Coach Morgan

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan Week of: Feb. 10th-14th  


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can:

Explore monuments from the legacy of the dynasties of Ancient China, like the Great Wall of China and the Forbidden City.

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade


Students Can:

Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. 

Standard:

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can: 

Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. 

Standard: 

11- Describe early Islamic civilizations, including the development of religious, social, and political systems.

11a- Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe.



Students Can: 

Analyze and describe terms associated with the chinese civilization. 

Standard: 

11- Describe early Islamic civilizations, including the development of religious, social, and political systems.

11a- Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe.


Students Can:

Explain the geography of Islam. 

Agenda: 

Nearpod on the Ancient civilization of China. 


Assessment:

Nearpod results

Agenda:

Review for test. 


Assessment:

Gimkit results. 

Agenda:

Take the Test. 

Assessment:

Test. 

Agenda:

Complete our terms list. 

Assessment:

Terms list. 

Agenda: 

Chunk of reading from textbook. 

Complete a geography chart on Islam.  

Assessment:

Geography chart. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan Week of: Feb. 3rd-7th  


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can:

Analyze the culture of China under the  Zhou Dynasty.

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade


Students Can:

 Describe life in China under the ruler Shi Huangdi and Qin dynasty. 

Standard:

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can: 

Explain the rise and influence of the Han dynasty. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can:

Analyze the importance of the Silk Road. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade


Students Can:

Describe the influence on Economics, Society, Politics, and Environment of China on other cultures in Asia.  

Agenda: 

Read chunk of Reading from textbook. 

Class discussion

On the Zhou dynasty and their political system. 

Chart to define the main beliefs behind Confucianism, Daoism, and Legalism. 


Assessment:

Chart on Confucianism, Daoism, and Legalism.

Agenda:

Ducksters article on Shi Huangdi. 

54321 chart on the Qin dynasty. 

Discuss the unifying of China under the Qin dynasty. 


Assessment:

54321 chart. 

Agenda:

Ducksters article on the Han Dynasty. 

Discuss the rise of the Han dynasty. 

Chart to explain the role of Confucianism on the government and family life under the Han Dynasty. 

Disucss the achievements of the Han Dynasty. 

Assessment:

Chart on government and family life. 

Agenda:

Chunk of reading from the textbook. 

Discuss the importance of contacting other civilizations along the Silk road. 

Chart on things imported and exported from China. 

$5 summary on the impact of the Silk Road. 

Assessment:

Chart on the Silk road and $5 Summary. 

Agenda: 

Read ducksters article for bell-ringer. 

ESPN chart on China. 

Assessment:

ESPN chart. 


West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan Week of: Jan. 27th-31st  


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can:

Describe the civilization of India. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can:

Describe the civilization of India.  

Standard:

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can: 

Analyze and describe terms associated with the chinese civilization. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can:

Analyze the geography of China. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

12- Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: culture—describing the influence on art, architecture, language, and religion; politics—describing changes in civil service; economics—introducing patterns of trade



Students Can:

Explain the Dynasty system in China. 

Agenda: 

Review for test on Ancient India. 

Cover the material on the test. 

Play Quizlet/Gimkit 


Assessment:

Quizlet

Agenda:

Take Test on India. 

Assessment:

Test 

Agenda:

Students will complete our word wall words. 

We will then discuss each term. 

Assessment:

Term list. 

Agenda:

Chunk of reading from the textbook. 

Explain the importance of the Yellow River. 

Geography Chart on China. 

Assessment:

Geography chart. 

Agenda: 

Nearpod on the overview of dynasties in China. 

Assessment:

Nearpod results. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan Week of: Jan. 21st-23rd  


Monday

Tuesday

Wednesday

Thursday

Friday

Standard



Students Can:


Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can:

Compare and contrast Hinduism and Buddhism. 

Standard:

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can: 

Explain the Social Hierarchy of India. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can:

Compare and Contrast different Empires within India. 

Standard: 

2a. & 3a

8. Describe the development of a classical civilization in India and China. Examples: India—religions, arts and literature, philosophies, empires, caste system; China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

8a. Identifying the effect of monsoon on India


Students Can:

Describe the greatest achievements of the people of India. 

Agenda: 


Assessment:


Agenda:

Chunk of reading from the textbook. 

Nearpod on the religions of Hinduism and Buddhism. 

Gimkit once we are finished. 

Assessment:

Nearpod/Gimkit

Agenda:

 Chunk reading from the textbook. 

Class discussion on the Caste System in India. 

Chart breaking down the rules and different levels of the Caste system.

Assessment:

Caste System Chart. 

Agenda:

Ducksters Article. 

Complete a graphic organizer that compares Rulers of different empire in India. 

We will look at the accomplishments of each ruler. 

Assessment:

Graphic organizer

Agenda: 

Chunk Reading from textbook. 

Class discussion on the many achievements of the people of India. (May do post-it game)  

Quizlet live

Assessment:

Quizlet live. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   December 9th-13th 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

Students Can:

Describe the rise of the Empire in Rome. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.


Students Can:

Explain the spread of Christianity  and the change of Rome’s policy overtime with the religion.  

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.


Students Can:

Analyze the fall of Rome. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.


Students Can:

Describe the Roman Empire and the impact the Romans had politically, Economically, Socially, and Religiously. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.


Students Can:

Describe the Roman Empire and the impact the Romans had politically, Economically, Socially, and Religiously. 

Agenda:

Nearpod on the Roman Empire.

Students will take guided notes on the chunks of information from the Nearpod.  

Assessment:

Nearpod Results 

Agenda:

Bell-Ringer- Section 2 reading from the Textbook. 

Complete a chart on the teachings of Christianity and Rome’s policy. 

Assessment:

Chart. 

Agenda:

DBQ articles on the fall of Rome.

Students will work in groups at stations with each article. 

Assessment:

DBQ analysis. 

Agenda:

Review for test. 

Assessment:

Review Results 

Agenda: 

Test on Rome. 

Assessment:

Test.

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   December 2nd-6th 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain geographical, political and economic elements of Rome. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain geographical, political and economic elements of Rome.

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Explain terms/people/events associated with this unit.  

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Explain the Causes and Effects of the fall of the Roman republic. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Examine the rise of the Roman Empire. 

Agenda:

We will discuss different aspects of our test. 

We will then play Gimkit to help review for the test. 

If we have time we will do quizlet live. 

Assessment:

Gimkit results  

Agenda:

Students will have 10-15  mins to study. 

We will then take the test. 

Students will complete a short reading to prepare for the next Unit. 

Assessment:

Test 

Agenda:

Students will read a ducksters article on Rome.

We will then define terms/people/events that go with this unit. 

Assessment:

Terms list. 

Agenda:

We will read a chunk of reading from the text book. 

We will then complete a graphic organizer on the causes and effects of the fall of the Republic. 

Class discussion on the graphic organizer. 

Assessment:

Graphic organizer 

Agenda: 

We will complete an analysis of a DBQ article on the rise of the Empire. 

Assessment:

Analysis sheet. 


West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   November 18th-22nd 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Analyze the development of Rome’s republic. Explain the challenges to the republic. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Compare and contrast the political system of Rome and the United States. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain the importance of the Roman Forum and the Law of 12 tables. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Describe the expansion of the Roman republic and the crisis that struck it. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain key geographic, political, economic, and social aspects of the Roman Republic. 

Agenda:

Bell-Ringer- Chunk of Reading from textbook. 

Complete the Challenges to Republic graphic organizer. 

Copy the Society chart from textbook. 

Assessment:

Challenges to Roman republic graphic organizer. 

Agenda:

Bell-Ringer- Ducksters article on the Roman Republic. 

We will then complete a graphic organizer comparing and contrasting the republic in Rome and U.S. 

Assessment:

Graphic organizer

Agenda:

Bell-Ringer- Read chunk of reading from textbook. 

We will analyze the primary document from the textbook on the law of 12 tables. 

We will then discuss the Roman Forum. (Virtual Nearpod to the Roman Forum) 

Assessment:

 Primary document analyzing sheet/NEarpod results. 

Agenda:

Students can trace the expansion of the Roman republic. 

We will look at the causes and effects of the expansion. 

We will then complete a graphic organizer on the crisis that struck Rome. 


Assessment:

Cause and effect sheet/Crisis graphic organizer

Agenda: 

Students will complete an ESPN chart on the Roman republic.   

Assessment:

ESPN chart. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   November 12th-15th 2019


Monday

Tuesday

Wednesday

Thursday

Friday


Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

5. Describe the role of Alexander the Great in the Hellenistic world.

Students Can:

Describe the cultural contributions by Ancient Greeks and the Role of Alexander the Great. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

5. Describe the role of Alexander the Great in the Hellenistic world.


Students Can:

Describe the cultural contributions by Ancient Greeks and the Role of Alexander the Great. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies



Students Can:

Define terms associated with Ancient Rome to better understand the unit. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies



Students Can:

Analyze the Geographical features of Rome. 


Agenda:

Review for test. 


Assessment:

Review

Agenda:

Take our test. 


Assessment:

 Test 

Agenda:

We will list and define terms used for this unit. 


Assessment:

Terms list in for Notebook Check.

Agenda: 

 We will look at and list geographical features of Rome. We will then trace the expansion of Rome outside of its beginnings.  

Assessment:

Geography Chart

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   October 28th-November 1st 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Students Can:

Analyze and describe the education within a Greek city-state. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.




Students Can:

 Explain the religious beliefs of the Ancient Greeks. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.



Students Can:

Analyze the achievements of the Ancient Greeks.

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Students Can:

Describe the philosophies of different philosophers in Ancient Greece. 

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Students Can:

Analyze important landmarks from Ancient Greece. 

Agenda: 

Bell-Ringer - background essay on spartan education.  

DBQ Article analysis on education in Sparta. 

Assessment:

Article analysis sheet.

Agenda:

Bell-Ringer-

Ducksters article on Mythology.

Biography of Greek God. 

Assessment:

Biography. 

Agenda:

Bell-Ringer- Read a passage from the book. 

Students will complete an achievement chart. 


Assessment:

Chart. 

Agenda:

Nearpod on the Three Greek philosophers.


Assessment:

Nearpod Results. 

Agenda: 

Nearpod virtual tour of different monuments in Ancient Greece. 

Assessment:

Notes/question sheet from Nearpod. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan    Week of:   October 14th-18th 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods


  • 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)



Students Can:

Explain the development of Judaism and it’s philosophies and Key tenets. 


Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods


  • 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)




Students Can:

Explain the development of Judaism and it’s philosophies and Key tenets. 

Standard:

1,2,3 




Students Can:


Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Students Can:

Explain and understand terms associated with Greece. 

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Students Can:


Agenda: 

Review for Test on Judaism. 


Assessment:

Quizlet/Kahoot. 

Agenda:

Test on Judaism. 

Assessment:

Test 

Agenda:

Take Quick-check (Benchmark) test. 


Assessment:

Benchmark Results. 

Agenda:

Students will list and define terms associated with Standard 4.   Play Quizletlive on those terms.

Assessment:

List of definitions. 

Agenda: 

Nearpod on Greece. 

Nearpod will be overview of Greece. 

Assessment:

Nearpod results. 

West Point Middle Lesson Plan

Teacher Name:  Tyler Morgan Week of:   September 23rd-27th 2019


Monday

Tuesday

Wednesday

Thursday

Friday

Standard

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic


2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

  • 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

  • 2b.  Identifying on a map locations of cultural hearths of early civilizations 


Students Can:

Explain the achievements of Ancient Egyptians. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic


2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

  • 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

  • 2b.  Identifying on a map locations of cultural hearths of early civilizations 



Students Can:

Describe the importance of different aspects of the study of Ancient Egypt. 

Standard:

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic


2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

  • 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

  • 2b.  Identifying on a map locations of cultural hearths of early civilizations 



Students Can:

Describe characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

  • 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

  • 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley


Students Can:

Describe characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods


  • 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)


Students Can:

Explain the meaning of terms associated with Early World religions. 

Agenda: 

Bell-ringer- Short reading from the textbook. 

My life as____….Egyptian Achievement card.  

Present Egyptian Achievement card.

Assessment:

Egyptian Achievement card.  

Agenda:

Bell-Ringer- Ducksters article. 

$5 summary on a topic chosen by the students from Ancient Egypt.  

Quizlet live.  

Assessment:

$5 Summary 

Agenda:

Review for test on Ancient Egypt. 


Assessment:

Review game results. 

Agenda:

Test on Ancient Egypt


Assessment:

Test. 

Agenda: 

 Students will define terms associated with Early World religions. 

Group discussion on the terms. 

Assessment: