Today’s Learning: How did the Mongols create an empire?

Warm Up: Please complete your first, second, and third reads of Document C .Then write down two things you know for sure about the Mongols based on your reading of this document on the Document Chart: How did the Mongols create an empire? on the table in front of you.

Class Work: Share your responses to the First Read task on your Document Chart: How did the Mongols create an  empire? with your table partner.

2nd Read: Stand up and hold up 2 fingers: Find a partner. Respond to the Second Read: Sourcing question together.Then re-read together and respond to the Close Reading question together.

3rd Read: Stand up and hold up 3 fingers: Find a DIFFERENT partner. Reread the document with this partner. Then respond to the Third Read activity together. The text evidence you record should agree with that of your partner.

Please title p. 30(b) of your Social Studies notebook, Genghis Khan and the Mongol Empire and create the Cornell Note-Taking format there.

Then take notes in the “field” (Step 2) on p. 30(b) as you view the video of the same title. At the end of today’s viewing, please use the notes to write your “key points” and then use your “key points” to write your “summary” over what we viewed today.

Standards 6.1/6.2 Quiz, Thursday, February 13.

Today’s Learning: How did the Mongols create an empire?

Warm Up: Please close read – underline, highlight, and annotate –Document B.

Class Work: Then write down on the accompanying Document Chart two things you know for sure about the Mongols based on your reading of this document.

Please title p. 30 of your Social Studies notebook, Genghis Khan and the Mongol Empire and create the Cornell Note-Taking format there.

Then take notes in the “field” on p. 30 as you view the video of the same title. At the conclusion of today’s viewing, write the “key points” and then summarize what we’ve seen today.

Describe the stories you hear on today’s CNN 10 in a sentence each on p. 24.

Today’s Learning: How did the Mongols create an empire?

Warm Up: Complete the First Response activity on the Preview activity. Write a response to the question, Were the Mongols villains or cultural brokers? based on the quotations and what you know about the Mongols so far. Use text evidence – word for word quotes – to support your response.

Class Work: Discuss as a class

• Sourcing: Who is the the author? (Of  Document A). When was the document created? What kind of document is it? Can we make some inferences based on this information?

Read along as I read Document A aloud. Circle/highlight any unfamiliar words as we read together.

Then write down two things you know for sure about the Mongols based on your reading of this document on the First Read activity on the Document Chart: How did the Mongols create an account empire? 

Complete the Second and Third Read activities per instructions on the Document Chart: How did the Mongols create an empire?

Please title p. 30 of your Social Studies notebook, Genghis Khan and the Mongol Empire and create the Cornell Note-Taking format there.

Then take notes in the “field” (Step 2) on p. 30 as you view the video of the same title.

Today’s Learning: How did the Mongols create an empire?

Warm Up: On p. 29 of your notebook, please write one word that you think best describes the Mongols (other than ANY form of the word “Mongols”). Then write two to three sentences explaining why you chose that word and how it applies to the Mongols.

Class Work: Share your warm up response with your table partner.

What are the most important factors in conquering and creating a successful empire? Please list THREE factors you think are important in conquering and creating an empire in the box on the Preview activity in front of you. Discuss as a class.

Please close read – underline, highlight, annotate – Background Reading/Timeline: How did the Mongols create an empire?quietly and independently.

Then write three things you learned from the reading on the 3×3 matrix – one item per square – on the back of the Preview activity we worked on earlier.

Share One, Get One Activity. When you have your matrix complete, please read all nine items and then write a one-sentence summary of the Background Reading below the matrix on the back of the Preview activity.

Today’s Learning: Who were the Mongols?

Warm Up: Please complete the Background Reading Study Questions: Who Were the Mongols? on your table quietly and independently.

Class Work: Share your responses to the study questions with your assigned travel partner.

Who were the Mongols? Notes, notebook, p. 27.

Formative assessment, notebook p. 28.

Today’s Learning: Who were the Mongols?

Warm Up: Please use the sources – remember, the review is NOT  source – we’ve used in our study of Standards 5.3/5.4 to make any and all corrections to your Standards 5.3/5.4 Quiz. If you missed NONE, I don’t need to see your quiz again. Due at the beginning of class Wednesday.

• The Silk Road SR
• Silk Road Notes, notebook p. 13
• Han Dynasty SR
• Han Dynasty Notes, p. 15
• Tang Dynasty SR
• Tang Dynasty Notes, p. 16
• Song Dynasty SR
• Song Dynasty Notes, p. 17
• China: Dynasties of Power video questions, p. 20
• Trans-Saharan Trade SR
• Currency Notes, p. 22
• Mansa Musa Primary Document SR
• Trade in the Indian Ocean Basin SR
• Kilwa/Zimbabwe SR
• East Asian Trade: Swahili Notes, p. 23
• Kilwa/Great Zimbabwe Notes, p. 23

Class Work: What is a villain? Draw your impression of a villain on p. 25 of your notebook. Around the figure, list five characteristics that you believe make a person a villain.

What is a cultural broker? Add this definition to p. 26 of your notebook. We will attempt to answer the question, Were the Mongols villains or cultural brokers?

What can you infer about the lifestyle of Mongols from these photographs. Use this graphic organizer.

Define steppe on p. 26.

Close read – highlight, underline, annotate – Background Reading: Who Were the Mongols? Then complete the accompanying study questions.

Today’s Learning: Show what you know about contributions to Afroeurasian trade by Asia and Africa.

Warm Up: Please make sure your name is on your completed Afroeurasian Trade Map and turn it in on the front table.

Class Work: Please meet your travel partner at La Sagrada Familia (notebook, p. 1) and share your responses on the Standards 5.3/5.4 Review so that you’re ready for our quiz that we’ll take in 10 minutes.

Hand your completed  Standards 5.3/5.4 Review in on the front table.

Standards 5.3/5.4 Quiz.

Describe the stories you hear on today’s CNN 10 in a sentence each on p. 24 of your notebook.

Today’s Learning: How did Africa contribute to global trade?

Warm Up: Close read – underling, highlight, annotate – The Nation of Zimbabwe. Then write a gist statement of this article on  the bottom of p. 3.

Class Work: Share your gist statements with your table partner.

Use the atlas, p. 122,  on your table to help you locate and label the following cities of Africa on your Afroeurasian Trade Map:

• Tripoli
• Cairo
• Timbuktu
• Mogadishu

Class Work: On the Afroeurasian Trade Chart, for “Goods Produced” and “Africa”, write:

• Gold
• Ivory
• Precious Gems
• Exotic Animals

On the chart, in the box for “Trade Routes” and “Africa”, write:

• Tripoli to Genoa (sea)
• Tripoli to Timbuktu (land)
• Timbuktu to Cairo (land)
• Mogadishu to Cairo (sea)
• Cairo to Baghdad (land)
• Mogadishu to Mumbai (sea)

Then, use a colored pencil to trace those routes on the trade map, using dashed green lines for land routes and solid blue lines for sea routes.

Use the sources on the white board (listed below) to help you complete the Standards 5.3/5.4 Review.

• The Silk Road SR
• Silk Road Notes, notebook p. 13
• Han Dynasty SR
• Han Dynasty Notes, p. 15
• Tang Dynasty SR
• Tang Dynasty Notes, p. 16
• Song Dynasty SR
• Song Dynasty Notes, p. 17
• China: Dynasties of Power video questions, p. 20
• Trans-Saharan Trade SR
• Currency Notes, p. 22
• Mansa Musa Primary Document SR
• Trade in the Indian Ocean Basin SR
• Kilwa/Zimbabwe SR
• East Asian Trade: Swahili Notes, p. 23
• Kilwa/Great Zimbabwe Notes, p. 23

Standards 5.3/5.4 Quiz, Friday, January 31.

Today’s Learning: How did Africa contribute to Afroeurasia trade?

Warm Up: Respond to the question, How did Mansa Musa contribute to Afroeurasian trade? on p. 23 as we view Mansa Musa and Islam in Africa.

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

Please close read – underline, highlight, annotate – Trade in the Indian Ocean Basin quietly and independently. Then write a gist statement (a one sentence summary) of what you’ve just read on p. 3 of the reading packet.

East Asian Trade: Swahili Notes, notebook p. 23.

Close read – underling, highlight, annotate – Kilwa, a Swahili Trading State. Then write a gist statement (a one sentence summary) of what you’ve just read on the back of the reading packet.

Use the sources on the white board (listed below) to help you complete the Standards 5.3/5.4 Review.

• The Silk Road SR
• Silk Road Notes, notebook p. 13
• Han Dynasty SR
• Han Dynasty Notes, p. 15
• Tang Dynasty SR
• Tang Dynasty Notes, p. 16
• Song Dynasty SR
• Song Dynasty Notes, p. 17
• China: Dynasties of Power video questions, p. 20
• Trans-Saharan Trade SR
• Currency Notes, p. 22
• Mansa Musa Primary Document SR
• Trade in the Indian Ocean Basin SR
• Kilwa/Zimbabwe SR
• East Asian Trade: Swahili Notes, p. 23
• Kilwa/Great Zimbabwe Notes, p. 23

Standards 5.3/5.4 Quiz, Friday, January 31.

Today’s Learning: How did Africa contribute to Afroeurasia trade?

Warm Up: Please use the article titled Trans-Saharan Trade you close read Friday to help you respond to the comprehension questions on the table in front of you quietly and independently.

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

What is Currency? Notes, notebook p. 22.

Standards 5.3/5.4 Quiz, Friday, January 31.