Wednesday.
9/17/08 Students will have a video introduction to science during the Renaissance. The film, “The Renaissance for Students: Renaissance Science and Invention”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
9/18/08 Students will become familiar with Europe’s Renaissance and Reformation. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Reformation and Counter Reformation and The Dawn of Worldwide Trade worksheet to complete. (These worksheets are found on pages 93-94 and 97-98 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class. Students will then discuss which European countries benefited most from the growing trade opportunities, and why.
As a take-home project, students will also be given a copy of the instructions for Renaissance Poetry. In this, students are given a selection of Renaissance poets from which to choose a poem to copy and recite before the class. This project will be presented on September 29th.
9/19/08 Students will become familiar with Europe’s Reformation. Read aloud Chapter 10, Section 3, pages 303-307, From Renaissance to Revolution. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 50 and 24, respectively, in The World and Its People: Unit Resources, Europe).
Students will then be asked whether they agree more with the Reformation or Counter-Reformation, and why.
6th grade On-level Social Studies
Lesson Plans for the week of September 22-26
9/22/08 Students will use the internet to review the culture and history of Medieval Europe. Students will use computers to access specific internet sites which describe varying aspects of life in Medieval Europe. As students are reading the online material, they will also answer related questions on a handout.
9/23/08 Students will review the textbook material related to Medieval Europe and the Renaissance. The class will first read page 308, Leonardo da Vinci. The teacher will then use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 10, Sections 2 and 3, pages 299-308. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.
9/24/08 Students will be assessed on their knowledge of the Renaissance and Reformation. Students will complete a quiz which reviews the time period from Medieval Europe to the Industrial Age. Before giving the quiz, the teacher will lead a brief review of the material.
9/25/08 Students will become familiar with the Industrial Revolution. Read aloud Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution. (This is in World History: Journey Across Time.) Have students then complete and review The Industrial Revolution worksheet (on pages 308 and 399, respectively, in the accompanying CD workbook).
9/26/08 Students will become familiar with colonialism. Read aloud Chapter 20, Section 1, pages 762-770, The New Imperialism. (This is in World History: Journey Across Time.) Have students then complete and review The New Imperialism worksheet (on pages 319 and 421, respectively, in the accompanying CD workbook).
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of September 22-26
9/22/08 Students will use the internet to review the culture and history of Medieval Europe. Students will use computers to access specific internet sites which describe varying aspects of life in Medieval Europe. As students are reading the online material, they will also answer related questions on a handout. Students will then be asked whether the “old” trial or the “new” trial system is preferable, and why.
9/23/08 Students will review the textbook material related to Medieval Europe and the Renaissance. The class will first read page 308, Leonardo da Vinci. The teacher will then use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 10, Sections 2 and 3, pages 299-308. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.
9/24/08 Students will be assessed on their knowledge of the Renaissance and Reformation. Students will complete a quiz which reviews the time period from Medieval Europe to the Industrial Age. Before giving the quiz, the teacher will lead a brief review of the material.
9/25/08 Students will become familiar with the Industrial Revolution. Read aloud Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution. (This is in World History: Journey Across Time.) Have students then complete and review The Industrial Revolution worksheet (on pages 308 and 399, respectively, in the accompanying CD workbook). Students will then discuss the advantages and disadvantages of the cottage industry versus the factory system.
9/26/08 Students will become familiar with colonialism. Read aloud Chapter 20, Section 1, pages 762-770, The New Imperialism. (This is in World History: Journey Across Time.) Have students then complete and review The New Imperialism worksheet (on pages 319 and 421, respectively, in the accompanying CD workbook). Students will then discuss how the vestiges of colonialism and imperialism still affect world dynamics today.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of September 29 – October 3
9/29/08 Students will simulate working conditions during the Industrial Revolution. Students will be divided into two groups upon entering the class. One group will perform an activity that simulates domestic production by hand. A second group will perform an activity that simulates factory work. After the activity is over, the class will compare the quantity and quality of items produced by each group.
9/30/08 Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 3, pages 780-788, World War I Begins. (This is in World History: Journey Across Time.) Have students then complete and review the World War I Begins worksheet (on pages 321and 435, respectively, in the accompanying CD workbook).
10/01/08 Students will use the internet to investigate the weapons, tactics and hardships of World War I. Students will use computers to access specific internet sites which describe various aspects of World War I. As students are reading the online material, they will also answer related questions on a handout.
10/02/08 Students will have a video introduction to World War I. The first film, “World War I: The War in Europe”, is approximately 25 minutes. If time permits, a second film, “World War I and Its Aftermath”, will be shown. This film is approximately 53 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.
10/03/08 Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 4, pages 789-797, World War I Changes the World. (This is in World History: Journey Across Time.) Have students then complete and review the World War I Changes the World worksheet (on pages 40 and 322, respectively, in the accompanying CD workbook).
6th grade TAG Social Studies
Lesson Plans for the week of September 29 – October 3
9/29/08 Each student will present a Renaissance Poetry project by reciting a Renaissance poem of their choosing to the class. The list of available poets and instructions for making a “parchment” for the poem was distributed previously. Students were also given a rubric which the teacher will use to grade the presentation and parchment.
9/30/08 Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 3, pages 780-788, World War I Begins. (This is in World History: Journey Across Time.) Have students then complete and review the World War I Begins worksheet (on pages 321and 435, respectively, in the accompanying CD workbook). Afterwards, students will also discuss how imperialism led to World
War I.
10/01/08 Students will use the internet to investigate the weapons, tactics and hardships of World War I. Students will use computers to access specific internet sites which describe various aspects of World War I. As students are reading the online material, they will also answer related questions on a handout. One of the websites also has a trench warfare simulation that students will participate in.
10/02/08 Students will have a video introduction to World War I. The first film, “World War I: The War in Europe”, is approximately 25 minutes. If time permits, a second film, “World War I and Its Aftermath”, will be shown. This film is approximately 53 minutes. While viewing the two films, students must write at least fifteen important or interesting facts. Afterwards, students will discuss examples of how the war affected Europe’s civilian population.
10/03/08 Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 4, pages 789-797, World War I Changes the World. (This is in World History: Journey Across Time.) Have students then complete and review the World War I Changes the World worksheet (on pages 40 and 322, respectively, in the accompanying CD workbook). Students will also discuss alternatives to the actual surrender negotiations that occurred at the conclusion of the war.
6th grade On-level Social Studies
Lesson Plans for the week of October 6-10
10/06/08 Students will become familiar with the causes, events and effects of World War II. Read aloud Chapter 21, Section 2, pages 808-819, World War II Begins. (This is in World History: Journey Across Time.) Have students then complete and review the World War II worksheet, World War II Begins (on pages 332 and 455, respectively, in the accompanying CD workbook).
10/07/08 Students will become familiar with rise of communism and with World War II. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Rise of Communism and World War II Engulfs the World worksheet to complete. (These worksheets are found on pages 113-114 and 115-116 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
10/08/08 Students will become familiar with the causes, events, and effects of World War II. Read aloud Chapter 21, Section 3, pages 824-830, The Allies Win the War. (This is in World History: Journey Across Time.) Have students then complete and review the World War II worksheet, The Allies Win the War (on pages 333 and 461, respectively, in the accompanying CD workbook).
10/09/08 Students will have a video introduction to World War II. The first film, “World War II: The World at War”, is approximately 39 minutes. If time permits, a second film, “World War II”, will be shown. This film is approximately 54 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.
A notebook of the last two week’s assignments is due today.
An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.
10/10/08 Today is the Parent-Teacher Conference Day, and school is not in session for students.
6th grade TAG Social Studies
Lesson Plans for the week of October 6-10
10/06/08 Students will become familiar with the causes, events and effects of World War II. Read aloud Chapter 21, Sections 2 and 3, pages 808-819 and 824-830, World War II Begins and The Allies Win the War . (This is in World History: Journey Across Time.) Have students then complete and review the World War II worksheet, World War II Begins (on pages 332 and 455, respectively, in the accompanying CD workbook).
10/07/08 Students will become familiar with rise of communism and with World War II. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Rise of Communism and World War II Engulfs the World worksheet to complete. (These worksheets are found on pages 113-114 and 115-116 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class. Students will also discuss the difference between democratic and communist governments.
10/08/08 Students will discuss the reasons for the United States entry into World War II. Using lesson plans offered by The National World War II Museum (New Orleans), students will listen to and analyze President Roosevelt’s “Day of Infamy” speech. Students will also be given statistics for the number of combatants and casualties for each of the major powers in the war. Students will then be asked to compare and graph those statistics.
10/09/08 Students will have a video introduction to World War II. The first film, “World War II: The World at War”, is approximately 39 minutes. If time permits, a second film, “World War II”, will be shown. This film is approximately 54 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.
A notebook of the last two week’s assignments is due today.
An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.
10/10/08 Today is the Parent-Teacher Conference Day, and school is not in session for students.
6th grade On-level Social Studies
Lesson Plans for the week of October 13-17
10/13/08 Students will read about instances of heroism during World War II. Using lesson plans offered by The National World War II Museum (New Orleans), students will read about individuals, both on the home front and front lines, who exhibited heroism. Afterwards, students will complete a handout that discusses the characteristics of heroism. Students will also read about several controversial decisions made during the war. Would students have made the same decisions, and, if not, what would have been their alternative?
10/14/08 Students will learn about the details and results of D-Day. Using lesson plans offered by The National World War II Museum (New Orleans), students will receive a map that shows the details concerning the landing and battle of D-Day. Accompanying the map will be questions concerning those details. Afterwards, students working in groups will examine pictures of D-Day. There will also be a handout asking students to interpret the photographs.
10/15/08 Today is both an Early Release Day and a Team Day. Students do not have academic classes today.
10/16/08 Students will become familiar with the events of the Holocaust. Read aloud Chapter 21, Section 3, page 827, The Holocaust. (This is in World History: Journey Across Time.) Afterwards, show the first ten-minute segment of the film, “World War II”. This film segment talks about the causes and effects of the Holocaust. Finally, using a lesson plan offered by The National World War II Museum (New Orleans), have students read aloud a short segment about those who were persecuted. Along with the reading is a handout students will complete titled Exploring Personal and Collective Responsibility in WWII.
10/17/08 Students will be assessed on their knowledge of Europe from 1800-1945. Students will complete a quiz which reviews material from World History: Journey Across Time. The sections covered are Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution; Chapter 20, Section 1, pages 762-770, The New Imperialism; Chapter 20, Sections 3 and 4, pages 780-796, World War I Begins and World War I Changes the World; and Chapter 21, Sections 2 and 3, pages 813-830, World War II Begins and The Allies Win the War. The quiz will consist of 50 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material. Last week, students were given a study guide to complete. Students will be able to use their study guide for this quiz.
6th grade TAG Social Studies
Lesson Plans for the week of October 13-17
10/13/08 Students will read about instances of heroism during World War II. Using lesson plans offered by The National World War II Museum (New Orleans), students will read about individuals, both on the home front and front lines, who exhibited heroism. Afterwards, students will complete a handout that discusses the characteristics of heroism. Students will also read about several controversial decisions made during the war. Would students have made the same decisions, and, if not, what would have been their alternative?
Students will also be given directions and a grading scale for tomorrow’s project concerning World War II “trading cards”.
10/14/08 Students will learn about World War II by making three “trading cards”. The students will be allowed use of both books and computers in the media center today. Directions and a grading scale for the project were handed out yesterday. Possible topics for the trading cards include famous people, places, battles, events and weapons of the war. (Suggested topics are included in the directions, but other topics can be used with the teacher’s approval.) The three trading cards are due next Monday.
10/15/08 Today is both an Early Release Day and a Team Day. Students do not have academic classes today.
10/16/08 Students will become familiar with the events of the Holocaust. Read aloud Chapter 21, Section 3, page 827, The Holocaust. (This is in World History: Journey Across Time.) Afterwards, show the first ten-minute segment of the film, “World War II”. This film segment talks about the causes and effects of the Holocaust. Finally, using a lesson plan offered by The National World War II Museum (New Orleans), have students read aloud a short segment about those who were persecuted. Along with the reading is a handout students will complete titled Exploring Personal and Collective Responsibility in WWII.
Using materials from the same museum, students will also receive a map that shows the details concerning the landing and battle of D-Day. Accompanying the map will be questions concerning those details.
10/17/08 Students will be assessed on their knowledge of Europe from 1800-1945. Students will complete a quiz which reviews material from World History: Journey Across Time. The sections covered are Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution; Chapter 20, Section 1, pages 762-770, The New Imperialism; Chapter 20, Sections 3 and 4, pages 780-796, World War I Begins and World War I Changes the World; and Chapter 21, Sections 2 and 3, pages 813-830, World War II Begins and The Allies Win the War. The quiz will consist of 50 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material. Last week, students were given a study guide to complete. Students will be able to use their study guide for this quiz.
6th grade On-level Social Studies
Lesson Plans for the week of October 20-24
10/20/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Working in assigned groups, students should first read their respective country and then decide what activity they will do and how they will present their country to the class. A student can earn points each day depending on participation in his or her group’s activity. This is the first of three days to work in class on the project.
10/21/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should finalize their presentation to the class. If a group is going to have any hand-outs, these should be typed. The teacher will make copies. This is the second of three days to work in class on the project.
10/22/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should rehearse presenting about their assigned country to the class. This is the last of three days to work in class on the project. Presentations will begin next Monday with Group One.
10/23/08 Students will become familiar with the music of Europe. Students will listen to several European songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the seven songs, they will answer questions from pages 35-37 in Glencoe’s World Music: A Cultural Legacy workbook.
A notebook of the last two week’s assignments is due today.
10/24/08 Students will complete a mandatory diagnostic assessment. A multiple-choice Fulton County pre-test will be given to students for diagnostic purposes. The test will gauge the level of understanding that students already possess of Social Studies material that will be taught this school year. This quiz will be scored but does not count as a semester grade.
6th grade TAG Social Studies
Lesson Plans for the week of October 20-24
10/20/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Working in assigned groups, students should first read their respective country and then decide what activity they will do and how they will present their country to the class. A student can earn points each day depending on participation in his or her group’s activity. This is the first of three days to work in class on the project.
The World War II “trading card” project is also due today.
10/21/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should finalize their presentation to the class. If a group is going to have any hand-outs, these should be typed. The teacher will make copies. This is the second of three days to work in class on the project.
10/22/08 Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should rehearse presenting about their assigned country to the class. This is the last of three days to work in class on the project. Presentations will begin next Monday with Group One.
10/23/08 Students will become familiar with the music of Europe. Students will listen to several European songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the seven songs, they will answer questions from pages 35-37 in Glencoe’s World Music: A Cultural Legacy workbook. Afterwards, students will compare the similarities and differences of music from the different regions of Europe.
A notebook of the last two week’s assignments is due today.
10/24/08 Students will complete a mandatory diagnostic assessment. A multiple-choice Fulton County pre-test will be given to students for diagnostic purposes. The test will gauge the level of understanding that students already possess of Social Studies material that will be taught this school year. This quiz will be scored but does not count as a semester grade.
6th grade On-level and TAG Social Studies
Lesson Plans for the week of October 27-31
10/27/08 Student groups will share their knowledge of a particular European region with the class. Group presentations begin today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about the British Isles, pages 340-344 in the textbook.
10/28/08 Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about France and the Benelux countries, pages 345-348 in the textbook.
10/29/08 Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Germany and the Alpine countries, pages 350-353 in the textbook.
10/30/08 Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about the countries of southern Europe, pages 358-362 in the textbook.
10/31/08 Student groups will share their knowledge of a particular European country with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Russia, pages 410-415 in the textbook.
6th grade On-level Social Studies
Lesson Plans for the week of November 3-7
11/03/08 Students will participate in a mock Presidential election. Students will also participate in a simulation of the Electoral College and learn how a U.S. Presidential election is different from a simple majority vote. Video segments from BrainPop illustrating our election system will also be shown.
11/04/08 Today is Election Day, and school is not in session.
11/05/08 Students will be assessed on their knowledge of the countries of Europe. Group presentations conclude today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Today’s presentation will be a review of all previous groups and a written quiz of the material concerning the countries of Europe.
11/06/08 Students will review the geography of Russia. Give each student the Regional Atlas Activity E & F and the History and Geography Activity worksheets to explore the Trans-Siberian Railroad and the time zones in Russia. (These worksheets are found on pages 5, 6, 11 & 12, respectively, in The World and Its People: Unit Resources, Russia and the Eurasian Republics.) Afterwards, review these activities with the class.
11/07/08 Students will become familiar with the music of Russia. Students will listen to several Russian songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the four songs, they will answer questions from pages 45-46 in Glencoe’s World Music: A Cultural Legacy workbook.
6th grade TAG Social Studies
Lesson Plans for the week of November 3-7
11/03/08 Students will participate in a mock Presidential election. Students will also participate in a simulation of the Electoral College and learn how a U.S. Presidential election is different from a simple majority vote. Video segments from BrainPop illustrating our election system will also be shown.
11/04/08 Today is Election Day, and school is not in session.
11/05/08 Students will be assessed on their knowledge of the countries of Europe. Group presentations conclude today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Today’s presentation will be a review of all previous groups and a written quiz of the material concerning the countries of Europe.
11/06/08 Students will review the geography of Russia. Give each student the Regional Atlas Activity E & F and the History and Geography Activity worksheets to explore the Trans-Siberian Railroad and the time zones in Russia. (These worksheets are found on pages 5, 6, 11 & 12, respectively, in The World and Its People: Unit Resources, Russia and the Eurasian Republics.) Afterwards, review these activities with the class.
11/07/08 Students will discuss the policies of the next President of the United States. In a follow-up to Monday’s activity and Election Day, students will use newspapers, magazine articles and the internet to research and discuss the stated policies of the President-elect. Today’s activity will concentrate on how the President-elect’s policies are likely to affect the students and their families.
6th grade On-level Social Studies
Lesson Plans for the week of November 10-14
11/10/08 Students will become familiar with the time after World War II known as the Cold War. Read aloud 319-323, A Divided Continent. Have students then complete and review questions 4 & 7 on page 323. Also have they complete the Guided Reading Activity 2 (on page 49 in The World and Its People: Unit Resources, Europe).
11/11/08 Students will become familiar with the Cold War and post-WWII independence movements. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a The Cold War and Independence Sweeps the World worksheet to complete. (These worksheets are found on pages 116-117 and 118-119 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
11/12/08 Students will become familiar with Russia after the end of communism. Read aloud 420-421 and Chapter 15, Section 1, pages 424-428, From Communism to Free Enterprise. Have students then complete and review questions 6 & 7 on page 428. Also have them complete the Reteaching Activity (on page 37 in The World and Its People: Unit Resources, Russia and the Eurasian Republics).
11/13/08 Students will review various forms of government represented in Europe. A PowerPoint slideshow that explains the differences in the variety of European governments will be shown to the students. The 2nd half of the slideshow has a Hollywood Squares-type game that reviews the information given.
11/14/08 Students will become familiar with the geographical, cultural, and economic patterns found in Europe and Russia. Using a classroom set of laminated world maps from Nystrom, have the students complete Patterns in Europe and Russia. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of November 10-14
11/10/08 Students will become familiar with the time after World War II known as the Cold War. Read aloud 319-323, A Divided Continent. Have students then complete two Venn diagrams, one which compares/contrasts the Cold War with a conventional war, and a second diagram which compares/contrasts communism with democracy.
11/11/08 Students will become familiar with the Cold War and post-WWII independence movements. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a The Cold War and Independence Sweeps the World worksheet to complete. (These worksheets are found on pages 116-117 and 118-119 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
11/12/08 Students will become familiar with Russia after the end of communism. Read aloud 420-421 and Chapter 15, Section 1, pages 424-428, From Communism to Free Enterprise. Have students then list three each of advantages and disadvantages of living during the Soviet era. Have students then do the same for Russia today. Afterwards, have students vote as to which political system they would rather live under.
11/13/08 Students will review various forms of government represented in Europe. A PowerPoint slideshow that explains the differences in the variety of European governments will be shown to the students. The 2nd half of the slideshow has a Hollywood Squares-type game that reviews the information given.
Also ask students to bring in copies of their favorite songs for tomorrow.
11/14/08 Students will use a simulation to experience various forms of government. In groups, students will try to determine a favorite song (to represent their group). The teacher will give each group a label (such as democracy, monarchy, etc.) that helps each group determine how to pick a representative song. Samples from each chosen song will then be played. Students will then rotate (as time permits) to different groups. While students are with their group, they are asked to record their form of government and how their group came to its decision.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of November 17-21
11/17/08 Students will become familiar with the formation and purpose of the European Union. Read aloud Chapter 11, Section 3, pages 324-329, Moving Toward Unity. Have students then complete and review the Critical Thinking Skills Activity and Enrichment Activity (on pages 93, 94 and 101, respectively, in The World and Its People: Unit Resources, Europe).
11/18/08 Students will become familiar with the geographical features of Canada. Using an outline political map from Unit Resources: The United States and Canada, have students label provinces/territories and capitals of Canada. Also have students label the natural resources of Canada using a physical map. Students will use pages RA10-11, 119, 123 and 161 in the textbook to obtain this information.
11/19/08 Today is an Early Release Day. Ambassadors from Junior Achievement will lead a series of lessons with the students, who do not have academic classes today.
11/20/08 Students will begin a project concerning a Canadian province or territory of their choice. Students will divide into pairs and choose a Canadian province or territory for which to complete a project. (No duplication of provinces or territories is permitted within each class.) Each student will receive an instruction sheet which details the requirements of the project. To research their particular province or territory, students will use the internet in the classroom. Books from the media center will also be brought into the classroom as an additional resource. (The Kids Book of Canada by Barbara Greenwood has the crest of each province.)
11/21/08 Students will continue a project concerning a Canadian province or territory of their choice. Earlier, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students may use computers and the internet. Books from the media center are also available as an additional resource.
6th grade TAG Social Studies
Lesson Plans for the week of November 17-21
11/17/08 Students will become familiar with the formation and purpose of the European Union. Read aloud Chapter 11, Section 3, pages 324-329, Moving Toward Unity. Have students then complete and review the Critical Thinking Skills Activity and Enrichment Activity (on pages 93, 94 and 101, respectively, in The World and Its People: Unit Resources, Europe).
11/18/08 Students will record what they know already about Canada. Students will create a KWL chart to share their knowledge and perceptions of Canada. As part of the activity, students will list some topics that they wish to learn more about Canada.
Students will also become familiar with the political features of Canada. In preparation for Thursday’s project, students will use an outline political map from Unit Resources: The United States and Canada to label the provinces/territories and capitals of Canada.
11/19/08 Today is an Early Release Day. Ambassadors from Junior Achievement will lead a series of lessons with the students, who do not have academic classes today.
11/20/08 Students will begin a project concerning a Canadian province or territory of their choice. Students will divide into pairs and choose a Canadian province or territory for which to complete a project. (No duplication of provinces or territories is permitted within each class.) Each student will receive an instruction sheet which details the requirements of the project. To research their particular province or territory, students will use the internet in the classroom. Books from the media center will also be brought into the classroom as an additional resource. (The Kids Book of Canada by Barbara Greenwood has the crest of each province.)
11/21/08 Students will continue a project concerning a Canadian province or territory of their choice. Earlier, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students may use computers and the internet. Books from the media center are also available as an additional resource.
6th grade On-level Social Studies
Lesson Plans for the week of November 27-31
11/24/08 Students will conclude a project concerning a Canadian province or territory of their choice. Last week, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students may use computers and the internet. Books from the media center are also available as an additional resource. Students will turn in the poster created for their respective province or territory on Monday, December 1st.
11/25/08 Students will have a video introduction to the people and geography of Canada. A film, “Canada: Land of Diversity,” will be shown. The movie is approximately 44 minutes. While viewing the film, students must write at least fifteen important or interesting facts.
11/26/08 In observance of the Thanksgiving holiday, school is not in session.
11/27/08 In observance of the Thanksgiving holiday, school is not in session.
11/28/08 In observance of the Thanksgiving holiday, school is not in session.
6th grade TAG Social Studies
Lesson Plans for the week of November 27-31
11/24/08 Students will conclude a project concerning a Canadian province or territory of their choice. Last week, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students may use computers and the internet. Books from the media center are also available as an additional resource. Students will turn in the poster created for their respective province or territory on Monday, December 1st.
11/25/08 Students will be given instructions for a multiple-intelligences project concerning Canada. Students will choose three options from among a wide variety of project possibilities. Students will present all three “mini-projects” to another class during the week of December 15th.
Students will also have a video introduction to the people and geography of Canada. A film, “Canada: Land of Diversity,” will be shown. The movie is approximately 44 minutes. While viewing the film, students must write at least fifteen important or interesting facts.
11/26/08 In observance of the Thanksgiving holiday, school is not in session.
11/27/08 In observance of the Thanksgiving holiday, school is not in session.
11/28/08 In observance of the Thanksgiving holiday, school is not in session.
6th grade On-level Social Studies
Lesson Plans for the week of December 1-5
12/01/08 Students will read about the geographical features of Canada. Read aloud Chapter 5, Section 1, pages 156-161, Canada: A Resource-Rich Country. Have students then complete and review the Section 1 Assessment, page 163, 1-3 & 5.
The Canadian province/territory poster project is due today.
12/02/08 Students will demonstrate the placement for the geographical features of North America. Give each student a handout which lists the major geographical features of North America. Using an outline map of North America, students will then draw and label each of these geographical features. Students will use pages RA8-13 and 118 in the textbook as a reference.
12/03/08 Students will become familiar with the geographical features of
North America. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing North America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
12/04/08 Students will read about the economic regions of Canada. Read aloud Chapter 5, Section 1, pages 161-163, Canada: A Resource-Rich Country. Have students then complete and review the Guided Reading Activity (on page 80 in The World and Its People: Unit Resources, The United States and Canada). Students will also complete the Section 1 Assessment, page 163, 4, 6 & 8.
12/05/08 Students will be quizzed on their knowledge of the geographical features of North America. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies. Also review the material by showing students a short video which gives examples of each of the features. Afterwards give the students a twenty-question quiz of the material.
6th grade TAG Social Studies
Lesson Plans for the week of December 1-5
12/01/08 Students will read about the geographical features of Canada. Read aloud Chapter 5, Section 1, pages 156-161, Canada: A Resource-Rich Country. Have students then complete a Venn diagram which compares/contrasts the geographies of Europe and Canada.
The Canadian province/territory poster project is due today.
12/02/08 Students will demonstrate the placement for the geographical features of North America. Give each student a handout which lists the major geographical features of North America. Using an outline map of North America, students will then draw and label each of these geographical features. Students will use pages RA8-13 and 118 in the textbook as a reference.
12/03/08 Students will become familiar with the geographical features of
North America. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing North America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Afterwards, have students discuss how Canada benefits economically and militarily from its relative location.
12/04/08 Students will read about the economic regions of Canada. Read aloud Chapter 5, Section 1, pages 161-163, Canada: A Resource-Rich Country. Have students then complete the Team-Teaching Activity on page 161, for which they should list and rank the social and economic challenges facing Canada. Students will orally justify their ranking of the challenges.
12/05/08 Students will be quizzed on their knowledge of the geographical features of North America. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies. Also review the material by showing students a short video which gives examples of each of the features. Afterwards give the students a twenty-question quiz of the material.
6th grade On-level Social Studies
Lesson Plans for the week of December 8-12
12/08/08 Students will review the geographical features and economic regions of Canada. Students will be given a “Do You Remember (Chapter 5, Section 1)?” worksheet which asks questions concerning the section just read. Review the answers afterwards as a class.
A notebook of the last two week’s assignments is due today.
12/09/08 Students will have a video introduction to the people and geography of Canada. A film, “Canada: Land of Diversity,” will be shown. The movie is approximately 44 minutes. While viewing the film, students must write at least fifteen important or interesting facts.
12/10/08 Students will become familiar with the people and culture of Canada. Read aloud Chapter 5, Section 2, pages 165-169, Canada. Afterwards, have students complete the Teach activity on page 166, comparing the people and culture of Canada with the people of the United States. Students will also answer the Section 2 Assessment, page 169, 1-8.
12/11/08 Students will review the geography and natural resources of Canada. Each student will be given a Critical Thinking Skills Activity worksheet and Map and Graph Skills Activity worksheet to explore how the geography of Canada affects its culture. (These worksheets are found on pages 67-70 in The World and Its People: Unit Resources, The United States and Canada.) Afterwards, review these activities with the class.
12/12/08 Students will review the history and independence of Canada. Students will view a PowerPoint presentation which reviews Canadian history and its eventual independence. While viewing the presentation, each student will be provided a timeline to complete.
6th grade TAG Social Studies
Lesson Plans for the week of December 8-12
12/08/08 Students will review the geographical features and economic regions of Canada. Students will be given a “Do You Remember (Chapter 5, Section 1)?” worksheet which asks questions concerning the section just read. Review the answers afterwards as a class. As a class activity, also have students complete the Team-Teaching Activity on page 161, for which they should list and rank the social and economic challenges facing Canada. Students should justify their ranking of the challenges.
A notebook of the last two week’s assignments is due today.
12/09/08 Students will have a video introduction to the culture and history of Canada. A film, “Canada: Its People, History, and Government,” will be shown. The movie is approximately 20:30 minutes. While viewing the film, students must write at least fifteen important or interesting facts. Afterwards, have students orally compare how the Canadian and U.S. governments choose their head of state.
12/10/08 Students will become familiar with the people and culture of Canada. Read aloud Chapter 5, Section 2, pages 165-169, Canada. Afterwards, have students complete the Teach activity on page 166, comparing the people and culture of Canada with the people of the United States. Also have students complete the Logical/Mathematical activity on page 167, graphing each of Canada’s provincial populations.
12/11/08 Students will review the geography and natural resources of Canada. First discuss with students the difference between subsistence and commercial farming. Then give each student a Critical Thinking Skills Activity worksheet and Map and Graph Skills Activity worksheet to explore how the geography of Canada affects its culture. (These worksheets are found on pages 67-70 in The World and Its People: Unit Resources, The United States and Canada.) Afterwards, review these activities with the class.
12/12/08 Students will review the history and independence of Canada. Students will view a PowerPoint presentation which reviews Canadian history and its eventual independence. While viewing the presentation, each student will be provided a timeline to complete.
6th grade On-level Social Studies
Lesson Plans for the week of December 15-19
12/15/08 Students will read and outline a written history of the Native American group, the Inuit. Students will read a two-page history of the Inuit titled “Our Story”. After the story has been read, students will be asked to outline the narrative. To aid the students, parts of the outline will already be completed.
12/16/08 Students will become familiar with the patterns of climate, land use, and population of North America. Using a classroom set of laminated world maps from Nystrom, have the students complete Finding Patterns in North America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
12/17/08 Students will review important information regarding Canada. Each student will receive a Canada Word Search Worksheet, If I Lived in Canada Worksheet, Canada Crossword Puzzle Worksheet, and Canada: Adjectives Worksheet. Afterwards, review the answers with students.
12/18/08 Students will review for a formal assessment of their knowledge of Canada. Today will be a review for tomorrow’s Canada test. The review will be in the format of a game or quiz show. The class will be divided into teams of 4-6 students each. Questions answered correctly by each team will earn bonus points toward the test.
12/19/08 Students will be assessed on their knowledge of Canada. Students will complete a test which reviews Canada, Chapter 5, Sections 1 and 2. The test will consist of at least 50 multiple choice, matching and critical reading questions.
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of December 15-19
12/15/08 Students will read and outline a written history of the Native American group, the Inuit. Students will read a two-page history of the Inuit titled “Our Story”. After the story has been read, students will be asked to outline the narrative. To aid the students, parts of the outline will already be completed. Afterwards, discuss with students why the Inuit chose to settle in their respective areas of Canada (and how that relates to when they traveled from Asia during the Ice Age.)
12/16/08 Students will become familiar with the patterns of climate, land use, and population of North America. Using a classroom set of laminated world maps from Nystrom, have the students complete Finding Patterns in North America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Afterwards, discuss with students the reasons for the population distribution in North America.
12/17/08 Students will review for a formal assessment of their knowledge of Canada. Today will be a review for tomorrow’s Canada test. The review will be in the format of a game or quiz show. The class will be divided into teams of 4-6 students each. Questions answered correctly by each team will earn bonus points toward the test.
12/18/08 Students will present projects which illustrate different aspects of Canada. In the media center, my students will present their multiple-intelligences projects to other visiting Social Studies classes. These projects about Canada address all the learning styles – verbal/ linguistic, naturalist, visual/ spatial, bodily/ kinesthetic, musical/ rhythmic, interpersonal, intrapersonal, and logical/ mathematical.
12/19/08 Students will be assessed on their knowledge of Canada. Students will complete a test which reviews Canada, Chapter 5, Sections 1 and 2. The test will consist of at least 50 multiple choice, matching and critical reading questions.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of January 5-9
1/05/09 Today is a teacher workday, and students do not attend classes.
1/06/09 Students will have a mystery lesson concerning Mesoamerica. Students in each period will receive a mystery lesson concerning a historical event in Central America. Using the clues provided in the lesson, each student must use deduction to answer the question posed and explain his/her answer. Students will be allowed to collaborate on the answer. The answer to the mystery will be revealed tomorrow.
1/07/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete.
1/08/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project.
1/09/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project. This is the third (and last) day of a three-day project.
6th grade TAG Social Studies
Lesson Plans for the week of January 5-9
1/05/09 Today is a teacher workday, and students do not attend classes.
1/06/09 Students will record what they know already about Latin America. Students will create a KWL chart to share their knowledge and perceptions of Latin America. As part of the activity, students will list some topics that they wish to learn more about Latin America.
Students will also have a mystery lesson concerning Mesoamerica. Students in each period will receive a mystery lesson concerning a historical event in Central America. Using the clues provided in the lesson, each student must use deduction to answer the question posed and explain his/her answer. Students will be allowed to collaborate on the answer. The answer to the mystery will be revealed tomorrow.
1/07/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete.
1/08/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project.
1/09/09 Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Latin America. Using maps from the textbook as a resource, have students draw and label a map of Latin America which includes both physical and political features. Each student will be given a copy of the Latin American Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project. This is the third (and last) day of a three-day project.
Students will also orally compare the coastlines of South America and Europe. Contrast the shape of each and how that influenced the culture and history of the respective continents.
6th grade On-level Social Studies
Lesson Plans for the week of January 12-16
1/12/09 Students will become familiar with the land and economy of Mexico. Read aloud Chapter 6, Section 1, pages 190-195, Mexico’s Land and Economy. Have students then complete and review the Section 1 Assessment, page 195, 2-8.
1/13/09 Students will become familiar with the history of Mexico. Read aloud Chapter 6, Section 2, pages 197-201, Mexico’s History. Have students then complete and review the Guided Reading Activity 2 (on page 51 in The World and Its People: Unit Resources, Latin America) and Making the Connection, 1-3, page 201.
1/14/09 Students will make a twelve-tab foldable book of questions pertaining to Mexico. In the computer lab, students will use the internet to research different aspects of Mexico. Students will then make a twelve-tab foldable book on which they can write questions about Mexico. (Answers will go on the inside of the fold.) Students will be given an instruction page for this assignment. The assignment will also be used as a study aid for the upcoming Mexico quiz.
1/15/09 Students will become familiar with present-day Mexico. Read aloud Chapter 6, Section 3, pages 202-206, Mexico Today. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 52 and 24, respectively, in The World and Its People: Unit Resources, Latin America).
1/16/09 Students will have a video introduction to the geography, people, and history of Mexico. Two short films will be shown. The first is “Geography of Mexico and Central America”. The movie is approximately 23 minutes. The second is “Mexico: Its People, History and Government”. This movie is approximately 20 minutes. While viewing the films, students must write at least fifteen important or interesting facts.
6th grade TAG Social Studies
Period 3
Lesson Plans for the week of January 12-16
1/12/09 Students will become familiar with the land and economy of Mexico. Read aloud Chapter 6, Section 1, pages 190-195, Mexico’s Land and Economy. Afterwards, have students answer these questions: (1) Why do a majority of Mexico’s people choose to live on the central plateau? (2) Why did the United States want Mexico to be a part of NAFTA? (3) What are the advantages and disadvantages of living in a high-volcanic area?
1/13/09 Students will become familiar with the history of Mexico. Read aloud Chapter 6, Section 2, pages 197-201, Mexico’s History. Afterwards, have students answer these questions: (1) Why was Hernán Cortés able to defeat the Aztecs? (2) How have the conquistadors and the United States been similar in their treatment of Mexico?
1/14/09 Students will make a twelve-tab foldable book of questions pertaining to Mexico. In the computer lab, students will use the internet to research different aspects of Mexico. Students will then make a twelve-tab foldable book on which they can write questions about Mexico. (Answers will go on the inside of the fold.) Students will be given an instruction page for this assignment. The assignment will also be used as a study aid for the upcoming Mexico quiz.
The project is due this Friday.
1/15/09 Students will become familiar with present-day Mexico. Read aloud Chapter 6, Section 3, pages 202-206, Mexico Today. Afterwards, have students answer these questions: List the top three difficulties facing Mexico, rank the difficulties, and explain why Mexico has not been able to solve each of these challenges.
1/16/09 Students will have a video introduction to the geography, people, and history of Mexico. Two short films will be shown. The first is “Geography of Mexico and Central America”. The movie is approximately 23 minutes. The second is “Mexico: Its People, History and Government”. This movie is approximately 20 minutes. While viewing the films, students must write at least fifteen important or interesting facts. Afterwards, discuss with students the cause of Mexico and Central America’s geography and how that has influenced the history of the region.
6th grade TAG Social Studies
Lesson Plans for the week of January 12-16
1/12/09 Students will become familiar with the land and economy of Mexico. Read aloud Chapter 6, Section 1, pages 190-195, Mexico’s Land and Economy. Afterwards, have students answer these questions: (1) Why do a majority of Mexico’s people choose to live on the central plateau? (2) Why did the United States want Mexico to be a part of NAFTA? (3) What are the advantages and disadvantages of living in a high-volcanic area?
1/13/09 Students will become familiar with the history of Mexico. Read aloud Chapter 6, Section 2, pages 197-201, Mexico’s History. Afterwards, have students answer these questions: (1) Why was Hernán Cortés able to defeat the Aztecs? (2) How have the conquistadors and the United States been similar in their treatment of Mexico?
1/14/09 Students will make a twelve-tab foldable book of questions pertaining to Mexico. In the computer lab, students will use the internet to research different aspects of Mexico. Students will then make a twelve-tab foldable book on which they can write questions about Mexico. (Answers will go on the inside of the fold.) Students will be given an instruction page for this assignment. The assignment will also be used as a study aid for the upcoming Mexico quiz.
The project is due this Friday.
1/15/09 Students will become familiar with present-day Mexico. Read aloud Chapter 6, Section 3, pages 202-206, Mexico Today. Afterwards, have students answer these questions: List the top three difficulties facing Mexico, rank the difficulties, and explain why Mexico has not been able to solve each of these challenges.
1/16/09 Students will have a video introduction to the geography, people, and history of Mexico. Two short films will be shown. The first is “Geography of Mexico and Central America”. The movie is approximately 23 minutes. The second is “Mexico: Its People, History and Government”. This movie is approximately 20 minutes. While viewing the films, students must write at least fifteen important or interesting facts. Afterwards, discuss with students the cause of Mexico and Central America’s geography and how that has influenced the history of the region.
6th grade On-level Social Studies
Lesson Plans for the week of January 19-23
1/19/09 Today is a state holiday, and students do not attend classes.
1/20/09 Students will have a video introduction to the culture and history of the Aztecs. The film, “Ancient Civilizations for Children: Ancient Aztec: The Fall of the Empire”, is approximately 19 minutes. (This video is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
Students will afterwards compete in the annual Geography Bee.
1/21/09 Students will review the geography and natural resources of Latin America. Each student will be given Regional Atlas Activity B, E, F & G worksheets to explore how the geography of Latin America affects its culture. (These worksheets are found on pages 2, 5, 6 & 7, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
1/22/09 Students will have a mystery lesson concerning South America. Students in each period will receive a mystery lesson concerning a historical event in South America. Using the clues provided in the lesson, each student must use deduction to answer the question posed and explain his/her answer. Students will be allowed to collaborate on the answer. The answer to the mystery will be revealed tomorrow.
1/23/09 Students will become familiar with the physical geography of Latin America. Each student will be given a copy of a Nystrom World Atlas. Each will also be given a Middle America: The Land and Its People, and South America: Physical and Political Characteristics worksheet to complete. (These worksheets are found on pages 33-36 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of January 19-23
1/19/09 Today is a state holiday, and students do not attend classes.
1/20/09 Students will have a video introduction to the culture and history of the Aztecs. The film, “Ancient Civilizations for Children: Ancient Aztec: The Fall of the Empire”, is approximately 19 minutes. (This video is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
Students will afterwards compete in the annual Geography Bee.
1/21/09 Students will review the geography and natural resources of Latin America. Each student will be given Regional Atlas Activity B, E, F & G worksheets to explore how the geography of Latin America affects its culture. (These worksheets are found on pages 2, 5, 6 & 7, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class. Finally, have students discuss how the latitude and relatively low elevation of South America affect its climate. Also discuss how the elevation of the Andes influences the natural resources one might expect to find there.
1/22/09 Students will have a mystery lesson concerning South America. Students in each period will receive a mystery lesson concerning a historical event in South America. Using the clues provided in the lesson, each student must use deduction to answer the question posed and explain his/her answer. Students will be allowed to collaborate on the answer. The answer to the mystery will be revealed tomorrow.
1/23/09 Students will become familiar with the physical geography of Latin America. Each student will be given a copy of a Nystrom World Atlas. Each will also be given a Middle America: The Land and Its People, and South America: Physical and Political Characteristics worksheet to complete. (These worksheets are found on pages 33-36 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class. Finally, have students discuss how the western half of South America could have a desert - the Atacama.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of January 26-30
1/26/09 Students will become more familiar with the physical geography of Latin America. Each student will be given a copy of a Nystrom World Atlas. Each will also be given a South America: Rainfall and Elevation, and South America: Where People Live worksheet to complete. (These worksheets are found on pages 37-40 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.
1/27/09 Students will review the physical geography of South America. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing South America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
1/28/09 Students will continue exploring the civilizations of ancient Mesoamerica. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a Olmec and Maya Civilizations, Aztec Empire, and Inca Empire worksheet to complete. (These worksheets are found on pages 70-71 and 74-75 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
1/29/09 Students will become familiar with the music of Latin America. Students will listen to several Latin American songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the six songs, they will answer questions from pages 26-28 in Glencoe’s World Music: A Cultural Legacy workbook.
1/30/09 Students will be assessed on their knowledge of the geographical features of Latin America. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies.
Directions for the Latin America Food Project will also be given out in class. The permission form and chosen recipe for the project is due by February 11th, and the food itself is due on February 25th.
6th grade TAG Social Studies
Lesson Plans for the week of January 26-30
1/26/09 Students will become more familiar with the physical geography of Latin America. Each student will be given a copy of a Nystrom World Atlas. Each will also be given a South America: Rainfall and Elevation, and South America: Where People Live worksheet to complete. (These worksheets are found on pages 37-40 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class. Finally, have students discuss how elevation and rainfall influence where people live in South America.
1/27/09 Students will review the physical geography of South America. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing South America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Finally, have students discuss the influence of tectonic plates on the formation of the Americas.
1/28/09 Students will continue exploring the civilizations of ancient Mesoamerica. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a Olmec and Maya Civilizations, Aztec Empire, and Inca Empire worksheet to complete. (These worksheets are found on pages 70-71 and 74-75 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class. Finally, have students discuss the lasting accomplishments of these four civilizations.
1/29/09 Students will become familiar with the music of Latin America. Students will listen to several Latin American songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the six songs, they will answer questions from pages 26-28 in Glencoe’s World Music: A Cultural Legacy workbook. Afterwards, have students compare and contrast the music of Europe and Latin America.
1/30/09 Students will be assessed on their knowledge of the geographical features of Latin America. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies.
Directions for the Latin America Food Project will also be given out in class. The permission form and chosen recipe for the project is due by February 11th, and the food itself is due on February 25th.
6th grade On-level Social Studies
Lesson Plans for the week of February 2-6
2/02/09 Students will have a video introduction to the culture and history of the Aztecs. The film, “Ancient Civilizations for Children: Ancient Aztec”, is approximately 23 minutes. (This video is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.
2/03/09 Students will become familiar with the geography and culture of Central America. Read aloud Chapter 7, Section 1, pages 212-217, Central America. As the students are reading, have them complete an outline for the section. Students will be given a worksheet that provides prompts for completing the outline.
2/04/09 Students will have an inquiry lesson concerning Latin America. Students will first read about the Columbian Exchange, pages 668-669 in World History: Journey Across Time. After reading the pages, students will answer #6 from the questions on page 669.
Students in each period will then receive an inquiry lesson concerning a discovery in South America. Using the clues provided in the lesson, each student must use deduction to answer the 22 questions. Students will be allowed to collaborate on the answers. The answer to the inquiry will be revealed tomorrow.
2/05/09 Students will have a video introduction to the geography, people, and history of the Caribbean. A film, “Geography of the Caribbean”, will be shown. The movie is approximately 25 minutes. While viewing the films, students must write at least fifteen important or interesting facts.
2/06/09 Students will be assessed on their knowledge of Mexico. Students will complete a quiz which reviews Mexico, Chapter 6, Sections 1, 2 and 3. The quiz will consist of 33 multiple choice, matching, fill-in-the-blank, and critical thinking questions. Before the quiz, students will use their twelve-tab foldables and study guide to review with a partner.
A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies
Lesson Plans for the week of February 2-6
2/02/09 Students will have a video introduction to the culture and history of the Aztecs. The film, “Ancient Civilizations for Children: Ancient Aztec”, is approximately 23 minutes. (This video is from the media center.) While viewing the film, students will complete a handout that is keyed to the information. Afterwards, have students discuss the advantages that the Spanish had in their encounter with the Incas.
2/03/09 Students will become familiar with the geography and culture of Central America. Have students read and discuss Chapter 7, Section 1, pages 212-217, Central America. Afterwards, give students the instructions and rubric for “Making a Game about Latin America”. Students will be shown examples from previous years. A day next week will be given to work on this project, which will be due in March.
2/04/09 Students will have an inquiry lesson concerning Latin America. Students will first read about the Columbian Exchange, pages 668-669 in World History: Journey Across Time. After reading the pages, students will answer #6 from the questions on page 669.
Students in each period will then receive an inquiry lesson concerning a discovery in South America. Using the clues provided in the lesson, each student must use deduction to answer the 22 questions. Students will be allowed to collaborate on the answers. The answer to the inquiry will be revealed tomorrow.
2/05/09 Students will have a video introduction to the geography, people, and history of the Caribbean. A film, “Geography of the Caribbean”, will be shown. The movie is approximately 25 minutes. While viewing the films, students must write at least fifteen important or interesting facts. Afterwards, have students discuss the difference in formation and economies between the Greater and Lesser Antilles.
2/06/09 Students will be assessed on their knowledge of Mexico. Students will complete a quiz which reviews Mexico, Chapter 6, Sections 1, 2 and 3. The quiz will consist of 33 multiple choice, matching, fill-in-the-blank, and critical thinking questions. Before the quiz, students will use their twelve-tab foldables and study guide to review with a partner.
A notebook of the last two week’s assignments is due today.
6th grade On-level Social Studies
Lesson Plans for the week of February 9-13
2/09/09 Students will become familiar with the culture and geography of Puerto Rico. While in the computer lab, students will complete the “Social Studies online” web activity from page 223 in the textbook. This web activity will explore different aspects of Puerto Rican life. Students will be given an instruction page to aid in the assignment.
2/10/09 Students will use computers to create customized concept maps of Central America, Chapter 7, Section 1. In the computer lab, students will use the software program Inspiration to create a concept map for the descriptions of the nations of Central America. Inspiration allows each student to individualize both the content and appearance of the concept map. Each student will print out his or her completed concept map.
2/11/09 Students will explore European settlement in the Americas. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a Europeans Explore and Settle in the Americas and Three Worlds Meet worksheet to complete. (These worksheets are found on pages 76-79 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
2/12/09 Students will become familiar with the geography and culture of the Caribbean islands. Read aloud Chapter 7, Section 2, pages 218-223, Cultures of the Caribbean. Have students then complete and review the Guided Reading Activity 2 and Vocabulary Activity (on pages 81 and 54, respectively, in The World and Its People: Unit Resources, Latin America).
2/13/09 Students will have a performance task reviewing the Columbian Exchange. Students will first read pages 228-229 in the textbook concerning the Columbian Exchange. Students will also be allowed time to look over any relevant notes or other activities concerning the Columbian Exchange before the task begins. Large maps of Europe, Africa and the Americas will be posted in the classroom. Each student will be given a different item from the Exchange and will have to identify to which region the item came from. As a written assessment, each student will also record his/ her answer for each item.
6th grade TAG Social Studies
Lesson Plans for the week of February 9-13
2/09/09 Students will become familiar with the culture and geography of Puerto Rico. While in the computer lab, students will complete the “Social Studies online” web activity from page 223 in the textbook. This web activity will explore different aspects of Puerto Rican life. Students will be given an instruction page to aid in the assignment.
Afterwards, have students discuss the reasons for and against Puerto Rico becoming the 51st state.
2/10/09 Students will begin making their games about Latin America. In the computer lab, students will use the instructions and rubric for “Making a Game about Latin America” to agree upon the ideas and rules for their games. The media center has provided a Pathfinder to help the students find information, both online and available books. Two more days will be provided in class, and the project will be due in March.
2/11/09 Students will explore European settlement in the Americas. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a Europeans Explore and Settle in the Americas and Three Worlds Meet worksheet to complete. (These worksheets are found on pages 76-79 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
2/12/09 Students will become familiar with the geography and culture of the Caribbean islands. Read aloud Chapter 7, Section 2, pages 218-223, Cultures of the Caribbean. Afterwards, have students answer the Critical Thinking Activity on page 222: Is tourism beneficial or harmful to the Caribbean Islands? Why? Their answers should be in essay form.
2/13/09 Students will have a performance task reviewing the Columbian Exchange. Students will first read pages 228-229 in the textbook concerning the Columbian Exchange. Students will also be allowed time to look over any relevant notes or other activities concerning the Columbian Exchange before the task begins. Large maps of Europe, Africa and the Americas will be posted in the classroom. Each student will be given a different item from the Exchange and will have to identify to which region the item came from. As a written assessment, each student will also record his/ her answer for each item.
6th grade On-level Social Studies
Lesson Plans for the week of February 16-20
2/16/09 Today is a school holiday, and students do not attend classes.
2/17/09 Students will review the geography and natural resources of Central America and the Caribbean. First read aloud pages 228-229. Each student will then be given the Chapter Map Activity, Reteaching Activity, and Critical Thinking Skills Activity worksheets to explore how the geography of Central America and the Caribbean affects its culture. (These worksheets are found on pages 61, 65, 67 & 68, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
2/18/09 Students will have a video introduction to the geography, people, and history of Central America. Three short films will be shown. The first is “Central America Today: The Geography of Central America”. The second is “Central America Today: The Heritage of Central America”. The third is “Central America Today: Life in Central America”. Each movie is approximately 20 minutes. While viewing the films, students must write at least fifteen important or interesting facts.
2/19/09 Students will review the textbook material related to Central America and the Caribbean Islands. The teacher will use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 7, pages 210-229, Central America and the Caribbean Islands. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.
2/20/09 Students will be assessed on their knowledge of Central America and the Caribbean Islands. Students will complete a quiz which reviews Central America and the Caribbean Islands, Chapter 7, Sections 1 and 2. The quiz will consist of 40 multiple choice, matching, fill-in-the-blank, and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material.
6th grade TAG Social Studies
Lesson Plans for the week of February 16-20
2/16/09 Today is a school holiday, and students do not attend classes.
2/17/09 Students will review the geography and natural resources of Central America and the Caribbean. First read aloud pages 228-229. Each student will then be given the Chapter Map Activity, Reteaching Activity, and Critical Thinking Skills Activity worksheets to explore how the geography of Central America and the Caribbean affects its culture. (These worksheets are found on pages 61, 65, 67 & 68, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
2/18/09 Students will continue making their games about Latin America. In the classroom, students will use the instructions and rubric for “Making a Game about Latin America” as an aid in designing the playing pieces, game board, and game box for their games. (Other parts, such as a spinner, can also be constructed, but aren’t necessary for every game.) The media center has provided a Pathfinder to help the students find information, both online and available books. One more day will be provided in class, and the project will be due in March.
2/19/09 Students will review the textbook material related to Central America and the Caribbean Islands. The teacher will use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 7, pages 210-229, Central America and the Caribbean Islands. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.
Students will also have an opportunity to discuss the essay question that is on tomorrow’s quiz.
2/20/09 Students will be assessed on their knowledge of Central America and the Caribbean Islands. Students will complete a quiz which reviews Central America and the Caribbean Islands, Chapter 7, Sections 1 and 2. The quiz will consist of 40 multiple choice, matching, fill-in-the-blank, and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material.
6th grade On-level Social Studies
Lesson Plans for the week of February 23-27
2/23/09 Students will become familiar with the nations and major cities of South America. Using a classroom set of laminated world maps from Nystrom, have the students complete Nations and Cities of South America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
A notebook of the last two week’s assignments is due today.
2/24/09 Students will become familiar with the geography and culture of Brazil. Read aloud Chapter 8, Section 1, pages 230-237, Brazil – Emerging Giant. Have students then complete and review the Section 1 Assessment, page 237, 1-8.
2/25/09 Today is both an Early Release Day and Latin American Team Day. Students do not have academic classes today, but Latin American food projects are due when students first arrive at school.
2/26/09 Students will make a foldable pamphlet of Amazonian flora and fauna. Students will use the internet today to research different plant and animal life of the Amazon Rainforest. Students will primarily use the junglephotos.com website. Students will then make a foldable pamphlet that serves as an advertisement for traveling the Amazon River. Students will be given an instruction page for this assignment. This is the first day of a two-day project.
2/27/09 Students will make a foldable pamphlet of Amazonian flora and fauna. Students will use the material gained from yesterday’s internet search of plant and animal life in the Amazon Rainforest. Students will finish creating a foldable pamphlet that serves as an advertisement for traveling the Amazon River. Students will be given an instruction page for this assignment. This is the second day of a two-day project.
6th grade TAG Social Studies
Lesson Plans for the week of February 23-27
2/23/09 Students will become familiar with the nations and major cities of South America. Using a classroom set of laminated world maps from Nystrom, have the students complete Nations and Cities of South America. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Afterwards, have students discuss the difference in location for the largest cities in Mexico and Brazil. (Why are Brazil’s largest cities on the coast but Mexico’s are not?)
A notebook of the last two week’s assignments is due today.
2/24/09 Students will become familiar with the geography and culture of Brazil. Read aloud Chapter 8, Section 1, pages 230-237, Brazil – Emerging Giant. Afterwards, have students answer the Critical Thinking question #21 on page 249: Is cutting down the Amazon Rainforest beneficial or harmful? Why? Their answers should be in essay form.
2/25/09 Today is both an Early Release Day and Latin American Team Day. Students do not have academic classes today, but Latin American food projects are due when students first arrive at school.
2/26/09 Students will make a foldable pamphlet of Amazonian flora and fauna. Students will use the internet today to research different plant and animal life of the Amazon Rainforest. Students will primarily use the junglephotos.com website. Students will then make a foldable pamphlet that serves as an advertisement for traveling the Amazon River. Students will be given an instruction page for this assignment. This is the first day of a two-day project.
2/27/09 Students will make a foldable pamphlet of Amazonian flora and fauna. Students will use the material gained from yesterday’s internet search of plant and animal life in the Amazon Rainforest. Students will finish creating a foldable pamphlet that serves as an advertisement for traveling the Amazon River. Students will be given an instruction page for this assignment. This is the second day of a two-day project.
6th grade On-level Social Studies
Lesson Plans for the week of March 2-6
3/02/09 Students will become familiar with the nations of South America. Read aloud Chapter 8, Section 2, pages 239-245, Argentina to Venezuela. Have students then complete and review the Guided Reading Activity 2 and Vocabulary Activity (on pages 111 and 84, respectively, in The World and Its People: Unit Resources, Latin America).
3/03/09 Students have a Language Arts field trip today. Students do not have academic classes.
3/04/09 Students will become familiar with the culture and geography of Paraguay. While in the computer lab, students will complete the “Social Studies online” web activity from page 241 in the textbook. This web activity will explore different aspects of Paraguay. Students will be given an instruction page to aid in the assignment.
3/05/09 Students will have a video introduction to the geography, people, and history of Brazil and the ecosystem of the Amazon Rainforest. Two films will be shown. The first is “South America Today: Brazil”. It is approximately 20 minutes. The second is “Jeff Corwin Experience: The Amazon Aquatic Ecosystem”. This is approximately 42 minutes. While viewing the films, students must write at least fifteen important or interesting facts.
3/06/09 Students will be assessed on their knowledge of Brazil and surrounding countries. Students will complete a quiz which reviews Brazil and Its Neighbors, Chapter 8, Sections 1 and 2. The quiz will consist of 33 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material.
6th grade TAG Social Studies
Lesson Plans for the week of March 2-6
3/02/09 Students will become familiar with the nations of South America. Read aloud Chapter 8, Section 2, pages 239-245, Argentina to Venezuela. Guyana and Suriname both have populations with varied religions and diverse ethnic backgrounds. In an essay, have students discuss how this diversity is both a challenge and a benefit. (This is from a Differentiated Instruction activity on page 244.)
3/03/09 Students have a Language Arts field trip today. Students do not have academic classes.
3/04/09 Students will become familiar with the culture and geography of Paraguay. While in the computer lab, students will complete the “Social Studies online” web activity from page 241 in the textbook. This web activity will explore different aspects of Paraguay. Students will be given an instruction page to aid in the assignment.
Afterwards, have students discuss how Paraguay’s landlocked boundaries affect its culture and economy.
3/05/09 Students will have a video introduction to the geography, people, and history of Brazil and the ecosystem of the Amazon Rainforest. The “Jeff Corwin Experience: The Amazon Aquatic Ecosystem”, which is approximately 42 minutes, will be shown. While viewing the film, students must write at least fifteen important or interesting facts.
If time permits, students will continue making their games about Latin America. One more day will be provided in class, and the project will be due later in March.
3/06/09 Students will be assessed on their knowledge of Brazil and surrounding countries. Students will complete a quiz which reviews Brazil and Its Neighbors, Chapter 8, Sections 1 and 2. The quiz will consist of 33 multiple choice, matching and critical thinking questions, and an essay question. Before giving the quiz, the teacher will lead a review of the material.
6th grade On-level Social Studies
Lesson Plans for the week of March 9-13
3/09/09 (postponed from last week) Students will have a video introduction to the geography, people, and history of Brazil and the ecosystem of the Amazon Rainforest. Two films will be shown. The first is “South America Today: Brazil”. It is approximately 20 minutes. The second is “Jeff Corwin Experience: The Amazon Aquatic Ecosystem”. This is approximately 42 minutes. While viewing the films, students must write at least fifteen important or interesting facts.
3/10/09 Students will become familiar with the geography and culture of Peru and Ecuador. Read aloud Chapter 9, Section 2, pages 266-270, Land and People of Peru and Ecuador. As the students are reading, have them complete an outline for the section. Students will be given a worksheet that provides prompts for completing the outline.
3/11/09 Students will use computers to create customized concept maps of Chapter 9, Section 2, Peru and Ecuador. In the computer lab, students will use the software program Inspiration to create a concept map for the descriptions of Peru and Ecuador. Inspiration allows each student to individualize both the content and appearance of the concept map. Each student will print out his or her completed concept map.
3/12/09 Students will review the geography of South America. Students will first read about the Amazon Rainforest, pages 250-251. Each student will then be given the Map and Graph Skills Activity and the Reteaching Activity worksheets to review key concepts of the chapter. (These worksheets are found on pages 99, 100 and 95, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
A notebook of the last two week’s assignments is due today.
3/13/09 Today is a teacher workday, and students do not attend classes.
6th grade TAG Social Studies
Lesson Plans for the week of March 9-13
3/09/09 (postponed from last week) Students will have a video introduction to the geography, people, and history of Brazil and the ecosystem of the Amazon Rainforest. The “Jeff Corwin Experience: The Amazon Aquatic Ecosystem”, which is approximately 42 minutes, will be shown. While viewing the film, students must write at least fifteen important or interesting facts.
If time permits, students will continue making their games about Latin America. One more day will be provided in class, and the project is due later this week.
3/10/09 Students will become familiar with the geography and culture of Peru and Ecuador. Read aloud Chapter 9, Section 2, pages 266-270, Land and People of Peru and Ecuador. As the students are reading, have them complete an outline for the section. Students will be given a worksheet that provides prompts for completing the outline. Afterwards, have students in essay form also answer #5 on page 269: Why is Peru’s name, which means “land of abundance”, appropriate? Why is it also inappropriate?
3/11/09 Students will complete their games about Latin America. In the computer lab, students will use the instructions and rubric for “Making a Game about Latin America” to finish any necessary aspects of their games. The media center has provided a Pathfinder to help the students find information, both online and available books. Each group’s project is due tomorrow.
3/12/09 Students will review the geography of South America. Students will first read about the Amazon Rainforest, pages 250-251. Each student will then be given the Map and Graph Skills Activity and the Reteaching Activity worksheets to review key concepts of the chapter. (These worksheets are found on pages 99, 100 and 95, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
A notebook of the last two week’s assignments is due today.
Each group’s Latin America game is also due today.
3/13/09 Today is a teacher workday, and students do not attend classes.
6th grade On-level Social Studies
Lesson Plans for the week of March 16-20
3/16/09 Students will become familiar with the geography and culture of Colombia. Read aloud Chapter 9, Section 1, pages 252-257, Colombia’s Culture and Challenges. Have students then complete and review the Guided Reading Activity 1 (on page 140 in The World and Its People: Unit Resources, Latin America) and 5-7 from the Section 1 Assessment on page 257.
An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.
3/17/09 Students will review the geography and natural resources of the Andean countries. First read aloud pages 259-264. Each student will then be given the Chapter Skills Review, Reteaching Activity, and Map and Graph Skills Activity worksheets to explore how the geography of the Andean countries affects their culture. (These worksheets are found on pages 123, 125, 129 & 130, respectively, in The World and Its People: Unit Resources, Latin America.) Afterwards, review these activities with the class.
3/18/09 Students will explore the independence movement in the Americas. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given an Independence in the Americas worksheet to complete. (These worksheets are found on pages 100-101 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.
3/19/09 Students will become familiar with the geography and culture of Bolivia and Chile. Read aloud Chapter 9, Section 3, pages 271-274, The Bolivians and Chileans. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 142 and 114, respectively, in The World and Its People: Unit Resources, Latin America).
3/20/09 Students will be assessed on their knowledge of the Andean countries. Students will complete a quiz which reviews The Andean Countries, Chapter 9, Sections 1, 2 and 3. The quiz will consist of 40 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material.
6th grade TAG Social Studies
Lesson Plans for the week of March 16-20
3/16/09 Students will become familiar with the geography and culture of Colombia. Read aloud Chapter 9, Section 1, pages 252-257, Colombia’s Culture and Challenges. Have students then complete 5-7 from the Section 1 Assessment on page 257. Also have students make and complete a chart in which they list the advantages and disadvantages of living in the Andes Mountains.
An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.
3/17/09 Students will play the Latin America games turned in last week. In groups, students will have an opportunity to play each of the games turned in last Thursday. While playing each game, students will be asked to record what they liked about each game and what they thought could be improved.
3/18/09 Students will explore the independence movement in the Americas. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given an Independence in the Americas worksheet to complete. (These worksheets are found on pages 100-101 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class. Students will also be asked to compare and contrast the American Revolution and the liberation of Latin America.
3/19/09 Students will become familiar with the geography and culture of Bolivia and Chile. Read aloud Chapter 9, Section 3, pages 271-274, The Bolivians and Chileans. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 142 and 114, respectively, in The World and Its People: Unit Resources, Latin America). Also have students discuss why the Atacama Desert is one of the world’s driest places.
3/20/09 Students will be assessed on their knowledge of the Andean countries. Students will complete a quiz which reviews The Andean Countries, Chapter 9, Sections 1, 2 and 3. The quiz will consist of 40 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material.
6th grade On-level Social Studies
Lesson Plans for the week of March 23-27
3/23/09 Students will begin a field guide of animals native to Australia and New Zealand. In groups of three, students will be given a field guide that requires pictures and information regarding 36 different animals native to Australia and New Zealand. Students will have two days in the media center to use computers and reference books to complete the field guide. Groups will use this field guide next month to identify the appropriate animals. The completion of the field guide will also be a project grade.
A notebook of the last two week’s assignments is due today.
3/24/09 Students will complete a field guide of animals native to Australia and New Zealand. In groups of three, students were yesterday given a field guide that requires pictures and information regarding 36 different animals native to Australia and New Zealand. This is the second of two days in the media center to use computers and reference books to complete the field guide. Groups will later use this field guide to identify the appropriate animals. The completion of the field guide will also be a project grade and is due next week.
3/25/09 Students will become familiar with the geography and climate of Australia, New Zealand, and Oceania. Read aloud pages 723-727, Regional Atlas. Have students then complete and review page 727, 1-4, Exploring the Region; page 729, 1-2, Map Study; page 730, 1-2, Map Study; and page 731, 1-2, Graphic Study.
3/26/09 Students will have a video introduction of the fall of the Inca Empire and the reasons for European domination. Episode 2 of the PBS series, “Guns, Germs and Steel”, will be shown. The episode is approximately 55 minutes. While viewing the film, students must write at least fifteen important or interesting facts.
3/27/09 Students will review the geography and culture of Australia. First read aloud Chapter 26, Section 1, pages 735-740, Australia – Land Down Under. Have students then complete and review the Guided Reading Activity 1 and Regional Atlas Activity F (on pages 52 and 6, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica). Afterwards, review these activities with the class.
6th grade TAG Social Studies
Lesson Plans for the week of March 23-27
3/23/09 Students will begin a field guide of animals native to Australia and New Zealand. In groups of three, students will be given a field guide that requires pictures and information regarding 36 different animals native to Australia and New Zealand. Students will have two days in the media center to use computers and reference books to complete the field guide. Groups will use this field guide next month to identify the appropriate animals. The completion of the field guide will also be a project grade.
A notebook of the last two week’s assignments is due today.
3/24/09 Students will complete a field guide of animals native to Australia and New Zealand. In groups of three, students were yesterday given a field guide that requires pictures and information regarding 36 different animals native to Australia and New Zealand. This is the second of two days in the media center to use computers and reference books to complete the field guide. Groups will later use this field guide to identify the appropriate animals. The completion of the field guide will also be a project grade and is due next week.
3/25/09 Students will become familiar with the geography and climate of Australia, New Zealand, and Oceania. Read aloud pages 723-727, Regional Atlas. Have students then complete and review page 727, 1-4, Exploring the Region; page 729, 1-2, Map Study; page 730, 1-2, Map Study; and page 731, 1-2, Graphic Study.
3/26/09 Students will have a video introduction of the fall of the Inca Empire and the reasons for European domination. Episode 2 of the PBS series, “Guns, Germs and Steel”, will be shown. The episode is approximately 55 minutes. While viewing the film, students must write at least fifteen important or interesting facts. If time permits, have students afterwards discuss the advantages that the Spanish had in their conquest of the Inca Empire.
3/27/09 Students will review the geography and culture of Australia. First read aloud Chapter 26, Section 1, pages 735-740, Australia – Land Down Under. Afterwards, have students in essay form answer the following two questions: How does climate affect farming and ranching in Australia? What form of government does Australia have, and how does this differ from the United States?
6th grade On-level Social Studies
Lesson Plans for the week of March 30 – April 3
3/30/09 Students will review the geography and climate of Australia, New Zealand, and Oceania. Give each student the Regional Atlas Activity B, C, E & G. (These worksheets are found on pages 2, 3, 11 & 12, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica.) Afterwards, review these activities with the class.
3/31/09 Students will have either an inquiry or mystery lesson concerning Australia. Students in each period will receive either an inquiry or mystery lesson concerning an event in Australia. Using the clues provided in the lesson, each student must use deduction to answer the question posed and justify his/her answer. Students will be allowed to collaborate on the answer. If time allows, each period will receive both lessons. If time does not, then the periods will alternate lessons. The answers to both lessons will be revealed tomorrow.
Students will also become familiar with Australian short stories. Students will be given copies of two different Australian short stories. After each is read aloud, students will answer written questions which analyze the two stories. (The short stories are found on pages 19-22 in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica.)
4/01/09 Students will review the geography and culture of New Zealand. First read aloud Chapter 26, Section 2, pages 741-744, New Zealand. Have students then complete and review the Guided Reading Activity 2 and Vocabulary Activity (on pages 53 and 26, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica). Afterwards, review these activities with the class.
4/02/09 Students will become familiar with the nations and cities of Australia and Oceania. Using a classroom set of laminated world maps from Nystrom, have the students complete Nations and Cities of Australia and Oceania. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
The Australian Animal Field Guide project is due today.
4/03/09 Students will have a video introduction to Australia. The first film, “The Australian Way of Life”, is approximately 20 minutes. If time permits, a second film, “Geography of the World: Australia, New Zealand, and the Pacific Islands: Land and Resources”, will be shown. This film is approximately 23 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.
6th grade TAG Social Studies
Lesson Plans for the week of March 30 – April 3
3/30/09 Students will review the geography and climate of Australia, New Zealand, and Oceania. Give each student the Regional Atlas Activity B, C, E & G. (These worksheets are found on pages 2, 3, 11 & 12, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica.) Afterwards, review these activities with the class. Have students then discuss how the Pacific Ocean is both an asset and a hindrance to the economies of Oceania.
3/31/09 Students will have either an inquiry or mystery lesson concerning Australia. Students in each period will receive either an inquiry or mystery lesson concerning an event in Australia. Using the clues provided in the lesson, each student must use deduction to answer the question posed and justify his/her answer. Students will be allowed to collaborate on the answer. If time allows, each period will receive both lessons. If time does not, then the periods will alternate lessons. The answers to both lessons will be revealed tomorrow.
Students will also become familiar with Australian short stories. Students will be given copies of two different Australian short stories. After each is read aloud, students will answer written questions which analyze the two stories. (The short stories are found on pages 19-22 in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica.)
4/01/09 Students will review the geography and culture of New Zealand. First read aloud Chapter 26, Section 2, pages 741-744, New Zealand. Have students then complete and review the Guided Reading Activity 2 and Vocabulary Activity (on pages 53 and 26, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica). Afterwards, review these activities with the class. Have students then discuss how European settlers treated the native populations of Australia and New Zealand.
4/02/09 Students will create their own islands. Using the textbook as a resource, have students make their own island which includes specific features. Each student will be given a copy of the Cartography Challenge, a handout which lists the requirements to be included on the island. Students will also have to write a description of their island. Each student will also be given a piece of either 8 ½” x 11” or 12” x 18” paper to complete the assignment. The project is due on Monday, April 20th.
The Australian Animal Field Guide project is due today.
4/03/09 Students will have a video introduction to Australia. The first film, “The Australian Way of Life”, is approximately 20 minutes. If time permits, a second film, “Geography of the World: Australia, New Zealand, and the Pacific Islands: Land and Resources”, will be shown. This film is approximately 23 minutes. While viewing the two films, students must write at least fifteen important or interesting facts. Afterwards, have students discuss how life in Australia is similar to, and different from, life in the United States.
6th grade On-level and TAG Social Studies
Lesson Plans for the week of April 13-17
4/13/09 Students will become familiar with the Great Barrier Reef. Students will be given a copy of information discussing environmental damage to the Great Barrier Reef. After reading the article aloud, students will answer written questions which analyze the article. Students will also read aloud a short article on the discovery of Australia by Europeans. (The articles are found on pages 13-15 and 47 in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica.)
A notebook of the last two week’s assignments is due today.
4/14/09 Students will have either an inquiry or mystery lesson concerning Australia. Students in each period will receive either an inquiry or mystery lesson concerning an event in Australia. Using the clues provided in the lesson, each student must use deduction to answer the question posed and justify his/her answer. Students will be allowed to collaborate on the answer. If time allows, each period will receive both lessons. If time does not, then the periods will alternate lessons. The answers to both lessons will be revealed tomorrow.
Students will have a video introduction to the history of Australia and New Zealand. The first film, “Geography of the World: Australia, New Zealand, and the Pacific Islands: The People”, is approximately 24 minutes. If time permits, a second film, “Geography of the World: Australia, New Zealand, and the Pacific Islands: Land and Resources”, will be shown. (The first half of this video was shown two weeks ago.) This film is approximately 23 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.
4/15/09 Students will compete in a Social Studies CRCT review today in the media center. In groups of 4-5, students will represent their respective 6th grade team in a competition to answer the most CRCT review questions correctly. Questions will be sorted by unit: Europe, North America, Latin America, Australia and Personal Finance.
4/16/09 Students will review the geography and culture of Oceania. First read aloud Chapter 27, Section 1, pages 757-762, Pacific Island Cultures and Economies. Have students then complete and review the Guided Reading Activity 1 and Reteaching Activity (on pages 82 and 37, respectively, in The World and Its People: Unit Resources, Australia, Oceania, and Antarctica). Afterwards, review these activities with the class.
4/17/09 Students will be introduced to the “desktop stores” project for the upcoming Personal Finance unit. “Desktop stores” will be explained, and each student will be given an instruction sheet that has the details and deadlines for the various stages of the project. Students must have their business plan approved by me by Friday the 24th. Remaining time will be devoted to brainstorming for possible items students can make and sell.
6th grade On-level and TAG Social Studies
Periods 2, 3, 4, 5 & 6
Lesson Plans for the week of April 20-24
4/20/09 Students will make a “foldable” of information relating to Australia and New Zealand. Each student will be given a set of directions and paper to make a “foldable cube”. The directions also list the maps, flags, and statistics about Australia and New Zealand to be included on the cube. Books will be provided in class from which the students can find the needed pictures and facts. This is the first day of a two-day project.
4/21/09 Students will make a “foldable” of information relating to Australia and New Zealand. Each student was yesterday given a set of directions and paper to make a “foldable cube”. The directions also list the maps, flags, and statistics about Australia and New Zealand to be included on the cube. Books will be provided in class from which the students can find the needed pictures and facts. This is the second day of a two-day project. The project is due this Friday.
4/22/09 Students will review for tomorrow’s Social Studies portion of the CRCT. Different political and economic systems introduced this year will be reviewed using PowerPoint presentations.
4/23/09 Students will become familiar with the geographical, cultural, and economic patterns found in Australia. Using a classroom set of laminated world maps from Nystrom, have the students complete Finding Patterns in Australia. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.
4/24/09 Students will watch the film Rabbit Proof Fence. This film depicts the plight of Aborigine children who are forcibly separated from their families in Australia’s 1920s. The film will take two days to complete.
6th grade On-level Social Studies
Lesson Plans for the week of April 27 – May 1
4/27/09 Students will watch the film Rabbit Proof Fence. This film depicts the plight of Aborigine children who are forcibly separated from their families in Australia’s 1920s. The film will take two days to complete.
4/28/09 Students will review for an assessment of their knowledge of Australia, New Zealand and Oceania. Questions will come from the appropriate sections of the book. The review will be in the format of a baseball game. The class will be divided into two teams. The different level of difficulty of questions will be singles, doubles, and triples. Extra credit can be earned toward Friday’s quiz based upon a team’s success and participation.
4/29/09 Students will be assessed on their knowledge of Australia, New Zealand and Oceania. This information is found in Chapter 26 and Chapter 27, Section 1. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies. Afterwards give the students a thirty-question quiz of the material.
4/30/09 Students will play The Family Feud game. Students will play a DVD version of The Family Feud game. Students will participate in groups of 4-5. Winning groups will receive a prize. There is no regularly scheduled lesson.
5/01/09 Students will be assessed on their knowledge of the animals of Australia and New Zealand. Students will use the field guide completed last week to correctly identify 36 different animals native to Australia and New Zealand. Students will also be allowed to ask for assistance from the two partners on their team (although the answers of each team member do not have to be identical).
6th grade TAG Social Studies
Lesson Plans for the week of April 27 – May 1
4/27/09 Students will watch the film Rabbit Proof Fence. This film depicts the plight of Aborigine children who are forcibly separated from their families in Australia’s 1920s. The film will take two days to complete.
4/28/09 Students will review for an assessment of their knowledge of Australia, New Zealand and Oceania. Questions will come from the appropriate sections of the book. The review will be in the format of a baseball game. The class will be divided into two teams. The different level of difficulty of questions will be singles, doubles, and triples. Extra credit can be earned toward Friday’s quiz based upon a team’s success and participation.
4/29/09 Students will be assessed on their knowledge of Australia, New Zealand and Oceania. This information is found in Chapter 26 and Chapter 27, Section 1. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector. This transparency can be taken from The World and Its People: Map Transparencies. Afterwards give the students a thirty-question quiz of the material.
4/30/09 Students will use materials from the Federal Reserve System while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing.
5/01/09 Students will be assessed on their knowledge of the animals of Australia and New Zealand. Students will use the field guide completed last week to correctly identify 36 different animals native to Australia and New Zealand. Students will also be allowed to ask for assistance from the two partners on their team (although the answers of each team member do not have to be identical).
6th grade On-level and TAG Social Studies
Lesson Plans for the week of May 4-8
5/04/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The topic of scarcity is explored today in “Wishes and Rainbows”.
5/05/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. A video from ABC News and John Stossel will explore the topic of price gouging.
5/06/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The advantages and disadvantages of bartering versus currency are explored today in “Once Upon a Dime”.
A notebook of the last two week’s assignments is due today.
5/07/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. A video from ABC News and John Stossel will explore the relationship between clothing and price.
5/08/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while beginning our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The evolution of currency and money are explored today in “The Story of Money”.
As part of the Desktop Stores project, the “Proof of Expenses” form is due with the receipts attached. Students will also be allowed to post their advertisement flyer in the 6th grade hallway today.
6th grade On-level and TAG Social Studies
Lesson Plans for the week of May 11-15
5/11/09 Students will use materials from the Federal Reserve Bank of Atlanta while continuing our Personal Finance Unit. A video title “Katrina’s Classroom: Financial Lessons from a Hurricane” will be shown. Afterwards students will complete an activity which compares the needs and goals of specific families before and after a natural disaster.
5/12/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while continuing our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. A video from ABC News and John Stossel will explore the relationship between supply and demand.
5/13/09 Students will sell their merchandise today as part of the Desktop Stores project. Students do not attend academic classes.
5/14/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while continuing our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The banking industry is discussed today in “The Story of Banks”.
5/15/09 Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while continuing our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The purposes and methods of saving are explored today in “A Penny Saved….”
6th grade On-level and TAG Social Studies
Lesson Plans for the week of May 18-22
5/18/09 (postponed from last week) Students will use materials from the Federal Reserve System and Georgia Council on Economic Education while continuing our Personal Finance Unit. Students will learn about money management, including income, spending, credit, saving and investing. The purposes and methods of saving are explored today in “A Penny Saved….”
5/19/09 Students will complete a mandatory diagnostic quiz. A 50-question Fulton County quiz will be given to students for diagnostic purposes. The quiz will gauge the level of mastery students have retained of Social Studies material taught this school year. This quiz will be scored but does not count as a semester grade.
A notebook of the last two week’s assignments is due today.
5/20/09 Students will be assessed on their knowledge of Personal Finance. Before giving the quiz, topics such as money management, including income, spending, credit, saving and investing will be reviewed. Afterwards the students will complete a multiple-choice and short answer quiz of the material.
5/21/09 Today we will review for tomorrow’s Academic Bowl. There is no regularly scheduled lesson.
5/22/09 The 6th grade is having Academic Bowl today. Each student will compete by homeroom in one of four categories – Language Arts, Math, Science and Social Studies. There is no regularly scheduled lesson.
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