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

 

 

December 18 – 20

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**The Europe History Final is Monday 12/18

**Test Recovery for those scoring below 70% – Tuesday 12/19 – **ALL RECOVERY GRADES DUE WEDNESDAY!!!

Monday 12/18:

  • Europe History Final Exam
  • Junior Scholastics – Pearl Harbor – Read and Respond

Tuesday 12/19:  

  • Final Exam Grade Recovery
  • Geography Bee
  • **Thank you for our class finalists for the Geography Bee
    • Period 1 Jace Montgomery
    • Period 2 David Busy
    • Period 4 Nicole Wesley
    • **CONGRATULATIONS TO OUR GEOGRAPHY BEE REPRESENTATIVE – NICOLE WESLEY**

Wednesday 12/20:

  • JINGLE JAM!     JINGLE JAM!     JINGLE JAM!

December 11 – 15

 

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JINGLE JAM – WEDNESDAY 12/20

EUROPEAN HISTORY FINAL – MONDAY 12/18

Monday 12/11:  SNOW DAY!

Tuesday 12/12:  I can explain explain the changes in Europe after WWII

  • Rise of the Superpowers Power Notes
  • CLOSE – “The Superpowers”
  • Double Bubble Map – Compare/Contrast the USSR and the US
  • ***HOMEWORK – FINISH DOUBLE BUBBLE MAP – DUE TOMORROW**

Wednesday 1s/13:  I can explain the impact of the Cold War

  • Cold War Rap – Notes
  • Cold War Brace Map
  • **HOMEWORK – FINISH BRACE MAP – DUE TOMORROW**

Thursday 12/14:  I can trace the events leading to the end of The Cold War

  • End of The Cold War – Flow Map
  • Study Guide
  • **HOMEWORK – FINISH STUDY GUIDE**
  • European History Final – Study Guide Download: Unit 2 Europe Study Guide-18jyyqy

Friday 12/15:  I can review the 6th grade Europe history standards

  • Go over study guide
  • History Jeopardy – Review Game
  • **PLEASE STUDY FOR HISTORY FINAL MONDAY 12/18

December 4 – 8

Sorry for the late entries!

 

Monday 12/4:  I can describe various propaganda techniques

Tuesday 12/4 – 5:  I can analyze Nazi Propaganda and explain how propaganda resulted in the Holocaust

  • Propaganda Technique Notes
  • Nazi Propaganda
  • Propaganda Gallery Walk
  • Complete Nazi Propaganda Gallery Walk Response sheet

Wednesday 12/6 – 7:  I can explain events of World War II (Holocaust)

Friday 12/8:  I can explain event of WWII (Holocaust)

  • Quick Quiz
  • Take 15 / Gimme 5 – Video Response
  • ACROSTIC Poem

November 27 – December 1

PLEASE DON’T FORGET TO CHECK YOUR STUDENTS’ PROGRESS

REPORTS ON PARENTVUE AND SIGN THE PROGRESS ENVELOPS 

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This week we wrap up the DBQ with the writing process.  Students will compose a 4-5 paragraph essay to answer the DBQ question:  “How did the Treaty of Versailles Help Cause WWII?”

Download DBQ Documents:  How Did the Versailes Treaty Help Cause World War II (EV)-21zegx4

Monday 11/27:  I can analyze and construct a strong introduction paragraph for my DBQ essay.

  • Bucketing – Chicken Foot:  This is a strategy to help students establish a thesis statement and road map for their essays
  • Guided Practice:  Essay Analysis – analyze introduction essay by color coding elements – Hook, Background, thesis statement and road map.
  • Independent practice:  Students write an introduction to include all 4 elements 
  • Download Essay Sample (Intro  and body paragraphs): DBQ Essay Sample-p74kzg
  • **HOMEWORK – COMPLETE INTRODUCTION ESSAY**

Tuesday 11/28:  I can analyze and construct a “body Paragraph for my DBQ essay.

  • Peer Editing – Students highlight each others “introduction paragraphs” and provide written constructive feedback to each other.
  • Guided Practice:  Essay Analysis – analyze body paragraphs by color coding elements of a body paragraph (topic sentence, Cite/Evidence, Inference, Explain).  They then review using their “document analysis sheets” to extract information for their paragraphs
  • Independent practice:  Students write a “body paragraph to include all 4 elements.
  • Download Essay Sample (Intro  and body paragraphs):   DBQ Essay Sample-p74kzg
  • **HOMEWORK – COMPLETE 2  BODY PARAGRAPHS**

Wednesday 11/29:  I can compile all of my paragraphs into a 4 paragraph DBQ essay.

  • Peer Editing – Students highlight each others body paragraphs (2), and provide written constructive feedback to each other.
  • Guided Practice:  Essay Analysis – analyze a conclusion paragraph
  • Independent Practice – Students put all of their DBQ pragraphs together to form the 4 paragraph essay.  They will write their 1st. drafts.

***4 PARAGRAPH DBQ ESSAY DUE TOMORROW**

**PLEASE USE THE DBQ ESSAY CHECKLIST TO ENSURE THAT ALL ELEMENTS ARE PRESENT

*ADDITIONAL POINTS FOR TYPED ESSAYS (DOUBLE SPACED)*

Thursday 11/30:  I can explain the rise of Nazism and the events leading to WWII.

  • DBQ Essay, Document Analysis Forms, and Background Essays Due Today
  • Strip Vocabulary – Students use textbook, dictionary, and context clues to match definition strips with the correct vocabulary terms
  • Students Close Read The Rise of Nazism and answer response questions.
    • **HOMEWORK – FINISH VOCABULARY AND CLOSE READING – DUE TOMORROW!!

 

 

November 13 – 16

SORRY FOR THE LATE POSTS THIS WEEK!

**PROGRESS 1 REPORTS FOR QUARTER 2 GO HOME ON THURSDAY!!

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  • This week students begin working on Treaty of Versailles Document Based Question, or DBQ.  Students will read and analyze a series of  primary and secondary documents to  include maps, political cartoons, graphs, charts, articles, and images, to formulate an answer to the following question:  How did the Treaty of Versailles help cause World War II? 
  • The DBQ process will culminate with students writing a five (5) paragraph essay, explaining and supporting their answer to the document based question.  
  • The essay will be  graded as a Summative Assessment.  All document analysis forms will be  formative classwork grades.

Monday – Tuesday 11/13-14: I can analyze secondary documents to establish background information on the DBQ topic.

  •  DBQ Activating Activity – Treaty of Versailles Cartoon Analysis
  • Background Essay – Analyze background essay, answer response questions, “HASHTAG – #” summarizing strategy.

Wednesday – Friday 11/15 – 11/17:  I can analyze secondary documents to provide evidence for my DBQ argument

  • Document Analysis Stations

DBQ Documents:  How Did the Versailes Treaty Help Cause World War II (EV)-21zegx4

**PROGRESS REPORTS NOW AVAILABLE ON PARENT VUE – NO HARD COPIES**

**PLEASE SIGN AND RETURN PROGRESS REPORT ENVELOPES**

November 6 – 10

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Quarter 2 Progress Report #1 Next Week

Please Check ParentVue for missing assignments!

Monday 11/06 – 11/09:  I can Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.

  • Students will take Power Notes for each development following WWI.
  • Performance Tasks:
    • Big Picture – Constructed Responses
    • Big Picture – Define, Identify, Analyze, Infer
    • Thinking Map – Multi Flow Map (Cause/Effect), Circle Map)
    • RUSSIAN REVOLUTION2-266uy0l

Friday 11/1o:  I can Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.

  • Quiz
  • Video – “What Happened to the Romanov Family”

October 30 – November 3

Please Remember to sign your student’s Report Card Sheet and send it back…This is the last hard copy report for students – All Progress and Report Cards will be available on Parent Vue!!

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Monday 23:  I can demonstrate my understanding of the Europe Geography standards.

Tuesday10/ 24:  I can demonstrate my understanding of the Europe Geography  standards

  • Geography Final Exam
  • Preview history vocabulary

Wednesday 10/25:  I can examine Europe’s age of Exploration.  I can re-examine various geography standards to increase proficiency.

  • Reteach/Enrichment:  Students showing proficiency to mastery of geography standards will go onto Mobymax to preview the upcoming history unit.  The information establishes background information.  Other students will re-visit geography standards to  facilitate proficiency.

(pink)  Download Environment:  europe_environmental_issues-2geuyym

(blue) Download Location, Climate, Natural Resources: location_climate_naturalresources-2bmopz0

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