7th+History+Homework

__**Thursday, November 14th**__
Do- "Ch. 5 SRA" pgs. 123-125 (#'s 1- 14 & 16 ALL & #'s 1-7 ALL)

__**Wednesday, November 13th**__
Complete Ch. 5 IR

__**Wednesday, November 6th**__
Quote Sandwich- "What role does physical geography and natural resources play in daily life in Africa"

Students are given 30 mins., to find direct Quotes from the text book, to cite, and complete this assignment. Each student should have 2 direct quotes.

__**Tuesday, November 5th**__
Read- Section 1, Chapter 5 (As a class)

Do- "5.1 SA" (#'s 1-3 all)

Do- 5.1 IR

__**Monday, November 4th**__
Intro- Western African Empires

Do- Basic Africa Map

__**Friday, November 1st**__
Finish- I R pg. 20 Turn in 4.3 SA Turn in Ch. 4 IR packet


 * Turn in all extra credit

__**Wednesday-Thursday, October 30th-31st**__
Complete: "4.3 Section Assessment" (#'s 1-4 all) pg. 98 "4.3 IR" pgs. 25-26 and Challenge Activity (page extender)

Tomorrow is the last day of the Trimester: All extra credit will be accepted tomorrow.

__**Tuesday, October 24th**__
Close Reading- "The Golden Age of Islam": Students were to do 4 seperate reads of the same article. The 1st read, is a read straight through to familarize with the content of the article. 2nd read: students should highlight "claims" made by the author. 3rd read: students should highlight (in another color) "evidence" the author uses to support his/her claim. 4th read: Students are to underline words or phrases the author uses to persuade/convince reader he/she is accurate.

Students have already read about Early Islamic Empires from the textbook, before doing this activity.

HW- Complete "Close Read"

__**Monday, October 23rd**__
Complete: "4.2 Section Assessment" pg. 93 (#'s 1-4 all) AND "4.2 IR" pgs. 23-24 (All)- highlight and answer all questions- NO CHALLENGE ACTIVITY

__**Tuesday, October 22nd**__
Group Activity: Expansion of Islam - Students were put into groups, to cover one of four main ideas. Each groups was to list Cause(s) & Effect(s) related to their assigned main idea, in a T-Chart. When students completed their individual main idea/topic they rotated groups to share with their ideas with the other groups, and vice versa. They were then asked to create a "flow chart" showing how the 4 main ideas, most important cause & effect contributed to the overall spread of Islam.

HW- complete "Flow Chart" Students should have all Key Terms/People organizer (for sections 1-3) completed by Friday, 10/25

__**Monday, October 21st**__
Do- Chapter 4 Key Terms/People Vocab Organizer

__**Friday, October 18th**__
Chapter 3 Test- all make ups to be done by Wednesday, 10/23 in library @ Lunch Recess.

__**Thursday, October 17th**__
In Class- Test Prep (The Rise of Islam)



Both Key Terms and Test Prep are Due tomorrow, 10/18. Please use that those as study guides tonight for tomorrows Chapter 3 Test.

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Wednesday, October 16th**__
Turned in: CH. 3 SRA part II & Chapter 3 IR

Do- Key Terms (The Rise of Islam)



__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Tuesday, October 15th**__
Do- "Ch. 3 SRA part II" pg. 75 (textbook) #'s 1-7 all. Students should write questions down, answer with correct multiple choice letter, and write answer down.

Do- IR- Ch. 3 (All). Student have completed some sections in this chapter already, but should finish it completely- pgs. 13-19. "Challenge Activities" on pg. 15 & 17 should be done on a separate piece of paper and glued to those pages as a page extender.

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Monday, October 14th**__
In Class: Do- "Ch. 3 SRA" (textbook) pgs. 73--74 (#'s 1-14 all & 15-18 all). Students should answer questions in complete sentence.

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Friday, October 11th:**__
History of Islam- students watched a documentary on the history of Islam. Students are to take notes, guided by the "foundation of learning history" chart in their NB's. Information not only comes in text (written), it can be shared in other forms, such as technology and media. This is exercise coincides with having students analyze information, and corroborate it with other information from more traditional venues (textbooks, articles, etc...) =__**NOTE:**__ **//Thank you for your patience as I have experienced "technical difficulties" with my wikispace account.//**= = = =**//WE ARE BACK UP AND RUNNING!//**=

__**Tuesday, September 24th**__

Complete in class- "Q-Sand"- Fall of Rome

__**Monday, Septemeber 23rd**__

Graphic Organizer- Declines/Growth of Roman Empire: Review

Quote Sandwich- Decline/Growth that most effected the Growth/Decline of Roman Empire (Intro)

__**Friday, September 20th**__

The Fall of Rome- Movie Clips

__**Thursday, September 19th**__

Fall of Rome Chart- Continued. Groups should hav 4-5 "Growths- cause & effects" and 8-10 "Declines- cause & effects", encompassing all of Chapter 2 (sections 1, 2, and 3).

HW- Complete for review tomorrow in class

__**Wednesday, September 18th**__

Fall of Rome Chart- In groups students used resources and materials to put together a cause & effect chart centered around this goal: "Cause & Effect of vast expansion and ultimate disintegration of The Roman Empire"



__**Tuesday, September 17th**__ Constitution Day Continued:

Students were given more time in class to finish assignment from yesterday- Constitution Poster

Do- Student were given time in class to respond to the following prompt (separate piece of paper, to be turned into the box): "How has the constitution affected me". Responses should be 5-7 sentence paragraph, and are due beginning of class tomorrow.

HW- finish Poster and Write

__**Monday, September 16th**__

Constitution Day Poster: Students were given directions to do an illustrated poster in honor of Constitution Day (tomorrow 9/17). They were given a hand out and sheet of white paper.

Students will continue activity tomorrow in class along with a "Write": Poster is due at the end of class tomorrow!

HW- NONE

__**Tuesday, September 10th**__

"Article: 1st Century Rome/Christianity"- Continued (from yesterday).

In class: We went over "claims" in the article.

Students were put into groups to find evidence and words & phrases (Close Reading Chart)

HW- Finish finding "evidence" (to support claims- highlighted in a different color) AND underline/circle words or phrases that are convincing in argument/claims of author.

__**Monday, September 9th**__

In Class: Students "Close Read" pgs. 28-29 (Christianity Spreads): looked for difficult vocab, and looked at Claims (evidence to support)

Article: Rome in the 1st Century- Students were to highlight difficult vocabulary after 1st read (discussion in class/with group/teacher)

HW- Read article 2nd time... Highlight (different color) Claims (ONLY) in article.

__**Friday, September 6th**__

Review: Close Reading: Roman Advancements (done in class Thursday)

Do- Map of Roman Expansion: Students were to use the "Map Key' to then color the entire map handout. Water, rivers should be colored blue, but students could chose how to color the rest of the map, just as long as they stayed consistent.

HW- Finish the map

__**Thursday, September 5th**__

In Class activity: CLOSE READING (pgs. 24-27 in textbook). Students were asked to close read a chunk text, and answer questions in NB (pg. 2)

Students should use a "page extender" and not go past NB pg. 2 to answer these questions. Page Extender: stop 3 lines from the bottom, use a piece of paper to continue (if needed), cut it to size when done, paste it to bottom 3 lines, and fold it up... This is a "page extender".

HW: finish answers to questions

__**Wednesday, September 4th**__

IR- pgs. 7-8- Students are to "Close Read" the section. 1st- Read both pages and highlight (one color) difficult vocabulary words for understanding. 2nd Reread pgs, stopping and answering bubble questions on right, and highlight (second color) where you found the answer. NO CHALLENGE ACTIVITY>

Rome: Rise & Fall of an Empire- Student watched 20 minutes docu/drama on Rome. Students were ask to answer 1 question from "students will be able to..." section, from their Reading Like a Historian Chart (3rd column). 1 question from "evaluating source", 1 question from "Contextulization", and 1 question from "Corroboration" on a separate piece of paper.

__**Tuesday, September 3rd**__

"Foundations of Learning History" NB (Notebook) Check:

In Class: Set up "The Fall of Rome" Title Page/NB

__**Friday, August 30th**__

Foundation Resourse Chart- Great Resource for students (put in NB)

NB Set-Up: Notebook Setup (Table of Contents) Pg. 1- Title Page (in color): "Foundations to Learning History" Pg. 2- Snap Shot Biography Pamphlet Pg. 3- Quick Write (Story of Birth- already there) Pg. 4- Snap Shot HW Part 2 Pg. 5 Close Reading Activity (Hi-Lited/Symboled: History Article) Pg. 6 Evaluating Sources (activity wrksht- front & back) Pg. 7 Sourcing Pg. 8 What is History? Pg. 9 Contextualizing (Imagine Setting) Pg. 10 Corroboration (Cross-Checking) Pg. 11 Foundation Resource Chart

NOTE: Notebook Check- Tuesday 9/3 (For Points/Grade)

__**Thursday, August 29th**__

Corroboration (Cross-Checking) Handout: In class discussion and notes.

HW- Students should finish last 2 question of Handout

__**Wednesday, August 28th**__

In Class: //**Contextualizing** **Handout:**// We reviewed this in class. Students were led in discussion and given simple notes to take to identify meaning.

HW- Students are respond to why it is //**important**// to have the following perspective (when studying history): What would it look like to see this event through the eyes of someone who lived back then? NOTE: there is NO "back then"... Students are responding to why this is an important concept to consider when viewing history.

__**Tuesday, August 27th**__

Handout- History, Contextualizing, Cross-Checking, and Chart: These handouts are to be worked on over the course of this week. Today, we focused on //**'What is History**//".

HW- Answer the following question: //**"We must consult multiple pieces of evidence in order to build a plausible account".**// Students should answer this question in 2 parts: 1. What does this mean? and 2. What example supports this idea (how might that look).

__**Monday, August 26th**__

Minimum Day: Close Reading/Sourcing Quiz

HW- NONE __**Friday, August 23rd**__

Evaluating Handout- in class we discussed how to Evaluate a Source properly. Students are to keep handout to put into SS notebook (NB).

HW- NONE __**Thursday, August 22nd**__

Finish: Close Reading Activity: -//**How Does the "article/text" make you feel? (answer on back of worksheet as # 3.)**// //**-What words/phrases "convince" you the author is right? (students should hi-lite in another color or use a symbol to reflect).**// //**- What did the author "Leave Out"? (Not facts, but evidence or validation to support their claims- answer on back of worksheet as #5.)**// HW- Create a color/symbol key describing those marks (i.e.- yellow hi-lite- "Claims", etc...) & finish up anything not completed. Due tomorrow beginning of class 8/23

__**Wednesday, August 21st**__

Close Reading: In class, model activity: Students were taken through the beginning stages of Close Reading. They were asked to Read, and re-read an article multiple times and directed to do the following: Read once Re-Read to find difficult vocabulary words (also asked to underline those words)- Group discussion, to clarify vocabulary Re-Read and highlight answers for following questions: //**What claims does author** **make?**// Re-Read and highlight (with a different color hi-liter) answers to the following questions: //**What evidence does the author use to support those claims?**//

HW- Students should complete the above assignment by beginning of tomorrows class

__**Tuesday, August 20th**__ Evaluating Sources: Students are placed in a group of 3, as the proper way to evaluate a source is explained. Students, in their group are then asked to work a worksheet to find the correct source, and explain why.



HW- finish Evaluating Sources, if not completed in class (due tomorrow, beginning of class) __**Monday, August 19th**__ Completed (In Class): Snapshot Autobiography- students got in pairs and shared their "event" that they interviewed another person on. They also shared how the interview went, discussing the "differences" & "things in common" they saw about their event with their interviewee. Worksheet & Pamphlet- turned in at end of class.

HW- NONE

Minimum Day Schedule

__**Friday, August 17th**__ In Class: Reviewed first 3 pages of Autobiographical Pamphlet (Title Page, Story of Birth, and About the Author). Students were to have finished this. Introduced the final 3 pages (Event #1, Event #2, and Event #3). Students were given the rest of the period to work on these in class. All 3 events must have an illustration, that takes up NO more than 1/4 of the page (must be in color).

Reviewed HW (homework): Students are to complete, with assistance from interviewee, Snapshot HW assignment.

HW- Snapshot autobiography worksheet (listed here):

Pamphlet & worksheet are due Monday, August 19th

__**Thursday, August 16th**__

QW (Quick-Write): ( Pg. 3 of SS-NB; Social Studies Notebook): "**//What is the story of your birth?"//**

Intro- Snapshot Autobiography (Day 1): In class I went over the follow project with students. Students were directed on how to fold a tri-fold pamphlet, and directed on what page is designated for what. Here is the list: Front Page (pg. 1)- Title (students need a title page for their autobiographical pamphlet). Page 2- Story of their birth (students may refer to QW)- Students should have a piece of art and only use this page to write. Page 3-5: Write 3 mini-narrative stories (excluding story of their birth) of an important event that shaped their life, including a piece of art. Back Page (pg. 6): About the Author- Students should list important information they want people to know about them (the author).

A more detailed explanation:

__**NOTE:**__ Students have been told they are only to share information about their life and birth they are comfortable sharing with others or in this pamphlet. Students should **__NOT__** use color makers, or any writing/drawing tools that may "bleed" through. Color pencils and/or crayons are suggested for art, and regular pencil and/or ball point pens (blue or black ink) are required for writing. Students are allowed to use colored copied pictures (NO black or white) or type out writings (cut and paste) for pamphlets. __**THIS IS NOT REQUIRED!**__


 * HW** (Homework): Students are to finish the following pages at home of their tri-fold pamphlet: Title Page, Story of your birth, and About the Author:

__**Wednesday, August 15th**__ In Class Activity: "Lunchroom Fight" - Students got into pairs to answer questions from handout (playing the role of principal, and investigating a lunchroom fight- FICTION).



__**Tuesday, August 14th**__ Introduction

Syllabus Review

Library: Check out all Textbooks (all textbooks checked out today are to stay at home)

//**HW**//- get Syllabus Signed: Students returning signed syllabus Wed. 8/14 receive Extra Credit points. Students Returning thereafter, receive no Extra Credit.


 * __NOTE:__** All Power-Point Notes are to be done in class during class period they are assigned. Power-Point notes are to be accessed on this site only for students that DID NOT complete them during the class period AND for students that were Absent the day the Power-Point was presented. Students should NOT use the Power-Point notes to go a head in their notebooks. Abuse of this resource will result in disciplinary action by Mr. Alkire and the removal of this valuable resource from this site. Thank You for your understanding!


 * __NOTE:__** All "Key Terms" and "Test Prep" worksheets are to be done in class, during the time provided. "Key Terms" and "Test Prep" are to be accessed on this site for students that were Absent the day the worksheets were given. It is also designed as a tool to be used to guide them through each chapter. Students should NOT complete the "Key Terms" and "Test Prep" before being assigned in class. Students will be given time in class to complete them. Abuse of this resource will result in disciplinary action by Mr. Alkire and removal of this valuable resource from this site. Thank You for understanding!**