Trimester 2 Week 3

Week of December 10, 2007

Overview
Monday: Japan Film covering the Samurai Life
Tuesday: Quiz Show Review / Pass out History Day Supplies
Wednesday: Japan Chapter Test
Thursday: Begin in class history day projects
Friday: continue history day projects

Trimester 2: Week 2

Japan Continued
-Recap of last week-
*Last week we covered chapter 8 (Japan) sections 1 & 2. We had a quiz on FRIDAY, Nov. 30th, 2007. If you missed this quiz, talk to Mr. S. on Monday!!!

This Week

Monday, December 3, 2007
Japan Continued
Review Chapter 8 section 1 & 2
Standards: 7.5.1, 7.5.2, 7.5.4, 7.5.5

Homework Due Friday:

1. Standards Workbook (Pages announced in class) *Completed in Class*
   
2. Interactive Reader Workbook (Pages announced in class) *Complete at home*
3. Ch. 8 Section 3 Assessment questions 1-3
4. Quick Writes

Review Sections 1 & 2

Objectives Students will learn that …

1. Japanese nobles created great art in their court at Heian.

2. Buddhism changed in Japan during the Heian period.

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create an outline of the section using the sub-heads as main points.

___ Main Idea Questions (TE) Standards-based discussion questions

___ Critical Thinking: Summarizing (TE) The Tale of Genji Book Jacket

___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Heian Culture Charts [RS]

___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Heian Art Forms [RS]

___ Primary Source: The Pillow Book (SE)

___ Biography: Lady Murasaki Shikibu (SE)

____ Literature in History: The Tale of Genji (SE)

Review & Assess

___ Close (TE) Have students write a short summary of the cultural and religious changes that occurred in Heian.

TUESDAY:

1. Standards Workbook (Pages announced in class) *Completed in Class*
   
2. Interactive Reader Workbook (Pages announced in class) *Complete at home*
3. Ch. 8 Section 3 Assessment questions 1-3
4. Quick Writes

Introduce the HISTORY DAY PROJECTS!!!
Spend the entire period discussing, planning and organizing our projects

COMPLETED HISTORY DAY PROJECTS (THAT MEET ALL THE CRITERIA) will count as 1 FULL WEEK OF HOMEWORK AND ONE FULL TEST GRADE!!!

WEDNESDAY:

Homework Due

1. Standards Workbook (Pages announced in class) *Completed in Class*
   
2. Interactive Reader Workbook (Pages announced in class) *Complete at home*
3. Ch. 8 Section 3 Assessment questions 1-3
4. Quick Writes

Objectives
Students will learn that …

1. Samurai and shoguns took over Japan as emperors lost influence.

2. Samurai warriors lived honorably.

3. Order broke down when the power of the shoguns was challenged by invaders and rebellions.

4. Strong leaders took over and reunified Japan.

Vocabulary

1. daimyo
2. samurai
3. figurehead
4. shogun
5. Bushido

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.

___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.

____ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and analyze events that occurred during the rule of the shoguns.

___ Main Idea Questions (TE) Standards-based discussion questions

___ Differentiating Instruction for Universal Access: ELL (TE) Tic-Tac-Toe

___ Critical Thinking: Drawing Conclusions (TE) Samurai Brochures [ES]

___ Collaborative Learning (TE) Presenting a Code of Rules

___ Cross-Discipline Activity: Arts and the Humanities (TE) Mongol Invasion Skits

___ Quick Facts: Samurai Society (SE)

___ Linking to Today: Modern Samurai (SE)

____ Map: Mongol Invasions of Japan (SE)

Review & Assess

___ Close (TE) Guide students in a review of Japanese government and society during this period of military rule.

___ Section 3 Assessment (SE)

____ Quick Facts: (SE) Chapter Visual Summary

THURSDAY
Samurai / Shogun Video
Notes to be taken and follow-up discussion

FRIDAY
Special Discussion with the Counseling Staff - All Period


Possible Resources Used This Week:

___ Daily Bellringer Transparency: Section 3

___ CRF: Vocabulary Builder, Section 3

____ Universal Access Modified Worksheets and Tests CD-ROM

___ Interactive Reader and Study Guide: Section 3

___ CRF: Biography: Tokugawa Ieyasu

___ CRF: History and Geography: The Winds That Saved Japan

___ CRF: Primary Source: The Mongol Invasion Scrolls

___ Quick Facts Transparency: Samurai Society

___ Map Transparency: Mongol Invasions of Japan

___ Online Quiz Section 3
(keyword: SQ7 HP8)

___ PASS: Section Quiz 3

____ Quick Facts Transparency: Japan Visual Summary

Start of Trimester 2

Welcome Back!

Start of Trimester 2

Monday

1. Introduction to the new classroom: Class rules, Line rules, Outside/stairs requirements
2. New seating chart, selected by students VIA ROOM DRAW
3. Over-The-Line refresher/activity
4. Class summary and review

Tuesday

1. In-Class activity: History Day introduction and discussion
2. Objective/Activity selection
3. Work on activities

Wednesday

1. China Re-Introduction
2. Review Sections 1 & 2
3. File Review / Return / Recycle old assignments/tests/quizzes/art

Thursday

1. Begin China Section 3
1. Details to follow

Friday

1. Over-the-line summary
   
2. End of week 1 - Trimester 2 discussion, round robin activity
3. Summary and conclusion
   

The End of Trimester 1

There will be NO NEW HOMEWORK this Week
*All Late Work is Due By WEDNESDAY the 24th!!!

Monday-
Boys versus Girls: Chapters 1-2 Quiz Show Challenge (Standards 7.1.1-7.2.4)

Tuesday-
Boys versus Girls: Chapters 3-4 Quiz Show Challenge (Standards 7.3.1-7.4.4)

Wednesday-
Boys versus Girls: Chapters 5-6 Quiz Show Challenge (Standards 7.5.1-7.6.4)

Thursday-
Every man, woman and child for themselves! BINGO-Individual Scoring

Friday (maybe Thursday also)-
Create new NC State Wolf Pack posters for our new class
Move into our new classroom!

***Have a great few weeks off***
...if you need anything, feel free to post to this site and I will try and respond!

Mr. S. and his digital history team!

Unit 4 Chapter 7 (Review Sections 1 & 2)

CHAPTER 7 - China
Review Week

CHAPTER 7 - CHINA
Week of October 15-19, 2007 (Review of Sections 1 & 2)
Lesson Plans & Homework for Social Studies 7 - Mr. S.

Visit: http://go.hrw.com/gopages/index.html
Password: SQ7 HP7

MONDAY (REVIEW)

Ch. 7 Section 1

CA Standard 7.3.1

*HOMEWORK DUE THIS WEEK*

1. Mr. S's Cryptogram
2. Mr. S's Evil Word Search
3. Quick Writes
4. Inventions Booklet
   

Monday

Objectives
Students will learn that …(7.3.1)
1. The Period of Disunion was a time of war and disorder that followed the end of the Han dynasty.
2. China was reunified under the Sui, Tang, and Song dynasties.
3. The Age of Buddhism saw major religious changes in China.

Vocabulary

1. Period of Disunion
2. Grand Canal
3. Empress Wu

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write two questions for each main idea and then conduct a game show using these questions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Evaluating Information (TE) Imperial Report Cards [ES]
___ Critical Thinking: Sequencing (TE) Buddhism Time Line
___ Map: Chinese Dynasties, 589–1279 (SE)
___ Biography: Empress Wu (SE)
___ Map: Spread of Buddhism (SE)
___ Quick Facts: Reasons for Buddhism’s Spread (SE)

Review & Assessment

___ Close (TE) Have students describe the cycles of peace and disunion in China. Ask them to identify the important dynasties that ruled at this time.
___ Section 1 Assessment (SE) *HOMEWORK*


Resources available for us this week

___ Interactive Reader and Study Guide: Section 1
___ Map Transparency: Chinese Dynasties, 589–1279
___ Map Transparency: Spread of Buddhism
___ Quick Facts Transparency: Reasons for Buddhism’s Spread
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages (Password: SQ7 HP7)

----------------------------------------

TUESDAY (REVIEW)

Ch. 7 Section 1

CA Standard 7.3.1

*HOMEWORK DUE THIS WEEK*

1. Mr. S's Cryptogram
2. Mr. S's Evil Word Search
3. Quick Writes
4. Inventions Booklet

TUESDAY (REVIEW)

Objectives
Students will learn that …(7.3.1)
1. The Period of Disunion was a time of war and disorder that followed the end of the Han dynasty.
2. China was reunified under the Sui, Tang, and Song dynasties.
3. The Age of Buddhism saw major religious changes in China.

Vocabulary

1. Period of Disunion
2. Grand Canal
3. Empress Wu

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write two questions for each main idea and then conduct a game show using these questions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Evaluating Information (TE) Imperial Report Cards [ES]
___ Critical Thinking: Sequencing (TE) Buddhism Time Line
___ Map: Chinese Dynasties, 589–1279 (SE)
___ Biography: Empress Wu (SE)
___ Map: Spread of Buddhism (SE)
___ Quick Facts: Reasons for Buddhism’s Spread (SE)

Review & Assessment

___ Close (TE) Have students describe the cycles of peace and disunion in China. Ask them to identify the important dynasties that ruled at this time.
___ Section 1 Assessment (SE) *HOMEWORK*

Resources available for us this week

___ Interactive Reader and Study Guide: Section 1
___ Map Transparency: Chinese Dynasties, 589–1279
___ Map Transparency: Spread of Buddhism
___ Quick Facts Transparency: Reasons for Buddhism’s Spread
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages (Password: SQ7 HP7)

----------------------------------------

WEDNESDAY

Ch. 7 Section 2

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE THIS WEEK*

1. Mr. S's Cryptogram
2. Mr. S's Evil Word Search
3. Quick Writes
4. Inventions Booklet

WEDNESDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Vocabulary

1. porcelain
2. woodblock printing
3. gunpowder
4. compass

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write a series of cause and effect statements, and identify important Chinese inventions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Predicting (TE) Writing a Letter to the Emperor
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Grand Canal Captain’s Log [RS]
___ Cross-Discipline Activity: Literature (TE) Writing a Poem [ES]
___ Cross-Discipline Activity: Science (TE) Chinese Technology Exhibits
___ Quick Facts: Chinese Inventions (SE)
___ Linking to Today: The Paper Trail (SE)

Review & Assessment

___ Close (TE) Ask students how life changed in China’s countryside and cities during the Tang and Song dynasties.
___ Section 2 Assessment (SE) (IN CLASS)

Resources available for us this week

___ Online Quiz Section 2 (keyword: SQ7 HP7)
___ PASS: Section Quiz 2
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: Poems from the Tang and Song Dynasties
___ CRF: Economics and History: The Origins of Paper Money
___ Quick Facts Transparency: Chinese Inventions
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM

-----------------------

THURSDAY (REVIEW)

Ch. 7 Section 2

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE THIS WEEK*

1. Mr. S's Cryptogram
2. Mr. S's Evil Word Search
3. Quick Writes
4. Inventions Booklet

THURSDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Vocabulary

1. porcelain
2. woodblock printing
3. gunpowder
4. compass

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write a series of cause and effect statements, and identify important Chinese inventions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Predicting (TE) Writing a Letter to the Emperor
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Grand Canal Captain’s Log [RS]
___ Cross-Discipline Activity: Literature (TE) Writing a Poem [ES]
___ Cross-Discipline Activity: Science (TE) Chinese Technology Exhibits
___ Quick Facts: Chinese Inventions (SE)
___ Linking to Today: The Paper Trail (SE)

Review & Assessment

___ Close (TE) Ask students how life changed in China’s countryside and cities during the Tang and Song dynasties.
___ Section 2 Assessment (SE) (IN CLASS)

Resources available for us this week

___ Online Quiz Section 2 (keyword: SQ7 HP7)
___ PASS: Section Quiz 2
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: Poems from the Tang and Song Dynasties
___ CRF: Economics and History: The Origins of Paper Money
___ Quick Facts Transparency: Chinese Inventions
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM

-------------------------

FRIDAY

HOMEWORK DUE TODAY!!!

Ch. 7 Sections 1 & 2 Quiz

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE TODAY*

1. Mr. S's Cryptogram
2. Mr. S's Evil Word Search
3. Quick Writes
4. Inventions Booklet

FRIDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Agenda

1. Collect Homework
2. Vocabulary review (BINGO) / Video / Student Choice (if we are on time)
   

Have a great weekend!

Mr. S.

Unit 4 Chapter 7 CHINA

CHAPTER 7 - China

CHAPTER 7 - CHINA
Week of October 8-12, 2007
Lesson Plans & Homework for Social Studies 7 - Mr. S.

Visit: http://go.hrw.com/gopages/index.html
Password: SQ7 HP7

MONDAY

Ch. 7 Section 1

CA Standard 7.3.1

*HOMEWORK DUE THIS WEEK*

1. Interactive Reader (pages assigned in class) *5 Points
2. Chapter 7 Section 1 Assessment (#'s 1-3) *5 Points
3. Quick Writes (completed in class) *5 Points
4. Empress Wu Bio Page *5 Points
5. **Bring Standards Workbooks**
6. **Reading** Read Chapter 7 Section 1
   -QUIZ on FRIDAY!!!

Monday

Objectives
Students will learn that …(7.3.1)
1. The Period of Disunion was a time of war and disorder that followed the end of the Han dynasty.
2. China was reunified under the Sui, Tang, and Song dynasties.
3. The Age of Buddhism saw major religious changes in China.

Vocabulary

1. Period of Disunion
2. Grand Canal
3. Empress Wu

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write two questions for each main idea and then conduct a game show using these questions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Evaluating Information (TE) Imperial Report Cards [ES]
___ Critical Thinking: Sequencing (TE) Buddhism Time Line
___ Map: Chinese Dynasties, 589–1279 (SE)
___ Biography: Empress Wu (SE)
___ Map: Spread of Buddhism (SE)
___ Quick Facts: Reasons for Buddhism’s Spread (SE)

Review & Assessment

___ Close (TE) Have students describe the cycles of peace and disunion in China. Ask them to identify the important dynasties that ruled at this time.
___ Section 1 Assessment (SE) *HOMEWORK*


Resources available for us this week

___ Interactive Reader and Study Guide: Section 1
___ Map Transparency: Chinese Dynasties, 589–1279
___ Map Transparency: Spread of Buddhism
___ Quick Facts Transparency: Reasons for Buddhism’s Spread
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages (Password: SQ7 HP7)

----------------------------------------

TUESDAY (REVIEW)

Ch. 7 Section 1

CA Standard 7.3.1

*HOMEWORK DUE THIS WEEK*

1. Interactive Reader (pages assigned in class) *5 Points
2. Chapter 7 Section 1 Assessment (#'s 1-3) *5 Points
3. Quick Writes (completed in class) *5 Points
4. Empress Wu Bio Page *5 Points
5. **Bring Standards Workbooks**
6. **Reading** Read Chapter 7 Section 1
   -QUIZ on FRIDAY!!!

TUESDAY (REVIEW)

Objectives
Students will learn that …(7.3.1)
1. The Period of Disunion was a time of war and disorder that followed the end of the Han dynasty.
2. China was reunified under the Sui, Tang, and Song dynasties.
3. The Age of Buddhism saw major religious changes in China.

Vocabulary

1. Period of Disunion
2. Grand Canal
3. Empress Wu

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write two questions for each main idea and then conduct a game show using these questions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Evaluating Information (TE) Imperial Report Cards [ES]
___ Critical Thinking: Sequencing (TE) Buddhism Time Line
___ Map: Chinese Dynasties, 589–1279 (SE)
___ Biography: Empress Wu (SE)
___ Map: Spread of Buddhism (SE)
___ Quick Facts: Reasons for Buddhism’s Spread (SE)

Review & Assessment

___ Close (TE) Have students describe the cycles of peace and disunion in China. Ask them to identify the important dynasties that ruled at this time.
___ Section 1 Assessment (SE) *HOMEWORK*

Resources available for us this week

___ Interactive Reader and Study Guide: Section 1
___ Map Transparency: Chinese Dynasties, 589–1279
___ Map Transparency: Spread of Buddhism
___ Quick Facts Transparency: Reasons for Buddhism’s Spread
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages (Password: SQ7 HP7)

----------------------------------------

WEDNESDAY

Ch. 7 Section 2

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE THIS WEEK*

1. Interactive Reader (pages assigned in class) *5 Points
2. Chapter 7 Section 1 Assessment (#'s 1-3) *5 Points
3. Quick Writes (completed in class) *5 Points
4. Empress Wu Bio Page *5 Points
5. **Bring Standards Workbooks**
6. **Reading** Read Chapter 7 Section 1
   -QUIZ on FRIDAY!!!

WEDNESDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Vocabulary

1. porcelain
2. woodblock printing
3. gunpowder
4. compass

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write a series of cause and effect statements, and identify important Chinese inventions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Predicting (TE) Writing a Letter to the Emperor
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Grand Canal Captain’s Log [RS]
___ Cross-Discipline Activity: Literature (TE) Writing a Poem [ES]
___ Cross-Discipline Activity: Science (TE) Chinese Technology Exhibits
___ Quick Facts: Chinese Inventions (SE)
___ Linking to Today: The Paper Trail (SE)

Review & Assessment

___ Close (TE) Ask students how life changed in China’s countryside and cities during the Tang and Song dynasties.
___ Section 2 Assessment (SE) (IN CLASS)

Resources available for us this week

___ Online Quiz Section 2 (keyword: SQ7 HP7)
___ PASS: Section Quiz 2
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: Poems from the Tang and Song Dynasties
___ CRF: Economics and History: The Origins of Paper Money
___ Quick Facts Transparency: Chinese Inventions
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM

-----------------------

THURSDAY (REVIEW)

Ch. 7 Section 2

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE THIS WEEK*

1. Interactive Reader (pages assigned in class) *5 Points
2. Chapter 7 Section 1 Assessment (#'s 1-3) *5 Points
3. Quick Writes (completed in class) *5 Points
4. Empress Wu Bio Page *5 Points
5. **Bring Standards Workbooks**
6. **Reading** Read Chapter 7 Section 1
   -QUIZ on FRIDAY!!!

THURSDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Vocabulary

1. porcelain
2. woodblock printing
3. gunpowder
4. compass

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, write a series of cause and effect statements, and identify important Chinese inventions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Predicting (TE) Writing a Letter to the Emperor
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Grand Canal Captain’s Log [RS]
___ Cross-Discipline Activity: Literature (TE) Writing a Poem [ES]
___ Cross-Discipline Activity: Science (TE) Chinese Technology Exhibits
___ Quick Facts: Chinese Inventions (SE)
___ Linking to Today: The Paper Trail (SE)

Review & Assessment

___ Close (TE) Ask students how life changed in China’s countryside and cities during the Tang and Song dynasties.
___ Section 2 Assessment (SE) (IN CLASS)

Resources available for us this week

___ Online Quiz Section 2 (keyword: SQ7 HP7)
___ PASS: Section Quiz 2
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: Poems from the Tang and Song Dynasties
___ CRF: Economics and History: The Origins of Paper Money
___ Quick Facts Transparency: Chinese Inventions
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM

-------------------------

FRIDAY

HOMEWORK DUE TODAY!!!

Ch. 7 Sections 1 & 2 Quiz

CA Standard 7.3.2, 7.3.5

*HOMEWORK DUE TODAY*

1. Interactive Reader (pages assigned in class) *5 Points
2. Chapter 7 Section 1 Assessment (#'s 1-3) *5 Points
3. Quick Writes (completed in class) *5 Points
4. Empress Wu Bio Page *5 Points
5. **Bring Standards Workbooks**
6. **Reading** Read Chapter 7 Section 1
   -QUIZ TODAY!!!

FRIDAY

Objectives
Students will learn that …(7.3.2, 7.3.5)

1. Advances in agriculture led to increased trade and population growth,
2. Cities and trade grew during the Tang and Song dynasties.
3. The Tang and Song dynasties produced fine arts and inventions.

Vocabulary (QUIZ)

1. porcelain
2. woodblock printing
3. gunpowder
4. compass

Agenda

1. Collect Homework
2. Section 1 & 2 Quiz
3. Vocabulary review (BINGO)

Have a great weekend!

Mr. S.

Unit 3 Chapter 6 Sections 1 & 2

**PARENT/GUARDIAN NOTICE**

PROGRESS REPORTS WENT OUT ON OCTOBER 1, 2007!!!
*Please sign them and have your child return them by FRIDAY!!!

**Student NOTICE**
Bring your Standards Review Workbooks!!!

Ch. 6 Online at: http://go.hrw.com/gopages/index.html

Your Password is: SQ7 HP6

Chapter Summaries in the following languages are available online!

English, Spanish, Arabic, Chinese, Hmong, Khmer & Vietnamese

---------------------------------------------------

MONDAY, October 1, 2007

Chapter 6 - Section 3

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.3)

Students will learn that …
1. The Songhai built a new empire in West Africa.
2. Askia the Great ruled Songhai as an Islamic empire.
3. Songhai fell to Moroccan invaders, ending the great era of West African empires.

Vocabulary

1. Sunni Ali
2. Askia the Great

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create both an annotated timeline and a Venn diagram.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Comparing and Contrasting (TE) The Empires of West Africa
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Askia the Great Chart
___ Critical Thinking: Analyzing (TE) Why Empires Decline [ES]
___ Map: Songhai Empire, c. 1500 (SE)
___ Biography: Askia the Great (SE)
___ Quick Facts: West African Empires Time Line (SE)

Review & Assessment

___ Close (TE) Ask students how Timbuktu’s status represented the power of an empire. Remind them that Timbuktu was attacked and rebuilt many times.
___ Section 3 Assessment (SE)

Possible Resources for This Week

___ Online Quiz Section 3(keyword: SQ7 HP6)
___ PASS: Section Quiz 3
___ Interactive Reader and Study Guide: Section 3
___ CRF: History and Geography: Trade in the Songhai Empire
___ CRF: Biography: Sunni Ali
___ Map Transparency: Songhai Empire, c. 1500
___ Quick Facts Transparency: West African Empires Time Line
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Online Chapter Summaries in Six Languages

-----------------------------------------

TUESDAY, October 2, 2007

Chapter 6 - Section 3 (REVIEW)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.3)

Students will learn that …
1. The Songhai built a new empire in West Africa.
2. Askia the Great ruled Songhai as an Islamic empire.
3. Songhai fell to Moroccan invaders, ending the great era of West African empires.

Vocabulary (REVIEWED)

1. Sunni Ali
2. Askia the Great

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create both an annotated timeline and a Venn diagram.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Comparing and Contrasting (TE) The Empires of West Africa
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Askia the Great Chart
___ Critical Thinking: Analyzing (TE) Why Empires Decline [ES]
___ Map: Songhai Empire, c. 1500 (SE)
___ Biography: Askia the Great (SE)
___ Quick Facts: West African Empires Time Line (SE)

Review & Assessment

___ Close (TE) Ask students how Timbuktu’s status represented the power of an empire. Remind them that Timbuktu was attacked and rebuilt many times.
___ Section 3 Assessment (SE)

Possible Resources for This Week

___ Online Quiz Section 3(keyword: SQ7 HP6)
___ PASS: Section Quiz 3
___ Interactive Reader and Study Guide: Section 3
___ CRF: History and Geography: Trade in the Songhai Empire
___ CRF: Biography: Sunni Ali
___ Map Transparency: Songhai Empire, c. 1500
___ Quick Facts Transparency: West African Empires Time Line
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Online Chapter Summaries in Six Languages

-----------------------------------------

WEDNESDAY, October 3, 2007

Chapter 6 - Section 4 (INTRO)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.4 & 7.4.5)

Students will learn that …
1. Storytellers helped maintain the oral history of the cultures of West Africa.
2. Visitors to West Africa from other lands wrote histories and descriptions of what they saw there.
3. Traditionally, West Africans have valued the arts

Vocabulary

1. oral history
2. griots
3. proverbs
4. kente

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list and identify about West Africa’s historical and artistic traditions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Oral Histories
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Travelers’ and Scholars’ Scrapbooks [RS]
___ Social Studies Skill: Analyzing Visuals (TE) Art Appreciation
___ Primary Source: A Description of Mali (SE)
___ Linking to Today: Music From Mali to Memphis (SE)
___ Literature in History: Sundiata (SE)

Review & Assessment

___ Close (TE) Have students discuss the elements of history and art that have had a lasting effect on West Africa. Ask students to identify elements that still exist today.
___ Section 4 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Possible Resources for This Week

___ Online Quiz Section 4(keyword: SQ7 HP6)
___ PASS: Section Quiz 4
___ Quick Facts Transparency: West African Empires Visual Summary
___ Interactive Reader and Study Guide: Section 4
___ CRF: Interdisciplinary Project: West Africa: Tales, Fables, and Stories
___ CRF: Primary Source: Leo Africanus visits Timbuktu
___ CRF: Biography: Leo Africanus
___ Daily Bellringer Transparency: Section 4
___ CRF: Vocabulary Builder, Section 4
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

-----------------------------------------

THURSDAY, October 4, 2007

Chapter 6 - Section 4 (REVIEW)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.4 & 7.4.5) REVIEWED TODAY

Students will learn that …
1. Storytellers helped maintain the oral history of the cultures of West Africa.
2. Visitors to West Africa from other lands wrote histories and descriptions of what they saw there.
3. Traditionally, West Africans have valued the arts

Vocabulary REVIEWED

1. oral history
2. griots
3. proverbs
4. kente

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list and identify about West Africa’s historical and artistic traditions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Oral Histories
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Travelers’ and Scholars’ Scrapbooks [RS]
___ Social Studies Skill: Analyzing Visuals (TE) Art Appreciation
___ Primary Source: A Description of Mali (SE)
___ Linking to Today: Music From Mali to Memphis (SE)
___ Literature in History: Sundiata (SE)

Review & Assessment

___ Close (TE) Have students discuss the elements of history and art that have had a lasting effect on West Africa. Ask students to identify elements that still exist today.
___ Section 4 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Possible Resources for This Week

___ Online Quiz Section 4(keyword: SQ7 HP6)
___ PASS: Section Quiz 4
___ Quick Facts Transparency: West African Empires Visual Summary
___ Interactive Reader and Study Guide: Section 4
___ CRF: Interdisciplinary Project: West Africa: Tales, Fables, and Stories
___ CRF: Primary Source: Leo Africanus visits Timbuktu
___ CRF: Biography: Leo Africanus
___ Daily Bellringer Transparency: Section 4
___ CRF: Vocabulary Builder, Section 4
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

-----------------------------------------

FRIDAY, October 5, 2007

Chapter 6 - Section 3 & 4 (Homework DUE & Quiz Show)

HOMEWORK FOR THIS WEEK: Due TODAY

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

(Standards 7.4.4 & 7.4.5) REVIEWED TODAY During the QUIZ SHOW!!!!

Unit 3: Chapter 6: Empire of Ghana

The week of Sept. 24-28 in an OVERVIEW:
*Standards 7.4.1 & 7.4.2 will be covered*

1. Monday (Ch. 6 Section 1 Introduction) - Ghana
   -Vocab Introduction
   -The "Silent Barter"
   -Invasion / Overgrazing / Internal Rebellion
2. Tuesday (Ch. 6 Section 1 Review) - Ghana
   -Review / Check Understanding
3. Wednesday (Ch. 6 Section 2 Introduction) - Mali
   -Mali Introduction (Art Intro)
   -Timbuktu Introduction
   -Mali Vocab
4. Thursday (Ch. 6 Section 2 Review) - Mali
   -Timbuktu Introduction
   -Timbuktu Art Project Time
5. Friday (Ch. 6 Section 1 & 2 Quiz) - Ghana & Mali
   -HOMEWORK DUE
   -Vocabulary Bingo Ch.'s 4-6 (Individual Points/Extra Credit WILL BE AWARDED!!!)

###########################

Unit 3: Chapter 6: Empire of Ghana

MONDAY - Section 1 Intro

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.1)
Students will learn that …
1. Ghana controlled trade and became wealthy.
2. Through its control of trade, Ghana built an empire.
3. Ghana’s decline was caused by attacking invaders, overgrazing, and the loss of trade.

Vocabulary

1. silent barter
2. Tunka Manin

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)

Review & Assessment

___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)

Resources available for us to use this week

___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

###########################

Unit 3: Chapter 6: Empire of Ghana

TUESDAY-REVIEW of Section 2

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.1)
Students will learn that …
1. Ghana controlled trade and became wealthy.
2. Through its control of trade, Ghana built an empire.
3. Ghana’s decline was caused by attacking invaders, overgrazing, and the loss of trade.

Vocabulary (review)

1. silent barter
2. Tunka Manin

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)

Review & Assessment

___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)

Resources available for us to use this week

___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

###########################

Unit 3: Chapter 6: Empire of Mali

Wednesday -Intro of Section 2
Timbuktu Art Intro Day

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.2)
Students will learn that …

1. A ruler named Sundiata made Mali into an empire.
2. Mali reached its height under the ruler Mansa Musa.
3. Mali fell to invaders in the late 1400s.

Vocabulary

1. Sundiata
2. Mansa Musa

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)

Review & Assessment

___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)

Resources we have the option to integrate!

___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz 2

###########################

Unit 3: Chapter 6: Empire of Mali

Thursday-Review of Section 2
Timbuktu Art Time

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.2)
Students will learn that …

1. A ruler named Sundiata made Mali into an empire.
2. Mali reached its height under the ruler Mansa Musa.
3. Mali fell to invaders in the late 1400s.

Vocabulary

1. Sundiata
2. Mansa Musa

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)

Review & Assessment

___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)

Resources we have the option to integrate!

___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz

###########################

Unit 3: Chapter 6: Empire of Mali

FRIDAY-Review of Section's 1 & 2

HOMEWORK DUE TODAY!!!! NO EXCUSES!!!!

• YOU MUST HAVE READ Pages 130 - 141 and be ready for a quiz
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  - YOUR Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

TODAY:

1. Homework Collection
2. Ch. 6 sections 1 & 2 Quiz (Standards 7.4.1 & 7.4.2)
3. Vocabulary Bingo (reviewing Ch. 4-6)

Unit 3 Ch. 5 Early West African Societies

Unit 3

Chapter 5 Section 1 (new)

Early West African Societies

Monday, September 17, 2007

CA Standards 7.4.1 (new)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …
1. The landforms, water, and plant life affected history in West Africa.
2. West Africa’s resources included farmland, gold, and salt.

Vocabulary (Section 1):

1. rifts
2. sub-Saharan Africa
3. Sahel
4. savannah
5. rain forests

PreTeach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and draw basic maps of Africa.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) The Niger River
___ Collaborative Learning (TE) River Life
___ Map: Africa: Physical (SE)
___ Map: Environments of Africa (SE)

Review & Assessment:

___ Close (TE) Call on students to describe the differences in the landscapes shown in the photos.
___ Section 1 Assessment (SE) (HOMEWORK)

RESOURCES FOR THIS WEEK:
___ Online Quiz Section 1(keyword: SQ7 HP5)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: The Geography of Africa
___ Map Transparency: Africa: Physical
___ Map Transparency: Environments of Africa
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

__________________________________

Unit 3

Chapter 5 (Section 1 Review from Monday)

Early West African Societies

Tuesday, September 18, 2007

CA Standards 7.4.1 (review)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …
1. The landforms, water, and plant life affected history in West Africa.
2. West Africa’s resources included farmland, gold, and salt.

Vocabulary (Section 1): Review

1. rifts
2. sub-Saharan Africa
3. Sahel
4. savannah
5. rain forests

PreTeach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and draw basic maps of Africa.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) The Niger River
___ Collaborative Learning (TE) River Life
___ Map: Africa: Physical (SE)
___ Map: Environments of Africa (SE)

Review & Assessment:

___ Close (TE) Call on students to describe the differences in the landscapes shown in the photos.
___ Section 1 Assessment (SE) (HOMEWORK)

RESOURCES FOR THIS WEEK:

___ Online Quiz Section 1(keyword: SQ7 HP5)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: The Geography of Africa
___ Map Transparency: Africa: Physical
___ Map Transparency: Environments of Africa
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

_____________________________

Unit 3 Section 2

Chapter 5

Early West African Societies

Wednesday, September 19, 2007

CA Standards 7.4.2 (new)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

___________________________

Unit 3 Section 2 (REVIEW)

Chapter 5

Early West African Societies

THURSDAY, September 20, 2007

CA Standards 7.4.2 (Review)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

___________________________

Unit 3 Section 2 (REVIEW & Quiz Show)

Chapter 5

Early West African Societies

FRIDAY, September 21, 2007

CA Standards 7.4.1 & 7.4.2 (Review & Quiz Show)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

______________The End_____________