Mr.

Newton's Lesson Plans: Week 1110/21-10/25 6th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
4 Mesopotamia Chapter Review N/A

Tuesday
4 Mesopotamia

Wednesday
5 Egypt and Kush 1 The Nile River

Thursday
5 Egypt and Kush 1 The Nile River

Friday
5 Egypt and Kush 1 The Nile River

Chapter Review N/A SWDK of all state standards covered in chapter

Test N/A SWDK of all state standards covered in chapter.

Nile River Valley 100-102 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt, and Kush. 6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

People of the River 103-105 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt, and Kush.

Uniting Egypt 106-107 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt, and Kush.

6.2.2. Describe the role of trade in Eastern Mediterranean and the Nile River Valley.

6.2.9 Trace the evolution 6.2.2 Trace the of language in its development of written forms agricultural techniques that permitted the 6.2.2 Trace the production of economic development of surplus and the agricultural techniques emergence of cities as that permitted the centers of culture and production of economic power. surplus and the emergence of cities as centers of culture and power.

Goals/ Objectives

SWBA to achieve at least a 70% on Chapter test as measured by teacher assessment

SWBA to achieve at least a 70% on Chapter test as measured by teacher assessment

SWDK of the geography SWDK of the geography SWDK of the factors of the Nile River and of the Nile River and that lead to the Egypt Egypt unification of Egypt. SWBA to describe the source, direction of flow and the Nile's distinction as the world's longest river as measured by teacher assessment. SWBA to define the terms Upper and Lower Egypt as measured by teacher assessment. SWBA to interpret a map of Egypt identifying 4 of 5 geographic features as measured by teacher assessment. SWDK of the relationship between farming and the Nile River SWBA to define the terms Upper and Lower Egypt as measured by teacher assessment.

SWBA to describe Egypt as the Gift of the SWBA to identify Nile as measured by Narmer as measured by teacher assessment teacher assessment. SWBA to describe the 3 seasons of Egypt as measured by teacher assessment SWBA to expound on the process of making papyrus as measured by teacher assessment. SWBA to define hieroglyphics as measured by teacher assessment. SWBA to define Dynasty as measured by teacher assessment. SWBA to predict what effect these dynastic periods had on the life of Egyptians.

Introduction Activities

What Sumer invention had the most influence on our modern world?

Go over test procedures

Journal: How do you remember people in your family who have died? 1. Using map discuss the geographic features of Egypt. 2. Map activity. 3. Share Content background knowledge pg. 98. 4. Geography Connection pg. 101 5. Graphic organizer: pg. 101Benefits of the Nile. Critical thinking skills pg. 101 1. Map of Egypt for students. Print OTO worksheet Geography and History activity: Understanding location: Ancient Egypt

Journal: How would you like to be remembered? 1. Discuss: the 3 seasons for the Egyptians. 2. View: Making papyrus video. 3. Hieroglyphics activity. Using computers to explore. http://egypt.mrdonn.org/ hieroglyphics.html

Journal: Share a fun story from your family.

1. Students take practice Take chapter test quizzes. 2. Go over answers 3. Review Vocab listed in Study Guide. 4. Review Enduring question.

1. OTO Map Early trade Routes. 2. Discuss: Uniting Egypt. 3. Lesson 1 Review pg. 107

Closing Additional Needs

Check for understanding N/A

Ticket out the door: Study Guide Lesson 1 Students name written in Hieroglyphics 1. Mrs. Taylor's room for internet service. N/A

N/A

Mr. Newton's Lesson Plans: Week 1110/21-10/25 7th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
17 Imperial China

Tuesday
17 Imperial China

Wednesday
18 Civilizations of Korea, Japan and S.E. Asia 1 Korea

Thursday
18 Civilizations of Korea, Japan and S.E. Asia 2 Early Japan

Friday
18 Civilizations of Korea, Japan and S.E. Asia 3. Medieval Japan

Chapter Review

Chapter Test

Chapter Review

Chapter Test

Korea

Early Japan

Samurai and Shoguns A Divided Japan Society Under the Shoguns 520-524 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 7.5.3Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. 7.5.6 Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

N/A 7.3 Imperial China

N/A 7.3 Imperial China

510-515 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 7.5.1. Describe the significance of Japans proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

516-519 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 7.5.2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.

Goals/ Objectives

SWDK of Imperial China

SWDK of the transfer of SWDK of Early culture between Korea, Japanese History. China and Japan SWBA to complete SWBA to complete SWBA to locate Japan review of Imperial review of Imperial SWBA to locate Korea on a map and describe it China Unit with 70% China Unit with 70% on a map and describe relationship with Korea, accuracy as measured by accuracy as measured by its relationship between and China. teacher assessment. teacher assessment. China and Japan as measured by teacher SWBA to describe assessment Shintoism as measured by teacher assessment. SWBA to anayize the importance of SWBA to analyze the shamanism in Korean life of Prince Shotoku. religion. SWBA to contrast the SWBA to describe how way Chinese and the first Koryo ruler did Japanese hired officials. in establishing a lasting civilization as measured by teacher assessment. SWBA to describe the Silla rule in Korea

SWDK of Imperial China

SWDK of Medieval Japan SWBA to describe the rules of shogun, daimyo and samurai in Medieval Japan as measured by teacher assessment. SWBA to describe Shogun Japan as measured by teacher assessment.

Introduction

Review with class what is important. Students should be able to write a complete paragraph on the following topics: 1. Describe the reunification of China under the Tang Dynasty. 2. Describe the spread of Buddhism in Tang China, 3. Analyze the importance of both the Grand Canal and the Great Wall of China. 4. Analyze the origins, influences, and goals of Confucianism 5. Understand the importance of both The Silk Road and the travels of Zheng He in bringing trade and knowledge to China. 6. Trace the travels and historical importance of Marco Polo 7. Trace the rise and fall of the Yuan and Ming Dynasty 8. Describe the development of the imperial state and the scholar-official class.

Go Over test rules. Point out how this test students may choose what questions to answer.

Journal: What is your favorite way to communicate?

Journal: What cultures What have you learned have influenced US about Japan so far? culture? Which one influences you the most?

Activities

Divide class into the 8 Give test groups above. Assign questions to each group. Groups share with class.

1. Map Activity: Students fill in a map of Korea based on map on page 511. 2. Create Graphic organizer on page 510 to organize notes. 3. OTO Korean alphabet 4. Lesson 1 review. 5. Study Guide: Lesson 1 Ticket out the door: Spell Abernathy in Korean Copy of Korean Map.

1. Map Activity: Japan 2. Graphic Organizer: Chinese Influences in Japan. 3. Lesson 2 Review 4. Study Guide: Lesson 2

1. Discuss Medieval Japan. 2. OTO Japanese Feudalism Chart. 3. Watch Mythbusters Ninja Special.

Closing Additional Needs

Study for Test!!!

N/A

Critical Thinking Skills pg. 516 Copy of Japanese Map

Critical thinking skills 524. 1. Permission to watch Mythbusters. 2. Internet access to watch Mythbusters.

N/A

N/A

Mr. Newton's Lesson Plans: Week 1110/21-10/25 8th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
Constitution Unit 8 Basic principles Federalism, Popular Sovereignty, Dual Sovereignty N/A 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

Tuesday
Constitution Unit 8 Basic principles Separation of Powers Checks and Balances N/A 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

Wednesday
Constitution Unit 8 Basic principles Republicanism

Thursday
Constitution Unit 8 Basic principles Limited Government Individual Rights N/A 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

Friday
Constitution Unit 8 Basic principles Review 8 Basic principles. N/A 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

N/A 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

Goals/ Objectives

SWDK of the Preamble SWDK of the Preamble SWDK of the Preamble SWDK of the Preamble SWDK of the Preamble to the Constitution. to the Constitution. to the Constitution. to the Constitution. to the Constitution. SWDK of underlying principles of our nation's government: Federalism, Dual Sovereignty, and Popular Sovereignty SWBA to define Federalism and describe the relationships that exist between the federal government and state governments as measured by teacher assessment. SWBA to analyze the importance of the Constitutional idea of Popular Sovereignty. SWDK of underlying principles of our nation's government: Separation of Powers and Checks and Balances SWDK of underlying principles of our nation's government: Federalism, Dual SWBA to compare Sovereignty, Popular democracy and republic Sovereignty, Separation and give the pros and of Powers, Checks and SWBA to list the three cons each as measured Balances, branches of government by teacher assessment Republicanism and describe its purpose in the federal SWBA to interpret SWBA to apply government as primary source quotes principles to scenarios measured by teacher on the opinions of the presented in class with assessment. founders as they saw 70% accuracy as democracy and republic measured by teacher as measured by teacher assessment. assessment. SWDK of our Republican form of Governments SWDK of underlying principles of our nation's government: Federalism, Dual Sovereignty, Popular Sovereignty, Separation of Powers, Checks and Balances, Republicanism SWBA to apply principles to scenarios presented in class with 70% accuracy as measured by teacher assessment.

Introduction Activities

Journal: Write the Preamble to the Constitution as much as your can remember. 1. Lecture: Federalism, Dual Sovereignty, Popular Sovereignty. 2. Venn Diagram showing Federal and State powers. 3. Discussion: Is the Federal Govt. pushing into state government territory? 4. Share Content Background knowledge pg. 207. Critical thinking Skills 207 Copy article on State and federal powers.

Journal: Write the Preamble to the Constitution as much as your can remember. 1. Discuss chart pg. 209. Compete Diagram Skill 209 2. Discuss both separation of powers and checks and balances. 3. Critical thinking skills, visual skills 208209.

Journal: Write the Preamble to the Constitution as much as your can remember. 1. Read and discuss Democracy or Republic article. 2. Students create Venn Diagram to compare the two forms of government.

Journal: Write the Preamble to the Constitution as much as your can remember. 1. Discuss: Do we need our rights spelled out? 2. Discuss: Why is the principle of Limited Government so important? 3. Complete #1 and 2 of Lesson 1 Review. Share with neighbor, edit and rewrite.

Journal: Write the Preamble to the Constitution as much as your can remember. 1. Take a review quiz 2. Computer activity. Create a presentation outlining the underlying principles of our constitution. 3. Present this to the class.

Closing Additional Needs

3-2-1 summary N/A

Why is this important? Copy Article on Democracy or Republic.

Remind students of quiz tomorrow. Copy Review quiz. Make sure Computers are charged.

Mr. Newton's Lesson Plans: Week 1110/21-10/25 9th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
4 The Ancient Greeks Chapter Review Chapter Review N/A Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; 3. Students use a variety of maps and documents to interpret human movement, SWDK of the culture, lasting achievements, and accomplishments of Ancient Greece. SWBA to complete a set of questions with 70% accuracy as measured by teacher assessment Test Test N/A Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; 3. Students use a variety of maps and documents to interpret human movement, SWDK of the culture, lasting achievements, and accomplishments of Ancient Greece. SWBA to complete a set of questions with 70% accuracy as measured by teacher assessment

Tuesday
4 The Ancient Greeks

Wednesday
5 Ancient India 1 Origins of Hindu India Hinduism Caste system 92-95 Historical Interpretation 1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Thursday
5 Ancient India 2. Buddhism Buddhism 96-99 Historical Interpretation 1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Friday
5 Ancient India 3. Mauryans and the Guptas Three New Empires 100-103 Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; 3. Students use a variety of maps and documents to interpret human movement,

Goals/ Objectives

SWDK of the beliefs of SWDK of the beliefs of SWDK of the Mauryan, Hinduism. Buddhism Kushan and Gupta Empires SWDK of the purpose SWDK of Buddhisms and levels of the caste advancement SWBA to describe the system. throughout Asia. importance of the Silk Road as measured by SWBA to list 3 out of 4 SWBA to list 3 of 4 teacher assessment. levels of the Hindu noble truths as caste system as measured by teacher SWBA to list measured by teacher assessment. achievements of the assessment Mauryan, Kushan and SWBA to list 6 of 8 of Gupta Empires. SWBA to describe the the 8 noble truths as process of reincarnation measured by teacher as measured by teacher assessment. assessment.

Introduction Activities

Journal: What is one Test instructions lasting accomplishment of Ancient Greece? 1. Assign students 1 Take test question from assessment on page 88. 2. Students share answers and prepare for test.

How able are we to move in social status in our society? 1. OTO Inforgraphic India's Caste System 2. OTO Image Brahma 3. Discuss: Hinduism

What is the causes of suffering in the world?

Look at page 89. What can you infer about the creator's view of Buddha? 1. Students create a time line to show the rise and fall of the three kingdoms in India. 2. Students discuss how the Silk Road played a part in the history of India. 3. Share spices from India What did the 3 major empires have in common?

1. OTO Whiteboard Activity4 noble truths and 8 fold path 2. Graphic Organizer: Differences between Hinduism and Buddhism.

Closing

Study for test.

N/A

Close and reflect pg. 95 Why do you think that Lesson 1 review pg. 95 Buddhism has practically disappeared from India? Lesson 2 review pg. 99 N/A N/A

Additional Needs

N/A

N/A

Gather spices from home.