April 16-20

 

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Monday 4/16 – 17:  I can demonstrate my comprehension of the Latin American Unit Standards: Geography, Natural Resources, Population Distribution, History, Latin America Present.

DOWNLOADS:

Wednesday 4/18: I can demonstrate my comprehension of the Latin American Unit Standards: Geography, Natural Resources, Population Distribution, History, Latin America Present.

  • Latin America Unit Test
  • Governments Review – Close Read and Respond

Thursday 4/19:  I can explain how countries distribute power.

  • UFC – Distribution of Power Power Notes
  • Constructed Response: What is the different between “Distribution of Power” and “Citizen Participation”?

Friday 4/20: I can compare the governments and economies of Brazil, Cuba, and Mexico.

  • Power Notes – Government/Econ. Brazil, Cuba, Mexico
  • Triple Bubble Map

April 9 – 13

6th GRADE MILESTONES APRIL 10-13

Please eat a good breakfast!

Please bring two #2 pencils

Please bring a book

Image result for kids testing cartoonMonday 4/9:  I can explain the impact of poverty on Latin America.

  • Discovery Ed. Video Response
  • Power Notes – Poverty in Latin America
  • Prove It! – Questions and Thematic Map

Tuesday 4/10: I can explain how the war on drugs has impacted Latin America.

**ELA MILESTONES PT. 1**

  • Power Notes – The War on Drugs
  • Prove It! – Assessment

Wednesday 4/11: I can  explain the impact of poverty, the war on drugs, and migration to the United States on Latin America.

**ELA MILESTONES PT. 2**

Thursday: I can demonstrate my understanding of content related vocabulary words.

March 26 – 30

Mercedes Benz Stadium Trip Thursday 29th.

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Monday 26: I can analyze a text to explain the causes of the Cuban Revolution.

  • Vocabulary: definitions and original sentences.  Students watch video on US/Cuba relationship before the 1950’s and then write an original sentence for each vocabulary word in context.
  • Close Read:  The Cuban Revolution read and respond

Tuesday 27: I can explain how conflict led to change in Cuba.

  • Cuban Revolution
  • Bay of Bigs
  • Cuban Missile Crisis
  • Power Notes – Constructed Responses

March 19 – 23

Q4 REPORTS WILL BE AVAILABLE ONLINE BY WEDNESDAY  21, 2018

PLEASE SIGN AND RETURN REPORT CARD ENVELOPE

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Monday 3/19: I can describe Latin America before European colonization.

  • “Gimme 10, Take 5” – Video response
  • Close Read and Response – “African Slavery on the Development of the Americas”
  • HOMEWORK – FINISH CLOSE READ AND RESPONSES

Tuesday 3/20: I can write an informative text using relevant details.

  • Power Notes 
  • Constructed Response – Write -2 paragraphs explaining how European colonization has impacted Latin America. 

Wednesday 3/21: I can analyze an informational text to answer specific questions. 

  • Close Read and Response – “Spanish and Portuguese Influence in Latin America”
  • Introduce 4 Square Collage project 

Thursday 3/22: I can effectively collaborate to create a project illustrating my understanding of the Latin American history standards

Friday 3/23:  I can effectively collaborate to create a project illustrating my understanding of the Latin American history standards

 

 

 

March 12 – 16

Image result for motivational quotes for students Monday 3/12:  I can locate, describe, and classify Latin American   physical features

  • Review Latin America political/physical map
  • Construct tree-map to classify the features of Latin America
  • **DUE TODAY – COMPLETED POLITICAL/PHYSICAL MAP & LATIN AMERICA ILLUSTRATIONS**
  • **POLITICAL / PHYSICAL MAP QUIZ WEDNESDAY**
  • HOMEWORK – FINISH PHYSICAL FEATURES TREE MAP
  • DOWNLOAD TREE MAP: Latin America Physical Features Tree Map-1u5980k

Tuesday 3/13:  I can explain how the climate, location, and natural resources of Latin America impact population

  • Three Column notes on Mexico, Brazil, and Cuba
  • Construct a “double bubble map” on either Mexico and Brazil vs. Cuba
  • **HOMEWORK – FINISH DOUBLE BUBBLE MAP**

Wednesday 3/14: EARLY RELEASE – 1:30

  • Latin America Map Quiz – Political and Physical Maps
  • Finish double bubble if did not due for homework

Thursday 3/15: I can analyze the major environmental issues in Mexico and Brazil

Friday 3/16:  I can construct a poster to explain the causes and effects of environmental issues and possible solutions.

  • Students will create an Environmental Poster to educate people about the causes, effects, and solutions to an environmental issue in Latin America.
  • DOWNLOAD ENVIRONMENTAL ISSUES POSTER PROJECT: 

 

 

March 5 – 9

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Please forgive my absences, I had an family emergency out 

of  state that required my immediate attention.  As a former middle grades teacher, Ms. Zinnamon-Wells was more than capable to fill in for me, thus making it a smooth transition.

This week, we will review Australia and Canada standards, and we will take a Unit Test on Thursday (3/8).

Monday 3/5:  I can review the geography, history, governments, and economics of Australia and Canada

Tuesday 3/6:  I can review the geography, history, governments, and economics of Australia and Canada

Wednesday 3/7:  I can review the geography, history, governments, and economics of Australia and Canada.

Thursday 3/8: I can locate countries and physical features of Latin America.

Friday 3/9:  I can locate and describe the physical features of Latin America.

**HOMEWORK:  FINISH PHYSICAL FEATURES ILLUSTRATIONS AND POLITICAL AND PHYSICAL MAPS – DUE MONDAY**

 

January 29 – February 2

This week we travel to the “land down under”

AUSTRALIAImage result for learning quotes

We will construct a scrapbook to examine entire unit of Australia.  Students will have the option of working with a partner or solo.

This project will take us approximately one week.  

Monday 1/29:  I can demonstrate my understanding of the economic unit of Europe. 

  • Economics Quiz
  • Introduction to the Australia Scrapbook Project

Tuesday 1/30: I can construct a political and physical map of Australia.

  • Australia Map: Uluru/Ayers Rock, Great Victoria Dessert, Coral Sea, Great Dividing Range
  • Canada Map:  Hudson Bay, Canadian Shield, St. Lawrence River, Rocky Mt. Pacific and Atlantic Oceans

Wednesday/Thursday 1/31 – 2/1: I can analyze texts to obtain relevant information for my Australia Scrapbook.

  • Research for scrapbook pages – Read and Responds

Friday 2/2: I can construct a scrapbook of information to show my understanding of Australia’s geography, climate/location, history, government, and economy.

  • Australia map quiz
  • Students begin putting scrapbooks together.

**Tentative Due Date: Tuesday 2/6.

 

January 22 – 26

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   The snow days threw us off, but we are finally examining the Economic Standards for Europe.  

Monday, Tuesday, Wednesday 1/ 22 – 24:  I can compare how traditional, command, and market economies answer the economic questions of 1 – what to produce, 2 – how to produce, and 3 – for whom to produce.  I can explain the benefits to trade and the role of specialization.

  • Students construct an Economic Flip Book to be used as our interactive notebook for the entire economic unit.
  • Flip Book Day 1 – “Economic Systems” and “Trade Barriers”

“Economic Systems”

  • notes to explain how various countries in Europe make economic decisions at the national level. Students learn how governments answer the three economic questions.  Special emphasis given to the economies of Germany, Russia, and the UK.  Student
  • Students construct an “Economic Continuum.”

“Trade Barriers”

  • Using a tree map, students take notes on five trade barriers: boycott, embargo, quota, sanction, tariff.
  • Students complete “Trade Barrier Examples”

Performance Task:  Activity #1 (Economic Systems) & Activity #2 (Trade Barriers) Due Date Wednesday 1/24

Download Activity: Econ Systems Trade Barriers 2-2jkav3h

Thursday 1/25: I can Describe factors that influence economic growth and examine their presence or absence in the United Kingdom, Germany, and Russia

“Factors of Economic Growth”

  • Human Capital, Capital Goods, Entrepreneur, Literate, Literacy Rate, Standard of Living

 

Friday 1/26:  I can Explain why international trade requires a system for exchanging currencies between nations and the purpose of the EU.

” Currency Exchange”

“European Union”

  • The Donut Shop Economics Activity

**QUIZ POSTPONED FOR MONDAY  1/29 – USE FLIP BOOKS AND/OR ECON. POWER POINT TO STUDY

Download Econ Ppt: Economics Flip Book Companion Presentation (3)-1w1jodu

 

January 16-19

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This week we begin the economics of Europe.  We will analyze different economic systems, analyze the benefits of and the barriers to voluntary trade in Europe, describe factors that influence economic growth and examine their presence or absence in the United Kingdom, Germany, and Russia

Monday 1/15/18:  MLK DAY NO SCHOOL!

Tuesday 1/16/18: I can compare and contrast the presidential and parliamentary governments of the UK, Germany, and Russia.

  • Finish notes to compare and contrast the governments of the UK, Germany, and Russia
  • Double Bubble Map – construct a double bubble map to illustrate the similarities and differences between presidential and parliamentary democracies.

**HOMEWORK – FINISH DOUBLE BUBBLE MAP – DUE TOMORROW – MINI-QUIZ GRADE**

**Download Double Bubble Instructions: Doubble Bubble Map-1h1hcyd

Wednesday 1/17/18:  I can research the meaning of important economic terms to construct meaning and explain to my peers

  • Today we front-load vocabulary to facilitate better comprehension when we tackle economics in Europe.
  • “Each-One-Teach-One:  Students work in pairs to look up specifically designated economic terms – look up the word, construct a working definition and use the word in context.  Each pair comes to the front of the class and teaches their respective words to the entire class.

Thursday 1/18/18:  I can compare how traditional, command, and market economies answer the economic questions of 1 – what to produce, 2 – how to produce, and 3 – for whom to produce

  • Students construct an Economic Flip Book to be used as our interactive notebook for the entire economic unit.
  • Flip Book Day 1 – “Economic Systems” and “Trade Barriers”

“Economic Systems”

  • notes to explain how various countries in Europe make economic decisions at the national level. Students learn how governments answer the three economic questions.  Special emphasis given to the economies of Germany, Russia, and the UK.  Student
  • Students construct an “Economic Continuum.”

“Trade Barriers”

  • Using a tree map, students take notes on five trade barriers: boycott, embargo, quota, sanction, tariff.
  • Students complete “Trade Barriers Examples:

 

 

January 8 -12

Image result for learning quotes for studentsPLEASE SIGN YOUR VIEW YOUR STUDENT’S REPORT CARD ON PARENTVUE  

  1. COMPLETE UPDATED ENROLLMENT FORM
  2. SIGN REPORT CARD ENVELOPE
  3. SEND FORM AND ENVELOPE TO HOMEROOM TEACHER

Standard SCG3 provides an overview of civics concepts, particularly as relates to the role of citizens in Europe in affecting the decisions made by their respective governments. This is not intended to be an exhaustive look at world governance models, but rather a brief summation so that students can grasp what are otherwise very abstract concepts. Special attention is given to the governments of Germany,Russia, and the United Kingdom

Monday 8:  NO SCHOOL – ICE DAY!!!

Tuesday 9:  I can analyze and explain the important government terms. 

  • Each-One-Teach-One:  Each group is given a government vocabulary term to analyze.  They learn the definition and explain the term to the rest of the class using a definition (in their own words) and an original sentence.

HOMEWORK – FINISH GOVERNMENT VOCABULARY

DOWNLOAD VOCAB. HW:

*Citizen Participation Kinesthetic (3)-1dhg32l

*VOCABULARY CHART (1)-15w451u

Wednesday 10: I can explain citizen participation in democratic and autocratic governments

  • Notes on “Democratic” and “Autocratic” governments
  • Prove It! – Review activity

**HOMEWORK – FINISH THE “PROVE IT!” QUESTIONS – USE YOUR NOTES

Thursday 11:  I can the two prominent forms of democracy: Presidential and Parliamentary

  • Notes on Presidential and Parliamentary Democracy
  • Complete Presidential/Parliamentary House

**HOMEWORK – STUDY FOR GOVERNMENT VOCABULARY QUIZ TOMORROW

Download Vocab. Words and Definition: Citizen Participation Kinesthetic (3)-1dhg32l

Friday 12:  I can compare and contrast Presidential and Parliamentary Democracies

  • Construct a colored coded Double Bubble Map – parliamentary/presindential
  • Government Terms Game