EDUCATION EQUALITY LESSON ONE:
| educationequalityone.pdf |
CREATING POLITICAL CARTOONS: YOU MAY USE THESE LINKS TO HELP YOU CREATE AN EXTRA CARTOON.
www.powtoon.com/blog/editorial-cartoons/
POLITICAL CARTOONS: HELPFUL LINK: bit.ly/POLCARTOONLINK
| cartoons.doc |
| politicalcartoontaskrubric.pdf |
CIVIL RIGHTS WEBQUEST: bit.ly/civilrightswebquest
ARE SCHOOLS CREATED EQUAL? BROWN VS. BOARD OF EDUCATION
| separateisneverequal.pdf |
TINKER VS. DEMOINES. ARE STUDENTS PROTECTED BY FIRST AMENDMENT?
| freedomofspeechtinkercase.pdf |
I can deepen my understanding of industrialization of the American West by comparing and contrasting two perspectives on the Transcontinental Railroad.
The Transcontinental Railroad
What will I learn?
The Transcontinental Railroad, the first railroad to stretch from the center of the U.S. all the way to the Pacific Ocean, helped facilitate settlements in the West. On the other hand, the railroad disrupted the lives of wildlife and Native American peoples. In these articles you will see both the benefits and the detriments of the Transcontinental Railroad.
What question should I keep in mind?
How did the Transcontinental Railroad both help and harm people?
These articles show different perspectives on the Transcontinental Railroad. Use these two articles to answer the Comprehension Question, "How did the Transcontinental Railroad both help and harm people?"
As you read each article, use the highlighter tool to mark sentences and phrase that show the benefits and harms of the railroad. Use different colors to represent the benefits and the harms. When answering the Write Prompt on "Transcontinental Railroad," be sure to use your highlighted evidence to support your answer.
2. How did the Transcontinental Railroad both help and harm people?
https://newsela.com/read/historic-news-transcontinental-railroad/id/16478/
https://newsela.com/read/smi-transcontinental-railroad-buffalo-native/id/31379/
I CAN EXPLORE THE IMPACT OF WESTWARD EXPANSION BY COMPLETING A WESTWARD EXPANSION WEBQUEST
YOU WILL USE TASKS ASSIGNED BUT USE THE RESOURCES BELOW TO DO YOUR RESEARCH:
http://uhaweb.hartford.edu/edt615d/fall2005/personal/tchristen/assignments/westward_expansion.htm
California Gold Rush: http://www.historynet.com/california-gold-rush
• Indian Removal Act: http://www.historynet.com/indian-removal-act
• Klondike Gold Rush: http://www.historynet.com/klondike-gold-rush
• Louisiana Purchase: http://www.historynet.com/louisiana-purchase
• Oregon Trail: http://www.historynet.com/oregon-trail
• Transcontinental Railroad: http://www.historynet.com/transcontinental-railroad
• Louisiana Purchase: http://www.historynet.com/louisiana-purchase
• Westward Expansion: Encounters at a Cultural Crossroads:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/pdf/teacher_guide.pdf
• Trail of Tears:
http://www.pbslearningmedia.org/resource/a6682003-137b-4145-a920-09431231bc2e/georgia-stories-the-trail-of-tears/
• Westward Expansion: http://www.teachinghearts.org/dr0imapusa.gif
http://uhaweb.hartford.edu/edt615d/fall2005/personal/tchristen/assignments/westward_expansion.htm
California Gold Rush: http://www.historynet.com/california-gold-rush
• Indian Removal Act: http://www.historynet.com/indian-removal-act
• Klondike Gold Rush: http://www.historynet.com/klondike-gold-rush
• Louisiana Purchase: http://www.historynet.com/louisiana-purchase
• Oregon Trail: http://www.historynet.com/oregon-trail
• Transcontinental Railroad: http://www.historynet.com/transcontinental-railroad
• Louisiana Purchase: http://www.historynet.com/louisiana-purchase
• Westward Expansion: Encounters at a Cultural Crossroads:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/pdf/teacher_guide.pdf
• Trail of Tears:
http://www.pbslearningmedia.org/resource/a6682003-137b-4145-a920-09431231bc2e/georgia-stories-the-trail-of-tears/
• Westward Expansion: http://www.teachinghearts.org/dr0imapusa.gif
TUESDAY, JANUARY 23: ntro to Pueblo Indians.https://jr.brainpop.com/socialstudies/nativeamericans/pueblo/
I can build an understanding of how the Pueblo utilized natural resources by exploring an interactive timeline to learn about the Pueblos and the ways they adapted to their environment.
Do interactive read aloud of the page. http://www.crowcanyon.org/educationproducts/pueblo_history_kids/introduction.asp Students work independently selecting one of the time periods from the interactive timeline to learn about Pueblos and the ways they adapted to their environment from one time period: Basketmaker, Pueblo one, Pueblo two, Pueblo 3 or Post-migration 1300-1950
MORE PUEBLO RESOURCES: nativeamericans.mrdonn.org/southwest/pueblo.html
MAYAN CSI INVESTIGATION:
| copy_of_csi_maya_student.pdf |
Soothsayer book
| soothsayer_.pdf |
MAYAN WEBQUEST: DUE MONDAY, JANUARY 22-I can deepen my understanding of Mayan culture by completing a partner webquest.http://www.classzone.com/cz/ot/webquest/u6MT/intro.jsp Use this website to guide your research: http://mayas.mrdonn.org/
Task: The year is A.D. 850 and you are part of a small group of nobles who have been called upon by the king of your Mayan city. "Friends," the king begins, "I am sending you on a mission to learn as much as you can about the geography, culture, and traditions of the Maya in other areas. I need to better understand the people I plan to conquer!" As your group of nobles travels across Mayan lands, you will record your experiences and observations in a Travel Log. Then you will present your findings to the king using presentation software.
Process: http://www.classzone.com/cz/ot/webquest/u6MT/process.jsp
Complete travel log:
Process: http://www.classzone.com/cz/ot/webquest/u6MT/process.jsp
Complete travel log:
- Research the Maya, including religion, the role of kings, astronomy, cities, and daily life and the importance of geography.
- Write a two-paragraph introduction for your presentation.
- Select pictures to illustrate the information you will present.
- Print and complete the worksheet. Use the worksheet to help organize the presentation.
- As you research different aspects of Mayan culture, remember the elements that will be required in your presentation. Also, look for topics that interest you so that you can include those topics as well. Keep in mind that you are creating a presentation to a king. Use the resources below for your research.
| mayantravellog.pdf |
Create a Presentation to the King
Once you have finished your research, discuss with your group the things you would like to include in your presentation. The presentation must have a two-paragraph introduction to the Mayan civilization with a picture that illustrates something interesting about Mayan life. You must also have multiple slides on the following topics:
the geography of Meso-America and its importance to the Maya
the importance of astronomical observations to the Maya
religion and temples
cities
the role of kings
daily activities of the Mayan people
Write a short paragraph for each slide. If possible, have at least one picture per slide to illustrate your information.
Once you have finished your research, discuss with your group the things you would like to include in your presentation. The presentation must have a two-paragraph introduction to the Mayan civilization with a picture that illustrates something interesting about Mayan life. You must also have multiple slides on the following topics:
the geography of Meso-America and its importance to the Maya
the importance of astronomical observations to the Maya
religion and temples
cities
the role of kings
daily activities of the Mayan people
Write a short paragraph for each slide. If possible, have at least one picture per slide to illustrate your information.
EVALUATION:
| evaluation_maya.pdf |
MAKE YOUR OWN WONDER HELPFUL LINKS:
http://www.nevworldwonders.com/2011/05/criteria-of-wonder.html
https://about.new7wonders.com/new7wonders-project-history/criteria-for-candidacy-rules/
sketch.io/sketchpad/SKETCHPAD 4.1:
pixlr.com/editor/PIXLR EDITOR:
https://about.new7wonders.com/new7wonders-project-history/criteria-for-candidacy-rules/
sketch.io/sketchpad/SKETCHPAD 4.1:
pixlr.com/editor/PIXLR EDITOR:
WONDER ACTIVITY: DUE THURSDAY, NOVEMBER 30
| wonderoftheworldprojectfinal.docx |
NATURAL WONDERS: CRITERIA FOR NATURAL WONDERS: www.nevworldwonders.com/2011/05/criteria-of-wonder.html
Links for Natural Wonders Research:
• http://gocanada.about.com/od/thebestofcanada/tp/natural_wonders.htm
• http://gosouthamerica.about.com/od/geography/tp/naturalwonders.htm
• Death Valley Video:
http://www.pbslearningmedia.org/resource/etv08.sci.ess.Earthsys.geology/geology-of-death-valley/
• Galapagos Islands: http://www.pbs.org/safarchive/5_cool/galapagos/g22_geo.html
• Haida Gwaii: http://www.thecanadianencyclopedia.ca/en/article/haida-gwaii/
• Uyuni Salt Flats: http://www.donquijote.org/culture/bolivia/places/parks/salar-de-uyuni.asp
• Bay of Fundy: http://www.eoEarth.org/view/article/150449/
• Patagonia: http://www.conservacionpatagonica.org/whypatagonia_uwp_geology.htm
• Lake Titicaca: http://www.discover-peru.org/lake-titicaca/
• Bay of Fundy: http://www.pc.gc.ca/eng/pn-np/nb/fundy/natcul/geolog.aspx
easyscienceforkids.com/angel-falls/Angel Falls:
Great Lakes: sciencewithkids.com/science-facts/facts-about-the-great-lakes.html
Glacier Bay: https://www.nationalgeographic.com/travel/national-parks/glacier-bay-national-park/www.nationalgeographic.com/travel/national-parks/glacier-bay-national-park/
INFO FOR KIDS: http://kinooze.com/seven-natural-wonders-of-the-world/
http://easyscienceforkids.com/earth-science/natural-wonders/
http://www.kidzworld.com/article/5570-seven-natural-wonders-of-the-world
http://www.fun-facts.org.uk/wonders_of_world/natural_wonders.htm
• http://gocanada.about.com/od/thebestofcanada/tp/natural_wonders.htm
• http://gosouthamerica.about.com/od/geography/tp/naturalwonders.htm
• Death Valley Video:
http://www.pbslearningmedia.org/resource/etv08.sci.ess.Earthsys.geology/geology-of-death-valley/
• Galapagos Islands: http://www.pbs.org/safarchive/5_cool/galapagos/g22_geo.html
• Haida Gwaii: http://www.thecanadianencyclopedia.ca/en/article/haida-gwaii/
• Uyuni Salt Flats: http://www.donquijote.org/culture/bolivia/places/parks/salar-de-uyuni.asp
• Bay of Fundy: http://www.eoEarth.org/view/article/150449/
• Patagonia: http://www.conservacionpatagonica.org/whypatagonia_uwp_geology.htm
• Lake Titicaca: http://www.discover-peru.org/lake-titicaca/
• Bay of Fundy: http://www.pc.gc.ca/eng/pn-np/nb/fundy/natcul/geolog.aspx
easyscienceforkids.com/angel-falls/Angel Falls:
Great Lakes: sciencewithkids.com/science-facts/facts-about-the-great-lakes.html
Glacier Bay: https://www.nationalgeographic.com/travel/national-parks/glacier-bay-national-park/www.nationalgeographic.com/travel/national-parks/glacier-bay-national-park/
INFO FOR KIDS: http://kinooze.com/seven-natural-wonders-of-the-world/
http://easyscienceforkids.com/earth-science/natural-wonders/
http://www.kidzworld.com/article/5570-seven-natural-wonders-of-the-world
http://www.fun-facts.org.uk/wonders_of_world/natural_wonders.htm
INUIT CLIP ART TO USE IN YOUR BOOKLETS:
| inuiticefishingcreativeclipsdigitalclipart.zip |
INUIT ESKIMO WEBQUEST AND RESOURCES:
| inuit_eskimo_webquest.pptx |
| inuitnativeamericansgraphicorganizerandcards__1_.pdf |
PANAGEA-CONTINENTAL DRIFT WEBQUEST: jb004.k12.sd.us/my%20website%20info/BIOLOGY%201/CONTINENTAL%20DRIFT%20THEORY/WEBQUEST.htm
REVIEW PAGES 7, 9, 11, 12, 13, 15, 17
TO READ MORE ABOUT PANGAEA: www.kidsgeo.com/geology-for-kids/0042-pangaea.php
WORK IN PARTNERSHIPS--WITH ONE OR TWO OTHER STUDENTS TO COMPLETE. BE THROUGH, THOUGHTFUL, NEAT AND COMPLETE.
DOGO NEWS LINK: www.dogonews.com/classrooms/xapalope
Enter this code by clicking on the "My Classrooms" link under your avatar on your personal profile page:
disariko
SAMPLE SUMMARY FOR THE FOLLOWING DOGO ARTICLE: MIT's New Robot Understands Pedestrian Etiquette www.dogonews.com/2017/9/25/mits-new-robot-understands-pedestrian-etiquetteTOPIC: MIT’S NEW ROBOT
MAIN IDEA: (PREDICTION BASED ON HEADLINE): MIT’S NEW ROBOT UNDERSTANDS WALKERS’ MANNERS MIT SCIENTISTS HAVE CREATED A NEW ROBOT THAT IS ABLE TO DO NAVIGATE THROUGH CROWDS IN ORDER TO DO ERRANDS INCLUDING DELIVER PIZZA. ESSENTIALLY, THE ROBOT HAS TO LEARN PEDESTRIAN ETIQUETTE OR GOOD MANNERS. |
REMEMBER WHEN SUMMARIZING NON-FICTION ARTICLES: ONLY INCLUDE THE MOST IMPORTANT FACTS-INFORMATION. YOUR SUMMARY SHOULD ANSWER THE FIVE w'S-WHO, WHAT, WHEN, WHERE, WHY AND 1 H-HOW? SUMMARIES SHOULD BE BETWEEN 30-50 WORDS. SAVE YOUR OPINIONS, THINKING AND WONDERINGS FOR YOUR RESPONSES. USE THE NON-FICTION SUMMARIZING RUBRIC TO ASSIST YOU.
|
| nonfictionsummarizingrubric.doc |
| nonfictionsummarizingrubricnew__1_.pdf |
CURRENT EVENTS FORMS & RUBRICS:
| currenteventsformforkids.doc |
| currenteventsrubric.doc |
| wonderopolis.doc |