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.

Students Can:

Explain the Roman law code and the Roman forum. 

Standard: 

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

Students Can:

Trace the expansion of the Roman republic and its impact. 

Standard:

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

Students Can:

Standard: 

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

Students Can:

 Explain the Roman law code and the Roman forum. 

Standard: 

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

Students Can:

Trace the expansion of the Roman republic and its impact. 

Agenda: 

A-K students

will complete a questionnaire on the Roman law code. Then will explain what happens at the Roman Forum.    

 L-Z students 

Chapter 10 Section 3 review. 

Assessment:

Questionnaire 

Agenda:

A-K students 

will complete a graphic organizer explaining the causes and effects of Roman expansion. 

L-Z students Complete questions from the textbook.   

Assessment:

Graphic organizer

Agenda:

Study terms list. 

Assessment:

Agenda:

L-Z students 

will complete a questionnaire on the Roman law code. Then will explain what happens at the Roman Forum. 

A-K students 

Chapter 10 Section 3 review.

Assessment:

Questionnaire 

Agenda: 

L-Z students 

will complete a graphic organizer explaining the causes and effects of Roman expansion. 

A-K students complete questions from the textbook. 

Assessment:

Graphic organizer

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.

Students Can:

Understand the geography and rise of the Roman civilization. 

Standard: 

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

Students Can:

Compare and contrast the Roman Republic and the U.S government system. 

Standard:

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

Students Can:

Standard: 

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

Students Can:

 Understand the geography and rise of the Roman civilization.

Standard: 

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

Students Can:

Compare and contrast the Roman Republic and the U.S government system. 

Agenda: 

A-K students Nearpod on the geography and rise of Roman Civilization. 

 L-Z students section 1 review of Ch. 10. Questions 1-3.  

Assessment:

Nearpod quiz 

Agenda:

A-K students Guided graphic organizer comparing and contrasting the Roman and U.S. republics. 

Reading comprehension quiz. 

L-Z students section 2 review of Ch. 10. Questions 1-3.   

Assessment:

Ducksters quiz 

Agenda:

Complete terms list. 

Assessment:

Agenda:

L-Z students Nearpod on the geography and rise of Roman Civilization. 

A-K students section 1 review of Ch. 10. Questions 1-3.  

Assessment:

Nearpod quiz 

Agenda: 

L-Z students Guided graphic organizer comparing and contrasting the Roman and U.S. republics. 

Reading comprehension quiz. 

A-K students section 2 review of Ch. 10. Questions 1-3.  

Assessment:

Ducksters quiz

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

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

Students Can:

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

Standard: 

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

Students Can:

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

Standard:

Students Can:

Standard: 

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

Students Can:

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

Standard: 

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

Students Can:

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

Agenda: 

A-K students 

will review for the test. 

L-Z students 

Chapter 9 Section 2 Review 

Assessment:

Review

Agenda:

A-K students 

will take test. 

L-Z students

Chapter 9 Section 3 Review

Assessment:

Test

Agenda:

Study for Test. 

Assessment:

Agenda:

L-Z students 

will review for the test.

A-K students

Chapter 9 Section 2 Review 

Assessment:

Review 

Agenda: 

L-Z students will take test. 

A-K students

Chapter 9 Section 3 Review

Assessment:

Test

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

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

Students Can:

Describe the importance of Geography on the rise of the Greeks. 

Standard:

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

Students Can:

Analyze ancient Greece as a society. 

Standard:

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

Students Can:

Explain the meaning of key terms from Ancient Greece. 

Standard:

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

Students Can:

Describe the importance of Geography on the rise of the Greeks. 

Standard:

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

Students Can:

Analyze ancient Greece as a society. 

Agenda: 

A-K students will complete a geography chart on ancient Greece. 

L-Z students will complete Section 1 review from the textbook. 

Assessment:

Chart/Section Review 

Agenda:

A-K students will complete a 5-4-3-2-1 chart on the Ancient Greek Civilization. We will have a class discussion on the overview of Ancient Greece.

L-Z Students will complete section 2 review from the textbook. 

Assessment:

54321 chart 

Agenda:

 Complete the quizlet quiz.

If there is no internet we will look over and quiz ourselves with our hard copy of terms. 

Assessment:

Quizlet 

Agenda:

L-Z students will complete a geography chart on ancient Greece. 

A-K students will complete Section 1 review from the textbook. 

Assessment:

Chart/Section Review 

Agenda: 

L-Z students will complete a 5-4-3-2-1 chart on the Ancient Greek Civilization. We will have a class discussion on the overview of Ancient Greece.

A-K Students will complete section 2 review from the textbook. 

Assessment:

54321 Chart 

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

Students Can:

Describe different leaders and their impact on Judaism.

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

Students Can:

Analyze and explain the central beliefs of the religion of Judaism.

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

Students Can:

Complete poster/three kings graphic organizer/study terms.

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

Students Can:

Identify and describe ancient texts of the religion of Judaism.

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

Students Can:

Explain the history behind some of the most sacred locations for the religion of Judaism. 

Agenda: 

Bell-Ringer- Short reading from the textbook. 

Three kings of Israel graphic organizer. 

Assessment:

 Graphic Organizer

Agenda:

Bell-Ringer- Answer the question...Where are the laws and principles of judaism listed? 

Central belief of Judaism poster

Assessment:

Poster

Agenda:

Assessment:

Agenda:

Ancient  text of Judaism Webquest. 

Assessment:

Webquest 

Agenda: 

Google Earth tour 

of Jerusalem. 

Question sheet to go along with the tour.  

Assessment:

Sheet 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

Students Can:

 Fall Break 

Standard: 

Students Can:

Fall Break 

Standard:

Students Can:

Virtual Day 

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

Students Can:

Explain the development of Judaism. 

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

Students Can:

Compare and Contrast key figures of Judaism. 

Agenda: 

Assessment:

Agenda:

Assessment:

Agenda:

Assessment:

Agenda:

Nearpod on Judaism. 

Assessment:

Nearpod results. 

Agenda: 

Complete Venn diagram comparing and contrasting Abraham and Moses. 

Assessment:

Venn Diagram 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

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

Students Can:

Describe the impact that different rulers had on the history of Egypt. 

Standard: 

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

Students Can:

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

Standard:

Students Can:

Standard: 

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

Students Can:

Analyze 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

Students Can:

Explain the development of Judaism. 

Agenda: 

Create a poster that promotes a ruler of your choice. 

Assessment:

Poster on impactful rules. 

Agenda:

Review for test 

Assessment:

Gimkit results 

Agenda:

Review Notebook

Assessment:

Agenda:

 Take Egypt test.

Assessment:

Test 

Agenda: 

Nearpod on Judaism. 

Assessment:

Nearpod results. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

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

Students Can:

Analyze the development of social structures in Egypt. 

Standard: 

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

Students Can:

Describe life in the middle and new kingdoms of Egypt. 

Standard:

Students Can:

Standard: 

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

Students Can:

Explain the economy, social, political and environmental aspects of Egypt

Standard: 

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

Students Can:

Explain the achievements of Egyptians. 

Agenda: 

Research the belief systems, government and society in Ancient Egypt. 

Assessment:

Research sheet. 

Agenda:

Complete a graphic organizer on the middle and new kingdoms of Egypt. 

Assessment:

Graphic organizer

Agenda:

Finish ESPN chart. 

Assessment:

Agenda:

 Complete an ESPN chart on Egyptian society.

Assessment:

ESPN chart 

Agenda: 

Research the achievements of the Egyptian people.  

Complete a reading comprehension quiz regarding achievements in Egypt. 

Assessment:

Reading comprehension quiz. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

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

Students Can:

Explain the culture of people living in Mesopotamia. 

Standard: 

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

Students Can:

Analyze the world’s first law code and decide if it was fair or not.

Standard:

Students Can:

Standard: 

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

Students Can:

Analyze new technology developed by early civilizations. 

Standard: 

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

Students Can:

Describe new means of occupations in early civilizations. 

Agenda: 

Blog assignment on the culture of Mesopotamia. 

Gimkit 

Assessment:

Blog/Gimkit results

Agenda:

Webquest of Hammurabi’s Code.

Reading comprehension quiz  from article on Hammurabi’s Code. 

Assessment:

Webquest answers

Agenda:

Study Terms. 

Assessment:

Agenda:

Complete a chart that describes the achievements of early civilizations in Mesopotamia. 

Assessment:

Chart

Agenda: 

Students will pick either a new invention or a “for hire” poster to complete in class. 

Assessment:

Poster

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

*Labor Day 

Students Can:

Standard: 

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

Students Can:

Explain how the environment Mesopotamia affected the form of governments there. 

Standard:

*Virtual Day 

Students Can:

Explain terms associated with the world’s first civilization. 

Standard: 

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

Students Can:

Describe Society in Ancient Mesopotamia. 

Standard: 

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

Students Can:

Analyze the world’s first law code and decide if it was fair or not.

Agenda: 

Assessment:

Agenda:

Complete a nearpod on the civilization of Mesopotamia. 

Assessment:

Nearpod Quiz. 

Agenda:

Assessment:

Agenda:

Chunk of reading from textbook. 

ESPN chart on Mesopotamia.

Reading comprehension from an article on Sumer. 

Assessment:

ESPN chart. 

Agenda: 

Webquest of Hammurabi’s Code.

Assessment:

Webquest answers 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Analyze the three eras of the stone age. 

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Analyze early Hominids.  

Standard:

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Understand how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Understand how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

 Understand how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Agenda: 

Class Discussion on the three eras of the stone age. 

Graphic organizer on the three eras of the stone age at the end. 

Gimkit

Assessment:

Graphic organizer

Agenda:

Webquest on the findings of Lucy. 

Reading comprehension page on Otzi the Iceman. 

Assessment:

Otzi the Iceman sheet 

Agenda:

Study over study guide for test on friday. Make sure notebook is put together. . 

Assessment:

Agenda:

Review 

Gimkit and Quizlet 

Assessment:

Review 

Agenda: 

Test 

Assessment:

Test 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Identify terms used to describe characteristics of early societies and family structures. 

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Explain the importance of history and how to study it. 

Standard:

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Describe characteristics of early societies and family structures

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Use maps to study the locations of prehistoric peoples.

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Describe the difference in Calendars and understand the difference in ancient calendars.

Agenda: 

Define terms associated with the standard.

Group discussion on terms. 

Create mindmap with terms. 

Assessment:

Check Terms list 

Agenda:

Bell-ringer- Reading a chunk of reading from the text book. 

Group discussion on the chunk of reading. 

Google Slide presentation on studying history. 

Exit slip on importance of history.

Assessment:

Exit Slip 

Agenda:

Take home definitions that we have created and look over and try to add to your mind map. 

Assessment:

Mind Map 

Agenda:

Bell-Ringer- Reading a chunk of reading from the textbook.

Group discussion on the chunk reading. 

Google Slide presentation on the use of maps to study geography. 

Exit slip on how to study geography. 

Assessment:

Exit Slip 

Agenda: 

Discuss the meaning of A.D, B.C, BCE, CE. 

Group Discussion on the ancient calendars. 

Short research on ancient calendars.

Assessment:

Ancient calendar chart