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Here are the Fulton County TAG Standards we are working on now:
- Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products that will be shared with real audiences.
- Gifted students will develop advanced research methods and independent study skills, which allow for the in-depth learning of self-selected topics within the area of study.
- Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within an area of study in order to generate original ideas and products.
- Gifted students will develop and practice higher order and critical thinking skills in an area of study.
Here are the Georgia State Standards indicating what we are learning now:
GPS:
SS7CG2 The student will explain the structures of the modern governments of Africa.
a. Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.
SS7CG3 The student will analyze how politics in Africa impacts standard of living.
a. Compare how various factors, including gender, affect access to education in Kenya and Sudan.
b. Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa.
ANNOUNCEMENTS:
You have an Economics TEST on Monday March 28th.
Use these Full color Maps of Africa below to help you during this unit!
Full Color - Africa Political Map
Full Color - Africa Physical Map
Full Color - Africa Climate Zone Map
Lessons from Week 31 of School
Monday March 28, 2011 - Friday April 1, 2011
Monday March 28:
Target: No target…TEST DAY!!!
1. Target: NONE
2. Log HW: NONE!
2. Log HW: NONE!
3. Answer any last minutes questions before the test.
4. Assessment: Unit Test Economics
4. Assessment: Unit Test Economics
5. Read a novel
Tuesday March 29:
SEE THE NEW STUDENT ASIA PAGE!!!
Wednesday March 30:
SEE THE NEW STUDENT ASIA PAGE!!!
Thursday March 31:
SEE THE NEW STUDENT ASIA PAGE!!!
Friday April 1:
SEE THE NEW STUDENT ASIA PAGE!!!
Lessons from Week 30 of School
Monday March 21, 2011 - Friday March 25, 2011
Monday March 21:
Target: What are the three factors of production? Which ones did you identify in your photograph activity? (SS Notebook p. 46)
1. Target
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS! Your TEST will be on Monday March 28.
3. Assessment: Economics QUIZ
4. Trade and Grade Economics Quiz (Will glue on SS Notebook p. 44)
5. Vocabulary: Copy Economics Vocabulary on SS Notebook pp. 45 (if time).
4. Trade and Grade Economics Quiz (Will glue on SS Notebook p. 44)
5. Vocabulary: Copy Economics Vocabulary on SS Notebook pp. 45 (if time).
Target: Describe with an example what an opportunity cost is. (SS Notebook p. 46)
1. Target: Opportunity Cost.
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
1. Target: Opportunity Cost.
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
3. Preread: Textbook pp. 53-59 (Headings, subheadings, pictures, captions, charts, etc.)
4. Read: Textbook pp. 53 - 59
5. Complete: Chapter 3 Section 2 Know-It Notes (Glue to SS Notebook p. 47).
6. Chapter 3 Section 2 Main Idea Activity Worksheet (Glue to SS Notebook p. 48).
4. Read: Textbook pp. 53 - 59
5. Complete: Chapter 3 Section 2 Know-It Notes (Glue to SS Notebook p. 47).
6. Chapter 3 Section 2 Main Idea Activity Worksheet (Glue to SS Notebook p. 48).
Wednesday March 23:
Target: Examine the photograph on textbook p. 57. Why may having a one crop economy cause problems for a country? (SS Notebook p. 46)
1. Target: One-Crop Economy
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS! 3. Chapter 10 Map Activity: Complete West African Economies Map Activity and Glue to SS Notebook p. 49.
4. Discuss answers to West African Economies Map Activity (SS Notebook p. 49).
5. (Chapter 13 Critical Thinking Activity) Critical Thinking Activity: Complete Ending Apartheid: The Economic Impact worksheet Glue to SS Notebook p. 50.
6. Discuss answers to Critical Thinking Activity (SS Notebook p. 50).
7. When Economic Quizzes are handed back, they will be glued to SS Notebook p. 44.
5. (Chapter 13 Critical Thinking Activity) Critical Thinking Activity: Complete Ending Apartheid: The Economic Impact worksheet Glue to SS Notebook p. 50.
6. Discuss answers to Critical Thinking Activity (SS Notebook p. 50).
7. When Economic Quizzes are handed back, they will be glued to SS Notebook p. 44.
Thursday March 24:
Target: Read textbook p. 232-233 about Nigeria’s Economy and answer the following question. What is Nigeria’s most important natural resource? Why? (SS Notebook p. 46)
1. Target: Nigeria’s Economy
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
3. Economies of Africa and Asia: Complete the Fill-in-the-blank notes (Glue to SS Notebook p. 51) while watching the Power Point Presentation.
Friday March 25:
Target: Read textbook p. 232-233 about Nigeria’s Economy and answer the following question. What are the four main causes of poverty in Nigeria today? (SS Notebook p. 46)
1. Target: Poverty in Nigeria
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS! Your TEST is on Monday!
2. Log HW in Agenda: Play Fling the Teacher until you get through it perfectly. Study for the upcoming economics TEST by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS! Your TEST is on Monday!
3. Review: In class Economics Test Help Session, Power Point Presentation Review.
4. Cut and Paste Notes. “Why is what we want scarce” – 4 slides glue to SS Notebook p. 52. “How do we satisfy Economic Wants” – 5 slides glue to SS Notebook p. 53. “What do we Give up when we Make a Choice” – 4 slides glue to SS Notebook p. 54. “How can we measure what we gain and lose when making choices” – 1 slide glue to SS Notebook p. 55.
Lessons from Week 29 of School
Monday March 14, 2011 - Friday March 18, 2011
Monday March 14:
You will need access to the Student Chapter on Economics linked here for the economics unit. Each day of the Economics lesson, you will be reading certain pages out of this chapter.
Target: Economic Decision Making Activity
(Answer: Answers vary but will be used in activities later in the week. SS Notebook p. 34)
1. Target: Economic Decision Making – have students share responses.
2. Log HW: 1.) Finish Classwork. 2.) Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. 3.) Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
(Answer: Answers vary but will be used in activities later in the week. SS Notebook p. 34)
1. Target: Economic Decision Making – have students share responses.
2. Log HW: 1.) Finish Classwork. 2.) Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. 3.) Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
3. HOUSEKEEPING: Update your Table of Contents and Title your pages: "Economics in Africa/Asia...pp. 34 - ?"
4. REMINDERS: WHEN YOU ARE ABSENT, GO TO THIS WEBSITE AND WORK THROUGH THE LESSON(S) YOU MISSED PLEASE.
5. Explain the connection between the target activity and the upcoming unit. Tell the students they have just experienced the problem of scarcity which is having limited resources – such as time and money – to do and have everything they want. Scarcity, which they confront everyday, requires them to make decisions like those they just made. In this unit, you will explore how scarcity requires individuals, businesses, and governments to make economic decisions that involve tradeoffs.
6. Pass out Economics Chapter for the students to read pages 13 – 16 (See the link to this complete chapter above in the announcements area to read these pages).
7. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: wants, goods, services, scarcity, shortage. Click on the link to see examples of Pictowords. (Pictowords go on SS Notebook p. 36)
5. Explain the connection between the target activity and the upcoming unit. Tell the students they have just experienced the problem of scarcity which is having limited resources – such as time and money – to do and have everything they want. Scarcity, which they confront everyday, requires them to make decisions like those they just made. In this unit, you will explore how scarcity requires individuals, businesses, and governments to make economic decisions that involve tradeoffs.
6. Pass out Economics Chapter for the students to read pages 13 – 16 (See the link to this complete chapter above in the announcements area to read these pages).
7. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: wants, goods, services, scarcity, shortage. Click on the link to see examples of Pictowords. (Pictowords go on SS Notebook p. 36)
8. Reading Notes: After reading pp. 13-16, complete Reading Notes 2.1-2.2 (Glue to SS Notebook p. 37).
Tuesday March 15:
Target: Using your notes on SS Notebook pp. 21-22, the ones we took yesterday, Discuss the difference between scarcity and shortage. (SS Notebook p. 35)
1. Target: Shortage vs. Scarcity
2. Log HW: Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
3. Review: Shortage vs. Scarcity
4. Pass out Economics Chapter for the students to read pages 16 – 20 (See the link to this complete chapter above in the announcements area to read these pages).
5. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: land resources, labor resources, human capital, capital resources, entrepreneurship (SS Notebook p. 38)
6. Reading Notes Section 2.3 complete in class with reading. (Glue SS Notebook p. 39).
7. Summary: What are some of the factors of production that go into making a pencil?
2. Log HW: Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
3. Review: Shortage vs. Scarcity
4. Pass out Economics Chapter for the students to read pages 16 – 20 (See the link to this complete chapter above in the announcements area to read these pages).
5. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: land resources, labor resources, human capital, capital resources, entrepreneurship (SS Notebook p. 38)
6. Reading Notes Section 2.3 complete in class with reading. (Glue SS Notebook p. 39).
7. Summary: What are some of the factors of production that go into making a pencil?
8. Answer Key for Reading Notes Section 2.3
Wednesday March 16:
Target: Using your notes from SS Notebook pp. 23-24, the notes we took yesterday, What are capital resources? (SS Notebook p. 35)
1. Target: Capital vs. Money
2. Log HW: Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
2. Log HW: Bring a photograph of yourself that also includes examples of goods, services, and factors of production, tape it to your notebook for Thursday. Review economics notes and activities from today’s lesson to prepare for the economics QUIZ on Friday.
Ok, Ms. Beard messed up when I was absent and gave you all kinds of incorrect page numbers for your assignments. I have fixed them now. Today, we discussed:
That a pictoword is a picture showing the meaning of the word and incorporating the word into the picture. MANY, many examples were shown in class of pictowords.
Then, we discussed fixing our notebooks.
p. 34 - Economic Decision Making Activity Sheet
p. 35 - Targets for the rest of the week (have not yet done)
p. 36 - Pictowords 2.1-2.2 (wants, goods, services, scarcity, shortage)
p. 37 - Notes 2.1-2.2
p. 38 - Pictowords 2.3 (land resources, labor resources, human capital, capital, entrepreneurship
p. 39 - Notes 2.3
p. 40 - Pictowords 2.4 (utility, opportunity cost, diminishing marginal utility) - will do these tomorrow
p. 41 - Notes 2.4
p. 42 - Photograph Activity Directions
p. 43 - Photograph
We took time in class to complete this today and will push lessons back by 1 day to allow more time for completion and understanding.
Thursday March 17:
Target: Describe the difference between tradeoffs and opportunity cost. (SS Notebook p. 35)
1. Target: Tradeoffs vs. opportunity cost
2. Log HW: Review economics notes and activities from today’s lesson to prepare for the economics QUIZ Monday. If you have been absent, CATCH UP! Check notes to answer keys on website.
2. Log HW: Review economics notes and activities from today’s lesson to prepare for the economics QUIZ Monday. If you have been absent, CATCH UP! Check notes to answer keys on website.
3. Pass out Economics Chapter for the students to read pages 20 – 23 (See the link to this complete chapter above in the announcements area to read these pages).
4. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: utility, opportunity cost, diminishing marginal utility (SS Notebook p. 40).
5. Reading Notes Section 2.4complete in class with reading. (Glue SS Notebook p. 41).
6. Summary: Describe an example of a time in your life when you encountered diminishing marginal utility.
4. Reading Notes: A pictoword is a symbolic representation of a word that shows its meaning. Write definition and create a pictoword for each of the following terms: utility, opportunity cost, diminishing marginal utility (SS Notebook p. 40).
5. Reading Notes Section 2.4complete in class with reading. (Glue SS Notebook p. 41).
6. Summary: Describe an example of a time in your life when you encountered diminishing marginal utility.
7. Answer Key for Reading Notes Section 2.4
Friday March 18:
Target: Describe one time in your life when you experienced a shortage. Name 2 resources that are scarce and explain why they are scarce. (SS Notebook p. 35)
1. Target: Shortage and Scarcity
2. Log HW: Economics QUIZ on Monday! Play Fling the Teacher until you get through it perfectly. Study for the economics TEST coming up by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
1. Target: Shortage and Scarcity
2. Log HW: Economics QUIZ on Monday! Play Fling the Teacher until you get through it perfectly. Study for the economics TEST coming up by reviewing all Economics notes in SS Notebook. Please Bring GLUE STICKS!
3. Complete Photograph Activity Directions and glue the worksheet to SS Notebook p. 42.
4. Personal Photograph activity: Glue personal photo to SS Notebook p. 43.
4. Personal Photograph activity: Glue personal photo to SS Notebook p. 43.
Lessons from Week 28 of School
Monday March 7, 2011 - Friday March 11, 2011
Monday March 7:
Target: What might be some causes of famine in Africa? (Hint: How many people live in Africa?) SS Notebook p. 23
Answer: Many people are subsistence farmers, so when something goes wrong with their crops or animals, they don't eat. Examples might be: drought, floods, soil depletion or overgrazing, civil war, or ethnic violence, disease outbreaks from AIDS or unclean water.
View FAMINE IN AFRICA Power Point Presentation
1. Target
2. Log HW: Review Targets and Notes from this week for Government QUIZ on Friday.
2. Log HW: None
3. Continue the Mystery Lesson from last week. (Glue to SS Notebook p. 22).
4. Summary: Have the groups discuss their reactions.
5. Whole Group: Discuss reactions from each group as a whole group.
4. Summary: Have the groups discuss their reactions.
5. Whole Group: Discuss reactions from each group as a whole group.
Tuesday March 8:
Target: In South Africa’s government, power is divided between Central and regional authorities. This is an example of which government type?
A. Unitary
B. Confederation
C. Federal
D. Parliamentary
(Answer: C. Federal. SS Notebook p. 23)
1. Target
2. Log HW: Complete the Governments of Africa Chart from class and study Targets and Government Notes for Government Quiz on Friday
A. Unitary
B. Confederation
C. Federal
D. Parliamentary
(Answer: C. Federal. SS Notebook p. 23)
1. Target
2. Log HW: Complete the Governments of Africa Chart from class and study Targets and Government Notes for Government Quiz on Friday
3. Collaborative Learning Activity: Partner Notes A and Partner Notes B. You and a partner read paragraph notes to each other. When your partner reads, you fill in your missing information and when you read, your partner completes their missing information. After you finish, both you and your partner will have a complete set of notes on Politics and Standard of Living in Africa. (Glue to SS Notebook p. 25)
4. Note Taking Activity: Using the provided information about the Governments of Sudan, Kenya, and South Africa, complete the Graphic Organizer chart (Glue SS Notebook p. 26)
4. Note Taking Activity: Using the provided information about the Governments of Sudan, Kenya, and South Africa, complete the Graphic Organizer chart (Glue SS Notebook p. 26)
5. Review: Governments of Africa Chart Answer Key
Wednesday March 9:
Target: In which system of government does the legislature elect the executive leader of the government?
A. democratic
B. communist
C. parliamentary
D. totalitarian
(Answer: C – Parliamentary. SS Notebook p. 23)
1. Target
2. Log HW: Study Targets and Government Notes for Government Quiz on Friday
3. Kinesthetic Note-Taking Activity: Cut and Paste Notes. (You will need to get this sheet from Ms. Beard in class to cut up.)
4. Unitary Notes, cut and paste on SS Notebook p. 27
5. Federal Notes, cut and paste on SS Notebook p. 28
6. Confederate Notes, cut and paste on SS Notebook p. 29
7. Class Discussion: Review the ways governments distribute power as a class again (Power Point Presentation).
A. democratic
B. communist
C. parliamentary
D. totalitarian
(Answer: C – Parliamentary. SS Notebook p. 23)
1. Target
2. Log HW: Study Targets and Government Notes for Government Quiz on Friday
3. Kinesthetic Note-Taking Activity: Cut and Paste Notes. (You will need to get this sheet from Ms. Beard in class to cut up.)
4. Unitary Notes, cut and paste on SS Notebook p. 27
5. Federal Notes, cut and paste on SS Notebook p. 28
6. Confederate Notes, cut and paste on SS Notebook p. 29
7. Class Discussion: Review the ways governments distribute power as a class again (Power Point Presentation).
8. Review: Government Power Point –Determining Citizen Participation
9. Review: Government Power Point – Parliamentary and Presidential
10. Kinesthetic Note Taking: (You will have to get these cut and paste notes from Ms. Beard in class) Cut & Paste Notes Autocratic Notes SS Notebook p. 30, Oligarchic Notes SS Notebook p. 31, and Democratic Notes SS Notebook p. 32.
9. Review: Government Power Point – Parliamentary and Presidential
10. Kinesthetic Note Taking: (You will have to get these cut and paste notes from Ms. Beard in class) Cut & Paste Notes Autocratic Notes SS Notebook p. 30, Oligarchic Notes SS Notebook p. 31, and Democratic Notes SS Notebook p. 32.
Thursday March 10:
Target: In most democratic countries, the government is divided into three branches: executive, legislative, and judicial. In Canada, the legislative branch is the
A. Parliament
B. prime minister
C. Supreme Court
D. governor general
(Answer: A – Parliament, SS Notebook p. 23)
1. Target
A. Parliament
B. prime minister
C. Supreme Court
D. governor general
(Answer: A – Parliament, SS Notebook p. 23)
1. Target
2. Log HW: Study Targets and Government Notes for Government Quiz tomorrow.
3. Housekeeping: Finish cut and paste notes from yesterday. Update Titles and Table of Contents:
Governments of Africa.....pp. 22-32
Governments of Asia.......p. 33
4. Note Taking: Copy "Governments of Asia" Chart on SS Notebook p. 33. Complete it during the Presentation.
5. Review Notebook pp. 17-33 for Quiz tomorrow.
Friday March 11:
Target: Which statement about Great Britain's parliamentary system of government today is true?
A. Members of both houses of Parliament are elected for life.
B. The queen decides which laws Parliament will debate.
C. Members of Parliament do not belong to political parties.
D. The prime minister is not directly chosen by voters.
(Answer: D – The Prime Minister is not directly chosen by voters. SS Notebook p. 23).
1. Target:
2. Log HW: None, enjoy your weekend!
3. Review Government: Review the differences between a parliamentary democracy and a presidential democracy. Discuss that Kenya has a unicameral legislature called the National Assembly. Discuss that South Africa has a bicameral legislature: National Assembly and National Council of Provinces. Discuss what insecticide is. Discuss what corrupt government official means.
4. Assessment: Take Government Quiz
5. Trade and Grade: Government Quiz
A. Members of both houses of Parliament are elected for life.
B. The queen decides which laws Parliament will debate.
C. Members of Parliament do not belong to political parties.
D. The prime minister is not directly chosen by voters.
(Answer: D – The Prime Minister is not directly chosen by voters. SS Notebook p. 23).
1. Target:
2. Log HW: None, enjoy your weekend!
3. Review Government: Review the differences between a parliamentary democracy and a presidential democracy. Discuss that Kenya has a unicameral legislature called the National Assembly. Discuss that South Africa has a bicameral legislature: National Assembly and National Council of Provinces. Discuss what insecticide is. Discuss what corrupt government official means.
4. Assessment: Take Government Quiz
5. Trade and Grade: Government Quiz
6. Watch CNN Student News episode for today.
Lessons from Week 27 of School
Monday February 28, 2011 - Friday March 4, 2011
Monday February 28:
Target: No Target today, continue with Apartheid Presentations
1. Target
2. Log HW: Complete Notebook housekeeping below if we do not have time in class
2. Log HW: Complete Notebook housekeeping below if we do not have time in class
3. Today, we finished the rest of the Apartheid Power Point Presentations.
4. Housekeeping:
Glue Investigative Journals to SS Notebook p. 16 and title this page "History of South Africa"
Title: "African Nations Gain Independence" ends on SS Notebook p. 15
Title "History of South Africa".....p. 16
Title "Educating Girls in Africa"...pp. 17, 18, 19
Remember to update your Table of Contents page as well.
African Nations Gain Independence....pp. 11 - 15
History of South Africa......................p. 16
Educating Girls in Africa....................pp. 17 - ?
5. If we still have time in class today, we will watch the CNN Student News for today and discuss what is happening in the Middle East right now.
Tuesday March 1:
1. Target: Describe 5 DIFFERENT ways education positively impacts YOUR life. (Answers will vary from student to student) (SS Notebook p. 17)
2. Log HW: Complete your illustration from class on SS Notebook p. 19.
3. Read: "Enrolling Girls in School" and Underline or highlight"
a.) The name of the Country
b.) The 2 items parents receive
c.) What parents have to do to receive these items
4. Answer questions 1-3 on the back of the reading and glue it to SS Notebook p. 18
5. Illustrate the 4 items you underlined in the reading and color them. You should have at least 4 pictures. The illustrations should be drawn and colored on SS Notebook p. 19.
6. Watch: Victoria's Chance Video about the importance of educating girls in Africa. We will then answer questions about the video which will be glued to SS Notebook p. 20. This is an in-class video and question sheet. Ask Ms. Beard to make this up if you are absent.
Wednesday March 2:
1. Target: Should access to education be based on your gender? Why or why not? (Answer: Answers will vary. Discuss various student answers and lead discussion to the unfair treatment of girls with regard to access to education, or lack thereof, in Kenya and Sudan. SS Notebook p. 17)
2. Log HW:
3. Read “Educating Girls” article and highlight every benefit you come across for educating girls (Glue to SS Notebook p. 21)
4. Check SS Notebook p. 19 for illustration homework from last night.
5. View: “The Girl Effect” Videos on Ms. Beard’s Website, Cool SS Links page. Discuss what it means and how it correlates to the readings we read in today's reading.
6. View: “The African Library Project” DVD and discuss RTMS involvement.
Thursday March 3:
1. Target: Describe “The Girl Effect” Theory and how it benefits both boys and girls in Africa. (Answer: The Girl Effect Theory is a theory that states that if you invest in a girl (one year of secondary schooling and/or a microloan) it would increase the world economy by 25% if all 600 million girls in the developing world are included.) (SS Notebook p. 17)
2. Log HW: None
3. Collaborative Learning Activity: Have students work together through the Mystery Lesson
1. Share the Mystery. Distribute “Culturally Exceptional Summer” to students. After reading about Alex’s trip, students will work individually to develop a list of tentative hypotheses (see the second page on the link above).
2. Knowing how upset the village people are, Alex’s teacher has called the Center for Disease Center for Global Health Agency to solve the mystery of why all the village people are dying. The CDC has sent a Public Health Study Team to the Shona village in Zimbabwe. The class will be divided into Public Health Study Teams. Each team will develop a team hypothesis for the cause of the deaths in the village mystery.
3. Present the Clues.
a. Distribute the clues for Meeting 1. Students will create a list of statistical facts regarding the HIV and AIDS crisis around the world over the last 15 years and defend the facts they select as important by analyzing the impact on Zimbabwe.
b. Distribute the clue for Meeting 2. Students will watch the video clip (this is too large to upload) and record the clues provided.
c. Distribute the clues for Meeting 3. Students will compare Africa’s major health issues and record the clues provided.
d. Distribute the clues for Meeting 4. Students will read the article and analyze the map and record the clues provided.
e. Distribute the clues for Meeting 5. Students will read the article and analyze the map and record the clues provided.
4. Each team will categorize its clues and determine cause and effect relationships.
5. Based upon patterns/data found within the clues, each team will refine its hypothesis and propose a solution to the mystery.
6. Each Public Health Study Team will create a picture or flow chart to share its solution with the Shona Village people. Each student will act as Alex and write letter to Uncle Lineback explaining the mystery and describing the plan for how to keep people from dying in Zimbabwe.
7. Class Discussion: How can government stability impact distribution of resources meant to help fight disease and famine? How does the type of government determine the chance of a country experiencing famine? What is the impact of education on the spread of HIV/AIDS in Africa? How might a country give themselves the best chance of stopping the spread of AIDS and famine?
Friday March 4:
1. Target: (SS Notebook p. 17)
2. Log HW: None
3. Continue the Mystery Lesson from yesterday. (Glue to SS Notebook p. 22). If you were absent yesterday or today, you will have to make this lesson up when you come back to school. Ms. Beard has the packet you need to complete this lesson.
4. Summary: Have the groups discuss their reactions.
5. Whole Group: Discuss reactions from each group as a whole group.
4. Summary: Have the groups discuss their reactions.
5. Whole Group: Discuss reactions from each group as a whole group.
Lessons from Week 26 of School
Monday February 21, 2011 - Friday February 25, 2011
Monday February 21:
TEACHER WORK DAY!
Students, enjoy your day off.
Tuesday February 22:
Target: No Target: WebQuest Day #6
1. Target
2. Log HW: Complete Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Continue working on the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Complete Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Continue working on the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Wednesday February 23:
Target: No Target: WebQuest Day #7
1. Target
2. Log HW: Complete Power Point Presentation, we will begin presentations tomorrow. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Continue working on the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Complete Power Point Presentation, we will begin presentations tomorrow. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Continue working on the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Thursday February 24:
APARTHEID WEBQUEST POWER POINT PRESENTATIONS TODAY!!!
Friday February 25:
APARTHEID WEBQUEST POWER POINT PRESENTATIONS TODAY!!!
Lessons from Week 25 of School
Monday February 14, 2011 - Friday February 18, 2011 Monday February 14:
1. Target: No Target, WebQuest Day #1.
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation
3. WebQuest Activity: Continue the Apartheid WebQuest in the Computer Lab (D-120, next door). The kids are to save everything to their FLASHDRIVES please. They will not be turning in anything on paper. This is an all electronic project. They need to complete their work in the following order:
a. Investigative Journal (research completion). This document is on my website and they can save it to their flashdrives and type directly in it. They need to answer all of the questions and include all of this information into their Power Point presentations ultimately.
b. Story Board completion. This is like an outline for their Power Point presentation. Just basic info. What information will slide #1 include and so on. The students may use as many story boards as they need for their entire presentation. The story board only has space for 15 slides or so, the students may need to use 2 or 3 story board pages in order to include all of their info. I would rather see less info. Per slide and more slides rather than slides so jammed packed full of info that they are hard to read.
c. LAST and only after completing the other items, the students may begin working on their Power Point presentations.
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation
3. WebQuest Activity: Continue the Apartheid WebQuest in the Computer Lab (D-120, next door). The kids are to save everything to their FLASHDRIVES please. They will not be turning in anything on paper. This is an all electronic project. They need to complete their work in the following order:
a. Investigative Journal (research completion). This document is on my website and they can save it to their flashdrives and type directly in it. They need to answer all of the questions and include all of this information into their Power Point presentations ultimately.
b. Story Board completion. This is like an outline for their Power Point presentation. Just basic info. What information will slide #1 include and so on. The students may use as many story boards as they need for their entire presentation. The story board only has space for 15 slides or so, the students may need to use 2 or 3 story board pages in order to include all of their info. I would rather see less info. Per slide and more slides rather than slides so jammed packed full of info that they are hard to read.
c. LAST and only after completing the other items, the students may begin working on their Power Point presentations.
Tuesday February 15:
Target: No Target: WebQuest Day #2
1. Target
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation. Investigative Journal is due tomorrow and the story board is due by the end of class on Thursday. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation. Investigative Journal is due tomorrow and the story board is due by the end of class on Thursday. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Wednesday February 16:
Target: No Target: WebQuest Day #3
1. Target
2. Log HW: Check the Investigative Journal ANSWER KEY. Your story board is due by the end of class tomorrow. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Check the Investigative Journal ANSWER KEY. Your story board is due by the end of class tomorrow. (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Thursday February 17:
Target: No Target: WebQuest Day #4
1. Target
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Target: No Target: WebQuest Day #5
1. Target
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
2. Log HW: Work on the Investigative Journal and the Power Point Story Board for the Power Point Presentation (Click on "WebQuest" Tab Above)
3. WebQuest Activity: Begin the Apartheid WebQuest in the Computer Lab. (Click on WebQuest Tab above).
Lessons from Week 24 of School
Monday February 7, 2011 - Friday February 11, 2011
Monday February 7:
Target: Read textbook p. 193 again. What do you think the phrase “civilized warfare” means? (SS Notebook p. 8)
1. Target
2. Log HW: Finish Cartoon
3. View: African Imperialism Cartoons and discuss what they symbolize.
4. Visual – Spatial Activity: Using the notes you took last week on SS Notebook p. 5, 6, and 7 Imagine you are either a European government official in favor of imperialism OR an African resisting European imperialism. Create an editorial cartoon expressing the viewpoint of your side on SS Notebook p. 9.
2. Log HW: Finish Cartoon
3. View: African Imperialism Cartoons and discuss what they symbolize.
4. Visual – Spatial Activity: Using the notes you took last week on SS Notebook p. 5, 6, and 7 Imagine you are either a European government official in favor of imperialism OR an African resisting European imperialism. Create an editorial cartoon expressing the viewpoint of your side on SS Notebook p. 9.
Tuesday February 8:
Target: Look at the photograph of the French colony in Africa at the rubber plantation on p. 194 in your textbook and then answer this question. Why did the French want to control this region of Africa? (SS Notebook p. 8)
1. Target
2. Log HW: Finish Illustrate Vocabulary Flipbook we started in class today.
3. Housekeeping: New SS Notebook Title starting on p. 11 is: “African Nations Gain Independence” Glue Imperialism Quiz to p. 10
4. Define: boycott, apartheid, Nelson Mandela, Wole Soyinka (Nationalist Movement power point, top half of SS Notebook p. 11)
5. Visual & Spatial Activity – View illustrated vocabulary words
6. Visual Notes – Create an illustrated vocabulary flipbook (Glue to the bottom half of SS Notebook p. 11)
7. Preread and Read Ch. 8/Sect. 4 pp. 194 – 197, if time
1. Target
2. Log HW: Finish Illustrate Vocabulary Flipbook we started in class today.
3. Housekeeping: New SS Notebook Title starting on p. 11 is: “African Nations Gain Independence” Glue Imperialism Quiz to p. 10
4. Define: boycott, apartheid, Nelson Mandela, Wole Soyinka (Nationalist Movement power point, top half of SS Notebook p. 11)
5. Visual & Spatial Activity – View illustrated vocabulary words
6. Visual Notes – Create an illustrated vocabulary flipbook (Glue to the bottom half of SS Notebook p. 11)
7. Preread and Read Ch. 8/Sect. 4 pp. 194 – 197, if time
Target: Look at the photograph in your textbook on p. 195. How are these women celebrating their independence from colonial rule? (Answer: singing, marching in a parade.) (SS Notebook p. 8).
1. Target
2. Log HW: Note-Taking Activity: Complete Ch. 8 Sect. 4 Know-It Notes, using textbook pp. 194 – 197 (Glue SS Notebook p. 13) AND Note-Taking Activity: Complete Ch. 8 Sect. 4 Main Idea Activity, using textbook pp. 194 – 197 (Glue SS Notebook p. 14).
3. Preread: Chapter 8 Section 4 pp. 194 – 197. (Look at headings, subheadings, photographs, flags, and the mask)
4. Copy “Independent Africa” Graphic Organizer from Power Point Presentation. (SS Notebook p. 12)
5. Collaborative Group Activity: Work in pairs to read section and complete graphic organizer.
6. Class Discussion: Discuss complete Graphic Organizer.
2. Log HW: Note-Taking Activity: Complete Ch. 8 Sect. 4 Know-It Notes, using textbook pp. 194 – 197 (Glue SS Notebook p. 13) AND Note-Taking Activity: Complete Ch. 8 Sect. 4 Main Idea Activity, using textbook pp. 194 – 197 (Glue SS Notebook p. 14).
3. Preread: Chapter 8 Section 4 pp. 194 – 197. (Look at headings, subheadings, photographs, flags, and the mask)
4. Copy “Independent Africa” Graphic Organizer from Power Point Presentation. (SS Notebook p. 12)
5. Collaborative Group Activity: Work in pairs to read section and complete graphic organizer.
6. Class Discussion: Discuss complete Graphic Organizer.
Thursday February 10:
Check Back! This Lesson is not fully up to date.
Target: Using the photograph of Nelson Mandela on p. 196, answer the following question. What do you think the phrase “heal the wounds of the past” means?
(Answer: To concentrate on building the future instead of punishing people for past actions. SS Notebook p. 8).
(Answer: To concentrate on building the future instead of punishing people for past actions. SS Notebook p. 8).
1. Target
2. Log HW: Flashdrive, WebQuest exploration
3. View: A Brief History of Africa Power Point Presentation
2. Log HW: Flashdrive, WebQuest exploration
3. View: A Brief History of Africa Power Point Presentation
4. Note Taking Activity – Take notes on history of Africa in Graphic Organizer (SS Notebook p. 15)
5. Define: Nationalism and Pan Africanism (SS Notebook p. 11)
6. Extension Activity: Name that Patriotic Tune
7. Ticket out the Door: Explain how Nationalism lead to independence or how the Pan African Movement impacted independence.
5. Define: Nationalism and Pan Africanism (SS Notebook p. 11)
6. Extension Activity: Name that Patriotic Tune
7. Ticket out the Door: Explain how Nationalism lead to independence or how the Pan African Movement impacted independence.
Friday February 11:
Lessons from Week 23 of School
Monday January 31, 2011 - Friday February 4, 2011 Monday January 31:
Target: None. TEST DAY!
1. Target
2. Log HW: Number pages in your new SS Notebook.
3. Assessment: Take Africa Geography and Culture TEST.
4. New Interactive SS Notebook time! Get a new notebook and begin numbering all the pages.
2. Log HW: Number pages in your new SS Notebook.
3. Assessment: Take Africa Geography and Culture TEST.
4. New Interactive SS Notebook time! Get a new notebook and begin numbering all the pages.
Tuesday February 1:
Target: Read p. 191 in your textbook and then answer this question. Why did Europeans draw political boundaries in Africa? (SS Notebook p. 3)
1. Target
2. Log HW: None
3. Housekeeping: New SS Notebook Title starting on p. 3 is: European partitioning of Africa
4. View: History Channel Video - Ship of Slaves: The Middle Passage. This is an in class video only.
1. Target
2. Log HW: None
3. Housekeeping: New SS Notebook Title starting on p. 3 is: European partitioning of Africa
4. View: History Channel Video - Ship of Slaves: The Middle Passage. This is an in class video only.
Wednesday February 2:
Target: Look at the cartoon in your textbook on p. 190. What does it mean? How do you think Europeans of the late 1800’s reacted to this drawing? (SS Notebook p. 3)
1. Target
2. Log HW: Review Imperialism notes for Quiz on Friday
3. Define: imperialism, nationalism, Samory Toure (Power Point Presentation, Imperialism in Africa) (SS Notebook p. 4)
4. Preread: Chapter 8 Section 3 pp. 190 – 193. (Look at headings, subheadings, map, and pictures)
5. Copy “Imperialism in Africa” Graphic Organizer from Power Point Presentation. (SS Notebook p. 5)
6. Collaborative Group Activity: Work in pairs to read section and complete graphic organizer.
7. Class Discussion: Discuss completed Graphic Organizer and discuss whether or not industrialization had made imperialism practically inevitable and how the abuses of imperialism could have been avoided.
1. Target
2. Log HW: Review Imperialism notes for Quiz on Friday
3. Define: imperialism, nationalism, Samory Toure (Power Point Presentation, Imperialism in Africa) (SS Notebook p. 4)
4. Preread: Chapter 8 Section 3 pp. 190 – 193. (Look at headings, subheadings, map, and pictures)
5. Copy “Imperialism in Africa” Graphic Organizer from Power Point Presentation. (SS Notebook p. 5)
6. Collaborative Group Activity: Work in pairs to read section and complete graphic organizer.
7. Class Discussion: Discuss completed Graphic Organizer and discuss whether or not industrialization had made imperialism practically inevitable and how the abuses of imperialism could have been avoided.
Thursday February 3:
Target: Examine the picture of Samory Toure on p. 192. What emotion is Toure expressing in this portrait? Why do you think he feels this way? (SS Notebook p. 3)
1. Target
2. Log HW: Study Imperialism Notes for Quiz
3. Imperialism Note-Taking Activities: Complete Ch. 8 Sect. 3 Know-it Notes (Glue to SS Notebook p. 6) and Complete Ch. 8 Sect. 3 Main Idea Notes (Glue to SS Notebook p. 7).
4. Discuss Answers to Imperialism Notes Know-It Notes Answers and Main Idea Notes Answers.
5. Independent Study Time.
1. Target
2. Log HW: Study Imperialism Notes for Quiz
3. Imperialism Note-Taking Activities: Complete Ch. 8 Sect. 3 Know-it Notes (Glue to SS Notebook p. 6) and Complete Ch. 8 Sect. 3 Main Idea Notes (Glue to SS Notebook p. 7).
4. Discuss Answers to Imperialism Notes Know-It Notes Answers and Main Idea Notes Answers.
5. Independent Study Time.
Friday February 4:
Target: Using the map of Africa on p. 191, answer the following question. Which African nations were not European colonies? (SS Notebook p. 3)
1. Target
2. Log HW: None.
1. Target
2. Log HW: None.
3. QUIZ – Imperialism of Africa (10 fill-in-the-blank questions)…
4. Enrichment: African Folktales.
Lessons from Week 22 of School
Monday January 24, 2011 - Friday January 28, 2011
Monday January 24:
We did not finish last Friday's lesson so here is where we began:
1. Pull out your DECIDE packet and your "Why There" sheet from last Thursday's lesson. Put your name on it and staple the packet together and turn it in.
2. Log HW in your agenda: Study for your test and complete the Synthesis Activity.
3. Museum walk to revisit the posters from Friday to remind us of the 3 types of metaphors.
4. Personal Analogy: Students will compare themselves to fertile land next to a desert. Individually record the answers to the following questions:
• Where do you live?
• How do you feel when you are overgrazed?
• How do you feel when you erode?
• How do you feel when you are thirsty?
Students will write a paragraph, poem, or song in the first person about their life as fertile land next to a desert.
5. Compressed Conflict: Candidates will brainstorm antonyms of desertification in order to create compressed conflict phrases.
Tuesday January 25:
We did both of these lessons in 1 day. Wow!
Target: Think of an environmental issue facing the community of Johns Creek. Describe your environmental issue. Make a plan demonstrating how “one person can make a difference”. Share plans as a class. (Answer: recycling, drought conditions, polluting vehicles, polluting companies and businesses, fluorescent light bulbs, etc…). Discuss students’ plans for one person making a difference. (SS Notebook p. 106)
1. Target:
2. Log HW: Study for your test on Monday. Everything on this website page could be on the test.
1. Target:
2. Log HW: Study for your test on Monday. Everything on this website page could be on the test.
3. Define: vocabulary word deforestation (SS Notebook p. 107)
4. Read: Textbook pp. 288-289 Focus on Environment: Deforestation.
5. Class Discussion: How can a person be an effective agent for change in their community? Create a list of how interaction between environment and society was both harmful and beneficial to Kenya (SS Notebook p. 108). (Harmful: people cleared the forests to obtain firewood, causing soil erosion; Beneficial: People planted trees to restore the soil and water supply.
6. Critical Thinking Activity: Create illustrations of harmful and beneficial effects of deforestation (Instructions are in the "Class Discussion" power point above. (SS Notebook p. 109)
4. Read: Textbook pp. 288-289 Focus on Environment: Deforestation.
5. Class Discussion: How can a person be an effective agent for change in their community? Create a list of how interaction between environment and society was both harmful and beneficial to Kenya (SS Notebook p. 108). (Harmful: people cleared the forests to obtain firewood, causing soil erosion; Beneficial: People planted trees to restore the soil and water supply.
6. Critical Thinking Activity: Create illustrations of harmful and beneficial effects of deforestation (Instructions are in the "Class Discussion" power point above. (SS Notebook p. 109)
Target: Solve this riddle:
It lies all around us.
We don’t give it a thought,
It puts food on the table.
What it gives can’t be bought.
(This target goes in your SS Notebook on page 106)
(Answer: The riddle refers to soil. Today, you will learn more about the importance of soil. – Chapter 2 Section 4, Textbook pp. 38-39.)
1. Target:
2. Log HW: Study for your test on Monday by working on your STUDY GUIDE. Everything on this website page could be on the test.
3. Continue Critical Thinking Activity from yesterday: (See "Class Discussion" Power Point above for instructions. Using the list of how interaction between environment and society was both harmful and beneficial to Kenya in (SS Notebook p. 109).
It lies all around us.
We don’t give it a thought,
It puts food on the table.
What it gives can’t be bought.
(This target goes in your SS Notebook on page 106)
(Answer: The riddle refers to soil. Today, you will learn more about the importance of soil. – Chapter 2 Section 4, Textbook pp. 38-39.)
1. Target:
2. Log HW: Study for your test on Monday by working on your STUDY GUIDE. Everything on this website page could be on the test.
3. Continue Critical Thinking Activity from yesterday: (See "Class Discussion" Power Point above for instructions. Using the list of how interaction between environment and society was both harmful and beneficial to Kenya in (SS Notebook p. 109).
4. Define: Vocabulary Words (SS Notebook p. 110) Textbook pp. 21 & 38-39 Ch. 2 Sects. 1 & 4.
5. Graphic Organizer Activity: Have students copy graphic organizer from Soil and Forests power point in Interactive Notebook p. 111
6. Read: Textbook pp. 38-39 and complete graphic organizer in SS Notebook p. 111.
7. Summarize: Ticket out the door – How is poor soil related to deforestation?
5. Graphic Organizer Activity: Have students copy graphic organizer from Soil and Forests power point in Interactive Notebook p. 111
6. Read: Textbook pp. 38-39 and complete graphic organizer in SS Notebook p. 111.
7. Summarize: Ticket out the door – How is poor soil related to deforestation?
Wednesday January 26:
Target: Why do so many Egyptians live along the Nile and in the Nile Delta? (This target goes in your SS Notebook on page 106)
Textbook pp. 212 – 214. (Answer: For access to water for irrigation and travel)
1. Target:
2. Log HW: CSI Map due tomorrow. Study for your test on Monday. Everything on this website page could be on the test.
3. Review: go over Soil and Forests notes answers from yesterday’s Power Point (See Above).
4. Cultures of Africa Activity: Power Point, define vocabulary word during this lesson on p. 112 of your social studies notebook. Define the following words: culture, cultural diffusion, urbanization, migrate, Swahili.
5. Graphic Organizer Activity: Copy Graphic Organizer about the cultural groups in the different regions of Africa on the last slide of the power point presentation. Do this in SS Notebook p. 113.
6. Summary: Name one of the many cultures in Africa.
Textbook pp. 212 – 214. (Answer: For access to water for irrigation and travel)
1. Target:
2. Log HW: CSI Map due tomorrow. Study for your test on Monday. Everything on this website page could be on the test.
3. Review: go over Soil and Forests notes answers from yesterday’s Power Point (See Above).
4. Cultures of Africa Activity: Power Point, define vocabulary word during this lesson on p. 112 of your social studies notebook. Define the following words: culture, cultural diffusion, urbanization, migrate, Swahili.
5. Graphic Organizer Activity: Copy Graphic Organizer about the cultural groups in the different regions of Africa on the last slide of the power point presentation. Do this in SS Notebook p. 113.
6. Summary: Name one of the many cultures in Africa.
Thursday January 27:
Target: What is culture? (This target goes in your SS Notebook on page 106)
(Answer: A learned system of shared beliefs and ways of doing things that guide a person’s daily behavior. This includes things like: food, clothing, homes, jobs, language, religion, etc. –Textbook p. 47.)
1. Target
2. Log HW: Read and sign tournament rules sheet. Check answer keys from today's work below. Study for your test on Monday. Everything on this website page could be on the test.
3. Collaborative Group Activity: Complete the Africa Religions and Culture worksheet about Ashanti, Bantu, and Swahili (Glue SS Notebook p. 114).
4. Whole Group Discussion: Discuss answers as a group.
5. Summarize: Ticket out the door – How does the geography of Africa contribute to its culture?
(Answer: A learned system of shared beliefs and ways of doing things that guide a person’s daily behavior. This includes things like: food, clothing, homes, jobs, language, religion, etc. –Textbook p. 47.)
1. Target
2. Log HW: Read and sign tournament rules sheet. Check answer keys from today's work below. Study for your test on Monday. Everything on this website page could be on the test.
3. Collaborative Group Activity: Complete the Africa Religions and Culture worksheet about Ashanti, Bantu, and Swahili (Glue SS Notebook p. 114).
4. Whole Group Discussion: Discuss answers as a group.
5. Summarize: Ticket out the door – How does the geography of Africa contribute to its culture?
Check Culture and Religions Chart with the answer key (Glue in SS Notebook pp. 114). Also reviewed answer key page 1.
Friday January 28:
Africa Test Review - Tournament Day!
1. Sit with team and put on team names.
2. Log HW: Study for your test on Monday. Everything on this website page could be on the test. This TEST IS ON MONDAY!!!
3. Review for Test:
a. Introduction to Africa (This is the one with all the pictures)
b. Climate Zones of West Africa (SS Notebook p. 96)
c. Africa’s Environmental Issues (SS Notebook p. 102)
d. Drought Power Point (Remember Shrinking Lake Chad?)
e. Cultures of Africa (Power point we watched Wednesday)
f. Soil and Forests (SS Notebook pp. 110-111)
4. Tournament Play :)
2. Log HW: Study for your test on Monday. Everything on this website page could be on the test. This TEST IS ON MONDAY!!!
3. Review for Test:
a. Introduction to Africa (This is the one with all the pictures)
b. Climate Zones of West Africa (SS Notebook p. 96)
c. Africa’s Environmental Issues (SS Notebook p. 102)
d. Drought Power Point (Remember Shrinking Lake Chad?)
e. Cultures of Africa (Power point we watched Wednesday)
f. Soil and Forests (SS Notebook pp. 110-111)
4. Tournament Play :)
Lessons from Week 21 of School
Monday January 17, 2011 - Friday January 21, 2011
Monday January 17:
MLK Holiday, No School!
Tuesday January 18:
Target: What could you do to survive if all your community’s sources of water – wells, lakes, rivers, aquifers, pipelines – were polluted and unsafe for drinking? (This target goes in your SS Notebook on page 101)
(Answer: Answers will vary…Point out that this is happening in Africa. Today, you will learn more about the causes and results of water pollution in Africa.)
1. Target
2. Log HW: Complete Research on Assigned Water Pollution Issue and Visual Aid.
3. Make-up Work: Check for missing climate Flipbooks. Hand out Desertification Worksheets to absent people before Winter Break.
4. Housekeeping: Glue Desertification Map to SS Notebook p. 98
(Answer: Answers will vary…Point out that this is happening in Africa. Today, you will learn more about the causes and results of water pollution in Africa.)
1. Target
2. Log HW: Complete Research on Assigned Water Pollution Issue and Visual Aid.
3. Make-up Work: Check for missing climate Flipbooks. Hand out Desertification Worksheets to absent people before Winter Break.
4. Housekeeping: Glue Desertification Map to SS Notebook p. 98
5. Musical Activity: Water and Sanitation Issues Introduction. Listen to the “Poo Song” from the Cool Links Page. Then discuss that only 47% of sub-Saharan Africans have access to safe drinking water. However, unlike in other regions around the world, industry is not the primary cause of water pollution in Africa. Rather natural phenomena like snails, worms, insect larvae, and other parasites are to blame for Africa’s poor water quality.
6. Computer Lab Activity: Number students off 1-6. Assign each number a water pollution issue: Guinea Worm Disease, Intestinal Worms, Malaria, Schistosomiasis, Trachoma, and Typhoid. Have each student research the cause and effect of their water pollution issue and discover how access to clean water could lessen the problem.
7. Visual Aid: Each student will create a visual aid addressing either the cause, effect, or explaining how access to clean water will lessen their assigned problem.
6. Computer Lab Activity: Number students off 1-6. Assign each number a water pollution issue: Guinea Worm Disease, Intestinal Worms, Malaria, Schistosomiasis, Trachoma, and Typhoid. Have each student research the cause and effect of their water pollution issue and discover how access to clean water could lessen the problem.
7. Visual Aid: Each student will create a visual aid addressing either the cause, effect, or explaining how access to clean water will lessen their assigned problem.
Possible Websites to help you with the above assignment:
Wednesday January 19:
Target: What is the primary cause of water pollution in Africa? Industrial pollution or natural phenomena? (Answer: Natural Phenomena such as snails, worms, insect larvae, and other parasites are to blame for Africa’s poor water quality. SS Notebook p. 101)
1. Target
2. Log HW: None!
3. Collaborative Learning Activity: Have all students with the same water pollution issue assigned yesterday meet in a group and combine information and visual aids. Have each group give a short presentation on each water pollution issue naming the cause, effect, and discussion on how access to clean water would help to lessen the problem. Visual Aids should be used in a meaningful way during the group presentation.
2. Log HW: None!
3. Collaborative Learning Activity: Have all students with the same water pollution issue assigned yesterday meet in a group and combine information and visual aids. Have each group give a short presentation on each water pollution issue naming the cause, effect, and discussion on how access to clean water would help to lessen the problem. Visual Aids should be used in a meaningful way during the group presentation.
4. Video Clip: Africa in Transitions, Part 4. This is an in class video only.
5. Summary Activity: What do you notice that all water pollution issues have in common? Discuss that lack of access to clean drinking water leads to diarrhea illness and could lead to death. Access to clean drinking water would mitigate these problems in Africa.
5. Summary Activity: What do you notice that all water pollution issues have in common? Discuss that lack of access to clean drinking water leads to diarrhea illness and could lead to death. Access to clean drinking water would mitigate these problems in Africa.
Thursday January 20:
Target: Define: Africa Environmental Issues Vocabulary Words (SS Notebook p. 102). Define: Vocabulary Words Textbook p. 229 Ch. 10 Sect. 3 (SS Notebook p. 102). Define: Vocabulary Words (SS Notebook p. 104) The Countries of East Africa power point slide. Textbook p. 245 Ch. 11 Sect. 3.
1. Target:
2. Log HW: Test Date will be Monday January 31, 2011.
1. Target:
2. Log HW: Test Date will be Monday January 31, 2011.
3. Graduated Difficulty Lesson: First, we will review basic MAP SKILLS.
You will now be given an opportunity to practice what you have learned. Because everyone learns at a different pace, I will leave it up to you to decide which map problem set is most appropriate for you. To help you make the best choice let’s consider a few questions by working through the first few questions on the DECIDE sheet. Then, select Worksheet A, B, or C to complete.
4. Summarizing Activity: Why There?
Friday January 21:
Target: Carousel Brainstorming Activity. Students will inspect the question posed at each station, develop/record all ideas, and rotate to expand ideas at another station. Review the three types of metaphorical expressions experienced by the students: direct analogies, personal analogies, and compressed conflicts. Explain that today in social studies we are going to learn a new concept using these three types of metaphors.
HOMEWORK: Complete the "Why There" sheet from yesterday's lesson.
Metaphorical Expression Lesson:
2. Desertification Reading: Students will work individually to read a description of desertification and complete the content organizer. Each student will pair up with another to compare their answers and verify their understanding of the concept of desertification.
3. Hemophilia Reading and Hemophilia Family Tree: Students will then work individually to read a description of Hemophilia. "Direct Analogy": Students will identify the similarities and differences between desertification and hemophilia. In groups of 4 record how they are alike and different using the direct analogy organizer.
4. Personal Analogy: Students will compare themselves to fertile land next to a desert. Individually record the answers to the following questions:
• Where do you live?
• How do you feel when you are overgrazed?
• How do you feel when you erode?
• How do you feel when you are thirsty?
Students will write a paragraph, poem, or song in the first person about their life as fertile land next to a desert.
5. Compressed Conflict: Candidates will brainstorm antonyms of desertification in order to create compressed conflict phrases.
4. Personal Analogy: Students will compare themselves to fertile land next to a desert. Individually record the answers to the following questions:
• Where do you live?
• How do you feel when you are overgrazed?
• How do you feel when you erode?
• How do you feel when you are thirsty?
Students will write a paragraph, poem, or song in the first person about their life as fertile land next to a desert.
5. Compressed Conflict: Candidates will brainstorm antonyms of desertification in order to create compressed conflict phrases.
6. Synthesis Activity: Students will generate another direct analogy by completing the following sentence: Desertification is like ________. Give at least 5 reasons why desertification is like the item in your sentence.
Lessons from Week 20 of School
Monday January 10, 2011 - Friday January 14, 2011
Monday January 10:
Unexpected Snow Day! No School!
Tuesday January 11:
Unexpected Snow Day! No School!
Wednesday January 12:
Unexpected Snow Day! No School!
Thursday January 13:
Unexpected Snow Day! No School!
Friday January 14:
Unexpected Snow Day! No School!
Lessons from Week 19 of School
Monday January 3, 2011 - Friday January 7, 2011
Monday January 3:
NO SCHOOL! - Winter Break 12/23/10 - 01/03/11
Tuesday January 4:
NO SCHOOL! - Teacher Work Day
Wednesday January 5:
Target: None.
1. Target
2. Log HW: None
2. Log HW: None
3. In - Class Geography Bee
Thursday January 6:
Target: None.
1. Target
2. Log HW: None
2. Log HW: None
3. In - Class Geography Bee
Friday January 7:
Target: African Rock Art Power Point has target question and answer. (This target goes in your SS Notebook on page 99)
Textbook pp. 210 – 211.
1. Target: African Rock Art Power Point.
2. Log HW: None
Textbook pp. 210 – 211.
1. Target: African Rock Art Power Point.
2. Log HW: None
3. Collaborative Learning Activity: Could you Survive the Sahara? Textbook pp. 210 – 211.
4. Pair students up and have them solve the riddles to find the way to Garama according to Textbook pp. 210-211 (SS Notebook p. 100).
5. Collaborative Learning Activity: In pairs, have students read the “Land of Change” box on textbook p. 211. Copy and respond to the questions on SS Notebook p. 100.
6. Critical Thinking Activity: Shrinking Lake Chad Power Point Presentation.
7. Summary: explain why water is so important to the people of this region of Africa.
4. Pair students up and have them solve the riddles to find the way to Garama according to Textbook pp. 210-211 (SS Notebook p. 100).
5. Collaborative Learning Activity: In pairs, have students read the “Land of Change” box on textbook p. 211. Copy and respond to the questions on SS Notebook p. 100.
6. Critical Thinking Activity: Shrinking Lake Chad Power Point Presentation.
7. Summary: explain why water is so important to the people of this region of Africa.
Lessons from Week 18 of School
2. Log HW: None! Enjoy Winter Break :)
Monday December 20, 2010 - Friday December 24 2010 Monday December 20:
Target: The Sahara desert has been compared to an ocean and camels have been referred to as “ships of the desert”. Write about why you think such comparisons have been made.
(Answer: The Sahara is vast, as in an ocean; also, camels are a major mode of transportation in the desert, just as ships are a major mode of transportation in the ocean. SS Notebook p. SS Notebook p. 97)
(Answer: The Sahara is vast, as in an ocean; also, camels are a major mode of transportation in the desert, just as ships are a major mode of transportation in the ocean. SS Notebook p. SS Notebook p. 97)
1. Target
2. Log HW: Climate Flipbook due Wednesday!
2. Log HW: Climate Flipbook due Wednesday!
3. Graphic Organizer: Climates of West Africa. Copy Graphic Organizer notes on SS Notebook p. 96.
4. Create Climate Flipbook Activity: Fold a sheet of white paper “hot dog” style. Cut 4 flaps. Name each of your flaps as follows: Sahara, Sahel, Savanna, and Coast & Forest. Draw a picture underneath the climate title of what the vegetation is like in each climate zone. Under flap write the description from the graphic organizer for each climate zone.
4. Create Climate Flipbook Activity: Fold a sheet of white paper “hot dog” style. Cut 4 flaps. Name each of your flaps as follows: Sahara, Sahel, Savanna, and Coast & Forest. Draw a picture underneath the climate title of what the vegetation is like in each climate zone. Under flap write the description from the graphic organizer for each climate zone.
Tuesday December 21:
Target: Using Textbook p. 223 – Ch. 10, Sect. 1, Answer the following questions: What is West Africa’s most important river? Describe its two delta regions. (Answer: Niger River; inland delta – channels, swamps, and lakes; true delta – half of Nigeria’s coastline on the Gulf of Guinea. SS Notebook p. 97).
1. Target
2. Log HW: Climate Zone Flipbooks are Due tomorrow or the next time I see you after break if you won't be here this week.
2. Log HW: Climate Zone Flipbooks are Due tomorrow or the next time I see you after break if you won't be here this week.
3. Complete Desertification Map Sheets (SS Notebook p. 98)
4. Climate Flipbook Activity: Complete Climate Flipbook (This flipbook will not go in your notebook bacause they are pop-up or 3-D).
5. Enrichment Activity: View "Voices of the Forest" and on the provided index card, write down 5 thought provoking questions to spark discussion in the class about the Rain Forest and Culture of people who live there.
Wednesday December 22:
Last day of 1st Semester!
Target: Using Textbook Chapter 9 Section 1, Answer the following question: Where would you expect to find most of North Africa’s major cities? (Answer: The cities in North Africa are likely to be located near water sources – SS Notebook p. 97.)
1. Target 2. Log HW: None! Enjoy Winter Break :)
3. Put your climate flipbook on your desk and make sure your first and last name and period # are on the back.
4. Enrichment Activity: Fearless Planet: The Sahara Desert. View this video and write down 5 similarities and differences between the rain forest climate/vegetation/people/culture on the other side of the index card you were provided yesterday. This is an in-class video only. It is too large to upload to the website. Sorry!
Thursday December 23:
NO SCHOOL! - Winter Break 12/23/10 - 01/03/11
Friday December 24:
NO SCHOOL! - Winter Break 12/23/10 - 01/03/11
Lessons from Week 17 of School
Monday December 13, 2010 - Friday December 17, 2010 Monday December 13:
Target: Copy the new GPS on SS Notebook p. 89.
1. Target
2. Log HW: Study for the upcoming Map Quiz
3. Housekeeping:
New Title: "Geography of Africa" begins on p. 88
Update Table of Contents: "Geography of Africa pp. 88 - ??"
In Addition to the title "Geography of Africa" on these pages, ADD:
"Political Map of Africa" p. 90
"Physical Map of Africa" p. 91
"Climate Zones of Africa" p. 92
20 items for upcoming map quiz on Friday
4. Middle East Economies Performance Task Presentations.
Target: Africa boasts the longest river in the world. What is the name of it and what country is it in?
(Answer: The Nile River, Egypt. SS Notebook p. 94)
(Answer: The Nile River, Egypt. SS Notebook p. 94)
1. Target
2. Log HW: Review 20 items for upcoming map quiz on Friday.
Finish all three Africa maps, label, color, cut out and glue in SS notebook per directions below. Review 20 items for upcoming map quiz next week.
2. Log HW: Review 20 items for upcoming map quiz on Friday.
Finish all three Africa maps, label, color, cut out and glue in SS notebook per directions below. Review 20 items for upcoming map quiz next week.
3. Review: Go over Middle East Government and Economics Test.
4. Complete: Map Skills Visual Activity: Locate and label the countries of Africa on a political map. Color map. (Cut out and glue to SS notebook p. 90.)
5. Map Skills Visual Activity: Locate physical features of Africa and label on map. Color map. (Cut out and glue to SS notebooks on p. 91.)
6. Map Skills Visual Activity: Locate, label, and Color Climate Zones of Africa on Map. (Cut out and glue to SS Notebook p. 92).
7. Exploring Africa Activity: Political and Physical Features of Africa Puzzles (see uploaded puzzles below) (When completed, staple all pages together and glue to SS Notebook p. 93).
5. Map Skills Visual Activity: Locate physical features of Africa and label on map. Color map. (Cut out and glue to SS notebooks on p. 91.)
6. Map Skills Visual Activity: Locate, label, and Color Climate Zones of Africa on Map. (Cut out and glue to SS Notebook p. 92).
7. Exploring Africa Activity: Political and Physical Features of Africa Puzzles (see uploaded puzzles below) (When completed, staple all pages together and glue to SS Notebook p. 93).
Wednesday December 15:
Target: Using textbook Chapter 9 Section 1, answer the following question: What part of Egypt is east of the Suez Canal? (Answer: the Sinai Peninsula – SS Notebook p. 94)
1. Target
2. Log HW: Finish Africa Puzzles (crossword and fill-in-the-blank and glue to SS Notebook p. 93), study for Map Quiz on Friday.
3. Complete: Political Map of Africa (Glue SS Notebook p. 90), Physical Map of Africa (Glue SS Notebook p. 91), Climate Zone Map of Africa (Glue SS Notebook p. 92) and Puzzles (Glue SS Notebook p. 93)
2. Log HW: Finish Africa Puzzles (crossword and fill-in-the-blank and glue to SS Notebook p. 93), study for Map Quiz on Friday.
3. Complete: Political Map of Africa (Glue SS Notebook p. 90), Physical Map of Africa (Glue SS Notebook p. 91), Climate Zone Map of Africa (Glue SS Notebook p. 92) and Puzzles (Glue SS Notebook p. 93)
4. Geography Lab Activity: Working in small collaborative groups, students will visit 8 mapping stations and work through an African mapping lab. Each group member will be responsible for completing their own Africa mapping lab worksheet.
Thursday December 16:
School was cancelled today. We skipped this lesson.
Target: A geographer studies Earth’s physical environment and human habitat by identifying, analyzing, and interpreting the Earth’s physical features and its impact on humans and wildlife. What do you think a geographers most important tool would be and why?
(Answer: A geographer’s most important tool is his or her eyes because this is what a geographer uses to examine and interpret maps. SS Notebook p. 94)
1. Target
2. Log HW: Study for the map quiz tomorrow
(Answer: A geographer’s most important tool is his or her eyes because this is what a geographer uses to examine and interpret maps. SS Notebook p. 94)
1. Target
2. Log HW: Study for the map quiz tomorrow
3. Geography Lab Activity: Complete the Africa Mapping Lab from yesterday.
4. Review: Discuss the Africa Mapping Lab Answers (glue mapping lab worksheet to SS Notebook p. 95)
4. Review: Discuss the Africa Mapping Lab Answers (glue mapping lab worksheet to SS Notebook p. 95)
Friday December 17:
Target: Using Textbook Chapter 9 Section 1, answer the following question: How did the Nile affect farming in the river valley?
(Answer: It flooded and left deposits of fertile silt – SS Notebook p. 94)
1. Target
2. Log HW: None!
(Answer: It flooded and left deposits of fertile silt – SS Notebook p. 94)
1. Target
2. Log HW: None!
3. Assessment: Africa Map Quiz, trade and grade
4. Video - Desert Odyssey
Lessons from Week 16 of School
Monday December 6, 2010 - Friday December 10, 2010
Monday December 6:
Target: In terms of economics, what is a consumer?
(Answer: A consumer is a person who buys goods or services for personal use. SS Notebook p. 84)
(Answer: A consumer is a person who buys goods or services for personal use. SS Notebook p. 84)
1. Target
2. Log HW: Study for Governments and Economics Test
3. SS Notebook Check: Check pp. 71-80 If you are absent today, you need to print this off, complete it and turn it in to me when you come back to school please. Thank you!
4. Lesson Introduction: Use essential question discussion to introduce economic vocabulary and concepts
5. Note Taking Activity: Fill in the blanks during the Specialization and Trade presentation (Glue to SS Notebook p. 85)
6. Specialization and Trade Introduction: Specialization and Trade Power Point Presentation.
2. Log HW: Study for Governments and Economics Test
3. SS Notebook Check: Check pp. 71-80 If you are absent today, you need to print this off, complete it and turn it in to me when you come back to school please. Thank you!
4. Lesson Introduction: Use essential question discussion to introduce economic vocabulary and concepts
5. Note Taking Activity: Fill in the blanks during the Specialization and Trade presentation (Glue to SS Notebook p. 85)
6. Specialization and Trade Introduction: Specialization and Trade Power Point Presentation.
Tuesday December 7:
Target: Name the type of economy most countries around the world have.
(Answer: Mixed SS Notebook p. 84)
1. Target
2. Log HW: Study for Governments and Economics Test. Complete Study Guide
(Answer: Mixed SS Notebook p. 84)
1. Target
2. Log HW: Study for Governments and Economics Test. Complete Study Guide
3. Continue with Specialization and Trade Power Point Presentation we began on Wednesday November 4.
4. Review: Middle East Governments and Economics Study Guide (Glue SS Notebook p. 86).
Wednesday December 8:
For the Current Week's Lesson, use the Student Page - Africa!
Target: What is the difference between an import and an export?
(Answer: An import is a good or service brought in to a country and an export is a good or service sold to another country SS Notebook p. 86, on the study guide)
1. Target
2. Log HW: BRING HIGHLIGHTER TOMORROW!! Study the Study Guide for the test tomorrow (Glue Study Guide to SS Notebook p. 86).
3. Review: In Class Help Session, answer any questions and review any areas that require re-teaching for the test tomorrow (Notes during the help session may be taken on SS Notebook p. 87).
(Answer: An import is a good or service brought in to a country and an export is a good or service sold to another country SS Notebook p. 86, on the study guide)
1. Target
2. Log HW: BRING HIGHLIGHTER TOMORROW!! Study the Study Guide for the test tomorrow (Glue Study Guide to SS Notebook p. 86).
3. Review: In Class Help Session, answer any questions and review any areas that require re-teaching for the test tomorrow (Notes during the help session may be taken on SS Notebook p. 87).
Thursday December 9: Please Start Using the Student Page - Africa Tab
Target: No Target, Test Day!
1. Target
2. Log HW: None!
3. Assessment: Middle East Government and Economics Test
2. Log HW: None!
3. Assessment: Middle East Government and Economics Test
Friday December 10:
Target: Recall the hottest summer temperatures you have experienced. How do you change your daily routine on hot summer days? Imagine what adjustments you would have to make in North Africa, where summer temperatures commonly rise higher than 120°F. Write in complete sentences!
(Answer: Have volunteers read responses to class and discuss. Advise students they will begin learning about Africa’s physical geography today. SS Notebook p. 88)
(Answer: Have volunteers read responses to class and discuss. Advise students they will begin learning about Africa’s physical geography today. SS Notebook p. 88)
1. Target
2. Log HW: None, it's Friday!
3. Africa Virtual Field Trip: Introduction to Africa’s political and physical features through photographs and discussion.