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.
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.
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
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.
- Birth and death rates.
- Poverty rates