10/30/13

US HISTORY:

Presentation today.

New vocabulary assignment for chapter 2 assigned.

1. Choose one of the six assigned KEY CONCEPT words.

2. Find the definition of the word, but summarize its meaning in your own words. Do NOT copy the definition from the textbook.

3. Draw a diagram, word map, or other graphic organizer that shows how the word relates to something you already know.

4. Write a sentence that explains how that word relates to chapter two’s theme.

5. Repeat for the remaining 5 vocabulary words.

WORLD STUDIES:

Student Talk:

What is a climate zone? How does location affect climate?

Quietly think about possible answers (30 sec).

Discuss possible answers with your group (90 sec).

Quietly read section 2.4. On a separate paper, identify the definition for climate zone. How does location affect climate? Please provide one example as your evidence. (10 min.)

Complete the handout.

 

10/29/13

US HISTORY:

One last day to prepare our posters for presentation.

WORLD STUDIES:

Completed the GeoTerm assignment (Vocabulary) and began reading section 2.3.

Q: What two types of features do physical features maps show? Please name a few examples for each as your evidence.

1. Read section 2.3 to locate the answers. (What reading strategy best helps you?)

2.Write your answers at the top of the section 2.3 handout or on the back.

3. Complete the rest of the handout.

10/28/13

US HISTORY:

Students in groups continued working on their Columbian Exchange projects. Most neared completion. (see Friday’s post)

WORLD STUDIES:

Students finished working on their GeoTerm vocab assignment. Those not finished had the assignment as homework.

Select a GEOTERM assigned to you.

1. Find the definition of the word, but explain its meaning in your own words. Do NOT copy the definition from the book or dictionary.

2. Draw a diagram, word map, or other graphic organizer that shows how the word relates to something you already know.

3. Write a sentence that explains how the word relates to the subject of maps.

10/25/13

US HISTORY:

We began our GROUP project presentation. Here is the template students will be using. They will apply what they have learned from their notes to the charts. Presentations will be Tuesday.

Presentation: Columbian Exchange

Pre Columbian Exchange

The Americas

Europe

People:

3-4 examples each

1. Hunted bison on foot, disguised in animal hide.

Disease:

1-2 examples each

Animals:

3-4 examples each

1. Domesticated pigs are a main source of meat and leather.

Plants:

3-4 examples each

Post Columbian Exchange

The Americas

Europe

People:

3-4 examples each

Disease:

1-2 examples each

1. Ravaged by syphilis, received from America.

Animals:

3-4 examples each

Plants:

3-4 examples each

1. Seeded with weeds from Europe, like dandelions.

WORLD STUDIES:

We reviewed 2.2 and turned it in. Third period began the vocabulary assignment. 8th period will begin it on Monday.

Select a GEOTERM assigned to you.

1. Find the definition of the word, but explain its meaning in your own words. Do NOT copy the definition from the book or dictionary.

2. Draw a diagram, word map, or other graphic organizer that shows how the word relates to something you already know.

3. Write a sentence that explains how the word relates to the subject of maps.

10/24/13

US HISTORY:

We completed the documentary, focusing our notes on the positive and negative aspects of the Columbian Exchange (animals, plants, people, diseases) between Europe and the Americas.

WORLD STUDIES:

We reviewed 2.1 and assigned 2.2:

Locate the answers for the following in section 2.2:

• What is a THEMATIC map?

• What kinds of thematic maps are there?

• Find one example of how a thematic map can reveal the climate or types of vegetation.

Use one of the two assigned reading strategies to help you. You may work with a group partner to answer these questions. Explain your answers in complete sentences.

10/23/13

Half-day for teacher training: “A” schedule

US HISTORY (periods 1-2, 4):

We reviewed our notes from the video, in particular, the similarities and differences when it comes to the native Americans and the Europeans and how they interacted with their environment.

Tomorrow we finish the film.

WORLD STUDIES (period 3):

We discussed the reading question (yesterday’s assignment) and turned it in. We then began the next assignment, which we will complete tomorrow.

10/22/13

US HISTORY:

We reviewed the notes taken the previous day and assessed what we knew about Europe and America prior to Columbus’s arrival in 1492. Then we resumed watching the documentary and note taking.

WORLD STUDIES:

We worked on close-reading strategies by doing the following activity:

Close-read section 2.1 for any information that will answer the following question: “How did John Snow use a map to discover how the disease cholera was spread?”

How do we do this?

To answer this, ask yourself: What clues or key words should I look for to help me find the answer?

disease, cholera, Snow, map, spread

• Which paragraphs do we find these words?

• Which sentences explain the spread of the disease?

• Which sentences show John Snow using a map?

Work together with a partner or as a group to answer this question. Explain your answer as a storyboard.

 

10/21/13

US HISTORY:

Today we began watching a documentary called “America Before Columbus”

For the students, the assignment is as follows:

The following documentary reveals the Americas before the arrival of Columbus and describes what Europe was like prior to Columbus’s departure for the new world, including the impact the Europeans had on the Americas after these explorers arrived.

You are to each take notes on the following information:

1. What were the Americas like prior to Columbus and other European explorers?

2. What was Europe like prior to the discovery of the Americas?

3. What affects did the arrival of Europeans have on the Americas?

Your group will present this information to the class in which you will DESCRIBE America and Europe prior to the European exploration, including the impact these explorers had on the Americas.

WORLD STUDIES:

We broke out our reading journals and outlined our new chapter: Chapter 2: A Spatial Way of Thinking and we assessed what we knew or didn’t know about the material.

10/18/13

US HISTORY:

We used our reading journals to outline chapter 2 and assess what we think we know or don’t know about the material. We also prepared for the video we will watch on Monday and Tuesday and take notes on.

WORLD STUDIES:

After handing back journals we took our map test, in which students used a map of downtown D.C. to determine the relative distance between two locations, which they used to write a brief letter to a friend giving them instructions on how to get from point A to point B.

Those who didn’t finish worked on it during homework lunch or took it home for homework.

10/17/13

US HISTORY:

We focused on making final revisions to our first drafts, inspecting our word choice and sentence fluency. We then handed in our FINAL DRAFTS with our first drafts.

WORLD STUDIES:

We reviewed the self-assessment test that covers chapter one. This was a participation grade of ten points if completed.