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Monday, September 24

Today’s Learning: Describe Athens during its Golden Age.

Warm Up: Please attach your completed Comparing Athens and Sparta to p. 26 of your notebook WITH a hinge.

Class Work: Discuss responses to Comparing Athens and Sparta as a class.

Classical Empire notes, notebook p. 26.

SPLAR (SciencePhilosophyLiterature and TheaterArt and Architecture, Religion and Recreation) notes, notebook p. 27.

Standards 3.1/3.2 (What is an empire?/Why is ancient Greece called a classical empire?) Quiz, Thursday, September 27.

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Friday, September 21

Today’s Learning: How are ancient Athens and Sparta alike and different?

Warm Up: AttachAncient Greece video guide to p. 25 of your notebook with a hinge. Share your responses to yesterday’s Ancient Greece video guide with your table partner. Discuss as a class.

Class Work: Please complete the Comparing Athens and Sparta formative assessment quietly and independently.

Describe each story you hear on today’s CNN 10 in a sentence on p. 21 of your notebook.

Have a weekend and GO BIG RED!!!

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Thursday, September 18

Today’s Learning: How were ancient Athens and Sparta alike and different.

Warm Up: Please close read – underline, highlight, annotate –Treatment of Women and Slaves in Student Reading: Athens and Sparta a second time and complete the corresponding section of Athens and Sparta Notes graphic organizer on p. 4.

Class Work: Share your responses to the warm up with your assigned travel partner.

Respond to the questions on the Ancient Greece video guide as we view the video of the same title.

Please corroborate the information from the video Ancient Greece with the Student Reading: Notes graphic organizer. Add information that you learned from the video to the appropriate place on your graphic organizer, e.g. Government, Economy, Education, Treatment of Women, etc.

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Wednesday, September 19

Today’s Learning: How were ancient Athens and Sparta alike and different?

Warm Up: Please close read Government in Student Reading: Athens & Sparta a second time and complete the corresponding section (page 1) of Athens and Sparta Notes graphic organizer (Government).

Class Work: Share your responses to the warm up with your assigned travel partner.

Please work with your assigned travel partner to close read Economy in Student Reading: Athens & Sparta a second time and complete the corresponding section (page 2) of Athens and SpartaNotes graphic organizer (Economy). When you’re finished with p. 2 of your notes, return to your assigned seat. Share the information on p. of Athens and Sparta Notes with your table partner.

Work independently to read Education in Student Reading: Athens & Sparta a second time and complete the corresponding section (page 3) of Athens and Sparta Notes.

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Tuesday, September 18

Today’s Learning: Why is ancient Greece considered a classical empire?

Warm Up: Take a look at a physical map of Greece. What physical features cover the area of Greece? What effect will that have on settlement? Write your responses on p. 24 of your notebook.

.Class Work: Geography of Greece/City-States/Types of Government Notes, notebook p. 24.

Please close read Student Reading: Athens & Sparta. Identify how these two Ancient Greek city-states were similar with a star; put a check next to differences.

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Monday, September 17

Today’s Learning: What characteristics define an empire?

Warm Up:  Please attach your Classical Empire Notes that we completed last Friday to p. 22 of your notebook.

Class Work: On September 17,1787, the U.S. Constitution was signed by a majority of delegates to the Constitutional Convention in Philadelphia. On p. 23 of your notebook, please describe the U.S. Constitution. Discuss responses as a class.

Complete Preamble activity. Class DiscussionView Schoolhouse Rock The Preamble video.

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Friday, September 14

Today’s Learning: What is an empire?

Warm Up: Please add your completed Habits of Mind formative assessment from yesterday to p. 19 of your notebook. WITH a hinge.

Class Work: Please describe what an empire is on p. 20 of your notebook.

Please add the following definition to p. 20 of your notebook:

empire – a group of nations or peoples ruled over by an emperor, empress, or other powerful sovereign or government: usually a territory of greater extent than a kingdom, as the former British Empire, French Empire, Russian Empire, Byzantine Empire, or Roman Empire.

Abbreviations Used in Dates (notes, notebook, p. 20):

  • c. = circa (Latin), approximately or about the time of
  • BC = Before Christ. Years are designated as before the birth of Christ. (Christian calendar concept)

  • AD = Anno Domini (Latin), “In the year of the Lord”. Years are designated as after the birth of Christ. (Christian calendar concept)

  • BCE = Before Christian/Common/Current Era

  • CE = Christian/Common/Current Era

Classical Empire Notes:

  • Empires are a group of countries or regions that are controlled by one ruler, often an emperor.
  • Allegiance to the empire

  • A successful military

  • Provides for the people of the empire, including safety at the border

  • (Often) flourishing arts, philosophy, religion and writing

  • Functioning government, example: collecting taxes

  • Urban areas like markets (agoras), public baths, worship spaces

  • Routes of trade, by land or sea

Describe each story you hear about on today’s CNN 10 in a sentence on p. 21 of your notebook.

Have a weekend! And GBR!!!

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Thursday, September 13

Today’s Learning: Why do we look at things from far away and close up?

Warm Up: Please title p. 18 of your notebook Afroeurasia.

Class Work: Afroeurasia Notes.

Historical Habits of Mind Formative Assessment.

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Wednesday, September 18

Today’s Learning: Why do we look at things from far away and close up?

Warm Up: Please make sure you have included and labeled a minimum of seven items important to you on your Maps of My Life – My Dream Room map and that your map has a title and is colorful.

Class Work: Trade your Maps of My Life – World map with your assigned travel partner and write a conclusion about that person on their world map. Then trade your Maps of My Life – Lincoln map with your assigned travel partner and write a conclusion about that person 

on their map of Lincoln. And finally trade your Maps of My Life – My Dream Room map with your assigned travel partner and write a conclusion about that person on their map of their dream room. Hand your partner’s maps back to them when you’re done and return to your assigned seat.

Corroborating maps discussion:

  • What conclusions can you come to about the creator of the maps?
  • How did your understanding change with each map that was introduced?
  • Why was it important to have different views?
  • What were the advantages of a world map (far away) versus a map of someone’s dream room (close up)?

On p. 15, please add these notes:

Maps can help us contextualize:

  • In addition to timelines, maps are also helpful tools to help us better understand a person or event.
  • Timelines tell us what was going on around the time an event happened, and maps show us where events happened.

Multiple Perspectives:

  • Maps help us corroborate and contextualize; they can also help with multiple perspectives.
  • Each of us could have come up with different conclusions about the person whose maps we studied because we bring different perspectives to the task.
  • A girl might have a different perspective than a boy. Someone your age might have a different perspective than someone my age. A historian might focus on different information than an archeologist would. An individual from Europe might have a different perspective than someone from Asia might. The leader of a country might have a different perspective than a commoner. Etc., etc.
  • It is vital that we hear as many voices – multiple perspectives – as are available so that our understanding of an event is as complete as possible.

Please attach your completed Maps of My Life – World to p. 16 and Maps of My Life – Lincoln to p. 17 of your notebook. Hand in your Maps of My Life- My Dream Room.

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Tuesday, September 11

Today’s Learning: Why do we look at things from far away and close up?

Warm Up: Please make sure you have located and labeled the seven places important to you on your Maps of My Life – Lincoln map.

Class Work: Work quietly and independently on Maps of My Life – Dream Room assignment. Due at the beginning of class tomorrow.

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