February 2-6, 2015

The week of Feb. 2

Monday- (Snow Day)

Tuesday- Share good news, share your knowledge about your ancient civilization

Wednesday- Geoguessr.com, jobs and explanation of project

Thursday- Share good news, article of the week (cause and effect), project work day

Friday- CNN Student News, project work day

W.2.1: Analyze Eastern and Western Civilizations.

Week of January 26

The week of Jan. 26

Monday- CNN Student News, Fun day or work day (if Alexander is not completed!)

Tuesday- Share good news, vote on either Athens or Sparta (Socrative), video- Birth of Civilization

Wednesday- Finish Birth of Civilization video, Geoguessr.com

Thursday- Article of the week, get an ancient civilization and research the traits of civilizations

Friday- CNN Student News, share your knowledge about your ancient civilization

The week of Jan. 19

Monday- Works Cited page, work on Alexander the Great essays

Tuesday- CNN Student News, Share good news, work time on essay

Wednesday- Geoguessr.com, traits of civilizations with Athens and Sparta

Thursday- CNN Student News, Share good news, traits of civilizations with Athens and Sparta, , work on shield and post outside the classroom

Friday- No School

January 19, 2015

Monday- Finishing Alexander the Great Essay and Citation Page.

Reference Page Citations/ Works Cited

*Only use the citations for the documents you used as evidence.

**Put sources in alphabetical order

** Title for page should be Works Cited

Background Essay: DBQ. (2011). Background Essay. The DBQ Project.

Doc. A: DBQ. (2011). Alexander’s Empire. The DBQ Project.

Doc. B: Arrianus, L.F. (130 CE). The Campaigns of Alexander.

Doc. C: Green, P. (1991). Alexander of Macedon. University of California Press.

Doc. D:

Part 1-Arrianus, L.F. (130 CE). The Campaigns of Alexander.

Part 2-Worthington, I. (2004). Alexander the Great: Man and God. Longman.

Doc. E: DBQ. (2011). Alexander’s Legacy. The DBQ Project.

Doc. F:

Wood, M. (1997). In the Footsteps of Alexander the Great. University of California Press.

The week of January 12-16

Monday- CNN Student News, DBQ D,E,F

Tuesday- Share good news, Finish all documents, Primary vs. Secondary Sources,

Wednesday- Geoguessr.com, Thrash-out

Thursday- Share good news, Cite Sources, Although statements, Outline

Friday- CNN Student News, Type

**Geography Bee on Tuesday, Jan. 20 from 3- 4 in the HMS library 

Skills:

a.     Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary
and secondary sources including narratives, technology, historical maps, visual/mathematical
quantitative data, radiocarbon dating, DNA analysis).
b.     Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events led to
the development, and what consequences or outcomes followed.
c.     Identify the point of view (perspective of the author) and context when reading and discussing
primary and secondary sources.
d.     Compare and evaluate competing historical perspectives about the past based on proof.
e.     Describe how historians use methods of inquiry to identify cause effect relationships in history
noting that many have multiple causes.
f.     Identify the role of the individual in history and the significance of one person’s ideas.

Week of January 5-9

Monday- CNN Student News, DBQ Background essay and questions

Tuesday- Share good news, finish background essay and questions,

go over old DBQ essays and reflect, 

begin Docs D, E, F

Wednesday- Geoguessr.com or Geo Bee questions, Docs D,E,F of DBQ

Thursday- Share good news, article of the week, primary vs. secondary sources, go over Docs D,E,F

Friday- CNN Student News, Thrash out (debate), 

**Geography Bee on Wednesday, Jan. 7 from 3- 4 in the HMS library (In case of a snow day the Geo Bee will be Jan.8)

Skills:

a.     Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary
and secondary sources including narratives, technology, historical maps, visual/mathematical
quantitative data, radiocarbon dating, DNA analysis).
b.     Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events led to
the development, and what consequences or outcomes followed.
c.     Identify the point of view (perspective of the author) and context when reading and discussing
primary and secondary sources.
d.     Compare and evaluate competing historical perspectives about the past based on proof.
e.     Describe how historians use methods of inquiry to identify cause effect relationships in history
noting that many have multiple causes.
f.     Identify the role of the individual in history and the significance of one person’s ideas.