1st Hour World History 2020-2021-Monday, Wednesday 9:00-10:25 Assignments

You can choose to do one or both of these!
The "Why Study History" will be used for next year's students so make them nice! Delete all the slides except the one you design on! 

You can take this as many time as you want between today and your test on June 3rd/4th

Last Slide is extra credit! 

Read the Rome Republic vs US Government and come up with a few similarities and differences between the Roman Republic and the United States Government. We will fill out the Rome vs. US Government chart together through discussion!

Friday, May 7 is an asynchronous day. Because so many are not having advisory, I am offering extra credit to still watch Cardinal News Network!
If you watch Episode 12 and answer the questions attached to this assignment BY FRIDAY NIGHT I will give you extra credit for 4th quarter! =) 

Today's assignment is an asynchronous assignment. We will NOT be doing live meets with 1st, 2nd, 5th or 6th hours due to a training. This EdPuzzle will count as your attendance for today! 

W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their
geographic characteristics including physical features and climates, and
propose a generalization about the relationship between geographic
characteristics and the development of early empires.


SWBAT demonstrate comprehension of the geographic characteristics of Rome by predicting effects of physical feature and climate in a class discussion and Pear Deck.
SWBAT write to reflect on the geography of Rome using 6 reflection questions when finished with their map.

Warm-Up: Watch The Social Pyramid as a class together


When finished, open Social Pyramid Egypt and use the attached PowerPoint to complete the descriptions and pictures for the listed social classes

Read slides 1-8 to better understand the differences between each of Egypt's 3 
kingdoms.
On slide 10, drag and drop the 10 descriptions to the correct Kingdom that it matches to.
On slide 11, explain in 3 sentences which Kingdom you would rather live in and why.

Agenda:


Crash Course World History
Egypt "Quiz"
Daily Life Stations and Slides

To determine the champion of Mesopotamia Madness, you must cast your final vote for the most important invention. In your essay, explain which invention of the final 2 do YOU think is the most significant! Be sure to give 3 reasons why and use at least 3 vocabulary words (underlined!)

1st hour is picking between LAWS and ZIGGURAT (RELIGION)

Essays due by MONDAY MARCH 22nd

Complete the EdPuzzle on Women's History Month for your Friday assignment!

Agenda:
Attendance
Warm Up Video
Missing Assignments
Hammurabi's Code Secret Message

Agenda:
Attendance
Schedule Updates
New Late Work Form
Mesopotamia Video
Mesopotamia Government

Agenda:
Black History Month Video
River Valley Civilization PearDeck Warm Up
Mesopotamia Map

Use the attached power point to complete these guided notes as a quick review of Stone Age (Paleolithic Era) into Agriculture (Neolithic Revolution/Era).

Complete these on your own to start class!

We will do these notes together!

Standard: H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

Content Objective: SWBAT demonstrate comprehension of how historians use a variety of sources to explore the past by interpreting 3 cave paintings and the meaning behind them using Peardeck prompts

Language Objective: SWBAT write to summarize how historians could use sources to explore 2020 in the future using 5 sentences with their own cave painting.

Standard:
W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

Content Objective: SWBAT demonstrate synthesis of the lives of hunting and gathering people during the earliest eras of human society by designing their 3 rooms in their Stone Age museum using 3 pieces of criteria

Language Objective: SWBAT orally discuss predictions about the transition from hunter gathers to sedentary agriculture using 4 prompts on their Pear Deck

Standard:
H1.2.1: Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research

Content Objective: SWBAT demonstrate analysis of how historians use sources to explore the past by distinguishing differences between hominid skulls.

Language Objective: SWBAT write to draw evidence for cause and effect on ancient hominids using their Ardi reading and cause and effect chart

Standard: W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land Bridge).

Content Objective: SWBAT demonstrate comprehension of early migration patterns of people by predicting where humans migrated on their migration simulation map

Language Objective: SWBAT write to summarize early migrations of people using 8 questions in an Ed Puzzle

Agenda
Jamboard- What do you know about the Stone Age?
Hunter Gatherer-Positives and Negatives (together)
Hunter Gatherer Societies (on own)

Standard: W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire)

Content Objective: SWBAT demonstrate knowledge of the lives of hunting and gathering peoples by listening postivies and negatives of the early human lifetyles

Language Objective: SWBAT write to give examples of the lives of hunting and gathering people using a 6-box organizer

Today:
Discuss Unit Test
What Civilization Is This?
Missing Vocab!

Standard: H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family).

Content Objective: SWBAT demonstrate comprehension of cultural institutions of a region by interpreting 6 artifacts from each civilization.

Language Objective: SWBAT write to draw conclusions on how cultural institutions differ in each region using a three-question flow chart.

Standard: RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Content Objective: SWBAT demonstrate comprehension of the central ideas of a secondary source by summarizing the Veteran's experience in war

Language Objective: SWBAT write to reflect on the information in their secondary source using examples from 2 Veteran's experiences in war.

Standard: RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studiss

Contect Objective: SWBAT demonstrate comprehension of the meaning of Unit 1 vocabulary words by giving the definition, an image and using it in a sentence.

Language Objective: SWBAT write to define Unit 1 vocabulary words using a Frayer Model to complete 5 vocabulary words

Standard: RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studiss

Contect Objective: SWBAT demonstrate comprehension of the meaning of Unit 1 vocabulary words by giving the definition, an image and using it in a sentence.

Language Objective: SWBAT write to define Unit 1 vocabulary words using a Frayer Model to complete 5 vocabulary words

Rate Ms. Elliott as a teacher for Quarter 1! Be as honest as possible and help me learn what I can improve on for Quarter 2!

Agenda:
Attendance
Grade discussion
Map Challenge
Types of Maps Exit Ticket
Missing Work!

Standard: RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Content Objective: SWBAT demonstrate application of visural information on maps by providing answers on 5 types of maps

Language Objective: SWBAT write to respond to questions on types of map study using their Google Form exit ticket

Warm Up: Brain Pop on EdPuzzle (10 questions)

Discussion: Maps!
Draw a world map from memory on whiteboard.fi (Class code n5k4)

Independent: Ancient History Map Skills (Slides 1-7)

Standard: 7-G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

Content Objective: SWBAT demonstrate comprehension of a variety of maps by illustrating their own world map and participating in a class discussion on why maps are different for each cartographer.


Language Objective: SWBAT write to answer questions on a variety of maps using academic vocabulary on 6 Google Slides.