Today in Social Studies

The Week in Social Studies

Daily: cnnstudentnews.com + geography review

Week of: 2-11

MILLER	Monday	Tuesday	Wednesday	Thursday	Friday
Standard	G7.1SS.C6.PO4	G7.1SS.C6.PO4	G7.1SS.C6.PO2 ELA 7.RH.02	G7.1SS.C6.PO4	G7.1SS.C6.PO4 ELA 7.RH.02
Student-Friendly Objective	I can analyze the impact of the Civil War in America by examining its effects on the personal, social and economic aspects of American life.	I can analyze the impact of the Civil War in America by examining its effects on the personal, social and economic aspects of American life.	I can determine the central idea of a source and provide an accurate summary of the information provided. I can analyze the strategies and resources of the Union and Confederacy during the Civil War.	I can analyze the impact of the Civil War in America by examining its effects on the personal, social and economic aspects of American life	I can determine the central idea of a source and provide an accurate summary of the information provided. I can analyze the impact of the Civil War in America by examining its effects on the personal, social and economic aspects of American life
Essential Questions	What was the impact on the personal, social, and economic aspects of American life caused by Americans fighting Americans?	What was the impact on the personal, social, and economic aspects of American life caused by Americans fighting Americans?	What were the advantages and disadvantages of the North and South during the Civil War?	What was the long term effect for America from the widespread destruction of property caused by the war? How did the government and other organizations try to assist freedmen?	What was the long term effect for America from the widespread destruction of property caused by the war? How did the government and other organizations try to assist freedmen?
Mindset	CNN Student News	CNN Student News	Football team analogy. Who has the advantage.	CNN Student News	CNN Student News
Active Participation Modeling Guided Practice Collaboration Independent Practice	Civil War Vocabulary activity. + America the Story of Us: Civil War part I study guide.	Research and Vocabulary: a. Americans fighting Americans b. High casualties caused by disease and the type of warfare c. Widespread destruction of American property d. Change in status of freed slaves e. Value of railroads in industry (Create a reference page)	Students read the article “Who has the Advantage?” and then fill out the chart on the back. Short answer response: “Who had the advantage and why? Justify your answer with text evidence.”	Analyze Charts & Graphs. Freedmen vs. Enslaved. A chronology.	Civil War: R.A.C.E. writing. “Battle of Gettysburg”
Assessment/ Comprehension Check	Turn in Civil War study guide	Randomly selected students explain their terms and definitions in their own words.	Randomly selected students share their responses to the class. Turn in completed papers.	Randomly selected groups describe their findings to the class.	Turn in R.A.C.E. paragraphs and grade using rubric.

MONDAY

Mindset: CNN Student News

Standard(s): G7.4SS.C5.PO3

Lesson Objective: I can describe how humans change and adapt to their environment

How/Steps: Human Environment Interaction Keynote Presentation: PowerPoint presentation to introduce the concept of the environment as well as human-environment interaction

Assessment/Closure: Exit Cards (online)

Differentiation: All students are given extended time to complete the activity/presentation. Advanced learners who finish early will be given a choice of enrichment activities from the Beyond Textbooks wiki.

TUESDAY

Mindset: CNN Student News

Standard(s): G7.4SS.C5.PO3 ]

Lesson Objective: I can describe how humans change and adapt to their environment

How/Steps: CLOSE READING (Geography vocabulary & concepts)

Assessment/Closure: Exit Cards (online)

WEDNESDAY

Mindset: CNN Student News

Standard(s): G7.4SS.C5.PO3

Lesson Objective: I can describe how humans change and adapt to their environment

How/Steps: Case Studies (RAFT): A series of case studies analyze how humans have changed and/or adapted to the environment in regards to building dams, creating parks, and using nuclear energy. Two case studies address each issue, giving students the ability to compare and contrast effects using a T-chart and sharing knowledge from their readings.

Assessment/Closure: Exit Cards (online)

THURSDAY

Mindset: CNN Student News

Standard(s): G7.4SS.C5.PO3

Lesson Objective: I can describe how humans change and adapt to their environment

How/Steps: Human/Environmental Interaction Review Game

Review game for geographic knowledge

Assessment/Closure: Exit Cards (online)

Friday

Standard(s): G7.4SS.C5.PO3

Lesson Objective: I can describe how humans change and adapt to their environment

How/Steps: Human/Environmental Interaction Review Game

Review game for geographic knowledge

Assessment/Closure: Exit Cards (online)

Week of: 7-30

	Monday	Tuesday	Wednesday	Thursday	Friday
Standard	G7.4SS.C2.PO1	G7.4SS.C2.PO1	G7.4SS.C2.PO1	G7.4SS.C2.PO1	G7.4SS.C2.PO1 Attached: https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0
Student-Friendly Objective	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.
Essential Questions	What are the Five Themes of Geography?	Why is geographic vocabulary essential?	Why is geographic vocabulary essential?	What are human and physical characteristics? What is the relationship between the physical and human characteristics of a place?	What is the relationship between the physical and human characteristics of a place? https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0
Mindset	CNN Student News	CNN Student News	CNN Student News	CNN Student News	CNN Student News
Anticipatory Set	Five Themes presentation: https://www.beyondtextbooks.org/@api/deki/files/48326/PDF_themes_of_geography_.pdf?origin=mt-web	Geographic Dictionary Intro w/ visual examples.	Geographic Dictionary cont..	Geography Slideshow “Countries”	Jeopardy review 5 themes of geography (location) https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0
Active Participation Modeling Guided Practice Collaboration Independent Practice	On Google Drive, students create an original slide which features one of the five themes of Geography.	On a Google document, student will create a vocabulary list of geographic terms.	Continue work on geographic dictionary by adding a minimum of 10 new words to existing list. .	Countries/Continents of the World Keynote Students view and read the PowerPoint on Countries and Continents.	Location formative. 5 questions. 3 M.C. + Short answer response https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0
Assessment/ Comprehension Check	Students will share their slides to the class.	Students will share their geography terms w/ definitions to the class.	Students will share their geography terms w/ definitions to the class.	5 question quiz “5 Themes of Geography”	Location Formative https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0
Closure	Whole-Class Review 5 themes.	Whole-Class summary of why geographic vocabulary is important. To be continued...	Exit tickets through Drive. “Why is vocabulary important to understanding geography?”	Review quiz	Review Formative https://docs.google.com/spreadsheets/d/1pKESEzwdDGLkWrydUxPWA_LVuXsUXLeQU_jh7ZooVSE/edit#gid=0

Week of: 7-24

MILLER	Monday	Tuesday	Wednesday	Thursday	Friday
Standard	Classroom Procedures	Team-Building	UW.G7.4SS.C2.PO1 Describe the human and physical characteristics of places and regions.	UW.G7.4SS.C2.PO1 Describe the human and physical characteristics of places and regions.	UW.G7.4SS.C2.PO1 Describe the human and physical characteristics of places and regions
Student-Friendly Objective	Classroom Procedures	Team-Building	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.	I can describe the human and physical features, places, and regions.
Essential Questions	What are the expectations for Mr. Miller’s classroom?	Who are your classmates? What are their interests?	What are human characteristics? How are they unique to specific places and regions?	What are human characteristics? How are they unique to specific places and regions?	What are human characteristics? How are they unique to specific places and regions?
Mindset	CNN Student News	CNN Student News	CNN Student News	CNN Student News	CNN Student News
Active Participation Modeling Guided Practice Collaboration Independent Practice	On a piece of paper, name and explain the two expectations for all people in Mr. Miller’s classroom.	Activity: Getting to know you (None, some, all)	Five themes of Geography Keynote Students view and read the PowerPoint on the 5 themes of Geography.	Countries/Continents of the World Keynote Students view and read the PowerPoint on Countries and Continents.	Countries/Continents of the World Keynote II (Natural Features)
Assessment/ Comprehension Check	Students will share their expectations to the class.	Teacher will share anonymous responses to the class as they guess students from clues.	Whole class discussion/Review of 5 themes.	Jeopardy review of geography concepts	5 question quiz “5 Themes of Geography”

Monday

Tuesday

Wednesday

Thursday

Standard

7.RH.01

G7-8.1SS.C8.PO2

7.RH.01

G7-8.1SS.C8.PO2

7.RH.01

G7-8.1SS.C8.PO2

7.RH.01

G7-8.1SS.C8.PO2

Student-Friendly Objective

I can use evidence from the text to support my understanding of primary and secondary sources.

I can analyze the impact of natural and man made crises of the Great Depression.

I can use evidence from the text to support my understanding of primary and secondary sources.

I can analyze the impact of natural and man made crises of the Great Depression.

I can use evidence from the text to support my understanding of primary and secondary sources.

I can analyze the impact of natural and man made crises of the Great Depression.

I can use evidence from the text to support my understanding of primary and secondary sources.

I can analyze the impact of natural and man made crises of the Great Depression.

Essential Questions

What is a primary/secondary source?

What were some natural and manmade factors that contributed to the Great Depression?

What is a primary/secondary source?

What were some natural and manmade factors that contributed to the Great Depression?

What is a primary/secondary source?

What were some natural and manmade factors that contributed to the Great Depression? How did these factors have an impact on the lives of Americans?

What is textual evidence in primary and secondary sources?

What were some natural and manmade factors that contributed to the Great Depression? How did these factors have an impact on the lives of Americans?

Mindset

CNN Student News

Active Participation

Modeling

Guided Practice

Collaboration

Independent Practice

Students research/define “Primary & Secondary Sources”.

Teacher shows examples. Students research own examples on internet.

Students research/define Great Depression vocabulary.

Great Depression, natural crises, manmade crises, unemployment, food lines, the Dust Bowl, western migration of Midwest farmers

PowerPoint ‘Primary/Secondary Sources”:

http://www.slideshare.net/bigboaratm/primary-vs-secondary-sources-33341775?qid=bb87efb3-c54d-4098-9658-e8b269eea338&v=default&b=&from_search=2

Students summarize critical information from presentation. 7 & 8

Primary/Secondary Sources Activity

Students, with a partner, analyze a list of sources, and sort them into two categories: https://www.beyondtextbooks.org/%40api/deki/files/48568/Primary_vs._Secondary_sources.pdf?origin=mt-web

America, the Story of Us: Great Depression/Dust Bowl w/ study guide.

Students read the Declaration of Independence. In partners, students discuss what different parts of the text mean, or imply. Students write examples on an e-document. + Declaration Word Wall: https://www.beyondtextbooks.org/%40api/deki/files/48571/Word_Wall_for_the_Declaration_of_Independence.pdf?origin=mt-web

Great Depression/Dust Bowl w/ study guide. Part II

Assessment/

Comprehension Check

Students share examples of primary/secondary sources.

Submit completed vocabulary list

Student summaries sent to jmiller@goaj.org

8th

Dust Bowl presentation summary

Students share their findings as a class. Students create T-chart on board.

Study Guide Review ‘The Hat’

Students share their examples with the class & teacher.

Submit completed study guides

Primary & Secondary sources PowerPoint

http://www.slideshare.net/bigboaratm/primary-vs-secondary-sources-33341775?qid=bb87efb3-c54d-4098-9658-e8b269eea338&v=default&b=&from_search=2

Primary/Secondary activity:

https://www.beyondtextbooks.org/%40api/deki/files/48568/Primary_vs._Secondary_sources.pdf?origin=mt-web

Declaration of Independence Word Wall:

https://www.beyondtextbooks.org/%40api/deki/files/48571/Word_Wall_for_the_Declaration_of_Independence.pdf?origin=mt-web

Cactus Canyon Junior High School

Miller, Jason

Today in Social Studies