Weekly Plan – September 25th to September 29th

5th Grade

 

Students will be continue their project about the travels of Marco Polo.

 

Monday – The Travels of Marco Polo – Project Day

Wednesday – The Travels of Marco Polo – Project Day

Thursday – The Travels of Marco Polo – Project Day

Friday – The Travels of Marco Polo – Project Day

 

 

In the previous week students worked on creating their own maps using grids and other measurement tools.  This week they will be learning how to add additional details such as geographical features, cities, lakes, and rivers.  We will then look at how they can begin organizing and arranging the information they already have about the life and travels of Marco Polo.  If students are working on parts of the project at home you should remember that:

 

  • Events should be placed in chronological order – the order in which they took place.
  • You do not need to write out large paragraphs of text to get to the main point of what happened.
  • You should use some kind of color or highlighting to make important names, places, or dates stand out.

 

 

6th Grade

 

This week the 6th graders will be working on their essay on the subject of enlightened despotism in France .

 

Monday – Despotism in France – Essay Planning

Wednesday – Despotism in France – Essay Drafting

Thursday – Despotism in France – Essay Review

Friday – Despotism in France – Essay Writing

 

The question students will be answer is :

 

“In what ways, and with what success, did French rulers create a system of enlightened despotism in their nation?”

 

As a reminder, the basic plan is along these lines:

 

Introduction : Students describe France during the Middle Ages.

Body Paragraphs : Students discuss examples of French rulers attempting to implement the ideas of enlightened despotism.

Conclusion : Students reveal the relative success of French rulers.

 

I am not looking for students to write about each of the three French rulers they have studied about in turn.  Instead they should, in all things, focus on the five major goals of enlightened despots:

 

  • Decreasing the power of nobles while increasing their own.
  • Increasing the collection of taxes.
  • Creating a bureaucracy loyal to the ruler.
  • Creating a professional army.
  • Imposing religious uniformity.

 

Rather than writing five separate paragraphs, I have told students that they need to begin thinking about which of these goals go naturally together.

 

  • Decreasing the power of nobles + Creating a bureaucracy : These go together because one is directly related to the other.  As kings worked to find ways to decrease the powers of their nobles, they gave many of their powers to newly hired bureaucrats.

 

  • Increasing the collection of taxes + Creating a professional army : One of the major expenditures for French kings was the military which was also then used to impose greater royal control over the nation.  Students should also remember that tax money was also used to pay for the growing bureaucracy.

 

  • Imposing religious uniformity : This goal is more of a standalone topic as it is not directly related to the others.  However, students could point out that the imposition of such uniformity did require the use of the army and other government organizations.

 

I will be typing up some example paragraphs in class to show students the thought processes that go into :

 

  • Creating a short but succinct introduction which provides adequate background without going into too much detail.

 

  • Creating linking sentences both within and between paragraphs to transition between different topics.

 

  • Writing short, but concise conclusions which avoid repetition and personal opinion.

 

7th Grade

 

This week students will continue working on their projects on Egyptian Religion

 

Monday – Egyptian Religion – Project Work Day

Tuesday – Egyptian Religion – Project Work Day

Wednesday – Egyptian Religion – Project Work Day

Friday – Egyptian Religion – Project Work Day

 

The final version of the project will be due on Friday at the end of class.  A few reminders from last week :

 

  • Images can be used from the internet but make sure not to use too many.
  • You can include QR codes for any videos you find online which are relevant.
  • The poster pages are arranged like a large window.  Think how you can use this reveal effect and what spaces will require more space.
  • Remember to look up Egyptian religious symbols or other objects to add depth/interest to your work.

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Great Depression & New Deal – Essay Drafting Day

Tuesday – The Great Depression & New Deal – Essay Writing Day

Wednesday – The Suffrage Movement – DBQ

Friday – The Suffrage Movement – DBQ

 

As a reminder, the current essay on the New Deal (please see last week’s plan for more details) will be due on Friday by 8 PM.

On Wednesday we will begin work on a special DBQ on the Suffrage movement.  This will involve students working for several weeks on a narrow but in-depth topic.  Activities which we will be doing over the next few weeks include :

 

  • Primary Source Analysis : Senica Falls Declaration / Pro & Anti Suffrage Pamphlets.
  • Open quiz/discussion sessions : Students will be expected to debate issues around the suffrage movement based on their own historical knowledge.
  • Statistical Interpretation : Students will be presented with data sets to be graphed and/or interpreted.
  • Report Creation : Students will be shown how to create an illustrated report using different software.

 

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Weekly Plan – September 18th to 22nd

5th Grade

 

Students will be continue their study of the Age of Exploration by learning about the travels of Marco Polo

 

Monday – The Travels of Marco Polo – Project Day

Wednesday – The Travels of Marco Polo – Project Day

Thursday – The Travels of Marco Polo – Project Day

Friday – Spirit Day

 

Students will continuing working on a map and poster on the travels and experiences of Marco Polo.  This will be their first pair work project and will be focusing on developing the following skills:

 

  • Dividing/delegating work and other tasks within a small group.
  • Creating maps showing routes and other important features.
  • Organizing and arranging events chronologically.
  • Researching and using relevant images.

 

Over the past few classes we have focused on the map section of the task which students are doing relatively well.  Towards the end of the week we will be looking at placing information/images in a logical and clear way.

 

6th Grade

 

This week the 6th graders will be looking at two important developments in constitutional government; Magna Carta and Enlightened Despotism.

 

Monday – Despotism in France

Wednesday – Despotism in France

Thursday – Despotism in France – Essay Writing

Friday – Spirit Day

 

 

This week, students will be looking at how the rulers of France implemented the ideas of enlightened despotism within their own nation.  This will be the basis for their first essay of the year in which they will be answering the question:

 

“In what ways, and with what success, did French rulers create a system of enlightened despotism in their nation?”

The structure of this essay is not complex but will require students to be judicious in their use of examples.  The basic plan will be :

 

Introduction : Students describe France during the Middle Ages.

Body Paragraphs : Students discuss examples of French rulers attempting to implement the ideas of enlightened despotism.

Conclusion : Students reveal the relative success of French rulers.

 

7th Grade

 

This week students will continue their study of ancient Egypt by working on their projects on Egyptian Religion

 

Monday – Egyptian Religion – Project Work Day

Tuesday – Egyptian Religion – Project Work Day

Wednesday – Egyptian Religion – Project Work Day

Friday – Spirit Day

 

Their group project on Egyptian religion will take up this weeks classes and we will also probably go into the subsequent week as students are, to this point, producing excellent work which deserves more time to bring to its full potential.  A few reminders for students for this project:

 

  • Images can be used from the internet but make sure not to use too many.
  • You can include QR codes for any videos you find online which are relevant.
  • The poster pages are arranged like a large window.  Think how you can use this reveal effect and what spaces will require more space.
  • Remember to look up Egyptian religious symbols or other objects to add depth/interest to your work.

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Great Depression & New Deal – Essay Research & Planning Day

Tuesday – The Great Depression & New Deal – Essay Writing Day

Wednesday – The Great Depression & New Deal – Essay Writing Day

Friday – Spirit Day

 

As a reminder, the current essay will be based on both the Great Depression and New Deal with the question being;

 

“In what ways did the programs of the New Deal attempt to deal with the causes and consequences of the Great Depression”

 

The key to this essay is for students to recognize the difference between long and short term causes/consequences.  If they simply try to write a list of problems and government programs then the essay will be very repetitive.  As they read through the materials they should try to keep an organizer which differentiates between the New Deal programs which were designed to deal with immediate consequences vs those which attempted to make systematic/structural changes to the wider economy and society.

 

In the conclusion to this essay I will be asking students to independently research statistics to prove the efficacy of certain New Deal programs.  Among the things students can look are are:

 

  • The unemployment rate.
  • GDP
  • Birth and death rates.
  • Poverty rates
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Weekly Plan – September 11th to 15th

5th Grade

 

Students will be continue their study of the Age of Exploration by learning about the travels of Marco Polo

 

Monday – The Travels of Marco Polo – Reading Day.

Wednesday – Marco Polo – Project Day

Thursday – Marco Polo – Project Day

Friday – Marco Polo – Project Day

 

Students will be working on a map and poster on the travels and experiences of Marco Polo.  This will be their first pair work project and will be focusing on developing the following skills:

 

  • Dividing/delegating work and other tasks within a small group.
  • Creating maps showing routes and other important features.
  • Organizing and arranging events chronologically.
  • Researching and using relevant images.

 

6th Grade

 

This week the 6th graders will be looking at two important developments in constitutional government; Magna Carta and Enlightened Despotism.

 

Monday – Magna Carta – Reading

Wednesday – Magna Carta – In Class Timed Project

Thursday – Enlightened Despotism – Reading

Friday – Enlightened Despotism – Project Day

 

Students should have their projects on Democratic and Dictatorial systems of government completed by the start of class on Wednesday.  They will be completing a short in-class assessment on Wednesday designed to teach them how to plan/execute work in a limited time frame.  They will be receiving a more extensive work on the key goals of enlightened despots on Thursday with a class to work on it on Friday.  The final version will be due on Monday of next week.

 

7th Grade

 

This week students will continue their study of ancient Egypt.

 

Monday – The History of Egypt – Project Work Day

Tuesday – The History of Egypt – Project Work Day

Wednesday – The First Intermediate Period – Primary Source Analysis

Friday – Egyptian Religion

 

Students should have their history of Egypt timelines  completed by the start of class on Friday.  They will be working on another project starting Friday on Egyptian religion

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Roaring 20s – Essay Writing Day

Tuesday – The Economic Boom of the 1920s

Wednesday – The Wall Street Crash & Great Depression

Friday – The Election of 1932

 

Students will have until Friday to complete their first essay on the following question:

 

“In what senses could a person describe 1920s America as a paradoxical society”?

 

The next essay will be based on both the Great Depression and New Deal with the question being;

 

“In what ways did the programs of the New Deal attempt to deal with the causes and consequences of the Great Depression”

The key to this essay is for students to recognize the difference between long and short term causes/consequences.  If they simply try to write a list of problems and government programs then the essay will be very repetitive.  As they read through the materials they should try to keep an organizer which differentiates between the New Deal programs which were designed to deal with immediate consequences vs those which attempted to make systematic/structural changes to the wider economy and society.

 

In the conclusion to this essay I will be asking students to independently research statistics to prove the efficacy of certain New Deal programs.  Among the things students can look are are:

 

  • The unemployment rate.
  • GDP
  • Birth and death rates.
  • Poverty rates
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Music Production – Robert Miles – One on One

Click here to download the sample Garageband file as well as song chords if you want to create your own version.  You can also try to learn the lyrics and do a vocal over the track.

Screen Shot 2017-09-07 at 7.50.37 PM

 

 

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7th Grade History – Assassin’s Creed Origins

Explore the world of Ancient Egypt during the rule of the Ptolemys.

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Amazon Link – PS4

Amazon Link – Xbox

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8th Grade Book – One Summer – Bill Bryson

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A wonderful and funny story of the summer of 1927 which will give you a great insight into life in the country during the 1920s.

 

Amazon Link

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Student Work – Reasons for Exploration

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Weekly Plan – September 5th to September 8th

5th Grade

 

Students will be continue their study of the Age of Exploration by working on their projects about the technologies which made it possible.

 

Monday – Labor Day.

Wednesday – Technologies – Project Day

Thursday – Technologies – Project Day

Friday – Technologies – Project Day

 

Students will be working on their projects in class over the week.  Among the skills we will be covering/practicing are:

 

  • Planning and drafting text & illustration.
  • Using and framing printed images.
  • Summarizing.
  • Creating and using themes.

 

Students were told that they could research images over the weekend.  They can also, if they wish, type out text to use on their projects.

 

6th Grade

 

This week the 6th graders will be looking at the key differences between democratic and dictatorial forms of government.

 

Monday – Labor Day

Wednesday – Democratic and Dictatorial Governments – Reading

Thursday – Democratic and Dictatorial Governments – Project Day

Friday – Democratic and Dictatorial Governments – Project Day

 

Students should remember to have their homework about different forms of government completed by Wednesday.

 

7th Grade

 

This week students will continue their study of ancient Egypt.

 

Monday – Labor Day

Tuesday – The History of Egypt – Middle to New Kingdoms

Wednesday – The History of Egypt – Middle to New Kingdoms

Friday – The History of Egypt – Research & Project Day

 

Students will be creating a large timeline on the history of Egypt over the next week.  Students can research printed images to complete this project.  I’ll also be showing them how they can use PowerPoint, Youtube, and Video Editors to create a more interactive presentation.  They can bring in their computers on Friday if they wish.

 

8th Grade

 

Students will continue their study of the Prohibition era this week.

 

Monday – Labor Day

Tuesday – The Impact of Prohibition

Wednesday – Society in the 1920s

Friday – The Jazz Age

 

On Friday we will begin planning for the first essay of the year.  The question students will be answering is:

 

“In what senses could a person describe 1920s America as a paradoxical society”?

This question requires students to look at the major economic, social, and political forces which shaped the nation during the decade.  This essay is relatively simple in structure and is really designed to simply get students back up to speed and to remind them of the important writing conventions we already covered at the end of 7th grade.  To help plan, students should consider the following sub-questions:

 

  • What differences existed in the nation between inhabitants of different areas?
  • What differences existed in the nation between people of different ages and sexes?
  • How had technologies affected people’s lives?

 

Students will be planning and writing the essay in class next week so should remember to bring their computers with them the following monday.

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Weekly Plan – August 28th to September 1st

Welcome back to the new school year.  Here’s the plan for the first week of school.

 

5th Grade

 

Students will be beginning their study of the Age of Exploration by learning about the reasons why Europeans began their voyages of exploration and the technologies which made it possible.

 

Monday – Class Routines & Procedures.

Wednesday – Reasons for Exploration

Thursday – Reasons & Technologies – Project Day

Friday – Reasons & Technologies – Project Day

 

There is no homework this week.  Students will be working on their projects in pairs and may wish to look up/print some images to assist them.

 

6th Grade

 

This week the 6th graders will be looking at the roles of government and the different forms it has taken throughout human history.

 

Monday – Class Routines, Rules, & Procedures

Wednesday – Types of Government

Thursday – Types of Government – Project Day

Friday – Types of Government – Project Day

 

Students will have a homework about different forms of government to be completed by Wednesday of next week.

 

7th Grade

 

This week students will briefly review certain elements from the prehistory and Mesopotamia units and then we will begin our first full unit on ancient Egypt.

 

Monday – Class Rules & Procedures

Tuesday – Prehistory

Wednesday – Mesopotamia

Friday – The Geography of Ancient Egypt

 

Students will have a map and vocab sheet on ancient Egypt to be completed by Tuesday of next week.

 

8th Grade

 

Students will begin the 8th grade writing course this week.  If they completed the summer reading/essay work I would like to have their essays by the end of the week at the latest – although Monday would be even better.  We will then briefly review the material and basic writing conventions before moving on to the Prohibition era next week.

 

Monday – Class Rules & Procedures

Tuesday – Summer Reading Review

Wednesday – Summer Reading Review

Friday – Essay Writing – Review Day

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Emperor Norton – Project

A Special San Francisco based history unit which students can complete for extra credit if you’re getting a little bored over the vacation.

http://www.mrgrayhistory.com/special-units/emperor-norton-project/

Emperor Norton - Cover

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