Mr.

Newton's Lesson Plans: Week 1210/28-11/1 6th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
5 Ancient Egypt and Kush 2 Life in Ancient Egypt

Tuesday
5 Ancient Egypt and Kush 2 Life in Ancient Egypt

Wednesday
5 Ancient Egypt and Kush 2 Life in Ancient Egypt

Thursday
5 Ancient Egypt and Kush 2 Life in Ancient Egypt

Friday
5 Ancient Egypt and Kush 2 Life in Ancient Egypt

Egypt's Early Rulers 108-110 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

Egyptian Religion 110-112 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. SWDK of the characteristics of ancient Egypt religion and society SWBA to analyze the components of Egyptian religion as measured by teacher's assessment.

Pyramids 113-115 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. SWDK of the characteristics of ancient Egypt religion and society SWBA to analyze how belief in the afterlife influenced Egyptian life as measured by teacher assessment. Journal: Will we ever solve the problem of death?

Social Structures 116-118 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. SWDK of the characteristics of ancient Egypt religion and society SWBA to describe 4 out of 5 Egyptian social structures as measured by teacher assessment.

Egyptian Families 118-119 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. SWDK of the characteristics of ancient Egypt religion and society SWBA to describe the roles and responsibilities of each member of the Egyptian family as measured by teacher assessment. What is expected of you as a child in your family? Is it too much or too little? 1. Cover the roles of family. 2. Students create 6 panel story based on life in Ancient Egypt.

Goals/ Objectives

SWDK of the characteristics of ancient Egypt religion and society SWBA to organize information on a pharaoh's responsibilities as measured by teacher's assessment

Introduction

Journal: Why do you think the Egyptian people accepted Pharaoh as god? 1. Create a cube covering the vocab on page 109. 2. Create a Venn Diagram of the 2 primary roles of Pharaoh 3. Discuss: How does our government handle the relationship between government and religion?

Journal: What do you think causes people to worship objects or animals or plants? 1. Take notes on Egyptian deities and the Book of the Dead 2. Read Making Connections pg. 111 3. Critical thinking Skills pg. 110 and 111. 4. Read Medical Skills pg. 112.

Journal: Create a Pyramid social structure of the US society. Who is on the top? Who is on the bottom? 1. Students recreate pyramid on page 116 on social structures of Egypt answering questions on the Infographic. 2. Discussion: How can people move up in a social structure in the US?

Activities

1. OTO Slideshow Pyramids 2. Infographic pg. 115. 3. OTO Web Diagram Graphic Organizer: Students will glean info from discussion and text about Pyramids onto their web organizers and share with one another to compare notes.

Closing

Discuss: How would the OTO GameEgypt and Reading Skills pg. 115 roles and responsibilities their gods of a Pharaoh compare with those of our president? N/A N/A N/A

Share Content Share story with class Background Knowledge pg. 117

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Mr. Newton's Lesson Plans: Week 1210/28-11/1 7th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
18 Civilizations of Korea, Japan, and S.E. Asia 3 Medieval Japan

Tuesday
18 Civilizations of Korea, Japan, and S.E. Asia 3 Medieval Japan

Wednesday
18 Civilizations of Korea, Japan, and S.E. Asia 4 S.E. Asia

Thursday
18 Civilizations of Korea, Japan, and S.E. Asia Chapter Review

Friday
18 Civilizations of Korea, Japan, and S.E. Asia Chapter test

Review Feudal System 520-524

7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 1.Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. 6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

Japanese religion, art and literature 525-527

7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 1. Describe the significance of Japans proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan. 2. Trace the development of distinctive forms of Japanese Buddhism. 5. Study the ninth and tenth centuries golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibus Tale of Genji.

S.E. Asia 528-533 Chronological and Spacial Thinking

Chapter Review 534

Test N/A 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

7.5 Students analyze the geographic, political, economic, 3. Students use a variety religious, and social of maps and documents structures of the to identify physical and civilizations of cultural features of Medieval Japan. neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. SWDK of S.E. Asia SWBA to identity 5 out of 7 countries of S.E. Asia as measured by teacher's assessment SWDK of the civilizations of Korea, Japan and S.E. Asia SWBA to accomplish all exercises with 70% accuracy as measured by teacher assessment.

Goals/ Objectives

SWDK of Japan's feudal system including describing the roles of shogun, daimyo, and samurai SWBA to analyze the relationships between shogun, daimyo and samurai as measured by teacher assessment.

SWDK of Japan's religion, art and literature.

SWDK of the civilizations of Korea, Japan and S.E. Asia SWBA to accomplish all exercises with 70% accuracy as measured by teacher assessment.

SWBA to compare Buddhism and Shintoism's influence on Japan's culture as SWBA to identity the measured by teacher's religious beliefs and assessment. cultural influences as measured by teacher's SWBA to list 2 out of 3 assessment. distinctive characteristics of Japanese art and literature. Journal: What is your favorite form of art? 1. Graphic Organizer of Buddhism and Shintoism. 2. OTO Image Japanese Art. 3. Explain what a Haiku is.

Introduction Activities

Journal: How was your weekend? 1. OTO Samurai weapons. 2. Create Graphic organizer to show relationships between Emperor, Shogun, daimyo, samurai Students draw a 6 panel story dealing with these relationships. White construction paper

Journal: Did you enjoy writing your Haiku?

Journal: How do you study for a test?

Test day Test

1. Origami activities Chapter Activities 1, 2, 2. Map Activity: 4 Students will use map to identity S.E. Cultures. 3. Students complete literary circle for pages 528-533. Study for test

Closing Additional Needs

Students create Haiku Lesson 3 Review using calligraphy styles, include scenes of nature Construction paper, calligraphy pens? Copy of calligraphy alphabet. N/A

Copy Test for tomorrow. N/A

Mr. Newton's Lesson Plans: Week 1210/28-11/1 8th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
Constitution Unit Legislative Branch Structure of Congress Congressional Study Guide 67-70
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

Tuesday
Constitution Unit Legislative Branch Powers of Congress. How Congress Works Congressional Study Guide 71-76
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. SWDK of the Legislative Branch SWBA to define 14 of 20 vocabulary words as measured by teacher assessment.

Wednesday
Constitution Unit Legislative Branch How a Bill Becomes a Law Congressional Study Guide 77-79
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. SWDK of the Legislative Branch SWBA to define 8 or 10 vocabulary words as measured by teacher assessment

Thursday
Constitution Unit Legislative Branch Article 1 Review Congressional Study Guide 67-79
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. SWDK of the Legislative Branch SWBA to complete all exercises with 70% accuracy as measured by teacher assessment.

Friday
Constitution Unit Legislative Branch Article 1 Quiz and Executive Branch Intro Congressional Study Guide 67-79
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. SWDK of the Legislative Branch SWBA to complete all exercises with 70% accuracy as measured by teacher assessment.

Goals/ Objectives

SWDK of the Legislative Branch SWBA to define 8 out of 10 vocabulary words as measured by teacher assessment. SWBA to describe the structure of Congress. SWBA to identity 2 of 3 types of Congressional committees as measured by teacher assessment.

SWBA to list and define 8 of 10 SWBA to describe the steps powers of Congress as needed for a bill to become a measured by teacher law. assessment. SWBA to SWBA to list 5 of 6 qualifications for Congresspersons as measured by teacher assessment.

Introduction

Journal: Pretend the country outlaws soda. What would you do?

Journal: What is the problem with Gerrymandering a district?

Journal: If Congress Journal: What is the passes a law forcing 8th dumbest law you have graders to serve in hard ever heard of? labor for 1 year to the good of the country and us the elastic clause to do it, how would you respond. Article 1 Section 8-10 1. Watch School House Rock I'm Just a Bill. 2. Students need to create a flow chart showing the steps required to turn a bill into a law. Review Article 1 1. Review Article 1 2. Divide the class up into their teams for debate. 3. Debate

Journal: What is the best law you have ever heard of?

Activities

Article 1 Section 1-3 1. Watch Video: legislative branch 2. Literary Circle based on Study Guide pages 67-70 3. Create posters for Vocab, congressional leaders 1. Review with class vocab, Congressional leaders, and committee System. 2. Assign teams for Soda Law debate on Thursday. Each student must come in with a paragraph supporting their side of the debate N/A

Article 1 Section 4-7 1. Discuss powers of Congress and How Congress works. 2. Add vocab to posters; create posters for Congressional powers and requirements

Quiz Article 1 Article II Activity Students write a Blog post describing the perfect president.

Closing

Review quiz to check Remind students to Remind students to Remind students to for understanding come prepared for their come prepared for their continue to study their Study Guide pages 71- debate tomorrow. quiz tomorrow. Study Guide. 76

Additional Needs

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Mr. Newton's Lesson Plans: Week 1210/28-11/1 9th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
5 India's First Empires 3 The Maruyans and the Guptas Indian Accomplishments 103-105

Tuesday
5 India's First Empires Chapter Review Chapter Review 106

Wednesday
5 India's First Empires Chapter test Chapter test N/A

Thursday

Friday

6 First Chinese Empires 6 First Chinese Empires 1 Schools of Thought in 1 Schools of Thought in Ancient China Ancient China Confucianism 110-112
Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. SWBA to know the principles and influence of Confucianism. SWBA to identify 5 facts about Confucius' life and 5 facts about his teachings with 70% accuracy as measured by teacher assessment. SWBA to conclude what effect Confucianism had on Chinese life as measured by teacher assessment.

Daoism and Legalism 112-113

Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. SWBA to describe the teachings of Taoism and Legalism. SWBA to identity 3 key tenets of Taoism and Legalism with 70% accuracy as measured by teacher assessment. SWBA to conclude what effect Taoism and Legalism had on Chinese life as measured by teacher assessment.

Review of all state standards for All State standards for this Chronologicaland Spatial this chapter. chapter. Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Goals/ Objectives

SWDK of the cultural contributions of ancient India. SWBA to identity cultural themes in Indian Literature as measured by teacher assessment. SWBA to identify 2 of 3 architectural features of Ancient Japan: the pillar, stupa and rock chamber, as measured by teacher assessment. SWBA to trace the origins of our numbering system as measured by teacher assessment.

SWDK of all Goals for this Unit SWBA to accomplish all objectives of this unit with 70% accuracy as measured by teacher assessment.

SWDK of all Goals for this Unit SWBA to accomplish all objectives of this unit with 70% accuracy as measured by teacher assessment.

Introduction Activities

What is your favorite part of history: war, regular life, art? 1. Discuss: Indian Accomplishments: LiteratureCritical Thinking skills pg. 104; ArchitectureOTO InfographicStupas; Science and Mathematics Reading Skills pg 105

Why did we just study about India? Chapter Review

N/A Test

Are you honor bound to live a certain way? Why or why not? 1. Introduce Confucius: read sidebar on page 112. 2. Discuss Confucianism: define Way in Confucianism 3. Divide students into 5 groups according to the 5 Constant Relationships assign each group a relationship with a given scenario. Students must solve the scenario using Confucianism. Critical Thinking skills pg. 110

Are people naturally inclined to do right or do wrong? 1. Introduce Daoism: Discuss what is meant by Action through Inaction? 2. Introduce Legalism: Discuss if harsh laws are needed to keep society in control? 3. Create 3-way Venn Diagram to compare Confucianism, Daoism and Legalism.

Closing Additional Needs

Lesson Review chapter 3 pg. 104

Lesson 1 Review pg. 113

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Copy review test

Copy test

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