Columbus DVD Guide: /uploads/8/3/5/4/8354247/quiz_columbus_dvd_.odt
CH: 20 Study Guide: /uploads/8/3/5/4/8354247/ch_20_study_guide.doc
Week of 8-24-17
CH: 18 Study Guide: /uploads/8/3/5/4/8354247/ch_18_study_guide.pages
Utopia:
society_sentencestrips.pdf | |
File Size: | 157 kb |
File Type: |
Ch: 17 Study Guide:/uploads/8/3/5/4/8354247/ch_17_study_guide.doc
The Black Death:
20170804124514402.pdf | |
File Size: | 923 kb |
File Type: |
Into the Tropics
shooting_an_elephant_essay.odt | |
File Size: | 21 kb |
File Type: | odt |
white_mans_burden_analysis.odt | |
File Size: | 16 kb |
File Type: | odt |
test_imperialism.odt | |
File Size: | 16 kb |
File Type: | odt |
mexican_revolution_lesson_plans.pages | |
File Size: | 45 kb |
File Type: | pages |
spring_of_2016_finals_exemptions.doc | |
File Size: | 25 kb |
File Type: | doc |
guns_germs_and_steel_tropics.doc | |
File Size: | 22 kb |
File Type: | doc |
ch27_study_guide.doc | |
File Size: | 28 kb |
File Type: | doc |
CH: 26 Study Guide
ch-28_transformations_.pages | |
File Size: | 103 kb |
File Type: | pages |
ch_26_study_guide.doc | |
File Size: | 14 kb |
File Type: | doc |
3-4-16 CH: 25 Vocabulary
3-8-16 CH:25 Test
CH: 25 Study Guide
ch25_study_guide.doc | |
File Size: | 26 kb |
File Type: | doc |
Prompt instructions:
revolutions_prompt_instructions_.pages | |
File Size: | 126 kb |
File Type: | pages |
Revolution's writing prompt:
20160208151735706.pdf | |
File Size: | 1838 kb |
File Type: |
CH:24 Study Guide:
/uploads/8/3/5/4/8354247/ch24_study_guide.doc
Ch:23 Study guide
ch23_study_guide.doc | |
File Size: | 25 kb |
File Type: | doc |
Week of 1-19-16
1. What are students supposed to know? You will be able to explain how economic and social inequalities in the Old Regime helped cause the French Revolution by taking notes.
2. How do you know the students got it? Study guide and chapter test
3. What do you do when they didn't get it? Reteach and have students do test corrections
4. What are you doing when they already had it? move on to next topic.
Week of 1-5-16
1. CH:22 study Guide
2. Scientific Revolution Notes
CH: 22 Study Guide
/uploads/8/3/5/4/8354247/ch-22_enlightenment_and_revolution_.pages
Week of 12-1-15
CH: 20 post test
CH: 21 Pre test
Ch: 21 Study Guide
CH: 21 notes
CH:21 Study Guide:
/uploads/8/3/5/4/8354247/ch-21_world_study_guide_.pages
Week of 11-3-15: Objective: You will be able to explain:
To meet their growing labor needs, Europeans enslaved millions of Africans in forced labor in the Americans by taking notes.
The Atlantic Slave Trade: /uploads/8/3/5/4/8354247/roots_worksheet.doc
Guns Germs and Steel:
/uploads/8/3/5/4/8354247/guns_germs_and_steel_conquest_key.doc
Week of 10-19-15
1. 19 post test on pre form
2. CH 19 writing prompt: Why did the Europeans begin to explore overseas, and what technological changes made it possible
2. 20 pre test
3. 20 study guide
4. Ch 20 notes
Objective week of 10-9-15:
1. You will be able to explain the voyages of Columbus prompted the Spanish to carve out the first European colonies in the Americas.
2. You will be able to explain why we have Columbus Day by reading several different articles about Christopher Columbus
Columbus Day Readings:
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Week of 9-29-15
1. 18 post test on pre form
2. CH 18 writing prompt
2. 19 pre test
3. 19 study guide
4, Ch19 notes
You will be able to explain how: driven by the desire for wealth and Christian converts, Europeans began an age of exploration, by taking notes.
Objective: You will be able to explain why we have Columbus Day by reading several different articles about Christopher Columbus; and by participating in a literacy circles debate.
1. 18 post test on pre form
2. CH 18 writing prompt
2. 19 pre test
3. 19 study guide
4, Ch19 notes
You will be able to explain how: driven by the desire for wealth and Christian converts, Europeans began an age of exploration, by taking notes.
Objective: You will be able to explain why we have Columbus Day by reading several different articles about Christopher Columbus; and by participating in a literacy circles debate.
Standard: The Interconnected nature of the world it’s people and places
SB 191 Evidence: Emphasizes interdisciplinary connections to math. Example: How the Greeks found out the earth was round, not Christopher Columbus.
Ch:19 Prompt: How did the Ottomans treat non-Muslims?
CH: 19 study Guide: /uploads/8/3/5/4/8354247/ch19_study_guide.doc
CH: 19 Pre test
9-11-14 Remembrance
CH: 18 Pre test
#1 post ?
Henry VIII Reading:
Week of 9-1-15 Objective: You will be able to explain how Martin Luther’s protest over abuses in the Catholic Church led to the founding of Protestant churches. By taking notes, and reading an article on Henry VIII.
Standard: Analyze key historical patterns of change over time within and across nations and cultures.
SB 191 evidence: The teacher provides instruction that enhances students: Information literacy example: Henry VIII reading
Medici DVD Guide:/uploads/8/3/5/4/8354247/medici_dvd_guide.odt
Week of 8-24-15
Objective: You will be able to explain how the European Renaissance, was a rebirth of learning and the arts, by taking notes.
CH 17 Pre/Post Test
Week of 8-17-15
Objective: You will be able to write an essay that contains an introduction, supporting paragraphs, and a conclusion. By citing the 17 Black Death documents and the Plague movie. You are to answer the question: How different were Christian and Muslim responses?
How do you know the students got it?
Your essay should include the following: Introduction: background on the plague, what it was and what were the symptoms.
Supporting paragraph 1: How did Muslims respond to the plague?
Supporting paragraph 2: How did Christians respond to the plague?
Supporting paragraph 3: How were the two religions response's the same? How were they different?
Conclusion: What impact did the plague have on the people of the 1300's?
Standard:
Use the historical method of inquiry to ask questions, evaluate secondary, and primary sources, critically analyze and interpret data, and develop interpretations defended by evidence.
SB 191 Evidence:
All lesson are aligned with Colorado Academic Standards.
8-11-15 The Formation of Western Europe, 800-1500:
14theformationofwesterneurope.pdf | |
File Size: | 138 kb |
File Type: |
CH:14 summary questions: Open the document and scroll past 13 to 14
ch-13-14_questions.pages | |
File Size: | 87 kb |
File Type: | pages |
centuries.pdf | |
File Size: | 111 kb |
File Type: |
Week of 8-10-15
Objective: What are students supposed to know?
You will be able to explain how German peoples moved into the Roman Empire, causing it to fall. By reading the Ch: 13 Summary and answering questions.
Standard:
Use the historical method of inquiry to ask questions, evaluate secondary, and primary sources, critically analyze and interpret data, and develop interpretations defended by evidence.
SB 191 Evidence:
Quality Standard I Element A:
Align instruction with student learning objectives.
CH: 13 Summary Click on blue dash: _
Homework Due 8-11-15
Read the rest of the CH: 13 Summary and answer the 5 questions. You can handwrite or type your answers.
spring_of_2015_finals_exemptions.doc | |
File Size: | 25 kb |
File Type: | doc |
paternity_sub_plans_.pages | |
File Size: | 109 kb |
File Type: | pages |
#5 Prompt
CH:26 PRE/Post
#4 Prompt
Inventor Project:
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Week of 3-3-15
1. CH: 25 paper test
2. CH: 25 Post test
3. #4 Writing prompt
4.CH: 26 Pre test
5. CH:26 Study Guide
#3 Writing Prompt
CH: 25 Pre/Post test
#2 Writing prompt
CH:24 Pre/Post test
Week of 1-20-15
1. CH: 22 paper test
2. CH: 22 Post test
3. #1 Writing prompt
4.CH: 23 Pre test
5. CH:23 Study Guide
#1 Writing Prompt
CH:23 Pre/Post Test
CH: 23 Study Guide:
Week of 12-9-14
1. 21 Post test
2. #4 post question
3. Study Guide for the final
#4 Post Question:
CH:21 Post Test
#3 Post Question
CH: 21 Pre Test
Competing Claims in North America chart :
/uploads/8/3/5/4/8354247/north_american_colonies.odt
Week of 10-7-14
1. CH: 19 paper test
2. CH: 19 post test
4. CH: 20 pre test
5. CH: 20 study guide
Objective:
Ch: 19 post test
CH:20 Pre Test
Ch: 19 5W's chart /uploads/8/3/5/4/8354247/5wh_blank.odt
Objective: You will be able to explain how the Tokugawa regime unified Japan and began a 200 year period of isolation, autocracy, and economic growth, by taking notes.
Week of 9-30-14
1. CH: 18 paper test
2. CH: 18 post test
3. #2 post question
4. CH: 19 pre test
5. CH: 19 study guide
Objective: You will be able to explain how: driven by the desire for wealth and Christian converts, Europeans began an age of exploration, by taking notes.
CH:18 Post Test:
#2 Post
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Week of 5-20-14 Objective: You will be able to explain how Japan followed the model of Western powers by industrializing and expanding its foreign influence, by completing a reading and answering questions. |
Standard : Develop an understanding on how people view, understand, and construct history. |
SB 191: Applies knowledge of current developmental science to address student needs. |
CH: 27 test: why's on the first 10. Tuesday May 13th. Don't be that guy.
Practice Test Imperialism:
White Mans Burden:
Shooting an Elephant:
Week of 5-6-14
Objective: You will be able to explain British Imperialism in India by reading shooting an Elephant and answering a series of questions . |
Standard : Develop an understanding on how people view, understand, and construct history.
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SB 191: Maintains a safe and orderly environment
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DVD Guide: Africa: A History Denied
Week of 4-29-14
Objective: You will be able to explain the positive and negative effects of imperialism by watching: Africa a History Denied and answering a DVD guide. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB: 191: Makes maximum use of instructional time.
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Week of 4-22-14
Objective: You will be able to show what you know about the age of democracy and progress by taking a Galileo post test. You will also be able to show what you don’t know by taking an Imperialism pre test. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB 191: Coordinates flow of information between families and colleagues who provide student services
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Writing Prompt #4
Step 1: Select 5 terms from chapter 26 (pgs.659-679.)
Step 2: Write a well constructed essay that answers the following question:
How did these five terms influence democracy and progress during the 1800s?
Week of 4-15-14
Objective: You will be able to explain why Britain allowed self-rule in Canada by completing a reading and answering questions. You will also be able to explain why the United States expanded across North America and fought a bloody Civil War, by taking notes. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB 191: Provides clear and accurate feedback to parents and significant adults regarding student needs and progress. By calling parents of students to update their progress.
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Week of 4-8-14
Objective: You will be able to show what you know about the Industrial Revolution by taking a post test on Galileo. You will also be able to show what you don’t know by taking a pre test on democracy and progress. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB 191
Challenges and supports students to learn to their greatest ability. |
CH: 25 Vocabulary Assignment
Objective: You will be able to show what you know about the Industrial Revolution by doing the following:
3-26: 647-652 Q1-3 CH: 25 vocabulary assignment 3-27: Writing prompt #3: Select 5 terms from this chapter and write a well constructed essay on how these terms influenced the Industrial Revolution. 3-28: CH: 25 test: Whys on 1-7. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB: 191
Use multiple strategies to teach and assess students. |
Inventor Project:
Week of 3-11-14
Objective: You will be able to show what you know about the Nationalist Revolutions of the 1800s by taking the Ch: 24 written and test, and Galileo post test. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB: 191
Solicits input from colleagues to understand students’ learning needs. |
CH:24 test on Tuesday 3-11-14
Writing prompt #2:
Select any 5 terms from the CH: 24 vocabulary chart, and write a well constructed 3 paragraph paper on the following question: How did these 5 terms influence the revolutions of the 1800s?
Nation States DVD:
CH: 24 Vocabulary Chart
week of 3-4-14
Objective: You will be able to show how artistic and intellectual movements both reflected and fueled changes in Europe during the 1800s, by completing a reading, a vocabulary chart, watching a movie, and a writing prompt. |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB 191 Ensure that all students participate in class activities.
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Week of 2-25-14
Objective: You will be able to explain why: spurred by discontent and Enlightenment ideas, peoples in Latin America fought colonial rule by taking notes. |
Standard:
The significance of ideas as powerful forces throughout history. |
SB 191 Gives wait time equitably.
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Week of 2-18-14
Objective: You will be able to show what you now about the French Revolution by, taking the CH:23 test and Galileo Post test. |
Standard: Analyze key historical patterns of change over time within and across nations and cultures.
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SB 191: Scaffolds questions.
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Napoleon Internet Assignment:
/uploads/8/3/5/4/8354247/napoleon_internet_assignment.odt
Napoleon Book Assignment:
/uploads/8/3/5/4/8354247/napoleon_bonaparte_text_reading_totd-1.odt
Week of 2-11-14
Objective: You will be able to summarize the French Revolution by watching a video and and answering a DVD guide. DVD Guide: /uploads/8/3/5/4/8354247/french_revolution_dvd_quiz.odt |
Standard: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time.
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SB 191: Asks appropriately challenging questions of all students. EX: Which king moved the seat of the French monarchy outside of Paris to Versailles?
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Week of 2-4-14
Objective: You will be able to analyze why, Napoleon’s conquests aroused nationalistic feelings across Europe and contributed to his downfall. By completing a reading and doing research to fill in your vocabulary chart. French Revolution Vocabulary Chart: |
Standard:
Analyze key historical patterns of change over time within and across nations and cultures. |
SB 191:
Sense of Community among students. Ex: Having North and South Valley students work together as Valley Vikings. |
Week of 1-28-14
Objective: You will be able to explain why the revolutionary government of France made reforms but also used terror and violence to retain power, by reading the Declaration of the Rights of Man and the blue book reading. |
Standard:The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time.
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SB 191: Establishes a nurturing and caring relationship with each student. Ex: wall of fame.
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Declaration of the Rights of Man:
Week of 1-21-14
Objective: You will be able to analyze why economic and social inequalities in the Old Regime helped cause the French Revolution by taking notes. |
Standard:
Analyze key historical periods and patterns of change over time within and across nations and cultures. |
SB 191:
Creates a classroom environment which values diverse perspectives Ex: Multiculturalism: Arguments backed by evidence activity |
Quick Associations Enlightenment:
Week of 1-14-14
Objective: You will be able to analyze and interrupt the Enlightenment in Europe by creating a digital timeline. Assignment: Enlightenment time line: http://mac.greatsoftware.com/timeline-3d/ |
Standard: Use the historical method of inquiry to ask questions, evaluate secondary, and primary sources, critically analyze and interpret data, and develop interpretations defended by evidence.
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SB 191: Provides opportunities for students to self select tasks that accelerate their learning: Example: students are able to select their own events for their timelines.
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Week of 1-7-14
Objective: You will be able to explain why in the mid- 1500s, scientists began to question accepted beliefs and make new theories based on experimentation |
Standard: Develop an understanding on how people view, understand, and construct history.
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SB 191: Delivers lessons and uses materials to ensure that students' backgrounds and contextual knowledge are considered: example Ch: 22 pretest/ study guide
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Week of 12-16-13
Review and Finals |
Week of 12-9-13
Objective: You will be able to explain how: to meet their growing labor needs, Europeans enslaved millions of Africans in forced labor in the Americas |
Standard: The Interconnected nature of the world it’s people and places
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SB 191: Provides instructional strategies that include literacy(Howard Zinn), numeracy (slave percents), and language development (vocabulary) across content areas.
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Week of 12-3-13
Objective: You will be able to explain how the voyages of Columbus prompted the Spanish to carve out the first European colonies in the Americas, by taking notes. |
Standard: The Interconnected nature of the world it’s people and places
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SB 191: Clarifies and elaborates on interdisciplinary connections for students: Ex: reading, writing, and language arts.
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Week of 11-19-13
Objective: You will be able to explain how the voyages of Columbus prompted the Spanish to carve out the first European colonies in the Americas, by taking notes. |
Standard: The Interconnected nature of the world it’s people and places
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SB 191: A variety of inquiry methods to explore new ideas and theories. Example: notes, red book reading, Columbus biography DVD, and Mayan pictures.
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Week of 11-12-13
Objective: You will be able to complete the chapter review by filling in a 5Ws H chart. Objective: You will be able to answer questions about Christopher Columbus, by completing a reading and watching his biography. |
Standard: The Interconnected nature of the world it’s people and places
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SB 191
Evidence: A variety of explanations and multiple representations of concepts and ideas. Ex: 5Ws H chart. |
week of 11-5-13
Objective: You will be able to explain how and why different explorers came to North America, by creating and answering your own questions, with evidence. |
week of 10-29-13
Objective: You will be able to explain how and why different explorers came to North America, by creating and answering your own questions. |
Week of 10-15-13
Objective: You will be able to see how much you know about World History by taking a pre test on Galileo. |
Standard: The Interconnected nature of the world it’s people and places
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SB 191 Evidence: Provides instruction that is intensive, and is sufficient in duration to accelerate learning. Example Columbus Day activity.
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Week of 10-8-13
Objective: You will be able to explain how the Mughal Empire brought Turks, Persians, and Indians together in a vast empire. By taking notes, and completing a Koran reading. |
Standard: Examine places and regions and the connections among them.
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SB 191 Evidence: Provides instruction that is needs based. Example: English language learners chart.
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Week of 9-30-13
Objective: You will be able to explain how the Ottomans established a Muslim empire that combined many cultures and lasted for more than 600 years. By taking notes, reading a case study, and completing a Safavid activity. |
Standard:
Concepts and skills: The significance of ideas as powerful forces throughout history. |
SB 191 Evidence:
Literacy skill development: Example: Safavid reading. |
Week of 9-23-13
Objective: You will be able to explain how Martin Luther’s protest over abuses in the Catholic Church led to the founding of Protestant churches. By taking notes, and reading an article on Henry VIII.
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Standard: Analyze key historical patterns of change over time within and across nations and cultures.
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SB 191 evidence: The teacher provides instruction that enhances students: Information literacy example: Henry VIII reading
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Week of 9-9-13
Objective: You will be able explain how in the 1400s, northern Europeans began to adapt the ideas of the Renaissance, by completing the Northern Renaissance reading and participating in an Utopian activity. |
Standard: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time.
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SB 191 evidence: The teacher provides instruction that enhances students: critical thinking and reasoning.
Example: Analyzing causes: 1. How did the war in italy spread the Renaissance? 2. Are the community’s values or beliefs similar to More’s vision of a utopian society? |
Week of 9-3-13
Objective: You will be able to explain how the classics led to humanism by taking notes. |
Standard: Analyze key historical periods and patterns of change over time within and across nations and cultures.
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SB 191 Evidence
Collaborates with other school staff to vertically align, articulate, and deliver the approved curriculum : Social Studies department use’s common plan time to ensure that we are all teaching the same material. As a department we are all within one day of each other, in regards to scope and sequence. |
Week of 8-26-13
Objective: You will be able to write an essay that contains an introduction, supporting paragraphs, and a conclusion. By citing the 17 Black Death documents and the Plague movie. You are to answer the question: How different were Christian and Muslim responses? |
Standard:
Use the historical method of inquiry to ask questions, evaluate secondary, and primary sources, critically analyze and interpret data, and develop interpretations defended by evidence. |
SB 191 Evidence:
All lesson are aligned with Colorado Academic Standards. |
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Columbus Reading |
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5Ws H Chart
Evidence Page:
Exploration of North America
Islam Reading:
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