Objectives: -- Describe the contributions of ancient Rome Activities: -- Go over plans for the week -- Finish reading about Caesar Augustus if not completed last week -- Create a chart comparing Julius Caesar and Caesar Augustus (at least 4 bullets under each; use textbook pages 444-447 for ideas) -- Take notes on ancient Rome's contributions; view images Independent Learning: -- None Notes/Handouts/Material covered in class: -- Pax Romana: Roman Peace-- 200 years of peace and stability in the Roman Empire
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Objectives:
-- Describe the impact and life of Julius Caesar and Caesar Augustus Activities: -- Read textbook pages 444 - 446 on the life and death of Julius Caesar; also the story on page 428 -- View related images and historical chart on powerpoint -- Note the accomplishments of Caesar Augustus (p. 446- 447) -- Create chart comparing Julius Caesar and Caesar Augustus (4 bullets on each side) -- Take notes on Pax Romana (see below) Independent Learning: -- Weekly Weekend Work -- Check VUE -- Do any missing work -- Clean-out/organize backpack -- Restock supplies Notes/Handouts/Material covered in class: -- "Julius" Caesar (male), not "Julia" Caesar (female), although Julius had two sisters whose first names were Julia -- Caesar's Palace named from the caesars of ancient Rome (20 foot statue of Julius Caesar near entrance; decorated in Hollywood productions of the Roman period) -- Little Caesar's Pizza: What the wife of the man who started the pizza stores called him (her "little Caesar"). Pizza was a snack brought back from Italy from World War II soldiers. -- Caesar Salad: Nothing whatsoever to do with Rome! (Name of the chef - Italian immigrant Caesar Cardini - in Mexico who invented the salad) -- Pax Romana (Roman Peace): 200 years of peace and stability in the Roman Empire Objectives: -- Explain the factors that lead Rome from a republic to an empire Activities: -- Read textbook pages 440 - 444 -- View notes/images on the Punic Wars (secondary source interpretations of the elephants of war!) -- Write a summarizing paragraph on the Punic Wars Independent Learning: -- None Notes/Handouts/Material covered in class:
Objectives:
-- Demonstrate knowledge of types of governments and the importance of citizen involvement in the democratic process Activities: -- Take quiz Independent Learning: -- None Notes/Handouts/Material covered in class: -- None Objectives: -- Describe types of governments -- Explain benefits of citizen participation in the democratic process -- Describe how to do current events correctly Activities: -- Review types of governments -- Review notes from yesterday on citizen participation in the democratic process -- Take a practice quiz on types of governments; go over -- Receive graded current events -- Go over expectations and how to follow directions on current events assignments Independent Learning: -- Study for quiz on types of governments and citizen participation in the democratic process tomorrow Notes/Handouts/Material covered in class: -- Answers to practice quiz below: A (monarchy), C (republic), F (democracy), D (anarchy), G (theocracy)
Objectives: -- Explain the benefits of citizen participation in the democratic process for both citizens and for governments Activities: -- Review work from Friday. -- Complete blue sheet if not completed on Friday. -- Review types of governments. -- With partner, brainstorm ways for citizens to participate in the democratic process (in other words, what are ways that citizens can have a say in, or influence, their government). -- Take notes on ways for citizens to participate in the democratic process. -- With partner, brainstorm the benefits of participating in the democratic process for citizens and for governments that allow their citizens to participate. -- Take notes on the benefits of participating in the democratic process for citizens and for governments that allow their citizens to participate. Independent Learning: -- Start studying for quiz on Wednesday on the types of governments and the importance of citizen involvement in the democratic process. Notes/Handouts/Material covered in class:
Objectives: -- Describe similarities between the Roman Republic's system of government and the US system of government Activities: -- Review learning from yesterday -- Fill out guided notesheet comparing Roman gov't to US gov't -- Fill out US gov't organizational chart Independent Learning: -- Weekly Weekend Work -- Check StudentVUE -- Do any missing work -- Clean-out/organize backpack -- Restock supplies Notes/Handouts/Material covered in class:
Objectives: -- Describe the early history of Rome Activities: -- View p. A16 (physical map) and make inferences about how geography might have impacted Rome's development. -- View p. 427 to contrast the size of the Roman Republic and the Roman Empire. -- Read p. 431-432 about the legend of Romulus and Remus. View images of the famous statue of the she-wolf and the twins. -- Take notes on Rome's early development (see below) Independent Learning: -- None Notes/Handouts/Material covered in class: -- The story of Romulus and Remus (Google it)
Objectives:
-- Describe your experience of time management now and use of Ownership of Learning Skills Activities: -- Turn in Athens/Sparta chart and Pericles/Peloponnesian War/Alexander the Great index card(s) if you haven't turned them in already. -- Go to Google Classroom -- Take Time Management Survey -- Take Ownership of Learning Skills Survey -- Do any missing Social Studies work -- Do work from another class or read Independent Learning: -- None Notes/Handouts/Material covered in class: -- None (except surveys in Google Classroom) Objectives: -- Describe the history and significant elements of Judaism Activities: -- Turn in Greece contributions assignment (yellow sheet) -- Went over sub report -- Viewed Judaism powerpoint; added to notes as necessary Independent Learning: -- Final call for Athens/Sparta chart and at least one index card on the powerpoint pdfs viewed on April 12 website posting. Both officially due tomorrow. Notes/Handouts/Material covered in class:
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AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
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