Unit 1- Geography

Monday, 8/24/15

1. Come in and get assigned seats2. Go over syllabus and norms of classroom

1. Practice norms like lining up, turning in work, ect

3. “Getting to Know You” from the King and I as intro to getting to know you Facebook and Notebook folder activity

4. Homework: Get syllabus signed by Friday, Syllabus Check-in tomorrow

Tuesday, 8/25/151. You will need your laptop today., bags stay

on the hooks!!!2. Turn in Signed Syllabus into the orange bin. 3. Go over log-in information for all websites

1. On Back wall4. Warm-up- Syllabus Check in on Quia.com

1. If you have a paper copy, be sure to turn it into the orange bin with your name on it.

5. Pre-test for year on Quia.com. 1. Turn paper copy into the orange bin if you

have one. 6. Log-on to Achieve 3000 for the pre-test

when done.

Wednesday, 8/26/15•Turn in homework into the orange bin. •Answer the following questions on one of

the Warm-up Sheets from the center of your groups on the section labeled Wednesday. Write None in Monday and Tuesday. ▫What is history?▫Why does history matter?▫What topic do you want to study this year?▫What is historical thinking? Why do we

need it?

Warm-up review

What is history? Why does history matter?-

https://www.youtube.com/watch?v=QRlRZPx-pG0

Today we will……

•Understand the difference between a fact and opinion

• Identify the differences between primary and secondary sources

• Identify and develop the steps to interpreting sources

"How do we know what we know?"•Historical thinking the process of reading,

writing, and analyzing written, visual, and auditory sources to understand our past .

•The past is difficult to retrieve and these ways of reading and analysis help us write accurate stories about what happened and what those events meant.

What will we become?

• In this class, we will not be students who sit idly by taking notes just to memorize names and dates.•We will become explorers, detectives,

recorders, authors, thinkers, and leaders.

There are several parts to being historical thinkers.•We need to know the difference between a

fact and opinion. •We need to know what a primary source

and secondary source are. •We need to know how to determine bias in

a source. •We need to know the purpose of a source,

the main idea, point of view, and the credibility of the source.

Fact v. OpinionFact Opinion

• A fact is something that is true or real. A fact can be proven by evidence.

Examples:• George Washington was

the first president of the United States.

• A quadrilateral is any shape that has four sides.

• There are 60 seconds in a minute, 60 minutes in an hour, and 24 hours in one day.

• An opinion is different from a fact because it is a belief or judgment that cannot be proven. Words like "best" and "most" are often clues that a statement is an opinion.

Examples:• George Washington was the

best president the country has ever had.

• Blue is the prettiest color.• Star Wars is the best movie

ever made.

SourcesPrimary Secondary

• Primary sources are original materials. They are from the time period you are researching and have not been changed from their first form.

• Primary sources come in many forms. They include:▫ diaries▫ interviews▫ letters▫ photographs▫ paintings and sculptures▫ birth certificates, death

certificates, and other legal documents

▫ artifacts

• Secondary sources are written after the time period and often are used to interpret primary sources.

• Secondary sources also come in many different forms. They include:▫ biographies▫ commentaries▫ magazine articles▫ book reviews▫ textbooks▫ journal articles

Sources• When studying history, you will use many

different sources when you do research. Sources will include primary source materials and secondary source materials.

• When looking at both primary and secondary sources, it is important to keep in mind that the creator of the work might be expressing their opinion and not just the facts as they occurred. Knowing about the author or creator of a work is important when studying any source in order to catch their bias.

• Historians use many different kinds of sources when they write about history

Interpreting Sources

• In order to interpret sources, you need to know the following:▫The purpose of the piece▫The main idea▫The point of view of the author▫Credibility

Purpose

•Purpose is the reason someone has for writing or creating a source. Often, you can figure out the purpose of a source by understanding the intended audience. Knowing the intended audience can tell you a lot of information about why the source was written.

Main Idea• The main idea of a source is the basic idea a

writer is trying to share with the reader. After reading a source, you should be able to sum up the details of the source in one or two sentences. These sentences would then represent the main idea of the source.

•     Often, the main idea can be found in the first few paragraphs of a source. If the source is only a paragraph or two, then the main idea will be located in the first few sentences.

• Anything that is not the main idea will be a supporting detail. Supporting details are sentences that "help out" or give more information about the main idea.

Point of View

•Point of view can refer to the background and perspective of the author of the source. The background of the author can often influence their opinions. Opinions, in turn, can influence what the author writes about.

Credibility• Credibility is similar to reliability and accuracy.

These concepts are important when studying both primary and secondary sources. If a source can be trusted as accurate, then it is most likely reliable.

• Example: Imagine that your teacher asks you to write a research paper on the Civil War and tells you to look up sources online. A reliable source might be an online article from a scholarly journal such as the Journal of Southern History. This source can be considered reliable because the articles found within it will be researched by reputable historians. Websites like Wikipedia are not considered reliable because they are not usually written by content experts or scholars.

Thursday, 8/27/15

•Turn in your signed syllabus to the orange bin.

•Write down your homework in your agenda

•Get out your warm-up sheets and answer the following: ▫Why do we need to know how to think like

a historian?▫What is an example of a primary source,

and a secondary source?▫Why is it hard to retrieve information

about the past?

Today we will…..

•Practice thinking like a historian (need page 3 of notebook)

•Begin our unit on Geography

Let’s practice! • On your own, I would like for you to see if

you can practice being historical thinkers. I will model the first question, and then we will answer the next three questions using the four corner method, before completing the remaining questions on our own.

• Now turn to your elbow partner, and compare your choices. You have two minutes. If you have different answers discuss why you believe your choice is the correct answer.

• Turn your attention to the front to go over the answers. Make corrections as needed.

Friday, 8/28

•Turn in your signed syllabus. No syllabus = stamp in agenda.

•You need your laptop today. •Answer the following questions for your

warm-up:▫What is geography?▫What tools can you find on a map to help you understand what you are looking at?

Achieve 3000

•Log-on to Achieve 3000 •Do not click start lesson, but please look

at “Mapping the Future.”•We are going to go through the steps

together•Exit Questions: • What is a cartographer?

•What do they do?

Monday, 8/31

• Come in and get your new warm-up sheet. Please answer the questions below. These questions are pulled from your Achieve article “What is History”:

▫ What subjects are covered under the label Social Studies?▫ What is your role in maintaining history?

• Get your map out from Thursday (page 4) as well as some coloring utensils and a pen/pencil

• No written Exit Question. We will do discussion instead.• Homework:

▫ Great Lakes, Not for Long Reading Guide (due tomorrow)▫ On Achieve 3000: Where You Live Matters, The Native

American Way of Life, SaVing Hopi History (due Friday)

Today we will...

• Identify and Label the oceans and continents of the world• Identify our key vocabulary • Decipher how to read a map

Switch to elmo to do page 4

Front side labelling continents and oceansBack side vocabularyPractice using longitude and latitude using the map on the front. Use map in the back of the room for students to show where they are located based on coordinates I give. Write cooridnates on the board. This is our Exit Ticket.

1. 21 *S , 47 * E (Madagascar)2. 51 *N, 112 *E (Russia)3. 25* N, 102* W (Mexico)4. 6*S, 55*W(Brazil)5. 47*N, 3*E (France)6. 44*N, 24* W (Atlantic Ocean)7. 0*, 38*E (Kenya)8. 26*S, 135*E (australia)9. 3*N, 146*W (Pacific Ocean)10.71*S, O* (Antarctica)

Tuesday, 9/1/15

1. Get out your homework so we can trade and grade after our warm-up. Thank you!

2. Warm-up: • When Ms. Farley says “Go” List as many of the 50

states that you can in 1 minute. 3. Homework:

• Core 1: Great Lakes? Not so great. • On Achieve 3000: Where You Live Matters, The Native American

Way of Life, SaVing Hopi History (due Friday)

Today we will

Recognize the different types of maps, and determine which to use when. We will also identify the 50 US states and the geographic features of the United States as this is our focus for the school year.

Switch to Elmo to complete recognition of the 50 states and major landforms of the U.S.

• Have students identify as many of the 50 states on their own as possible first play video “Tour the States” https://www.youtube.com/watch?v=_E2CNZIlVIg

• We will label the states together using elmo. Students will volunteer fill in map.

• Ms. Farley will label a physical map of the U.S., students will follow Ms. Farley and label their map

Tuesday’s Exit Slip

Based on the physical features we saw in the video, what kind of natural resources do you believe could be found in the US? Give me 3-5 natural resources.

Wednesday, 9/2/15

1. Warm-up: Write down Weekly 52. Write down your Homework:

a. Stately Riddlesb. On Achieve 3000: Where You Live Matters, The

Native American Way of Life, Saving Hopi History (due Friday)

Today we will….

1. Identify and recognize the differences between the regions of the US.

2. Explain how geography affects the way we live.

Weekly 5 (independent work)

Complete the Geography Fact or Opinion page. When done, turn it into the orange bin with your name on it.

Label the states on your regions map. Please color this in later.

Regions of US- Switch to Elmo

Label areas togetherWatch youtube video:https://www.youtube.com/watch?v=deta5DscPS4List the physical features, industries, and natural resources in each region.

Thursday, 9/3/15

1. Have your homework out on your desk.

2. Write Down your Homework: a. On Achieve 3000:

Where You Live Matters, The Native American Way of Life, Saving Hopi History (due Friday)

1. Warm-up:a. What crops would be farmed

in the SE?b. Based on the map, which

region of NC to we live in?

Today we will...

• finish the video on the geography of the US• begin our NC geography stations

NC Geography Stations

Station one- Label and color the regions and physical features of NCStation 2- NC Economies/Industries by RegionStation 3- NC ClimatesStation 4- Major Cities and PopulationStation 5: Major WaterwaysStation 6: NC Geography Reading Guide

We will spend about 15 minutes at each station. I will rotate around trying to hit each group. Raise your hand if your group members could not help you solve your problem.

Exit Ticket:▫Tell me one new thing you learned today, one

question you have, and one vocabulary term that was new to you with it’s definition.

Friday, 9/4/15

1. Have your laptop and charger at your desk. 2. Achieve articles that need to be completed by the end of

class today:a. Where You Live Matters, The Native American Way of

Life, Saving Hopi History b. If you complete these articles, then complete: Happy

Birthday, “Yankee Doodle?” Afterwards select ones of your choosing.

c. Raise your hand and waiting silently if you get a 75% or higher the 1st try to get candy

3. I will be working with those who I spoke to last week, Mrs. Aragon will work with her group, the rest of you are working silently and independently.

4. There is no homework for this weekend.

Tuesday, 9/8

• Warm-up on your own paper:

▫What are the four regions of NC?▫Which station did you leave off at on Thursday?

• Homework: ▫Regions of NC practice - due tomorrow▫NC Travel GRASPS due Friday. WIll accept early▫On Achieve 3000: America Looks Back, 9/11:A

Young Boy Remembers, Pass the Talking Stick- due Friday at end of class.

▫Progress Reports come home next Tuesday due to POwer schoools issues

NC Geography Stations

Station one- Label and color the regions and physical features of NCStation 2- NC Economies/Industries by RegionStation 3- NC ClimatesStation 4- Major Cities and PopulationStation 5: Major WaterwaysStation 6: NC Geography Reading Guide- Done as a Group

We will spend about 10 minutes at each station. I will rotate around trying to hit each group. Raise your hand if your group members could not help you solve your problem.

We will go over this the last 15 mins of class

Exit Discussion

• Go Over how to do homework• Ask students how they think the geography of our land will be effected

when the Europeans or Native Americans arrive. Pull from achieve article- “Where you live matters.” all students did this last week.

Wednesday 9/9

• Have homework out on you desk. • Warm-up(on the same paper as yesterday):

▫ How do you think the Native Americans got to the Americas?▫ How do you think the geography of our land will be effected (change)

when the Europeans arrive?• Homework:

▫ Achieve 3000 due Friday: America Looks Back, 9/11:A Young Boy Remembers, Pass the Talking Stick

▫ GRASPS due Friday- COres 2-4, GRASPS due Monday core 1.

Today we will….

1. Weekly 5 on Quia.com- If you cannot log-on, raise your hand for a paper copy please

2. Finish going over stations 4-6 on page 11. 3. Be completing a movie guide as we watch

https://www.youtube.com/watch?v=UiBf8PTeAsQ , this video will show us what America was like before Columbus.

• You will get a chance to collaborate with your groups the last 5 minutes of class regarding the video.

Thursday, 9/10/151. Get our your movie guide. 2. Warm-up: None. The Quicker we are seated and silent, the

sooner we get ot start the video. 3. Homework (I am checking Agendas today!!!):

a. Achieve 3000 due Friday: America Looks Back, 9/11:A Young Boy Remembers, Pass the Talking Stick

b. GRASPS due tomorrow Core 3! GRASPS due Monday cores 1, 2, and 4.

c. Grade have been updated… If your name is on the side board, show up to lunch with all class materials.

Today we will….

• Be completing a movie guide as we watch https://www.youtube.com/watch?v=UiBf8PTeAsQ , this video will show us what America was like before Columbus.

• Exit Question: ▫ Who do you believe benefited the most from the Columbian

Exchange; the Europeans or the Native Americans? Why? *Use O.R.E.O. Must be at least 5 sentences in length. (5 points)

Friday, 9/11

1. Warm-up together: Columbus’ expedition landed on a Caribbean island he named San Salvador on October 12, 1492. He returned to Spain and sent this letter describing his first voyage. “The seaports there are incredibly fine, as also the magnificent rivers, most of which bear gold . . . . There are many spices and vast mines of gold and other metals in this island. They have no iron, nor steel, nor weapons, nor are they fit for them, because although they are well-made men of commanding stature they appear extraordinarily timid. The only arms they have are sticks of cane, cut when in seed, with a sharpened stick at the end, and they are afraid to use these. . . .[I] gave a thousand good and pretty things that I had to win their love, and to induce them to become Christians, and to love and serve their Highnesses and the whole Castilian nation, and help to get for us things they have in abundance, which are necessary to us. . . . They firmly believed that I, with my ships and men, came from heaven, and with this idea I have been received everywhere, since they lost fear of me. They are, however, far from being ignorant.” Christopher Columbus to Luis de Santangel, February 15, 1493

Explain how the Europeans affected American Indians based on the quote above and what we’ve seen in the movie.

Today we will ….

1. Finish last few minutes of video?2. Log on to Achieve 3000:

a. Achieve 3000 due Friday: America Looks Back, 9/11:A Young Boy Remembers, Pass the Talking Stick

b. Work on GRASPS when done, these should be turned into me via GoogleDrive or into the orange bin.

c. I will be working with the same group as last week for a few minutes before being able to come back and talk with you about 9/11, and Mrs. Aragon will be working with her group.

d. Raise your hand if you have any questions or if you get a 75% or higher the 1st try. Please work silently and independently. Thank you!

Monday, 9/14

1. Warm-up: a. Turn in your Project, Cores 1,2, and 4b. What topic that we have studied lately do you feel

least comfortable about?c. What topic do you feel like you best?

2. Get out your laptops for Kahoot- Unit 1! Code: 3. Homework:

Complete your Take home test and return it on Wednesday, along with your notebook check.