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January 16, 1919
Prohibition takes effect
The 18th Amendment to the U.S. Constitution, prohibiting the
"manufacture, sale, or transportation of intoxicating liquors for
beverage purposes," is ratified on this day in 1919 and becomes the
law of the land.
6th Grade Ancient History
Class Agenda
Student Planner Entry
 Chapter 10 Presentation (notes extra credit)
 EVERYONE - Complete IRSG Chapter 10
Objectives:
 To learn about the Greek World
Class Lesson
Jigsaw Presentation
 Video Introduction
 Introduction of Group
 Group Presentation
 Questions & Answers
 Commentary by teacher
 Begin work on IRSG
Objectives Students will learn that …
1. Persia became an empire under Cyrus the Great.
2. The Persian Empire grew stronger under Darius.
3. The Persians fought Greece twice in the Persian Wars.
Vocabulary Cyrus the Great, cavalry, Darius I, Persian Wars,
Xerxes
California Standards
HSS: 6.4.5
• Standards Review
Workbook, with Answer
Key
• Online Chapter Summaries
in Six Languages
PRETEACH
RESOURCES
___ What You Will Learn … (SE) Preview Main Ideas, Big
Idea, and Key Terms and People.
___ Daily Bellringer
Transparency: Section 1
___ Academic Vocabulary (TE) Review with students the high- ___ CRF: Vocabulary Builder,
use academic term in this section. [SI]
Section 1
___ Building Vocabulary (TE) Preteach or review key tems
from this section with students. [SI]
___ Universal Access Modified
Worksheets and Tests CDROM
___ If YOU were there … (SE) Have students read and discuss
the section introduction and question.
DIRECT TEACH
RESOURCES
___ Teach the Big Idea Activity (TE) Students discuss the
Main Idea questions and then create newspaper stories,
summarizing main people, events, and issues.
___ Interactive Reader and
Study Guide: Section 1 [SI]
___ Main Idea Questions (TE) Standards-based discussion
questions
___ Map The Persian Empire (SE)
___ Biography: Cyrus the Great (SE)
___ Cross-Discipline Activity: Government (TE) The Cyrus
Cylinder [ES]
___ Map Transparency: The
Persian Empire
___ CRF: Biography Activity:
Leonidas
___ Map Transparency: The
Persian Wars
___ Map The Persian Wars (SE)
___ Differentiating Instruction for Universal Access: ELL
(TE) Persian Invasions [SI]
REVIEW & ASSESS
RESOURCES
___ Close (TE) Ask students to discuss why, after Sparta
defeated Athens in 404 BC, Sparta’s control lasted only
about 30 years.
___ Online Quiz Section 1
(keyword: SS6 HP10)
___ Section 1 Assessment (SE)
___ Progress Assessment
System Solution: Section
Quiz 1
Objectives Students will learn that …
1. The Spartans built a military society to provide security and
protection.
2. The Athenians admired the mind and the arts in addition to
physical ability.
3. Sparta and Athens fought over who should have power and
influence over Greece.
Vocabulary alliance, Peloponnesian War
California Standards
HSS: 6.4.6
• Standards Review
Workbook, with Answer
Key
• Online Chapter Summaries
in Six Languages
PRETEACH
RESOURCES
___ What You Will Learn … (SE) Preview Main Ideas, Big
Idea, and Key Terms and People.
___ Daily Bellringer
Transparency: Section 2
___ Building Vocabulary (TE) Preteach or review key terms
from this section with students. [SI]
___ CRF: Vocabulary Builder,
Section 2
___ If YOU were there … (SE) Have students read and discuss ___ Universal Access Modified
the section introduction and question.
Worksheets and Test CDROM
DIRECT TEACH
RESOURCES
___ Teach the Big Idea Activity (TE) Students discuss the
Main Idea questions and then outline main and supporting
ideas from this section.
___ Interactive Reader and
Study Guide: Section 2 [SI]
___ Main Idea Questions (TE) Standards-based discussion
questions
___ Quick Facts: Life in Sparta (SE) [SI]
___ Primary Source: Views of Education (SE)
___ Differentiating Instruction for Universal Access:
Learners Having Difficulty (TE) Spartan/Athenian Posters
[RS]
___ Quick Facts: Life in Athens (SE) [SI]
___ Map The Peloponnesian War, c. 431-404 BC (SE)
___ Quick Facts Transparency:
Life in Sparta [SI]
___ Quick Facts Transparency:
Life in Athens [SI]
___ CRF: Intedisciplinary
Project: Spartans vs.
Athenians Debate
___ Map Transparency: The
Peloponnesian War, c. 431404 BC
___ Critical Thinking: Evaluating Information (TE) The
Peloponnesian War [ES]
REVIEW & ASSESS
RESOURCES
___ Close (TE) Have students discuss why Spartan society
___ Online Quiz Section 2
depended so heavily on slaves whereas Athenian society did
(keyword: SS6 HP10)
not. Ask students, “ Why might the dependence on slaves be ___ Progress Assessment
a weakness in the society in Sparta?”
System Solution: Section
___ Section 2 Assessment (SE)
Quiz 2
Objectives Students will learn that …
1. Macedonia conquered Greece in the 300s BC.
2. Alexander the Great built an empire that united much of
Europe, Asia, and Egypt.
3. The Hellenistic kingdom’s formed from Alexander’s empire
blended Greek and other cultures.
Vocabulary Philip II, phalanx, Alexander the Great, Hellenistic
California Standards
HSS: 6.4.7
• Standards Review
Workbook, with Answer
Key
• Online Chapter Summaries
in Six Languages
PRETEACH
RESOURCES
___ What You Will Learn … (SE) Preview Main Ideas, Big
Idea, and Key Terms and People.
___ Daily Bellringer
Transparency: Section 3
___ Building Vocabulary (TE) Preteach or review key terms
from this section with students. [SI]
___ CRF: Vocabulary Builder,
Section 3
___ If YOU were there … (SE) Have students read and discuss ___ Universal Access Modified
the section introduction and question.
Worksheets and Test CDROM
DIRECT TEACH
RESOURCES
___ Teach the Big Idea Activity (TE) Students discuss the
Main Idea questions and then create posters illustrating one
of the four main ideas from this section.
___ Interactive Reader and
Study Guide: Section 3 [SI]
___ Main Idea Questions (TE) Standards-based discussion
questions
___ Cross-Discipline Activity: English Language Arts (TE)
Creating a Philippic [ES]
___ Map Alexander the Great’s Empire, c. 323 BC (SE)
___ Map Transparency:
Alexander the Great’s
Empire, c. 323 BC
___ CRF: History and
Geography Activity:
Alexander’s Empire
___ CRF: Primary Source
Activity: “Alexander” from
Plutarch’s Lives
___ CRF: Economics and
History Activity: The
Importance of Trade
REVIEW & ASSESS
RESOURCES
___ Close (TE) Ask students to discuss whether blended
cultures, such as the Hellenistic cultures, are weaker or
stronger than cultures with one source.
___ Online Quiz Section 3
(keyword: SS6 HP10)
___ Section 3 Assessment (SE)
___ Progress Assessment
System Solution: Section
Quiz 3
Objectives Students will learn that …
1.
The Greeks made great contributions to the arts.
2. The teachings of Socrates, Plate, and Aristotle are the basis
of modern philosophy.
3. In science, the Greeks made key discoveries in math,
medicine, and engineering.
Vocabulary Socrates, Plato, Aristotle, reason, Euclid,
Hippocrates
California Standards
HSS: 6.4.8
• Standards Review
Workbook, with Answer
Key
• Online Chapter Summaries
in Six Languages
PRETEACH
RESOURCES
___ What You Will Learn … (SE) Preview Main Ideas, Big
Idea, and Key Terms and People.
___ Daily Bellringer
Transparency: Section 4
___ Vocabulary Builder (TE) Point out review terms and
difficult terms in this section. [SI]
___ CRF: Vocabulary Builder,
Section 4
___ If YOU were there … (SE) Have students read and discuss ___ Universal Access Modified
the section introduction and question.
Worksheets and Test CDROM
DIRECT TEACH
RESOURCES
___ Teach the Big Idea Activity (TE) Students discuss the
___ Interactive Reader and
Main Idea questions and then form groups to present how
Study Guide: Section 4 [SI]
various contributions by the Greeks continue to be felt today. ___ CRF: Biography Activity:
___ Main Idea Questions (TE) Standards-based discussion
Thucydides; Hipparchia;
questions
Hypatia
___ Differentiating Instruction for Universal Access:
Advanced Learners/ GATE (TE) Greek Architecture [ES]
___ Cross-Discipline Activity: Drama (TE) Plays: A New
Form of Writing [ES]
___ Primary Source: The Death of Socrates (SE)
___ Critical Thinking: Analyzing Information (TE) The
Socratic Method [ES]
___ Biography: Greek Philosophers – Socrates, Plato, and
Aristotle (SE)
___ CRF: Literature Activity:
Oedipus the King, by
Sophocles
___ CRF: Primary Source
Activity: Sappho’s poetry
___ CRF: Interdisciplinary
Project: Contributions of
Early Greeks
REVIEW & ASSESS
RESOURCES
___ Close (TE) Ask students to discuss Aristotle’s ideas about
reason and moderation.
___ Online Quiz Section 4
(keyword: SS6 HP10)
___ Section 4 Assessment (SE)
___ Progress Assessment
System Solution: Section
Quiz 4
___ Quick Facts: (SE) Chapter Visual Summary [SI]
___ Quick Facts Transparency:
The Greek World Visual