Friday, December 15, 2017

Classwork: Students are doing an Introduction to 11 Ancient Civilizations of Latin America.  The concept of B.C. and A.D. was presented.  Students are required to learn at least one cultural fact, identify the time period, and the location in which they lived.  The ancient civilizations are:

• Olmec
• Toltec
• Chavin
• Chimu
• Teotihuacan
• Aztec
• Maya
• Inca
• Nazca   
• Mochica
• Mixtec

Homework: Tell parents 3 cultural facts you learned from these civilizations.

Wednesday December 13, 2017

Classwork: Today we discussed the ORIGIN of the Native peoples of the Americas. The theory is that Native people migrated from Asia over the Bering Sea and then inhabited the Americas.  We also discussed the term- PHYSIOGRAPHIC and then used symbols to learn more geography into Latin America.

Homework: Discuss with your parents 3 new geographic areas you learned about Latin America and what "physiographic" means.

Monday, December 11,2017

Classwork:  Today we concluded geography of Latin America with Challenge 5.  It involved making correct connections of geography to a photograph.  Kids received higher grades for using all aspects of the 5 maps. 

Homework:  Make sure you explain the activity to your parents. 

Friday December 8th, 2017

Classwork: Students ordered the 6 groups of the Amazon Rainforest in terms of who they thought best used or preserved the resources of the Rainforest.  After discussion, they did the test.  Level 4 is optional.

Homework: Tell your parents how the test went for you.

Thursday December 7th, 2017

Classwork:

D.O.G. centered around Pearl Harbor Day

We discussed the last pages of the book about Global Connections of the Rainforest Deforestation and problems it presents to the world.

Homework: Tomorrow is the Test!  Multiple Choice, Graphs, and a possible essay for a 4! 

Wednesday December 6th, 2017

Classwork: Today we will summarize the chapter of Land Conflict in the Amazon Rainforest.  VOCAB Maps must be finished as well as the Notecatcher for the Amazon Rainforest.

Homework:  VOCAB Maps and Notecatcher must be finished.  TEST WILL BE TOMORROW OR FRIDAY AT THE LATEST.

Monday December 4, 2017

Classwork: Today we worked on preparing our news cast skits for tomorrow.  Remember, the four questions that need answered are:

1. WHEN DID THEY GET TO THE RAINFOREST?

2. HOW DO THEY USE ITS RESOURCES?

3. WHAT DO THEY WANT?

4. HOW DO THEY DEFEND THEIR POSITION?

Homework: Discuss with your parents what you plan on presenting, who your group is, and what their position is in relation to the four questions.

Friday December 1, 2017

Classwork:  Today, kids were assigned to groups to prepare for a presentation next week.  The groups are:

1. Native Amazonians
2. Rubber Tappers
3. Settlers
4. Loggers
5. Cattle Ranchers
6. Environmentalists

Students need to work on the questions in their Note-catcher found in Google Classroom as Note catcher for Amazon Rainforest.  The questions that need answered are: 1. WHEN DID THEY GET TO THE RAINFOREST?

2. HOW DO THEY USE ITS RESOURCES?

3. WHAT DO THEY WANT?

4. HOW DO THEY DEFEND THEIR POSITION?

Students only answer the questions for the group they were assigned. IF you were absent today and need to read the text to answer the questions, here is a link to read: http://www.etown.k12.ky.us/userfiles/38/Classes/1612//userfiles/38/my%20files/6.%20amazon%20rainforest%20(readings).pdf?id=2156

November 30, 2017

Classwork:  Today was an Introduction to Land Conflict in the Rainforest Unit, Chapter 12 of Geography Alive.  We looked at satellite images from 1992 to 2006 and noticed massive destruction of the Amazon Rainforest in Brazil.  We discussed these vocab words:

• biodiversity
• carbon-oxygen cycle
• deforestation
• sustainable development
• tropical rainforest

Indigenous Peoples was also a word we discussed since the Native Amazonians are the indigenous people of Brazil.

Homework: Kids should be looking at news media articles or interviews that deal with sustainable development attempts or any connections of human environment relations that can connect with the Amazon Rainforest.

Wednesday November 29, 2017

Classwork: Today we started Chapter 12: Land Use Conflict in the Amazon Rainforest.  Connections were made between what we learned with the Great Lakes, oil and fracking in Adams County, with the resource conflict in the Amazon.

Homework:  We had really good connections and discussions in all the classes so please discuss with your parents some of those connections you made or heard from others in class.

Tuesday November 28, 2017

Classwork:  We finished Challenges 1 and 2, many got close to finishing Challenge 3.  These challenges focused on physical and human geography. 

Homework:  Describe three facts you learned about the physical geography of Latin America.  How do you think the geography will affect the cultures of ancient civilizations like the Native Amazonians, Mayans, Aztecs, and Incas?

November 27, 2017

Classwork: We started Challenge 1 and 2 of Latin American Geography.  The focus was on physical geography for Challenge 1 and Human Geography for Challenge 2.

Homework: You need to know at least three new landforms of Latin America and three new countries' locations.

Thursday November 16, 2017

Classwork: Today we finished the last debate of the Great Lakes.

Homework: You must finish the 3 questions for a Connected Literacy and Geography grade in your notecatcher.  The prompts are:

1. How well are people managing the effects of pollution on the Great Lakes watershed?
2. How well are people managing invasive species in the Great Lakes watershed?
3. How well are people protecting Great Lakes habitat?

In other words, what are the positives and negatives you learned about for each subject?  This will be taken for a grade!

Wednesday November 15, 2017

Classwork: Today we covered the second round of debates. 

Homework: Discuss with your parents what you learned in terms of positives and negatives for the subject your class debated on.

These prompts MUST be answered in your notecatcher:

1. How well are people managing the effects of pollution on the Great Lakes watershed?
2. How well are people managing invasive species in the Great Lakes watershed?
3. How well are people protecting Great Lakes habitat?

Everyone should know positives and negatives for each subject! This will be due on Friday!

Tuesday, November 14, 2017

Classwork:  Prepare your posters and any last minute notes because we start the Debates today! 

Points will be rewarded for clear precise evidence, presentation, and participation!  Speak with confidence and be clear!

Homework: Discuss what you learned!

Monday November 13, 2017

WARM UP: Write down 3 specific problems you have read about dealing with the Great Lakes.  This will be a Practice Grade for Connected Literacy.

Mix and Match Vocab Game for time.

Work on Poster for the Debates.  Preparation of who will say what.  Points are awarded on Facts gathered from textbook and placards.

Homework: Discuss the warm up question with your parents.  Prepare for the Debates tomorrow!

Wednesday November 8, 2017

Classwork: Fact gathering for the particular sides of issues.  We also did the Vocab Mix and Match game but timed ourselves against the other classes.  Scores were:
Period 1 1:54
Period 2 1:42
Period 4 1:40
Period 5 1:07

Continue discussion of what you're learning with your parents! 
Words are:

• ecosystem
• food web
• food chain
• watershed
• runoff
• sediment
• non point source pollution
• point source pollution

How

Tuesday November 7, 2017

Classwork: We continued to work with our groups and gather facts for our particular group and view point.

Homework: Students should be able to tell parents at least 3 facts about their group and view point.

Monday November 6, 2017

Classwork:

Review of the vocab words

• ecosystem
• food web
• food chain
• watershed
• runoff
• sediment
• non point source pollution
• point source pollution

We discussed the problem of dirty water in places like China and how it relates to the vocab word of runoff.  We then created groups for preparation of the Great Lakes.  The 3 groups are:

1. POLLUTION
2. INVASIVE SPECIES
3. HABITAT LOSS

All groups are divided in two sides: Boosters and Doomers.

Boosters are always looking at the improvements of the Great Lakes and how it can benefit tourism and business.

Doomers are always looking for the negative of the destruction of the Great Lakes and always want to warn the public. 

Homework: Tell your parents what group you are and what side you represent!

November 3, 2017

Classwork: Mix and Match Vocab Game

ecosystem
food web
food chain
watershed
runoff
sediment
non point source pollution
point source pollution


Homework: Describe the game and have fun!

November 2, 2017

Classwork: We discussed key vocab words such as :

• ecosystem
• watershed
• food web
• food chain

Homework: Can you make the connection of how one thing affects everything in an ecosystem to your life?

November 1, 2017

Classwork: We read page 65 and discussed how the Great Lakes were formed and the impact of humans on the ecosystems of the Great Lakes. 

Discussion  Questions: How has agriculture affected the ecosystems?  How has industry?

Homework: Discuss with parents yesterday's questions and today's questions. 

October 31, 2017

Classwork: We continued using Pear Deck in regards to yesterday's article of the "The Once Sad State of our Great Lakes."  We discussed several questions for a score:

1. What were the problems of the Great Lakes?
2. How were the problems created?
3. What could be done to change those problems?

Homework: Discuss these questions with your parents and have a great Halloween!!

October 30, 2017

Classwork: We continued Pear Deck and read the article written in 1969 about the Cuyahoga River burning in Detroit.  The article discussed 4 problems of the Great Lakes.

1. Pollution
2. Algae overgrowing
3. Eagle Populations dying
4. Invading species killing native species

Homework: Discuss what you read with your parents.

October 27, 2017

Classwork: Please work on good behavior with sub, Finish working on Canadian Provinces and Territories Project.  If you finish, you may read chapter 4 of Geo Alive.

Homework: Discuss Canada Facts with parents, and PLEASE BRING IN CANDY TO MRS. BRICKLEY FOR FALL FEST

OCTOBER 26, 2017

CLASSWORK: Substitute will guide slides 21-31 on Pear Deck for Great Lakes.  Vocab Maps should be worked on from page 65-67.  If you finish, you can work on Canadian Provinces and Territories Project.

Homework: Discuss what you learned. 

WEDNESDAY OCTOBER 25, 2017

CLASSWORK: WE WORKED ON PEAR DECK OF THE GREAT LAKES

HOMEWORK: PLEASE BRING IN CANDY TO MRS. BRICKLEY FOR FALL FESTIVAL

Tuesday October 24, 2017

Classwork:
D.O.G.

• What is the name of the country whose neighbors are Brazil, Bolivia, and Argentina?
• If you drive from Denver to Colorado Springs, what direction would you drive?

We started the class talking about EFFICIENCY in life.  We then discussed Jocko Willink's approach of DISCIPLINE IS FREEDOM.  How does discipline or efficiency get you what you want in life?

We then did our "near, near, far, far" exercise.  Pages 81-84 of the Inuit Chapter were discussed.  Questions 3 and 4 could help with the test.  Everyone finished the Inuit Test of how does Geography influence three Universals of Culture.  

Our new Unit will focus on the Great Lakes.  We briefly covered a game called "Where in the World are you?"

Homework:  Please choose a topic or all of them with your parents tonight! 

1. Efficiency in life
2. Discipline in Life
3. How does Geography affect the Inuits Way of Life?
4. Name a fun fact about the Great Lakes you learned today

Monday October 23, 2017

Classwork:  Students took the whole period finishing up their tests on Google Classroom. We also discussed the importance of reading.

Homework: Please make sure your prompt is finished for the test!  HOW DID THE GEOGRAPHY OF THE INUIT AFFECT THEIR CULTURE?  PROVIDE 3 EXAMPLES WITH EVIDENCE.  MAPS WILL BE ATTACHED ON GOOGLE CLASSROOM!

October 19th, 2017 Thursday

Classwork: Today we started the test of Inuit Culture and how geography affects their Universals. 
HOW DOES THE GEOGRAPHY (climate, physical features, vegetation, etc.) AFFECT THE 11 UNIVERSALS WE TALKED ABOUT FOR THE INUITS?

1. food
2. clothing
3. art and recreation
4. religion
5. language
6. shelter
7. traditions, beliefs, and customs
8. government
9. knowledge
10. tools and technology
11. economics

We read the directions and the rubric out loud and opened up the maps of pages 558-563 in the Geography Alive textbooks.  We will finish the test Monday.

Homework: TOMORROW IS ROCKY TOP READS!  YOU DO NOT NEED A CHROMEBOOK, ALL WILL BE PROVIDED FOR YOU TOMORROW.  WE WILL HAVE A GUEST SPEAKER!  PLEASE DONATE TO https://payforit.net/MakeItemPaymentEx.aspx OR BRING IN MONEY! 

Wednesday October 18, 2017

Classwork: We finished the final Universal of Culture called Tools and Technology. 

• ESSENTIAL QUESTION: How does the environment of where you live affect how you live?

Homework: PLEASE DONATE TO ROCKY TOP READS!  FIRST PLACE WINS A PIZZA PARTY!  DONATE HERE: https://payforit.net/MakeItemPaymentEx.aspx

October 17, 2017

Classwork: We studied the Universal of Religion and Shelter for the Inuits. 

Homework: PLEASE BRING IN FUNDRAISER MONEY FOR ROCKY TOP READS!!  YOU CAN FILL OUT THE FORM GIVEN TO YOU BY YOUR FIRST HOUR TEACHER OR CLICK THIS LINK! IT'S EASY! EVERY DOLLAR HELPS! https://payforit.net/MakeItemPaymentEx.aspx

October 16, 2017 Monday

Classwork: We covered the Universal of Knowledge and started the Universal of Religion.  There are two types of Knowledge discussed: Informal and Formal.

Homework: BRING IN DONATION MONEY FOR ROCKY TOP READS TO YOUR FIRST HOUR CLASS!!! HERE IS THE ONLINE PORTAL TO MAKE A DONATION: https://www.payforit.net/MakeItemPaymentEx.aspx

Also, discuss what the difference between Informal knowledge and Formal Knowledge is with your parents.  Are there some types of Informal knowledge that your parents give you?

October 12, 2017 Thursday

Classwork: Universals discussed today were:

• Government 

Government is the system of rules a society, culture, or tribe lives by. It can involve leadership positions, classes of society, and rank of a people.

The Inuit solved most of their conflicts through contests of strength or toughness.  

Homework: Discuss with your parents why the Inuit valued strength and toughness over other values such as justice or fairness or even intelligence.

October 11, 2017

Classwork: Today we discussed the Universals of Beliefs, Customs, and Traditions, along with Economics and some classes got to Food.

Homework: Discuss other forms of value besides currency(money) for economy.

October 10, 2017

Classwork: We continued our Universals of Culture Study with the Inuits by focusing on Clothing.

Homework: How does the environment affect the Clothing of the Inuit.

October 9, 2017

Classwork: Today we started the Universals of Culture Unit by studying the Inuit Culture.  We analysed our first photo of Art and Recreation, watched a small video and discussed how the environment can affect the Universal of Art and Recreation.

Homework: Describe to your parents how the environment affects the Universal of Art and Recreation.

October 6, 2017

Classwork: We defined what a Universal is and what the 11 Universals of Culture are.

• art and rec
• food
• religion
• traditions, beliefs, customs
• shelter
• government
• knowledge
• clothing
• economics
• language
• tools and technology

Homework: Discuss how the environment can affect these Universals

October 5, 2017

Classwork:  The counselors came in and taught the classes.  Kids were taught which kind of learner they were.

Homework:  Students should be able to describe what was helpful in the teaching today.

October 4, 2017

CLASS: I FORGOT TO GIVE THIS SURVEY FOR TOMORROW. IT'S EASY! IT MUST BE DONE BY TOMORROW OCTOBER 5, THURSDAY.  PLEASE TAKE THE SURVEY NOW! http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml  WHEN YOU FINISH THE 20 QUESTIONS, CLICK THIS LINK: https://goo.gl/forms/uAEysoULIfeZvZEJ2

HOMEWORK:  CLICK THE LINK AND TAKE THE SURVEY! http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml   WHEN YOU FINISH THE 20 QUESTIONS, CLICK THIS LINKhttps://goo.gl/forms/uAEysoULIfeZvZEJ2

October 3, 2017

Classwork: Today, a sub will lead you on making a Canada fact sheet so you can understand the geography and environment of where the Inuits live. 

DIRECTIONS:

On a blank piece of paper, fold it into fourths.  Then complete each of the boxes for all of the Canadian provinces/territories.  One for each side of the paper. You will need to turn to page 110-111 in the yellow Canada and Latin America textbook.

1.Name of province/territory 2. Language Spoken: 3. Population:	1. Draw and color the flag of the province/territory. You do not have to include small drawn details.
Use the thematic maps in the Geo Alive textbook. 1. List the climate zone 2. List the vegetation zone. 3. List the Economic activity including and land use and resources	1. List major landforms/water forms in area (rivers, lakes, mountain ranges, etc) You can use the physical features map in the Geo Alive textbook.

Homework: describe to your parents 3 of the provinces you studied. 

October 2, 2017

Classwork:  Chapter 1 and 2 Test was finished by nearly everyone.  We started our unit on the Inuits. 

Homework:  Describe what the predominant vegetation is like in Canada.

September 27, 2017

Classwork: We finished the Climate zone Weather reports and worked on Economic Activity act it outs.  Economic activity is divided in Land Use and Resources:

Land Use:

• hunting and gathering
• forestry
• nomadic herding
• subsistence farming
• livestock raising
• commercial farming
• trade and manufacturing
• commercial fishing

Resources:

• coal
• hydroelectric power
• natural gas
• iron
• petroleum (oil)
• precious metals 
• uranium

Homework: PREPARE FOR A TEST ON CHAPTER 1 AND 2

September 26, 2017

Classwork: Today we will finish our act it outs on Climate Zones and Economic Activities.  Tomorrow will be a test on Chapter 1 and 2

Homework: Be prepared for a test on Landforms, climate zones, latitude and longitude, map scale, map components

September 25, 2017

Classwork: We finished Challenge 5 and proceeded to learn our landforms by doing vocab charades with groups.  Landforms include:

• archipelago
• isthmus
• strait
• gulf
• peninsula 
• delta

Homework: Discuss with your parents what landform you performed

September 22, 2017

Classwork: Today we focused exclusively on Challenge 5, analyzing a field photograph using 5 thematic maps.

Homework: Discuss the activity to your parents

September 21, 2017

Classwork: We worked on Challenges 1,2,3,4 and prepared for Challenge 5.

Homework: Discuss how Challenge 4 works to your parents

September 20, 2017

Classwork: We worked on Challenges 1,2,3,4 and prepared for Challenge 5.

Homework: Discuss how Challenge 3 works to your parents

September 19, 2017

Classwork: Today, a sub allowed classes 1,2, and 4 to finish up any Challenges not done.  Period 5 did Challenge 5 which was analysis of a field photograph.

Homework: Discuss at least one thing you learned today from the Challenge you were on.

September 18, 2017

Classwork: We are now working on Challenges 1,2,3,4,5 of a Mapping Lab of Canada and United States.  Those challenges represent:

• Physical geography
• political boundaries
• climate zones
• vegetation zones
• population density 
• economic activity

Kids will be working with partners around the room answering question cards and working at different mapping stations.

Homework: Please describe how resources and land use are defined for economic activity maps.

September 13, 2017

Classwork: We went through the entire geoterm list:

1. climate
2. vegetation
3. economic activity: there will be emphasis on this
4. thematic maps
5. population density
6. physical features
7. landforms
8. region: this is the most important one

Students were asked to describe the difference between climate and weather

Homework: Describe to your parents the geoterms.  

Tuesday September 12, 2017

Classwork: We started Chapter 2: Seeing like a Geographer.  The introduction dealt with the different types of maps there are.  We will focus on 5: Physical Geography, political boundaries, vegetation, climate zones, economic activity

Vocab terms:

• Thematic Map
• climate
• population density
• economic activity
• vegetation
• political boundaries
• landforms

Homework: Describe how Dr. John Snow saved the town of London from a cholera outbreak from using Geography skills.

September 11, 2017

Classwork: We tried finishing up the test.  The test consisted of creating a map, following directions, and inputing all the correct map components like map scale, map legend, and latitude and longitude.

Homework: Discuss with parents how you constructed your map.

September 8, 2017

Classwork: Huge review of all concepts we've studied in Chapter 1.  Test Monday!
Map Components: Map Scale, Compass rose, Map grid, Map Legend, Title, parallels, meridians, Seasons, hemispheres and continents

Homework: prepare for the test Monday!

September 7, 2017

Classwork: We finished up the teachings on Seasons and how they are created through the Earth's relationship with the sun.

Homework: Describe how the sun's rays are direct or indirect on the Earth and how it creates seasons for Earth.

September 6, 2017

Objective: Students will be able to understand the cause of seasons from the relationship of the sun to the Earth.

Key vocab: Tilt of the Earth, Tropic of Cancer, Tropic of Capricorn, equator, Solstice, equinox

Homework: Ask your parents if they know what causes seasons

September 5, 2017

Classwork: Today we worked on hemispheres, continents, and oceans.  Despite the simplicity of this lesson, many students will struggle with the idea of continents vs. countries.  Let's keep working on knowing this crucial difference.

Homework: Ask your parents if they know why the Earth has seasons.

September 1, 2017

Classroom:  We went over the answers of the Map Scale activity.

Homework: Discuss how to use a Map Scale to your parents.  Pull out a map and determine the distance from Denver to Colorado Springs in miles.

The D.O.G. discussed Bermuda as a colony of the U.K. and that four continents touch the Indian Ocean.

August 31, 2017

Classwork: With the sub, kids will work on MAP SCALE.  First, they will do a series of questions and prompts from the overhead with the sub using turn and talk structures.  Then they will read the section of map scale from the text book.  3rd, if there is time, they will do the card game where they answer questions of map scale with a group.


Homework: Be able to describe Map Scale's purpose on a map.

August 30, 2017

Classwork: Today we finished the card game of latitude and longitude.  Kids were asked to demonstrate understanding of finding coordinates, cities, understanding how latitude runs east and west but runs measures north and south and vice versa for longitude, and reading directions correctly.

Homework: Discuss the importance of the equator and the prime meridian in understanding latitude and longitude.

August 29, 2017

Classwork: Today we focused on the map element of latitude and longitude.  We discussed the importance of the equator, prime meridian, latitude, longitude, degrees, coordinates, how it relates to absolute location.

Homework: Do you feel confident in explaining the difference in latitude and longitude?  Explain which way the lines of latitude and longitude run, and which way they measure.  Make sure you know the difference.

August 28, 2017

Classwork: We watched a kindness video in Period 1.

Objective: Students will be able to identify and explain various map components like map scale, map legends, latitude and longitude, and others by doing reading the text and doing the activities associated with each topic.

Homework: Discuss the card game and what you learned by playing it for map elements.

August 25, 2017 Friday

Objective: Students will be able to correctly label in important map components by completing Activity 1 of Geography Alive by working on directions with their table group.

Important Map Components include:

• title
• map scale
• map legend
• compass rose
• latitude and longitude (map grid)

Homework: Make sure your pretest 1 and 2 in Google Classroom is done.  Be able to describe these map components to your parents.  If you are going to be out of town this upcoming week or if you just want to get some reading in, here's a PDF link to the first chapter  of what we are reading: http://www.mrpsocialstudies.com/7th-downloadable-textbook-2.html

August 24, 2017

Objective: Students will learn four new vocab terms by reading Section 1.

Vocab terms:

• absolute location
• distortion
• relative location
• map projection

We had the book read to them and discussed each term.  Students are working on defining the terms in their own words and adding a symbol or picture for each term.  

The Essential Question for this chapter is: How do geographers show information on maps?

We also debriefed yesterday's lesson of the importance of latitude and longitude.  

Homework: Please describe the four vocab terms and give examples of each to your parents. 

August 23, 2017

OBJECTIVE: Students will be able to determine the importance of latitude and longitude by performing an activity.

Classwork: Kids were divided into cartographers and geographers.  Without being told what was going to happen, the cartographers had to build maps of "gold" inside the classroom.  They gave their maps to their geographer partner.  This took place outside the room.  Meanwhile, inside the room, Mr. Genco was creating a Siberian wilderness "blizzard" and basically adding snow, debris, and a little chaos so that any reference points made by the cartographers would be hard to use.  Latitude and Longitude coordinates were on the walls though, but most of the kids did not notice them or use them effectively.  The goal was to teach the importance and effectiveness of latitude and longitude in situations where normal reference points do not work.

Homework: Please discuss the importance of latitude and longitude to your parents.  Describe how the class went today, the two groups, the fake blizzard, and the fun facts you learned about gold!

Vocab: latitude and longitude

Reminder: Picture day is tomorrow and if you haven't turned in your parent/student handbook verification form in to your first hour teacher, make sure you do!

August 22, 2017

Classwork: Today was our first official real day of Social Studies

1. D.O.G.- What are the names of the Earth's Oceans?

2. PRE-TEST of Geography was given.  2nd Pre-test was given to those who finished the 1st.  We also set up our Google Classroom account.

3. CHROMEBOOK RULES HAVE BEEN SET!  DON'T SAY YOU HAVEN'T BEEN WARNED!

Homework:  TURN IN YOUR PARENT TEACHER VERIFICATION FORMS AND GET READY FOR PICTURE DAY THURSDAY! HAVE YOUR FORMS READY!  TELL YOUR PARENTS!

August 21, 2017

SOLAR ECLIPSE DAY!

Classwork: We did a basic reading directions worksheet that involved cardinal and intermediate directions.

Homework: Please make sure permission slips are turned in for your 1st hour class of the Parent & Student Verification Form.  Picture day is Thursday.  Make sure you have your Picture Form filled out for Thursday.

August 17, 2017

Objective: Students will learn the first name of at least 3 kids they did not know before.  They will also be kind to at least one new person.  We discussed the importance of respect and how it is expressed in body language and tone.

Homework: Tell your parents at least 3 new names today.  Also describe how tone of voice and body language is important.

August 16, 2017

Classwork:  WELCOME TO MIDDLE SCHOOL!  Parents, we practiced our locker skills today.

Parents: if you need the video or want to watch the video from yesterday's back to school night, here it is:

May 18, 2017 Thursday

Classwork: We went to neighborhood 3 and described the vocab words in a coherent story form for how life goes from the rural country side to the city.

Homework:  Describe this neighborhood compared to other neighborhoods we've seen

May 17, 2017 Wednesday

Classwork: We went to our 2nd neighborhood today.  We discussed the higher standard of living this neighborhood had and gave evidence for it.

Homework: Continue to discuss what you are learning using the vocab terms:
1. urbanization
2. spatial inequality
3. rural decline
4. standard of lving

May 16, Tuesday

Classwork:  We went on our first "Virtual" neighborhood in Mexico City.  Kids used data and determined which area of Mexico City they were in based off the data.

Vocab words used:

1. rural decline
2. standard of living
3. urbanization
4. spatial inequality

Homework: Describe to your parents what you saw on that visit.  What is your overall Standard of Living?

May 16, Tuesday

Classwork: We discussed the reading on 9.2 in Geo Alive and went to our first neighborhood visit of Mexico City.

Homework: Make sure the Economic Prompt and Hacienda vs. Mission prompt is done.

Vocab for this chapter is:

1. Spatial Inequality
2. Rural Decline
3. Standard of Living
4. Urbanization

May 15th, Monday

Classwork:  We started Ch. 9 of Geo Alive, Spatial Inequality of Mexico City.  Students learned the definition of Spatial Inequality.

Homework: Make sure you have finished your ECONOMIC Prompt that was due Friday.  Also make sure you have finished the Hacienda vs. Mission prompt from April.  Some were not done!  Grades were returned along with comments.  If you don't like your grade, you need to see me immediately to discuss what you can do about it.  Finally, discuss with your parents what "spatial inequality" is.

May 5th, 2017

IF you are a parent reading this, then you should ask your child the significance of this day and how it relates to life.  CINCO DE MAYO!!

Classwork: We covered the real life history of Cinco de Mayo and how it related to our Social Studies Unit.  We also had a lengthy discussion of how it can teach us lessons of overcoming impossible odds and how one thing can have a huge effect on another seemingly unrelated thing.

We also started the Chapter 16 Unit on Central America.  So far, it has very similar beginnings as the Mexico Saga.

Homework: Please discuss the importance of Cinco de Mayo.  Discuss any connections to life you may have gained from either this story or the Star Wars story from yesterday.

VOCAB: Monroe Doctrine
caudillo
coup

James Monroe

MAY 4TH, 2017

MAY THE FOURTH BE WITH YOU!!!

Happy Star Wars Day everyone!  May your day be bright with happiness and self generated power!

Classwork: We have finished the Saga of how Mexico finally achieved independence, democracy, and peace with the Constitution of 1917.  Kids should have been working on their charts throughout the Unit.  Now we start Chapter 16: The History of Central America

Homework:  Discuss with your parents elements of the Mexico Independence Saga with connections with Star Wars.  Are there any similarities you can make?

Thursday March 23, 2017

Classwork:  We started day 2 of Financial Literacy.  We reviewed what an I.P.O. is, and a Share.

Rest of the class was devoted to the Stock Market.

Homework: Discuss the Stock Market with your parents.  What are some things you want to invest in?

Tuesday, March 21, 2017

Classwork: Today we worked almost entirely on the T-chart and building of our poster.

Homework: Feel free to print out pictures for your Hero or Villain poster

March 20, 2017

Classwork: We finished up the Writing Assessment of deciding which sources would help you to answer the question of "What really happened when the Spanish encountered the Aztecs?"  Which sources make the most sense and why would you chose them? 

Students used the rest of the time finding facts for their T-Charts of deciding if their explorer is a Hero or Villain. 

Homework: Discuss your reasoning for your judgment of whether your explorer is a hero or villain.

March 17, 2017

Classwork:

D.O.G. March 17, 2017

1. This common ladies name is the capital of Bulgaria.

2. What is the capital of New York?  New York City or Albany?

We took the writing assessment: Which Source would you choose to answer the question of How did Montezuma die?  You have to explain which source and why? 

Homework:  Discuss your answer with your parents.

March 16, 2017 Thursday

Classwork: Today was final day of the discussion of the Aztecs being conquered by the Spanish.  We discussed Scene 4, watched a movie sequence, read PRIMARY sources from the Spanish and Aztecs, and compared them. 

Homework: IF the EXPLORER CHART is NOT DONE, IT HAS TO BE DONE FOR HOMEWORK OTHEWISE STUDENT WILL SERVE LUNCH DETENTION.  If it is done, please describe the circumstances of the conquest of the Aztecs to your parents.  What was the role of religion in conquering the Aztecs?

March 15, 2017 Wednesday

Classwork: We discussed Scene 3 of the Conquest of the Aztecs.  This was the most important difference between the two perspectives of Spanish vs. Aztecs.  The difference centered around Who killed Montezuma?

Homework:  You must be finished with the EXPLORER CHART. IF NOT IT IS HOMEWORK.

March 14, 2017 Tuesday

Classwork: We discussed Scene 2 of the Conquest of the Aztecs.  This scene was how Montezuma met Cortes. We read out loud the primary sources of the Aztecs and the Spaniards.

Homework: Did you notice any difference in the two perspectives?

March 13, 2007 Monday

Classwork:  We did Scene 1 of the Aztec Conquest.  This scene chronicled the arrival of Hernan Cortes to Mexico.  We watched a small BBC video called Heroes and Villains for a dramatization.

Homework:  Discuss the three goals of Hernan Cortes and all conquistadors.

Wednesday March 8, 2017

Classwork: We have finished the Atahualpa and the Bible Questions.  Hopefully it helped with today's writing prompt of "What document would help you understand what happened with Atahualpa and the Bible and explain why you think it is credible?" 

Homework:  The take away you should discuss with parents is this:
When trying to determine the truth of something, go for a Primary Source first.  Of course, primary sources can be inaccurate (flawed) because of reasons we've stated before.  A primary source can lie, be incorrectly perceiving something, not have the full picture, and be biased.  But you have to start somewhere.  If you can't have a primary source, then use a secondary source.  In research, you should use both.  Finally, try and get at least two sides of a story. 

Tuesday, March 7, 2017

Classwork: Atahualpa and the Bible.

We finished the questions and are prepared for the Writing Prompt tomorrow.

Homework:  Discuss your answer as to whether Atahualpa held the Bible up to his ear or not.  Explain your answer

Monday March 6, 2017

Classwork: Start the Atahualpa and the Bible graphic organizer and questions

Homework: 

Discuss the importance of:
Secondary Sources
Primary Sources

Why did the Spanish have two different stories?  What does one version of the story make you feel vs. the other?

Thursday March 2, 2017

Classwork:

Today we discussed the destruction of the Incan Empire along with review of the Conquest of the Aztecs.  We watched a four minute cartoon reenactment of Atahualpa's destruction by Fransisco Pizarro.  Some of the conversation points were:

• If you were trying to destroy a different empire, why were Pizarro's tactics extremely good? 
• What was the use of religion to justify the massacre of the 1500 Incan citizens?

Homework:  This was a heavy discussion so please discuss with your parents. 

March 1, 2017

Classwork:

We answered the comprehension questions of the Conquest of the Aztecs Lesson 2.

Homework:  Discuss with your parents the destruction of the Aztecs from the Spanish Empire. What are some of the consequences?

Tuesday Feb 28, 2017

Classwork: We discussed Lesson 2 of the Conquest of the Aztecs.

Key People:

1. Hernan Cortes
2. Dona Marina
3. Moctezuma

Homework: Tell your parents how the Aztecs were conquered by the Spanish Conquistadors. 

Monday Feb 27, 2017

Classwork:
We finished Lesson 1 of Chapter 10 of Europeans Come to the Americas.  Lesson 1 was about the explorers:

1. Christopher Columbus
2. Pedro Alvares Cabral
3. Juan Ponce de Leon
4. Vasco Nunez de Balboa
5. Ferdinand Magellan

Vocab:

• astrolabe
• compass
• caravel

Homework: Discuss the impact of Columbus coming to the Bahamas.

Feb 22, 2017 Wednesday

Classwork:  We spent all class making a summary of ONE civilization from the graphic organizer on Mayan, Aztec, Inca, civilizations.  Students took the information from the graphic organizer and turned it into a summary for a writing assessment grade. 

Homework: PLEASE FINISH THE WRITING ASSESSMENT SUMMARY if you did not finish it in class. 

Feb 22, 2017 Wednesday

Classwork: Here is the link to the PARCC Practice test for today:
https://parcctrng.testnav.com/client/index.html#login?username=17EL06PTOE01010100&password=PCPRACTICE

Homework: Finish any unfinished Aztec work

Feb 21, 2017 Tuesday

Classwork: Today we worked on finishing the 11 Universals of Culture graphic organizer and the Maya, Aztec, Inca adaptation organizer.  Kids who finished could start the test.  Those who didn't finish will finish the test tomorrow. 

Homework: Discuss the achievements of the Aztecs with your parents.

Feb 15, 2017

Classwork: If kids finish the Universals of Culture Graphic Organizer, they then proceeded to the Adaptations of the Maya, Inca, Aztec Graphic Organizer. 

Homework: Discuss adaptations of the civilizations you've studied and why they created them.

Feb 14, 2017

Classwork:
Continued work on yesterday's categorizing with Universals of Culture.

Homework: Discuss the question of the day with your parents: what makes a good American?

Feb 13, 2017

Classwork: We started the Aztec Universals of Culture Graphic Organizer.  Students must read about 12 different highlights of the Aztecs and categorize those achievements into an appropriate universal of culture.

11 Universals of Culture

1. art and recreation
2. clothing
3. customs and traditions
4. food
5. knowledge
6. shelter
7. tools and technology
8. economy
9. language
10. religion
11. government

12 highlights of the Aztecs:

1. food
2. clothing
3. marriage
4. sacrifice
5. recreation
6. social classes
7. education
8. warfare
9. weaving
10. crime and punishment
11. markets

Homework:  Discuss with parents what you're doing

Feb 9, 2017

Classwork:  We moved into the idea of human sacrifice in the Aztec culture and looked at a Primary Source picture depicting a human sacrifice.  Discussion centered on:

1. Why would they believe in such a thing?
2. What was the nature of their religious beliefs?
3. Are there things you've seen in movies, books, or experiences you've had in your own religious life that might connect conceptually with what we discussed?  (*The belief in the power of blood to influence things.)

Homework:  If you wish to discuss with your parents, by all means!!

February 8, 2017

Classwork:  We started Day 2 of the Aztec Empire.  Kids finished comprehension questions and vocab from the book.  Today we started the PowerPoint.  Discussion centered around a primary source image of the 15th century.  It depicted highlights of Aztec Life:

• sacrifice
• warriors and combat
• religious beliefs like the symbol of the eagle and the cactus

Homework:  Discuss the image you saw today with your parents.

Feb 7, 2017

Tuesday Feb 7, 2017

Classwork: Today, students will read pages 210-213 and discuss the reading.  They will finish the vocab and reading comprehension questions. 

Vocab:

1. chinampas
2. specialize
3. empire
4. tribute
5. Tenochtitlan

Reading questions:
1. Why were the chinampas important to the Aztecs?
2. Why were some of the Aztecs able to specialize?
3. How were the Aztecs able to enlarge their empire?
4. Thinking Skill: Imagine that your area has just been conquered by the Aztecs.  What do you predict the Aztecs will demand from your people?

Homework: If students do not finish the above in class, it is homework to be done on Google Classroom. 

Feb 6, 2017

Classwork:  All stations were completed along with the Inca quiz.  We started the Aztec Civilization with a origin myth.  It was gruesome.  It also explained how the Aztecs come to Tenochtilan

Homework:  Students should be able to tell parents what Tenochtitlan is.

Feb 3, 2017

Classwork: Make an analogy or comparison of something you belong to in real life like a club, organization, or team, and compare it with life in the Inca Empire.  Start with a drawing and a prompt like this:

Life in the Inca Empire was like...


Homework: Discuss with parents your comparison

Feb 2, 2017

Classwork: Work on all Inca Stations and make sure to apply Universals of Culture to the Achievements of the Inca

Homework:  Discuss what a Universal of Culture is

Feb 1, 2017

Classwork: Continue work on Inca stations

homework:  Finish up any unfinished work on Inca Stations

January 27, 2017

Classwork: We started the class with the Constitution Game.

We also did a brief running game to illustrate the efficiency of the messengers of the Incan Empire.

Students were able to work independently on their stations after finishing Station 1 and Station 2.

Homework:

Discuss the importance of the Preamble of the Constitution.  Be able to explain the vocab words to your parents.  Also be able to describe the importance of SURPLUS and what it does to a society.

January 26, 2017

Classwork: We started the Inca Civilization.  We read pages 218-221 and answered the Comprehension Questions.  Important discussion points included were

• the idea of having surplus to create an empire
• how strict the Incan rulers were
• the huge size of the Incan Empire
• the incredible adaptations of cutting into a mountain to create terraces

Vocab:

1. emperor
2. terrace
3. irrigation
4. Cuzco
5. Machu Picchu

Homework:

Describe at least 3 things you learned from today's reading. 

January 25, 2017

Classwork: Today we started the Inca Civilization Unit.  Discussion centered on:

• Location of Inca Empire: Western coast of South America
• Geography: Andes Mountains, desert areas, coastal lowlands
• Scale: 2500 miles long
• Population: 12 million people
• Notable achievements: United Empire.  Started off as smaller disunited tribes, eventually combined into one super empire by 1450.  Built extensive roads and bridges, could deliver messages within two weeks from one side of the empire to another.
• Origin Myth: Inti, the Sun God, sent Manco Capac and Mama Occlo to Earth.  They put a Golden Rod in the Earth and from that rod sprang the capital CUZCO.

Vocab terms:

1. emperor
2. irrigation
3. terrace
4. Cuzco
5. Machu Picchu

Homework:  Discuss one of the achievements with your parents

January 24, 2017

Classwork: We finished up on the Mayan Collapse paragraphs and finished the Mayan Trade Networks.

Homework: FINISH both papers and have them turned in on Google Classroom.

January 23, 2017

Classwork: We started three possible theories as to why the Mayan Civilization collapsed.  Students started mini essay on the three theories and formed a paragraph using a graphic organizer.

Homework:  What makes the difference between a sound logical thesis as to why the Mayan's collapse and an illogical thesis?

January 20, 2017

Classwork: More Mayan Station work

Homework: Finish any Mayan station on Google Classroom.  Discuss some of the activities with your parents.

January 19, 2017

Classwork: We continued with Maya Stations.  Stations included powerpoints, artifact study, Mayan language, number system, reading comprehension questions.

Homework: Fee free to finish any unfinished Mayan stations

Wednesday Jan. 18th, 2017

Classwork: Building off discussion of guidelines of Non Violent Civil Disobedience, we had a discussion about the possibility that if any of the guidelines are not followed, the whole effect of bringing about change would fail.  For example, if people protested with violence, people would not feel compassion, love, or kindness towards the oppressed.  We focused more on the role of the media though.  If the media, newspapers, T.V. or radio does not accurately bear witness to the movement, there would be no kindness, compassion, or love expressed by the controlling party.  This was our intro to understanding bias in media outlets and the danger of not having news expressed accurately.  We went over 10 ways of determining a fake website with this link:

http://www.easybib.com/guides/10-ways-to-spot-a-fake-news-article/

We connected all this with our earlier studies of the cafeteria fight and the Battle of Little Bighorn.

Homework:  Discussion question: Why is important to check your sources for anything?  Why is it important to have a primary source?  Why do you need multiple sources and understand the background context to situations?

January 17th

Classwork:  Discussion of Martin Luther King Jr's impact.  Brief outline of how Non Violent Civil Disobedience works:

1. Kindness, love, compassion at the heart of the message, ideas taken from Gandhi and New Testament theology
2. Protest Non Violently, sometimes intentionally break the law (sit ins, marching, blocking traffic or entrance ways, etc.)
3. Get arrested, beat up, sometimes killed, cause a ruckus, get people to talk, discuss, notice what is happening
4. Have newspapers, media, T.V. radio, broadcast on what is happening
5. Have belief that people's higher self will come forward when they see the injustice happening and enact change

Homework: Discuss with parents this philosophy.  Do you think you could realistically protest in this manner?  Why or why not? 

January 10, 2017

Classwork:  We finished discussion of the Battle of Little Bighorn.  We answered the questions.  Discussion points are
1. knowing the difference between a Primary and Secondary Source
2. Understanding the importance of Context or Background to a situation
3. Understanding the problems of Primary and Secondary Sources such as:

• bias
• lying
• misperception 
• not seeing the whole picture
• exaggeration

We started stations with the Mayan Civilization today.

Homework: Have a good conversation with your parents about any of these topics

January 5, 2017

Warm Up- https://docs.google.com/a/adams12.org/forms/d/e/1FAIpQLSeQa0xoaABVVNSOc0MLVP6087GSk6_1R2Go5-wLj8bjMtUxFQ/viewform

Classwork: Using our information on Primary vs. Secondary Sources and applying it to the Battle of Little Big Horn. 

Homework: Discuss the events of Little Big Horn and the two pieces of Primary Sources we explored.

January 4, 2017

Happy New Year!

Classwork:  We did our Warm-up through Google Classroom today and will try using it that way more often.

We discussed Primary vs. Secondary Sources, the values of each, and application in real life.

Most kids did not finish the Cafeteria Fight Suspension Report. 

Homework:  Discuss with parents the importance of knowing a Primary Source vs. a Secondary Source.  Discuss the Primary witnesses of the cafeteria fight and why the Secondary sources were still important.  Who do you think is at fault with the Cafeteria fight?  How will you decide between the two kids Justin and Max?