October 22 – 26

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We will begin the writing component of the DBQ process.  Students will use the evidence that they retrieved from documents A-D to compose a four paragraph essay that answers the question: “How did the Treaty of Versailles Help Cause WWII?”

Monday 10/22: I can examine how to write an effective Introduction for an expository essay. 

  • Students examine the Introduction of an essay, the purpose of a good hook in essay writing and various types of “Hooks” 

  • HOMEWORK:  FINISH YOUR HOOK

Tuesday 10/23: I can examine how to write an effective Introduction for an expository essay. 

  • Students view a video on effective and non-effective expository introductions

  • Students write the Introduce for the DBQ essay and color code: Hook=Yellow, Background=Blue, Thesis Statement/Road map=Green.

  • HOMEWORK: FINISH ROUGH DRAFT TEMPLATE FOR EDIT AND TYPE TOMORROW!

  • Wednesday-Friday 24-26: I can answer the DBQ question in essay form.

  • Students working on drafting and typing their essays to be uploaded in  One Note

October 15 – 19

Don’t Forget your ParentTeacher Conference this week!!Image result for parental involvement in school quotes

*This week students will be working on the DBQ project.

A DBQ stands for Data Based Question.  This  means that the question that  students will ultimately answer in essay form is based on documents that they have been given to analyze.

*A DBQ is just like a regular essay, except  the students have been given specific material to help support their answers.

Monday 10/15:  I can analyze primary  and secondary documents to support support  my answer to the DBQ question.

  • Students will finish analyzing the background essay and answer questions

  • Constructed Response: Students will write a paragraph to predict what they think the players involved with the Treaty of Versailles will do next and why.  Paragraph to be written using the R.A.C.E. writing strategy.

Tuesday 10/16 – 19:  I can analyze primary  and secondary documents to support support  my answer to the DBQ question.

**DBQ Question – “How did the Versailles Treaty help cause World War II?”

  • Students will go though stations A-D with their assigned groups to analyze each DBQ document, record responses on document worksheets, and to complete a “Document Analysis Form” at the end of each station.

 

October 8 – 12

PARENT /CONFERENCE WEEK – OCT. 15-17

 

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Congratulations to period 1 for having the highest average on our Russian Revolution quiz!

 

Monday 10/9: I can analyze an historical text to retrieve relevant information

  • Read and Respond: The IntraWar Years

  • Construct a time line based on the reading

Tuesday 10/10:  I can explain how the Russian Revolution brought Communism to Europe.

  • Video Response

  • Russian Revolution Crossword Puzzle

Wednesday  10/11:  I can explain WWI’s impact on Europe

  • Russian Revolution Quiz

  • Gimme 10/Take Five – Video Response – The Treaty of Versalles

Thursday 10/12:  I can examine  intentions and the contents of the Treaty of Versailles

  • Gimme 10/Take Five

  • Skills Building – Interpret charts and graphs showing the impacts of WWI

  • Power Notes: Treaty of Versailles

Friday 10/12: I can examine how the TOV helped lead to WWII

  • Finish Power Notes

  • DBQ Backgroud Essay

 

 

October 1st – 5th

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Don’t forget to make an appointment to meet with your child’s homeroom teacher for  PARENT-TEACHER CONFERENCE !

Monday – Tuesday 9/1-2: I can examine why exploration and colonization was important in the development of Europe and the world?

                  MONDAY

  • Video on European Exploration
  • Complete European Exploration &  Colonization graphic organizer – Gold, God, Glory Video on European Exploration
  •          TUESDAY
  • Construct a European Empires Map and Key
  • Constructed Response: RAFT
  • HOMEWOK – FINISH RAFT WRITING – DUE WEDNESDAY

Wednesday 10/3: I can explain how conflict sparks change 

  • Constructed Response: R.A.C.E
  • Causes of WWI

Thursday  10/4:  I can explain the Russian Revolution and the rise of Communism in Europe.

  • Skills Building: Interpreting Graphs
  • Video Response: Russian Revolution

Friday 10/5: I can describe how the Russian Revolution contributed to instability in Europe

  • Finish  Video Responses
  • Power Notes – Russian Revolution – The Rise of Communism
  • HOMEWORK:  FINISH POWER NOTES USING THE POWER POINT BELOW

 

September 17 – 21

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We will examine the three main religions of Europe this week.  In teaching the three major religions of Europe,there is no intent to influence  the beliefs of students in anyway.  The rationale for  introducing the religions of Europe is to facilitate the understanding of the role religions have played in the development of Europe and its history.

Monday 9/17: I will describe the cultural characteristics of Europe – Describe the major religions in Europe: include Judaism, Christianity, and Islam

  • Religions Graphic Notes – complete table
  • Venn Diagram
  • Constructed Response: Explain the similarities and differences between the three main religions of Europe
  • Three-Religion-qtay2n (1)-1p99i7g

Tuesday 9/18:  I will explain the diversity of European languages as seen in a comparison of German, English, Russian, and French.

Wednesday 9/19 & 20: I can explain, describe, and identify all of the elements of the 6th grade geography of Europe standards

Friday 9/21:  can explain, describe, and identify all of the elements of the 6th grade geography of Europe standards

  • Unit Test Geography
  • Preview History of Europe – “Take 5, Give 10”
  • DUE TODAY
    • Flash Cards
    • Review Crossword Puzzle

 

September 10 – 14

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Please don’t forget to view your child’s progress report then sign and turn in your Progress/Report Card Distribution envelope.

We will introduce the three main religions of Europe at the end of the week.  In teaching the three major religions of Europe,there is no intent to influence  the beliefs of students in anyway.  The rationale for  introducing the religions of Europe is to facilitate the understanding of the role religions have played in the development of Europe and its history.

Monday 10: I can explain the causes and effects of the  Chernobyl nuclear disaster as well as the steps taking to solve the problem.

Tuesday 11: I can create an informative text to explain the causes, effects, and solutions of various environmental issues in Europe.

  • Day 1: Environmental  Issues Project: “Help the Mayor!” – the project guidelines are introduced.   Students choose an environmental issue and begin their demos and prewrites.
  • Homework: Complete a demo and prewrite for your brochure tomorrow.  Students must have their prewrites to begin working on the project tomorrow!
  • **FINISHED PROJECT DUE FRIDAY 9/14**
  • Europe Environmental Issues Project-sq5ppk

Wednesday 12:  I can create an informative text to explain the causes, effects, and solutions of various environmental issues in Europe.

  • Day 2: Environmental  Issues Project: “Help the Mayor!” Students begin project using their demos and prewrites as guides.
  • Writing workshop: student and teacher will evaluate their prewrites and teacher will offer feedback.

Thursday 13:  I can create an informative text to explain the causes, effects, and solutions of various environmental issues in Europe.

  • European Environmental Issues Quiz Review
  • Day 3:  This is the last day for students to work on the project in class.  Final Projects are due tomorrow!
  • Due Tomorrow:
    • “Help the Mayor!” Environmental Issues Project 
    • Environmental Issues Quiz – Air Pollution (UK), Aid Rain (Germany), Chernobyl nuclear disaster (Ukraine)

Friday  14: I can demonstrate my understanding of the environmental issues of Europe.

  • Turn in Completed projects
  • Environmental Issues Quiz
  • Preview – Religions of Europe – Students go to the computer lab to  construct their own power 

 

September 4 – 7

**Progress Report are available on ParentVue Only!

**Please sign your students Progress Envelope after you’ve reviewed the progress report

This week we begin examining the environmental issues of the United Kingdom, Germany, and the nuclear disaster in the Ukraine.

“Reading Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.” C.R. Adler

Tuesday 9/4: I can use reading strategies to improve my comprehension of Social Studies  content texts. 

  • Students are introduced to “Step Into the Text” active reading strategy to facilitate comprehensive of expository texts.
  • Read & Respond: Germany (Location, Climate, Natural Resources).  Model and independent practice of the reading strategy.

Wed. – Fri. 9/5-7: I can explain the causes and effects if the environmental issues in the UK, Germany, and Ukraine.

 

 

 

 

August 27 – 31

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PLEASE SIGN YOUR STUDENTS MAP QUIZ AND RETURN – ALL QUIZZES AND TESTS ARE ALWAYS SIGNED!

Monday 27:  I can locate countries and physical features of Europe 

  • Europe – Political and Physical Map Quiz
  • European Vacation Tour – Groups finish their projects today. 
    • PROJECTS DUE TOMORROW

Tuesday 28: I can explain how location, climate, and natural resources impact trade, economy and population distribution of the UK?

  • Power Notes – location, climate, natural resources
  • Students construct a “Multi-Flow Map” – Cause and Effect to indicate how location, climate, natural resources impact the UK’s population, trade and economy
  • UK Germany Russia EDIT-sqtggn
  • HOMEWORK: Finish Multi-Flow Map

Wednesday 29: I can explain how location, climate, and natural resources impact trade, economy and population distribution of the Russia?

  • Power Notes – location, climate, natural resources
  • Students construct a “Multi-Flow Map” – Cause and Effect to indicate how location, climate, natural resources impact Russia’s population, trade and economy
  • HOMEWORK: Finish Multi-Flow Map

Thursday 30: I can explain how location, climate, and natural resources impact trade, economy and population distribution of the Germany?

  • Power Notes – location, climate, natural resources
  • Students construct a “Multi-Flow Map” – Cause and Effect to indicate how location, climate, natural resources impact Germany’s population, trade and economy
  • HOMEWORK: Finish Multi-Flow Map

Friday 31: I can read and analyze expository texts to answer reading response questions and to compare and contrast the impact of  location, climate, and natural resources on the UK, Russia, and Germany.

  • Students  complete an “Active Read” assignment: Read and mark-up texts, complete reading response questions.
  • HOMEWORK: Finish Active Read

 

August 20 – 24th

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Monday 8/20:  I can construct my own map to trace various countries and land forms in Europe.

PROJECT DUE FRIDAY 8/24

HOMEWORK: LOOK UP 2 PLACES OF INTEREST FOR THE CAPITAL CITY OF EACH COUNTRY.  PLEASE USE YOUR NOTES IF NEEDED!

Tuesday 8/21:   I can construct my own map to trace various countries and land forms in Europe.

Wednesday 8/22:   SGM Social Studies Testing

Thursday 8/23:  I can construct my own map to trace various countries and land forms in Europe.

Friday 8/24:  I can construct my own map to trace various countries and land forms in Europe.