LAST YEAR: 2018-2019
Sixth Grade Social Studies
Module 8: "Ancient Greece"
Sixth Grade Social Studies
Module 8: "Ancient Greece"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
"WHAT YOU WILL LEARN: In this chapter you will study Greece- home to one of the great ancient civilizations.
Essential Question: What factors shaped government in Greece?"
Please see the Homepage for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
"WHAT YOU WILL LEARN: In this chapter you will study Greece- home to one of the great ancient civilizations.
Essential Question: What factors shaped government in Greece?"
"WHAT YOU WILL LEARN: In this chapter you will study Greece- home to one of the great ancient civilizations.
Essential Question: What factors shaped government in Greece?"
NYS Social Studies Core Curriculum
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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newyork_6_olympics.pdf
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"What does the author MEAN?" Graphic Organizer:
what_does_the_author_mean.pdf
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"Why does it MATTER?" Graphic Organizer:
why_does_it_matter.pdf
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why_does_it_matter.docx
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RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
6) Once you are logged in, go to BrainPOP.
7) In the search box, type in Greece.
8) You will find several excellent videos including Athens, Democracy, Greek Gods, Homer, and the Olympics.
Websites:
Essential Question: What factors shaped government in Greece?"
NYS Social Studies Core Curriculum
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
Download File
RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
racer.short.answer.rubric01.10.18.docx
Download File
Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
Download File
Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
Download File
what.does.the.author.mean.12.7.17.docx
Download File
Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
newyork_6_olympics.pdf
Download File
"What does the author MEAN?" Graphic Organizer:
what_does_the_author_mean.pdf
Download File
"Why does it MATTER?" Graphic Organizer:
why_does_it_matter.pdf
Download File
why_does_it_matter.docx
Download File
RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
6) Once you are logged in, go to BrainPOP.
7) In the search box, type in Greece.
8) You will find several excellent videos including Athens, Democracy, Greek Gods, Homer, and the Olympics.
- BrainPOP Video: Democracy, http://www.brainpop.com/socialstudies/worldhistory/democracy/
- BrainPOP Video: Homer, http://www.brainpop.com/english/famousauthorsandbooks/homer/
- BrainPOP Video: Greek gods, http://www.brainpop.com/socialstudies/worldhistory/greekgods/
- BrainPOP Video: Athens, http://www.brainpop.com/socialstudies/worldhistory/athens/
- Deconstructing History: The Acropolis, http://www.history.com/topics/ancient-history/ancient-greece
Websites:
Early Greece: Lesson 1
Homework Tuesday, October 16, 2018: Read pages 95 and 96, answer Fill in the Blank section on page 97
Classwork Monday, October 15, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Guided Practice/Teaching Strategies and Accommodations:
Homework Tuesday, October 16, 2018: Read pages 95 and 96, answer Fill in the Blank section on page 97
Classwork Monday, October 15, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- Where is Greece located?
- What areas surrounded Ancient Greece?
- What were some important things to know about Crete?
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
Guided Practice/Teaching Strategies and Accommodations:
- As a class, we will make a word wall about all of things we have learned from the past 2 civilizations that we have learned (Egypt and Hebrews)
- We will then discuss how all of these cultures have influenced our world so far.
- Miss Morris will introduce the new unit that students will be learning about for the next few weeks – Ancient Greece
- We will watch https://www.youtube.com/watch?v=CmghhRpCeEg
- We will address any questions that arise
- Miss Morris will pass out the new packet and the guided questions packet
- This will also be their study guide for the test at the end of the unit
- Students will be asked to flip through the pages of the magazine and we will discuss some of the things that they notice
- Students will turn to page 2 and 4 of the packet. We will read these sections together individually, partner reading, and group read aloud.
- Once we have discussed the various aspects of these pages, students will be asked to answer the first 5 questions in the note packet.
- If they have time, they may begin their homework for the next day.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project.
- Students will be assessed on their effort and accurate information within the note packet.
- Read pages 95 and 96, answer Fill in the Blank section on page 97.
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Early Greece: Lesson 2
Homework Wednesday, October 17, 2018: None
Classwork Tuesday, October 16, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- What is a direct democracy?
- What is a democracy?
- What were some powerful city-states?
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
Guided Practice/Teaching Strategies and Accommodations:
- As a class we will go over the note questions from the previous day
- Students will be asked to open to the “Clash of Civilizations” page
- AS a class, we will read the first section together annotating various aspects of this section
- Students will watch the BrainPop video of Athens and of Democracy
- We will discuss any questions that arise
- We will then continue reading through the pages in think, pair, share, whole group, and independent reading time
- Students will answer questions 5-10 in guided question packet surrounding the ideas discussed in these pages
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information within the note packet.
Early Greece: Lesson 3
Homework Thursday, October 18, 2018: Read pages 101-102 and answer all questions
Classwork Wednesday, October 17, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- What are some important aspects of Greek Arts and Architecture?
- What is a democracy?
- What were some powerful city-states?
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
- What things did you notice in the video that you hear today? Nike – discuss as class
Guided Practice/Teaching Strategies and Accommodations:
- As a class we will go over the note questions from the previous day
- Students will watch https://www.youtube.com/watch?v=gqCs3mliz3w
- Students will watch a more detailed video https://www.youtube.com/watch?v=6W_s-iTY6WM
- As a class, we will read the first section together on page 8 annotating various aspects of this section
- We will discuss any questions that arise
- We will then continue reading through the pages in think, pair, share, whole group, and independent reading time
- Students will answer question 10-15 in guided question packet surrounding the ideas discussed in these pages
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information within the note packet.
- Read pages 101-102 and answer all questions
**Field Trip on Thursday, October 18, 2018 (No Social Studies Class)
Early Greece: Lesson 4
Homework Monday, October 22, 2018: Begin thinking of the Greek God assignment – what would you like your poster to look like?
Classwork Friday, October 19, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Concept Development:
Guided Practice/Teaching Strategies and Accommodations:
Early Greece: Lesson 4
Homework Monday, October 22, 2018: Begin thinking of the Greek God assignment – what would you like your poster to look like?
Classwork Friday, October 19, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- What have we already learned about Ancient Greece? Does this remind you of anything in your life?
- Have you heard of the Greek gods and goddess before?
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- What are legends and myths?
- How did the myths shape the Greek culture?
Concept Development:
- What is a legend or a myth?
- How did this shape Greek culture?
- How do these things still impact our world today?
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Students will analyze the meaning of myth and legend and identify some of these in the magazine article
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
- What things did you notice in the video that you hear today?
Guided Practice/Teaching Strategies and Accommodations:
- Miss Morris will begin the class by introducing the Greed god/goddess assignment to the class for next week
- Students will open to page 6 of the magazine
- As a class, we will read the first section together on page 6 annotating various aspects of this section
- We will discuss any questions that arise
- We will then continue reading through the pages in think, pair, share, whole group, and independent reading time
- Students will answer question 16-20 in guided question packet surrounding the ideas discussed in these pages
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information within the note packet.
Early Greece: Lesson 5
Homework Tuesday, October 23, 2018: Begin thinking of the Greek God assignment – what would you like your poster to look like?
Classwork Monday, October 22, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Guided Practice/Teaching Strategies and Accommodations:
Homework Tuesday, October 23, 2018: Begin thinking of the Greek God assignment – what would you like your poster to look like?
Classwork Monday, October 22, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- What have we already learned about Ancient Greece?
- Does this remind you of anything in your life?
- Have you heard of the Greek gods and goddess before?
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- What were some of the aspects of Greek culture?
- What is culture?
- How was Greece united?
- What were the various things that Greece culture had that we still see today?
- What was different between the Olympic games back then and now? How do you feel about those things?
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Students will analyze the different features of their culture such as language, sports, military, and beliefs
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
- What things did you notice in the video that you hear today?
Guided Practice/Teaching Strategies and Accommodations:
- Miss Morris will begin the class by introducing the Greed god/goddess assignment to the class for next week
- Students will open to page 16 of the magazine
- As a class, we will read the first section together on page 6 annotating various aspects of this section
- Students will watch https://www.youtube.com/watch?v=mQ94xbXnYu4 highlighting the various aspects of the Olympic games
- Students will then watch
- https://www.youtube.com/watch?v=_HOTYasc644
- https://www.youtube.com/watch?v=W1Af40zuPjU
- These videos show the history of the Olympic torch
- We will discuss any questions that arise
- We will then continue reading through the pages in think, pair, share, whole group, and independent reading time
- Most of the focus will be towards the Olympics and how we still have those today
- Students will answer question 21-25 in guided question packet surrounding the ideas discussed in these pages
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information within the note packet.
Early Greece: Lesson 6
Homework Wednesday, October 24, 2018: Begin studying for your test on Monday, October 29, 2018
Classwork Tuesday, October 23, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- What have we already learned about Ancient Greece?
- Does this remind you of anything in your life?
- What things have you learned so far that are still existing in our world?
- Learning Target:
- Students will engage with a magazine article that will highlight the location and important regions surround Ancient Greece.
- Students will analyze the text and respond to questions in a separate note packet
- Students will learn what Greece’s legacy is
Concept Development:
- What does legacy mean?
- What other cultures did Greece influence?
- Who was Alexander the Great?
Skills Development:
- Students will compare and contrast Ancient Greece to other Ancient Civilizations
- Students will identify key features about the location of Ancient Greece ad its early civilizations
- Students will analyze the different aspects of Greek culture that left a legacy and are still continuing to do so in our world today
- Personal Importance/Real Life Importance/Academic Importance:
- What things has Greece developed that we still see and use today?
- Has anyone every traveled near there before?
- What would be different about living in Europe?
- What do we use or have that was influenced by the Greeks?
Guided Practice/Teaching Strategies and Accommodations:
- Students will watch https://www.youtube.com/watch?v=23EdJhw606U
- This video highlights the achievements of Alexander the Great and how his legacy lived on after his death
- We will discuss any questions that arise
- We will then continue reading through the pages in think, pair, share, whole group, and independent reading time
- How have Greek traditions and culture shaped out world today?
- What things do you notice? What do you still have questions about?
- Students will answer question 26-30 in guided question packet surrounding the ideas discussed in these pages
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to accurately answer the questions in the note packet?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information within the note packet.
- Students will be encouraged to start studying their guided question packet for their test on Monday, 10/29.
Early Greece: Lesson 7
Homework Thursday and Friday, October 25 and 26, 2018: None (unless you owe late work)
Classwork, Wednesday, Thursday, and Friday, October 24-26, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Concept Development:
Skills Development:
Guided Practice/Teaching Strategies and Accommodations:
Homework Thursday and Friday, October 25 and 26, 2018: None (unless you owe late work)
Classwork, Wednesday, Thursday, and Friday, October 24-26, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Greeks” Magazine, pencil, note packet
- Activate Prior Knowledge:
- What have we already learned about Ancient Greece?
- Does this remind you of anything in your life?
- What things have you learned so far that are still existing in our world?
- Learning Target:
- Students will work in small groups to create a poster of a Greek god/goddess and present their god/goddess to the class on Friday 10/26
Concept Development:
- What was important about your god/goddess?
- What were they the god/goddess of?
- What was some of the history of your god/goddess?
- What are some fun facts about your god/goddess?
Skills Development:
- Students will be able to compare and contrast their Greek god/goddess to other groups
- Students will be able to compare their religious beliefs with those of the Greeks
- Students will identify several key factors that made their god/goddess unique
- Personal Importance/Real Life Importance/Academic Importance:
- What are some of the beliefs that you have that might be similar or different to what the Greeks believed?
Guided Practice/Teaching Strategies and Accommodations:
- Students will be handed out an organizer with several questions on it that they will be required to put on their poster
- Students may add additional information to their poster if they desire
- Students will be encouraged to provide pictures of their god/goddess and add artistic and creative aspects to the poster
- Students will have three class periods to research information and create the posters
- Students will find information:
- Students will present their poster to the class on Friday 10/26
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to find the necessary information on their Greek god/goddess and are they able to articulate/create it in a way that is organized and accurate?
- Students will be assessed on their active participation throughout the class and their engagement with the project
- Students will be assessed on their effort and accurate information on the poster
- Even though this is a group project, students will be given individual grades if necessary for effort, collaboration, engagement, etc.
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Examples of Greek Posters:
newyork_6_olympics.pdf | |
File Size: | 5017 kb |
File Type: |
"What does the author MEAN?" Graphic Organizer:
what_does_the_author_mean.pdf | |
File Size: | 26 kb |
File Type: |
"Why does it MATTER?" Graphic Organizer:
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Homework due Friday
- Students will make a Venn Diagram and compare and contrast the geography of India with the Geography of Greece using pgs: 125-126 (India) pgs.229-230 (Greece)
- New York State Next Generation English Language Arts Learning Standards:
- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
- Activate Prior Knowledge
- KWL Chart on SmartBoard
- p.225 Analyze the picture – Think/Pair/Share
- What are some things you notice in this picture?
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Learning Target (Concept Development and Skill Development)
- Concept Development
- The teacher will lead students through a power-point
- Note-Taking, etc.
- Skill Development
- Students will analyze pictures on p. 225; 229; 232
- Students will compare and contrast the differences between a physical and political map
- Students will describe the significance of Greece’s geography and its nearness to the sea.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will go through the slides of the power-point.
- The teacher will explain each slide, and identify key notes to take and write down in notebooks.
- The teacher will provide a video about the Geography and City States of Greece that students will take notes on.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will make a Venn Diagram and compare and contrast the geography of India with the Geography of Greece using pgs: 125-126 (India) pgs.229-230
- Website for CITY-STATE Video in class: study.com/academy/lesson/trade-commerce-in-greek-city-states-the-mediterranean-region.html
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Homework due Friday:
- Script and props for skit group
Classwork Monday, Tuesday, Thursday, Friday:
- Script and props for skit group
Classwork Monday, Tuesday, Thursday, Friday:
- New York State Next Generation English Language Arts Learning Standards:
- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
- Activate Prior Knowledge
- The teacher will go over the main ideas/BIG idea of the chapter that the students are to grasp
- “What do you think?” Question will be asked regarding a scenario
- Today you are sitting in social studies class. Say one of your peers stands up and says, “I am going to be the leader of the classroom for the rest of this year”
- How would you respond if you liked this classmate?
- How would you respond if you DID NOT like this classmate?
- Would you ever want the power and/or authority? Why or why not?
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- The teacher will go over the main ideas/BIG idea of the chapter that the students are to grasp
- Learning Target (Concept Development and Skill Development)
- Concept Development
- The teacher will go over power-point slides accurately and in detail
- This will be accommodating for those who are visual and auditory learners
- The teacher will go over power-point slides accurately and in detail
- Skill Development
- Students will explain, identify, and present different forms of democracy and government over time in Greece.
- Students will read pgs. 236-239
- Students will be broken into three different groups. Each group will do a skit depicting each one of the Main Ideas discussed on pages 236-239.
- Aristocrats and tyrants ruled Athens (p.237)
- Athens made the world’s very first democracy (p.238-239)
- Ancient democracy is different from modern democracy (p.240-241)
- Students will describe what a democracy is by performing in a skit.
- Students will write their own script and act it out in front of the class.
- Two class periods to work on this.
- This learning activity is an example of Kinesthetic learning that will benefit kinesthetic and hands-on learners.
- Students will explain, identify, and present different forms of democracy and government over time in Greece.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain the importance of Democracy
- The teacher will explain the importance of Democracy
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- Students will hand in their scripts to Ms. Taggart
greek_skit_directions.docx | |
File Size: | 75 kb |
File Type: | docx |
Homework due Wednesday: None
Classwork Tuesday:
WEBSITE TO USE FOR GREEK GOD AND GODDESSES FACEBOOK PROFILE:
GREEK GODS https://greekgodsandgoddesses.net
Classwork Tuesday:
- New York State Next Generation English Language Arts Learning Standards:
- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
- Activate Prior Knowledge
- The teacher will have students do a “Graffiti Board”
- The teacher will show “Percy Jackson” trailer and ask students how accurate this film is to Greek Mythology
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- The teacher will have students do a “Graffiti Board”
- Learning Target (Concept Development and Skill Development)
- Concept Development
- Definition of concept: Researching important material about Gods and Goddesses
- Ms. Taggart will go over the power-point with great detail asking meaning questions to integrate critical thinking into the classroom context
- Skill Development
- Students will analyze (examine carefully, breaking into components to understand it) a photo on page 243. Turn to pg. 243 and analyze the photo of the Olympian Gods
- ”What can you see that indicates the Olympian gods have superhuman power?” (p.243)
- Students will create a Facebook Profile that identifies the critical aspects of Greek Gods and Goddesses
- Students will think/pair/share about their experiences reading Aesop fable on p.247
- Why did the Greeks tell fables?
- Students will analyze (examine carefully, breaking into components to understand it) a photo on page 243. Turn to pg. 243 and analyze the photo of the Olympian Gods
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain why HOMER, SAPPHO, and AESOP are key figure in Greek society
- The teacher will demonstrate how to fill out Venn Diagram comparing and contrasting Greek life back then to today
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, the teacher will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, the students will begin to do the steps individually.
- The teacher will explain why HOMER, SAPPHO, and AESOP are key figure in Greek society
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will: finish their Venn Diagrams at home
- Make sure to incorporate color and pictures AS WELL AS words that show what is the same and different.
- The students will: finish their Venn Diagrams at home
WEBSITE TO USE FOR GREEK GOD AND GODDESSES FACEBOOK PROFILE:
GREEK GODS https://greekgodsandgoddesses.net
greek_facebook_profile_instruction_6th_.docx | |
File Size: | 308 kb |
File Type: | docx |
Homework Due Friday, : None.
Classwork, Thursday, :
· To begin chapter 8, students will make a list of all that comes to mind when they think of Greek Civilization. Students will write their list in their notebooks. After about five minutes, students will share their ideas with the class.
· Students will flip through chapter 8, pages 224-255.
· Students will make a list of all of the features that they see on pages 224-255.
· Students will make two columns in their notebooks. The heading is “Features.” On the left side of the notebook they will list the feature. On the right side of the notebook they will note whether the feature is a visual feature or a text feature. A visual feature is something that is a visual image; a text feature has words.
· Read pages 226-227 as a class. Answer questions 1-2 together.
· If there is still time, students can work on their “Hall of Fame” essay.
Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- As a preview to the chapter, students have already begun to peruse the pages of chapter 8.
- In groups of two or three, students will jot down notes about what they already know about Ancient Greece.
- They will also take notes about questions that they have a about Ancient Greece.
- Yesterday, students have already stated the text and visual features found on pages 224-225 in the textbook.
- In pairs or groups of three, while analyzing pages 224-225, students will notice and decide: what are the three main topics that we will study in this chapter?
- Students will create a poster with the three different parts: 1) what I know, 2) what I want to know, and 3) list the three main topics that we will study in this chapter. They can design the poster in which ever way they see best.
- We will share the posters with the class.
Homework Due Tuesday, : None.
Classwork, Monday, :
Section 1: "Geography and the Early Greeks"
"The Big Idea: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."
Classwork, Monday, :
- Watch video "Origins of Western Culture," History Channel.
Section 1: "Geography and the Early Greeks"
"The Big Idea: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."
- As a review, students will notice and state the the three topics that we will study that were found on the posters made Friday.
- Review: what are the three main topics that we will study in this chapter?
- Students will read pages 228-230. Students will also look at the map on page 229.
- Answer these questions with bulleted notes in your social studies notebook. Please state the paragraph and page number from which you find your evidence. Mrs. Looney will model how to take bulleted notes by answering the first question with the class.
- If you lived in Greece, what could you do to make a living?
- How does the geography of Greece influence the economy?
- How did the mountains affect the location of Greek settlements?
Homework Due Wednesday, Thursday, and Friday, : None.
Classwork, Tuesday, Wednesday, and Thursday, :
Classwork, Tuesday, Wednesday, and Thursday, :
- Students will receive the RACE Graphic Organizer and Writing Prompt Graphic Organizers to help them answer the Reading Check questions.
- Mrs. Looney will continue to model how to read the features and text in the social studies textbook.
- Mrs. Looney will model how to use the RACE Graphic Organizer and the Writing Prompt Graphic Organizers using the Reading Check question found on page 230 in the social studies textbook.
- As a class, we will read pages 228-233.
RACE Graphic Organizer:
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RACE Rubric:
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"What does the text SAY?" Graphic Organizer:
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"What does the author MEAN?" Graphic Organizer:
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"Why does it MATTER?" Graphic Organizer:
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EXPECTATIONS: Please read the expectations packet, sign the appropriate area, and return the signed sheet to school. Thank you!
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Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- Mrs. Looney will continue to model how to use the RACE Graphic Organizer and the Writing Prompt Graphic Organizers.
- As a class, we will continue to read pages 228-233.
- On pages 230-231, students will use the photos and the headings to determine what the important roles of the Minoans and Mycenaeans were.
- In pairs, students will review pages 232-233 and answer the Reading Check question found on page 233: "Why did the Greeks develop city-states?"
- Students will fill out the RACE Graphic Organizer using the Writing Prompts Graphic Organizers to answer the question. Students will answer the question on the RACE Graphic Organizer sheet.
Homework Due Tuesday, : Answer the Reading Check question found on page 233: "Why did the Greeks develop city-states?" Students will fill out the RACE Graphic Organizer using the Writing Prompts Graphic Organizers to answer the question. Students will answer the question on the RACE Graphic Organizer sheet. THIS IS FOR A GRADE!
Classwork, Monday, : Main idea: The Greeks created city-states for protection and security.
Classwork, Monday, : Main idea: The Greeks created city-states for protection and security.
- Students will look at the features found on pages 232-233. Before we begin to read pages 232-233, what questions might we have?
- Look at the map on page 232. What different facts and ideas does this map tell us?
- As a class, we will read pages 232-233.
- Individually, students will make a bulleted list of important facts (found on pages 232-233) that describe Greek city-states.
- Answer the Reading Check question found on page 233: "Why did the Greeks develop city-states?"
- Students will fill out the RACE Graphic Organizer using the Writing Prompts Graphic Organizers to answer the question.
- Students will answer the question on the RACE Graphic Organizer sheet. This is due tomorrow (Tuesday). This is for a grade.
Homework Due Wednesday, : Prepare for your group's skit and presentation. Social Studies test will be on Monday, October 5, 2015. To prepare for the social studies test, students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes important vocabulary words and definitions to be studied. The Study Guide also includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. The answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.
Classwork, Tuesday, : Government in Athens.
Section 2: Government in Athens
Main Ideas:
1. Aristocrats and tyrants ruled early Athens.
2. Athens created the world's first democracy.
3. Ancient democracy was different than modern democracy.
Chapter 8 "Ancient Greece" Study Guide:
Classwork, Tuesday, : Government in Athens.
Section 2: Government in Athens
Main Ideas:
1. Aristocrats and tyrants ruled early Athens.
2. Athens created the world's first democracy.
3. Ancient democracy was different than modern democracy.
- Students will read pages 236-239.
- Students will be broken into three different groups. Each group will do a skit depicting each one of the Main Ideas found above and on pages 236-239.
- Students will begin studying for the social studies test which will be on Monday, October 5, 2015.
Chapter 8 "Ancient Greece" Study Guide:
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Homework Due Thursday, : Complete question number 4 on page 241 in your social studies notebook. Using the information found on pages 236-241, make a three section compare and contrast t-chart to compare and contrast the three types of government. Each student should list four bullets for each section.
Students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. the answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.
Classwork, Wednesday, : Groups will present their skit.
Students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. the answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.
Classwork, Wednesday, : Groups will present their skit.
- Groups will present their skit.
- Students will reread the information given on pages 236-239.
- Complete question number 4 on page 241. Using the information found on pages 236-241, make a three section compare and contrast t-chart to compare and contrast the three types of government.
- In a bulleted list, describe the greatest achievements of ancient Athens.
Homework Due Friday, : Study for the test.
Classwork, Thursday, :
Classwork, Thursday, :
- As a segue into the next section of our chapter, we will watch the BrainPop video "Athens." Students will make a "check" for of all the times that the video talks about something that they have already learned in this chapter.
- Students will also make a note of the topics that we have not yet discussed.
- Watch the BrainPOP video "Athens." Take the quiz. http://media2.caboces.org/htbin/srvmm.CGI/118/WWW_ROOT%3A%5BSCRATCH%5DLOGIN_72945_1394556942.TMP?FP=user/loginDo.weml?user=catboces&password=catboces~E~??S=7&M=59&T=DW0001&F=DW0001_BP.DC?IND=2?ALIAS=DW0001_BP.DC
- BrainPOP video: Democracry. http://www.brainpop.com/socialstudies/worldhistory/democracy/
- We will move into Section 3 of our chapter: "Greek Mythology and Literature."
- Together as a class, we will skim through and look at the features found on pages 242-253.
Homework Due Monday, : Study for test. Chapter 8 Test is on Monday. See above for the study guide.
Classwork, Friday, :
Classwork, Friday, :
- We will watch the "How to Prepare for a Test" PowerPoint.
- We will discuss other study skills.
- We will review for the test by going over the study guide.
- If there is time, students can begin studying for the test.
- As extra credit, students may finish filling out the study guide that was handed out in class or may create flash cards with the vocabulary words and definitions.
How to Prepare for a Test:
how.to.study.pptx | |
File Size: | 252 kb |
File Type: | pptx |
Homework Due Tuesday, : Make corrections to your test. Students can make corrections to their test to increase their test score. When making corrections, students must write the page number from where they found the correct answer in the textbook. If students choose to make test corrections, they must have the correct answers and page numbers written down and turned in at 8:00 on Tuesday morning.
Classwork, Monday, :
Classwork, Monday, :
- Students will complete the chapter 8 social studies test.
- Students received their tests back and their grades.
- Students can make corrections to their test to increase their test score. When making corrections, students must write the page number from where they found the correct answer in the textbook.
- TO GET THE REVISED TEST SCORE, STUDENTS MUST BRING THE CORRECTIONS IN TO MRS. LOONEY FIRST THING TUESDAY MORNING OR DURING WRITING CLASS. NO EXCEPTIONS WILL BE MADE.
Homework Due Tuesday, : None.
Classwork, Monday, :
Classwork, Monday, :
- We will go over the answers to the test.
- The next chapter that we will be studying is Chapter 9: "The Greek World."
- Check out the next chapter in our social studies textbook to get a head start on the chapter. Be sure to look over vocabulary words, timelines, headings, and other visual and text features.
Homework Due Friday, : Greek Word Origins, pages 226-227, and definitions (see below).
Classwork, Thursday, : Greek Word Origins, pages 226-227.
Homework Due day, : Read pages 228-231. Answer the questions below in your social studies notebook.
Classwork, day, :
Section 1: "Geography and the Early Greeks"
"The Big Idea: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."
Classwork, Thursday, : Greek Word Origins, pages 226-227.
- As a class, we will go over page 226 in the social studies text book.
- Students will then look at words 1-8 on page 227. Students will complete the "You Try It!" activity at the top of the page. "Use the chart on the opposite page (page 226) to find a Greek root or roots for each of them. How do the words' roots relate to their definition?" Answer these questions in your social studies notebook.
- In your social studies notebook, write the definitions of the following words: geography, acropolis, democracy, tyrant, oligarchy, mythology.
- After writing the definitions, write the words in a sentence.
- Use the glossary at the back of the social studies textbook to help you with the definitions. You may also refer to the chapter if you need help.
Homework Due day, : Read pages 228-231. Answer the questions below in your social studies notebook.
Classwork, day, :
- Watch video "Origins of Western Culture," History Channel.
Section 1: "Geography and the Early Greeks"
"The Big Idea: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."
- As a review, in pairs, students will notice and state the text and visual features found on pages 224-225.
- Review: what are the three main topics that we will study in this chapter?
- Students will read pages 228-230. Students will also look at the map on page 229.
- Answer these questions with bulleted notes in your social studies notebook. Please state the paragraph and page number from which you find your evidence.
- If you lived in Greece, what could you do to make a living?
- How does the geography of Greece influence the economy?
- How did the mountains affect the location of Greek settlements?
- Pages 230-231: Use the photos and the headings to determine what the important roles of the Minoans and Mycenaeans were.
Homework Due Thursday, Friday, and Monday, : Read pages 228-233. Work on and complete the "City-states Questions" Essay which is due Monday. Complete on loose-leaf. Students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. the answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.
Classwork, Wednesday, Thursday, and Friday, :
Outline:
Paragraph 1: Introduction. Look at "The Big Idea" found on page 228. ("Geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states.") I would suggest that you take the "Big Idea" and reword it into your own words to use in your introduction.
Paragraph 2: Question number 1 (a, b, and c). I would suggest that you reword the "Main Idea" number 1 found on page 228 for your transition sentence for paragraph 2. ("Geography helped shape early civilization.")
Paragraph 3: Question number 2 (a and b). I would suggest that you reword the "Main Idea" number 2 found on page 228 for your transition sentence for paragraph 3. ("Trading cultures developed in the Minoans and Mycenaean civilizations.")
Paragraph 4: Question number 3 (a and b). I would suggest that you reword the "Main Idea" number 3 found on page 228 for your transition sentence for paragraph 4. ("The Greeks created city-states for protection and security.")
Paragraph 5: Question number 4. Write a paragraph summarizing the influence of geography on city-states.
Paragraph 6: Conclusion. Rewrite your introduction to summarize the essay that you wrote and to tie together all of the facts that you included in your essay.
Classwork, Wednesday, Thursday, and Friday, :
- Students will read pages 228-233: Section 1: "Geography and the Early Greeks."
- Students will answer questions 1 (a, b, and c), 2 (a and b), 3 (a and b), and question 4 (Write a paragraph summarizing the influence of geography on city-states) found on page 233.
- On loose-leaf, students are to answer these questions in essay form.
- I would suggest that you write an introduction. Paragraphs 2, 3, 4, and 5 should answer questions 1, 2, 3, and 4. And be sure to add a conclusion.
- Be sure to use the writing rubric and outline to guide your work.
Outline:
Paragraph 1: Introduction. Look at "The Big Idea" found on page 228. ("Geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states.") I would suggest that you take the "Big Idea" and reword it into your own words to use in your introduction.
Paragraph 2: Question number 1 (a, b, and c). I would suggest that you reword the "Main Idea" number 1 found on page 228 for your transition sentence for paragraph 2. ("Geography helped shape early civilization.")
Paragraph 3: Question number 2 (a and b). I would suggest that you reword the "Main Idea" number 2 found on page 228 for your transition sentence for paragraph 3. ("Trading cultures developed in the Minoans and Mycenaean civilizations.")
Paragraph 4: Question number 3 (a and b). I would suggest that you reword the "Main Idea" number 3 found on page 228 for your transition sentence for paragraph 4. ("The Greeks created city-states for protection and security.")
Paragraph 5: Question number 4. Write a paragraph summarizing the influence of geography on city-states.
Paragraph 6: Conclusion. Rewrite your introduction to summarize the essay that you wrote and to tie together all of the facts that you included in your essay.
The following lesson is taken from the Ready New York CCLS teacher's guide pages 1-9.
Students will:
Students will:
- "find the central idea of a text and the details that help support it."
- Students will think about their favorite book or movie and will think about what they would say if they had to tell a friend what the movie or book is mostly about. This is called the "central idea."
- "A text's central idea is the most important point the writer is trying to make. Sometimes the central idea is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea.
- Readers determine a text's central idea and supporting details so they can better understand the text's meaning. A central idea often needs to be figured out by analyzing the supporting details.
- Think of yourself as a detective describing a complex situation and finding clues to support your observations."
- As a class, we will read the paragraphs on page 10 in the social studies textbook. As we read we will ask ourselves the question, "What is the central idea of the paragraph? What details support this idea?" To determine the central idea of paragraph 3 (and then for paragraph 4) we will make a list of key details.
- Look at the first and last sentences of the paragraph to look for clues about the central idea. However, the central idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the central idea by deciding what the key supporting details have in common.
- "Remember: The central idea is the most important point. The key supporting details support the main idea (central idea) by telling you more about it. And, the main idea (central idea) is not always the first or last sentence of a paragraph."
- As a class and individually, we will fill out a chart to complete our task.
- STUDENTS WILL WRITE IN COMPLETE SENTENCES!!!
Homework Due day, : Pages 242-247, answer questions.
Classwork, day, :
-How do you think the modern Olympics are similar to the ancient Games? How do you think they are different? (Question found on page 245.)
-Why did the Greeks tell fables? (Question found on page 247.)
Classwork, day, :
- We will read a Greek myth and a fable in class.
- Students will read pages 242-247.
- Answer the following questions in your notebook. BE SURE TO WRITE YOUR ANSWERS IN COMPLETE SENTENCES. BE SURE TO RESTATE THE QUESTION IN YOUR ANSWER. BE SURE TO USE DETAILS FROM THE TEXT TO ANSWER THE QUESTIONS.
-How do you think the modern Olympics are similar to the ancient Games? How do you think they are different? (Question found on page 245.)
-Why did the Greeks tell fables? (Question found on page 247.)
Homework Due sday, : None.
Classwork, sday, :
Classwork, sday, :
- We will read another example of an ancient Greek myth.
- We will read examples of sixth grade myths and hero's journey narratives.
- We will answer the questions from the past two days of homework. Students will be sure that they are adding several details from the text. If students are using direct quotes from the text they will state the page from which they took the quote.
Homework Due day, : None.
Classwork, day, :
Homework Due Monday, : None.
Classwork, Friday, :
Homework Due Wednesday, , : Read pages 263-265 in your social studies textbook and complete pages 7-10 in your Greek Notebook.
Classwork, Tuesday, ,:
Homework Due Thursday: None.
Classwork, Wednesday:
Homework Due Friday,: Read pages 269-271 in your social studies textbook. You will complete pages 15-18 in your Greek World Notebook.
Classwork, Thursday, :
Homework Due Tuesday, : None.
Classwork, Friday :
Athens and Sparta Society Project
spartan_or_athens_lifestyle_poster.docx
Download File
spartan_or_athens_lifestyle_poster.pdf
Download File
Athens and Sparta Exit Slip
section_two_chapter_nine_exit_slip.docx
Download File
section_two_chapter_nine_exit_slip.pdf
Download File
Homework Due Tuesday, : If you were there on page 266.
Classwork, Friday :
Homework Due Wednesday, : None.
Classwork, Tuesday :
Homework Due Thursday, : Read pages 274-276 in your Social Studies textbooks. Complete pages 23-25 in your Greek World notebook. Write down the main idea, supporting details, and the summary.
Classwork, Wednesday :
Homework Due Friday, : None.
Classwork, Thursday :
greek_world_review_guide_.pdf
Download File
Homework Due Monday, : Read pages 280-281 in your social studies textbook and complete page 31 in your Greek World Notebook.
Classwork, Friday :
greek_world_review_guide_.docx
Download File
Homework Due Tuesday, : Study for your Test!
Classwork, Monday :
Homework Due Wednesday, : None.
Classwork, Tuesday :
Classwork, day, :
Homework Due Monday, : None.
Classwork, Friday, :
Homework Due Wednesday, , : Read pages 263-265 in your social studies textbook and complete pages 7-10 in your Greek Notebook.
Classwork, Tuesday, ,:
- We will start reading chapter nine: section one in our textbooks.
- We will learn about main ideas and supporting details.
- A main idea comes in the beginning of a section of writing and the details support the main idea.
- A main idea is like the top of a desk and the supporting details are like the legs of a desk.
- We will read each heading in section one of chapter nine.
- We will discuss what we think the main idea, supporting details, and summary is of the heading that we just read.
- We will write down our answers in our Greek notebooks.
Homework Due Thursday: None.
Classwork, Wednesday:
- We will be reading pages 266-268 as a class.
- We will complete pages 11-14 in our Greek Notebooks. We will write down the main idea, supporting details, and summary of the headings that we read on pages 266-268.
Homework Due Friday,: Read pages 269-271 in your social studies textbook. You will complete pages 15-18 in your Greek World Notebook.
Classwork, Thursday, :
- We will be continuing taking notes by finding the main idea and supporting details in section two of chapter nine.
- We will be completing pages 11-15 in our Greek World notebook.
- Students will finish the remaining pages that we did not finish in class. Most likely pages 15-18.
Homework Due Tuesday, : None.
Classwork, Friday :
- As a class we will go over pages 15-18 in the students Greek World Notebooks. Students will make sure that they have the correct main idea, supporting details, and summary for the sections.
- We will be given an poster project (see attached document).
- Each group of about four will be given a heading from section two, chapter nine.
- The options are "Boys and Men in Sparta" on pages 266-267, "Girls and Women in Sparta" on pages 267-268, "Boys and Men in Athens" on pages 268-69, and "Girls and Women in Athens" on pages 270-271.
- The students will write seven facts about the section they are given. The facts should be in bullet form and complete sentences.
- The students will draw pictures on the poster that depict the lifestyle of the section they were given.
- Students will present one of their facts they found most interesting at the end of class and complete an exit slip.
- Students will present all of their poster on Tuesday during class.
Athens and Sparta Society Project
spartan_or_athens_lifestyle_poster.docx
Download File
spartan_or_athens_lifestyle_poster.pdf
Download File
Athens and Sparta Exit Slip
section_two_chapter_nine_exit_slip.docx
Download File
section_two_chapter_nine_exit_slip.pdf
Download File
Homework Due Tuesday, : If you were there on page 266.
Classwork, Friday :
- Students will work on their Athens and Sparta project for about fifteen to twenty minutes.
- Students will present their projects to the class.
- The students who choose to do the If you where there extra credit assignment will read their assignments to the class.
Homework Due Wednesday, : None.
Classwork, Tuesday :
- Students will continue working on their Athens and Sparta group projects.
- Students will present their projects at the end of class.
- The students who completed the extra credit assignment of If you where there will read which city in Greece they picked to live in and why.
Homework Due Thursday, : Read pages 274-276 in your Social Studies textbooks. Complete pages 23-25 in your Greek World notebook. Write down the main idea, supporting details, and the summary.
Classwork, Wednesday :
- As a class students will read pages 272-274. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 19-22.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
Homework Due Friday, : None.
Classwork, Thursday :
- As a class we will go over the answers to pages 23-25 in your Greek World Notebook.
- As a class students will read pages 276-277. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 27-29.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
- Students will receive the study guide for the Greek World Test.
- Test on Tuesday, . Please Study!
greek_world_review_guide_.pdf
Download File
Homework Due Monday, : Read pages 280-281 in your social studies textbook and complete page 31 in your Greek World Notebook.
Classwork, Friday :
- As a class students will read pages 277-280. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The page is 30.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
greek_world_review_guide_.docx
Download File
Homework Due Tuesday, : Study for your Test!
Classwork, Monday :
- As a class we will go over page 31 in your Greek World Notebooks.
- We will then read the rest of chapter nine in your social studies textbook.
- We will complete the reaming pages in your Greek World Notebook.
- Students can then ask any questions they might have about the test
Homework Due Wednesday, : None.
Classwork, Tuesday :
- Students will complete a test for chapter nine.
- Students will be finding the main idea/central idea, supporting details, and summary for passages.
- If students finish early they can work on any homework that they might have.
Homework due:
Classwork, :
Classwork, :
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice: