World+Studies+B4


 * World Studies B4 **

**__Week of June 15th-19th __ Feudalism is no longer alive and we are now venturing to Ancient China! We are watching some clips from the Discovery Channel: China: From Past to Present and then will be learning about their economy in ancient times versus the present.  **

Homework: June 15th/16th Pre-reading Ch. 17
 * Due June 17th/18th

Chapter 17: China Develops a New Economy **  __**Overview**__ In this lesson, students learn about the growth of China’s economy from the 10th to the 13th centuries. In a Visual Discovery activity, they analyze three images to identify characteristics of agriculture, commerce, and urbanization in China during the time. They then read about and describe the causes and effects of several dramatic changes in China’s economy.  Students will • explain the agricultural changes that occurred during the Tang and Song periods, including the political conditions and technological discoveries that fueled these changes. • describe the growth of commerce and the development of a papermoney economy. • identify the causes of urbanization.
 * __Objectives__**

**Week of May 18th-22nd **
 * We have ventured into the Medieval Times!

Here are the Ch. 2 Reading Notes**

**Week of March 16-20th ** The students are completing the Greek Unit this week by taking a Unit Test on Monday and Tuesday. The students will also be introduced to the pre-reading/teaching sheets after the test and will be informed that this is work that needs to be completed at home or during study hall. It is homework if they did not finish in class. Here is a copy of it!
 * __ Monday and Tuesday: __**

**__ Wednes __****__ day-Friday __** In this lesson, students learn how the struggle between patricians and plebeians led to a more democratic government in the Roman Republic. In a two-phase Experiential Exercise, students assume the roles of “Pats” and “Plebs” and negotiate how to work together to complete a mosaic project. Afterward, they read about how the government of the Roman Republic was reorganized to become more democratic. Then they make connections between what they read and their experience in the activity. Students will • describe the rise of the Roman Republic. • describe the differences between patricians and plebeians in the Roman Republic. • list the political rights earned by plebeians in their struggles with patricians. • explain how the government of the Roman Republic was reorganized to become more democratic. · Students will complete Ch. 33 Reading notes. · Students will complete processing activity-Complete the diagram by doing the following: A. Choose tile colors to represent plebeians and patricians. Glue them into the key. B. For each part of government shown, glue an appropriate number of each color of tile into the spaces. C. Beneath your drawing, explain why this form of government kept power balanced between patricians and plebeians. · Students will take a short, multiple choice quiz.
 * Ch. 33: The** **Rise of the Roman Republic**
 * Overview**
 * Objectives**
 * Assessment:**

**Week of March 9-13th ** We will be finishing Chapter 31-Greek Influence, reviewing Ch 25, 26, 27, and will be completing a Unit Test. They will be given a study guide to prepare for the unit test. The Greece Unit Test will be on __**Tuesday****, March 17th!**__

Here is the study guide for you to download! [|Greece Study Guide 7-8.doc]

Here is the essay choices for the 9/10th graders [|Greece High School Essay Choices.doc]

In this lesson, students learn about the contributions of the Greeks to the modern world. In a ** Social Studies Skill Builder, ** they match 11 descriptions of modern arts, government, entertainment, and scientific beliefs and practices with images showing the Greek achievements that made these modern aspects of our lives possible. After matching each image, they read about additional Greek contributions in the respective fields. Students will • recognize Greek contributions to modern language and literature. • describe the contributions of important Greek figures in medicine, mathematics, and the sciences. • identify political practices of our democracy that came from the Greeks. • describe architectural features of modern buildings that can be traced to the Greeks. • recognize Greek contributions to modern entertainment and sports **Assessment:** *Students will complete Ch. 31 processing 
 * __ Ch. 31 The Legacy of Ancient Greece __**
 * Overvi****ew:**
 * Objectives:**
 * Students will complete a Unit Test on Greece covering Chapters 25, 26, 27, and 31

**Week of February 9-13th ** In this two-phase **Experiential Exercise,** students first choose settlement sites in a simulated landscape of ancient Greece to understand the influence of geography on settlement and culture. They then explore ways for their settlements to survive. Afterward, students read about the early settlement of Greece in their books and make connections with their experiences. Students will • identify key physiographic features of ancient Greece. • describe the connections between geography and the development of city-states in the region of the Aegean Sea. • explain how rivalries among Greek city-states over control of farmland often led to wars. • describe the patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
 * Chapter 25-Geography and the Settlement of Greece **
 * Overview **
 * Objectives **
 * Processing:** Students will complete Chapter 25 Reading notes.

In this four-phase **Experiential Exercise,** students use the principles of four forms of government—monarchy, oligarchy, tyranny, and democracy—to select a song to play for the class. After each phase of the activity, students read about that form of government in ancient Greece and make connections with their experiences. Students will • trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece. • explain the reasons for the failure of monarchy, oligarchy, and tyranny in ancient Greece. • state the key differences between Athenian, or direct, democracy and representative democracy.   **<span style="font-size: 150%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Week of February 2-6th ** BrainPop: History of Religion Discovery Learning: History of Judaism **__ Chapter 11 __** The Ancient Hebrews and the Origins of Judaism In this lesson, students complete a //Writing for Understanding// activity to learn about key figures in the history of the ancient Hebrews and the development of Judaism. Working in small groups, they read about one of four important figures in the history of the ancient Hebrews—Abraham, Moses, David, and Solomon—and design an illustrated scroll page for that figure. They then regroup and teach each other about the figure they researched. Students will: • identify the Torah as the source of the basic laws of Judaism and a source of information on the history of the Hebrew people. • explain the significance of the important figures Abraham, Moses, David, and Solomon in the development of Judaism. • create illustrated scrolls commemorating the achievements of these figures. Students join their pages to create illustrated scrolls about the ancient Hebrews. Students will take a chapter quiz.
 * Chapter 26-The Rise of Democracy ****// (will continue after break-2/23/09) //**
 * Overview **
 * Objectives **
 * Processing:** Students will complete Chapter 26 Reading notes and create a pictoword for each form of government that was practiced in ancient Greece: //monarchy, oligarchy, tyranny,// and //democracy//.
 * Introduction:**
 * Overview**
 * Objectives:**
 * Processing:**