TEXTBOOKS:
EXPLORING WORLD HISTORY, WORLD HISTORY CONNECTIONS TO TODAY (MODERN ERA); rSkills (READ 180)
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SEPTEMBER 01 - SEPTEMBER 05
September 01 / Monday

Read:

US1:
US2:
Wld:
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SEPTEMBER 07 - SEPTEMBER 11

September 07 / Monday

SCHOOLS CLOSED / LABOR DAY

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September 08 / Tuesday

Read 180: Students will get familiar with the Read 180 library.  They will get familiar with the Instructional Software and practice completing exit slips.  They will listen to the teacher model good, fluent reading during a Read Aloud and become excited about the paperbacks and audiobooks in the library.
World: SL01--Introduction
* Introduction of teacher to students, students to teacher, students to students;
* Icebreaker--Students will tell three things about themselves.
* School and Classroom Rules; Standardized English
* Students will list each student's name and their one trait in their notebooks, and list one additional question they would like to ask that student before the end of the semester.
* Students will create a morale booster to hang in the classroom.
Homework: Students will complete "Getting to Know You" Icebreaker
Points Value: Homework
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September 09 / Wednesday

Read 180: Students will get familiar with the Instructional Software by learning about the Reading Zone. They will also learn about the Word Zone.
World: SL02--Requirements
* Course Proficiencies, Curriculum Syllabus, and Power Point / Bracketing
* Power Point / Bracketing: Students will try to match dates sheet with events sheet.  After 10-15 minutes, students will receive/review completed bracketing sheet.  Students will then view power point presentation on bracketing.
Homework: Students will complete "Learning Styles / Multiple Intelligences" Assessment
Points Value: Homework
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September 10 / Thursday
Read 180: Students will build community learning by practicing working together.  They will become familiar with Instructional Software by learning about the Spelling Zone and the Success Zone.
World: SL03--Cornell Notes
Students will be given an overview on Cornell Note-taking.  After 10-15 minutes, students will engage in a sample lesson on the American Civil War using Cornell Notes.  Lastly, students will finalize their Cornell Notes strategy by developing Costa's Level 1/2/3 questions for each section of notes.

Points Value: Classwork
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September 11 / Friday

Read 180: Students will get acquainted with the Read 180 library and practice routines and procedures.  They will review the Instructional Model, understand expectations of whole group instruction, and preview the rBook.
World: SL04--Why Study History?; SL05--9/11
Students will engage in a ten-minute discussion of the events leading up to 9/11.
* Cooperative Learning: Using WHC, students will pair up and work on one of five "Why Study History?" topics:
     #1--pp. 030-031--Because Problem-Solving of the Past Can Provide Insight for Today;
     #2--pp. 140-141--Because the Spread of Democracy Requires Informed Citizens;
     #3--pp. 238-239--Because the Past Has an Impact on Us Today;
     #4--pp. 372-373--Because We Can Learn From the Mistakes of the Past;
     #5--pp. 500-501--Because We Interact With People Around the World.
* Seeing the Bigger Picture: Students will share out, using the jigsaw format, the important points of their "Why Study History?" section.
Points Value: Classwork
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SEPTEMBER 14 - SEPTEMBER 18

September 14 / Monday

Read 180: Students will get familiar with the Read 180 library.  They will get familiar with the Instructional Software and practice completing exit slips.  They will listen to the teacher model good, fluent reading during a Read Aloud and become excited about the paperbacks and audiobooks in the library.

World: L01--Geography

Power Point: Bracketing 1-15

Students will complete a set of world and continental physical maps, labeling all major mountains, rivers, and deserts.

Students will complete a set of world and continental  political  maps, labeling all major countries and major cities.

Points Value: Classwork
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September 15 / Tuesday

Read 180: Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Reading Zone.  Students will also be introduced to the various books in the Independent Reading section of the program.
World: L02--Prehistory / Review
Power Point: Bracketing 1-15
Vocabulary: Define vocabulary terms on Prehistory Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, students will read pp. 2-3.
Cooperative Learning: Using EWH, students will break up into 2 groups:
     Unit 1/Chapter 1 Paleolithic Age pp. 4-7.
     Unit 1/Chapter 2 Neolithic Age pp. 10-15.
Students will share out using the Jigsaw format
Points Value: Classwork
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September 16 / Wednesday

Read 180: Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Word Zone.  Students will also be introduced to Whole-Group Instruction and the rBook.
World: L03--Ancient Civilizations / Review
Power Point: Bracketing 1-15
Vocabulary: Define vocabulary terms on Ancient Civilizations Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, read pp. 4-5 on Africa and Asia, and complete teacher-generated worksheet.
Group Work: Students will break up into 2 groups:
     Group A will focus on pp. 6-7 Early Civilizations in India and China;
     Group B will focus on pp. 8-9 Empires of India and China.
Students will share out using the Jigsaw format.
Points Value: Classwork
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September 17 / Thursday

Read 180: Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Spelling Zone.  Students will also be introduced to Small-Group Instruction through the use of Independent Reading material.

World: L04--Classic Civilizations / Review
Power Point: Bracketing 1-15
Vocabulary: Define vocabulary terms on Classic Civilizations Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, students will read:
     pp. 10-11 Ancient Greece
     pp. 12-13 Ancient Rome
     pp. 14-15 Ancient America
Points Value: Classwork
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September 18 / Friday

Read 180: Students will continue their introduction to the READ 180 program.  Students will review first week information, including the procedures of a typical READ 180 day.  They will become more familiar with the Instructional Software by learning about the Success Zone.  Finally, students will discuss proper Closure procedures.
World: L05--Regional Civilizations / Review

Students will complete the Bracketing Quiz for events 1-15.
Vocabulary: Define vocabulary terms on Regional Civilizations Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, read:
     pp. 18-19 High Middle Ages
     pp. 20-21 Byzantine Empire
     pp. 22-23 The Muslim World
     pp. 24-25 African Kingdoms
     pp. 26-27 Japan's Feudal Society*
Points Value: Quizzes / Classwork
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SEPTEMBER 21 - SEPTEMBER 25
September 21 / Monday

Read 180: Intro / Day 1

Students will get familiar with the Read 180 library.  They will get familiar with the Instructional Software and practice completing exit slips.  They will listen to the teacher model good, fluent reading during a Read Aloud and become excited about the paperbacks and audiobooks in the library.

Points Value: Classwork

World: L06--Renaissance 1
Power Point: Bracketing 1-20
Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
Preliminaries: Timeline-WHC-pp. 32-33; photo-WHC-p. 36; photo-EWH-p. 279; compare to art in EWH on pp. 22-23, 30-31, 36, 59, 65, 105, 112, 114, 118, 123, 131, 137, 140, 151, 156
Read-Aloud: Using WHC, students will read Chapter 1/Section 1--The Renaissance in Italy, pp. 34-38
Points Value: Classwork
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September 22 / Tuesday

Read 180: Intro / Day 2

Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Reading Zone.  Students will also be introduced to the various books in the Independent Reading section of the program.

Points Value: Classwork
World: L07--Renaissance 2
Burning Question: In what ways was the Renaissance a turning point in European civilization?
Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, students will read Chapter 1/Section 2--The Renaissance Moves North, pp. 40-43
Round Table: Students will orally discuss which writer/literature, artist/painting/sculpture, inventor/invention had the greatest influence on the Renaissance, and why.
Using their notebooks, students will address the following "Costa's Q's":
     L1: Define Renaissance.
     L2: Compare life during the Renaissance with life during the Middle Ages.
     L3: Speculate on what career YOU might have enjoyed during the Renaissance.
Points Value: Classwork
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September 23 / Wednesday

Read 180: Intro / Day 3

Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Word Zone.  Students will also be introduced to Whole-Group Instruction and the rBook.

Points Value: Classwork

World: L08--HSPA Persuasive Essay: Machiavelli's The Prince

Power Point: Bracketing 1-20

Using WHC, students will read "Machiavelli's Successful Prince", p. 39.
Using handout, students will read Chapter 17 of Machiavelli's The Prince.
Students will use this time to write a persuasive essay addressing the following question: Is it better for a leader to be loved or feared?

Points Value: HSPA Essays
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September 24 / Thursday

Read 180: Intro / Day 4

Students will continue their introduction to the READ 180 program.  They will become more familiar with the Instructional Software by learning about the Spelling Zone.  Students will also be introduced to Small-Group Instruction through the use of Independent Reading material.

Points Value: Classwork

World: L09--HSPA Speculative Essay: Rafael's The School of Athens

Students will begin pre-writing assessment of Rafael's The School of Athens
Students will use this time to write a speculative essay addressing Rafael's famous painting

Students will choose one of four pictures and complete an additional essay for homework (to be graded as a HSPA Essay)

Points Value: HSPA Essays
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September 25 / Friday

Read 180: Intro / Day 5

Students will continue their introduction to the READ 180 program.  Students will review first week information, including the procedures of a typical READ 180 day.  They will become more familiar with the Instructional Software by learning about the Success Zone.  Finally, students will discuss proper Closure procedures.
Points Value: Classwork
World: L10--William Shakespeare

Students will complete the Bracketing Quiz for events 1-20.

Using WHC, students will read the section on William Shakespeare, and will view a website dedicated to Shakespeare's Globe Theater (http://virtual.clemson.edu/caah/shakespr/VRGLOBE/)
Students will watch the first 20 minutes of "Shakespeare in Love" to evaluate the lifestyle (food, homes, clothing) of the Renaissance period;
Students will watch the  last 20 minutes of "Shakespeare in Love" to evaluate the Globe Theater and Shakespeare's play, "Romeo and Juliet".
Students will use this time to write a short essay (based on their notes and worksheet) on the lifestyle and entertainment of the Renaissance period, and describe whether or not they would want to travel back in time to take part in this period of time.
Points Value: Quizzes / Classwork
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SEPTEMBER 28 - OCTOBER 02
September 28 / Monday

Read 180: Intro / Day 6

Students will review procedures and expectations for daily rotations.  Students will complete the Surveying Reading Interests, then engage in a Read Aloud.

Points Value: Classwork

World: L11--The Reformation
Power Point: Bracketing 1-25
Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
Read-Aloud: Using WHC, students will read Chapter 1/Section 3--The Protestant Reformation, pp. 44-48.
Cooperative Learning: Students will divide into two groups:
     Group A: Chapter 1/Section 4--The  English Reformation, pp. 49-50;
     Group B: Chapter 1/Section 4--The Catholic Reformation, pp. 51-52
Students will share out using the Jigsaw format.
Points Value: Classwork
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September 29 / Tuesday

Read 180: Intro / Day 7

Students will review procedures and expectations for daily rotations, with emphasis on Modeled and Independent Reading.  Students will complete the Scholastic Reading Inventory, then begin choosing appropriate-level books from the Independent Reading section.  Students will engage in a Read Aloud.

Points Value: Classwork

World: L12--Scientific Revolution
Graffiti: Students will run to the board and list as many recent advances in technology as they can remember; they will then view what classmates have written in order to stimulate further responses; discussion will follow.
Read-Aloud: Using EWH, students will read Unit 7/Chapter 1 The Scientific Revolution p. 328
Guided Reading: Students will silently read Unit 7/Chapter 1 pp. 329-331, noting the most important information found in each section of the chapter.
Pair & Share: Students will pair up and review their notes, adding any missing or important elements.
Points Value: Classwork
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September 30 / Wednesday

Read 180: Intro / Day 8

Students will complete a community building activity, review procedures and expectations for Instructional Software, then engage in a Read Aloud.

Points Value: Classwork

World: L13--Geography / Map Skills (Renaissance & Reformation)
Power Point: Bracketing 1-25
Students will complete / discuss World History Atlas pp. 90-93.
Students will  examine / discuss World History Atlas pp. 132-135.
Points Value: Classwork
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October 01 / Thursday

Read 180: Intro / Day 9

Students will be introduced to Small-Group Instruction Routines and Procedures, complete the rBook quiz, then engage in a Read Aloud.

Points Value: Classwork

World: L14--Review: Renaissance, Reformation, and Scientific Revolution
Vocabulary: review all vocabulary terminology from the chapters.
Students will complete all questions and review answers in the review packet.
Points Value: Classwork
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October 02 / Friday

Read 180: Intro / Day 10

Students will review procedures and expectations for daily rotations, then begin practicing full rotations.

Points Value: Classwork

World: L15--Test: Renaissance, Reformation, and Scientific Revolution

Students will complete the Bracketing Quiz for events 1-25.
* Pair/Share A (5 min.): Students will pair up and review their notes together;
* Pair/Share B (5 min.): Students will pair up with a different student and review their notes together;
* Pair/Share C (5 min.): Students will pair up with yet another different student and review their notes together.
Teacher/student review: Students will use this time to review their notes with the teacher to ensure accuracy.
Unit/Chapter Test: Students will have 50 minutes to complete the multiple choice/matching/fill-in-the-blank/short answer Test.

Notebook Check: First of Eight (given during each Chapter Test)
Points Value: Quizzes / Tests / Notebook
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OCTOBER 05 - OCTOBER 09
October 05 / Monday

Read 180: Workshop 1 / Prereading A

#1 (20 min.) Whole-Group Instruction
View: Students will view the anchor video for Workshop 1.  They will participate in a group discussion, answering questions about "survival".
Reinforce Background and Language: Students will chart "Difficult Situations" and "People Who Can Help".
#2 (20 min.) Small-Group Instruction
Review Key Concepts: Students will review anchor video using teacher-led questions.
Connect and Respond: Students will respond to the DVD questions.
Connect Video to Text: Encourage students to relate ideas from the Reading Anchors and background discussions to the rBook selections.
#3 (20 min.) Instructional Software
Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
#4 (20 min.) Independent Reading
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.
#5 (05 min.) Closure
Turn in KWL Chart, Exit Slip, Reading Log, Daily Reflection Journal

Points Value: Whole- and Small-Group Instruction, Instructional Software, Independent Reading

World: L16--Exploration 1
Power Point: Bracketing 1-30
Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
Graffiti: Students respond to the statements:
   European exploration of Africa and the Americas led to many  positive results;
   European exploration of Africa and the Americas led to many negative results.
Read-Aloud: Using EWH, students will read Unit 6/Chapter 4 "Discovery of Overseas Empires" p. 300;
Burning Question: What fears might these sailors have to overcome in order to complete their voyage?
Read-Aloud: Using WHC, students will read Chapter 2/Section 1 "The Search for Spices" pp. 62-66, comparing the sailing strategies of Portugal and Spain, and the Pope's involvement in establishing Spain and Portugal's Treaty of Tordesillas.
Students will discuss whether Columbus' "discovery of America" was a positive event in history, and whether we should celebrate a holiday in his honor.

Points Value: Classwork
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October 06 / Tuesday

Read 180: Workshop 1 / Prereading B
Preview: Students will review anchor video using teacher-led questions.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will be introduced to Target Words concept.
Vocabulary Study: Focusing on Target Words, students will pronounce key words, explain meaning, provide examples, deepen understanding, and review.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L17--Exploration 2
Students will review how Columbus' discovery of America would lead to further exploration of the "New World".
Students will review a teacher-generated sheet comparing the cultures of the Olmecs, Toltecs, Mayans, Aztecs, Incas;
Students will review the major cities of these cultures, including: Tenochtitlan, Teotihuacan, Tiahuanaca, Tikal, Cuzco, Chichen Itza, and Macchu Picchu.
Artistic Expression: Students will be given the opportunity to create a comparative drawing of a Sumerian ziggurat, an Egyptian pyramid, and an Aztec temple-pyramid, using markers and colored pencils.
Read-Aloud: Using WHC, students will read Chapter 3/Section 1 "Conquest in the Americas" on the Spanish conquest of the Aztecs and Incas (5 minute clips of Dreamworks' "The Road to El Dorado" and Disney's "The Emperor's New Groove" will be shown to reinforce the geographical setting of each culture).
Points Value: Classwork
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October 07 / Wednesday

Read 180: Workshop 1 / Reading 1
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Juanes--Songs of Survival" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Teach/Model Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L18--Exploration 3
Power Point: Bracketing 1-30
Read-Aloud: Using WHC, students will read Chapter 3/Section 2 "Spanish and Portuguese Colonies in the Americas", pp. 87-90, focusing on Spanish social structure and the differences in economies.
Read-Aloud: Using WHC, students will read Chapter 3/Section 4 "Turbulent Centuries in Africa", pp. 96-98, focusing on why the TransAtlantic Slave Trade became a necessary way of life.
Students will view 20 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Classwork
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October 08 / Thursday

Read 180: Workshop 1 / Reading 2A
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Beyond Brave" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Guided Practice Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L19--Geography / Map Skills (Exploration & Colonization)
Students will complete / discuss World History Atlas pp. 76-79, 96-97 on Exploration.
Students will complete / discuss World History Atlas pp. 70-71, 74-75 on Colonization.
Points Value: Classwork
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October 09 / Friday
SCHOOLS CLOSED / TEACHER IN-SERVICE
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OCTOBER 12 - OCTOBER 16
October 12 / Monday
SCHOOLS CLOSED / COLUMBUS DAY
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October 13 / Tuesday

Read 180: Workshop 1 / Prereading A

View: Students will view the anchor video for Workshop 1.  They will participate in a group discussion, answering questions about "survival".
Reinforce Background and Language: Students will chart "Difficult Situations" and "People Who Can Help".
Review Key Concepts: Students will review anchor video using teacher-led questions.
Connect and Respond: Students will respond to the DVD questions.
Connect Video to Text: Encourage students to relate ideas from the Reading Anchors and background discussions to the rBook selections.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L16--Exploration 1
Power Point: Bracketing 1-30
Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
Graffiti: Students respond to the statements:
   European exploration of Africa and the Americas led to many  positive results;
   European exploration of Africa and the Americas led to many negative results.
Read-Aloud: Using EWH, students will read Unit 6/Chapter 4 "Discovery of Overseas Empires" p. 300;
Burning Question: What fears might these sailors have to overcome in order to complete their voyage?
Read-Aloud: Using WHC, students will read Chapter 2/Section 1 "The Search for Spices" pp. 62-66, comparing the sailing strategies of Portugal and Spain, and the Pope's involvement in establishing Spain and Portugal's Treaty of Tordesillas.
Students will discuss whether Columbus' "discovery of America" was a positive event in history, and whether we should celebrate a holiday in his honor.

Points Value: Classwork

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October 14 / Wednesday

Read 180: Workshop 1 / Prereading B
Preview: Students will review anchor video using teacher-led questions.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will be introduced to Target Words concept.
Vocabulary Study: Focusing on Target Words, students will pronounce key words, explain meaning, provide examples, deepen understanding, and review.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L17--Exploration 2
Students will review how Columbus' discovery of America would lead to further exploration of the "New World".
Students will review a teacher-generated sheet comparing the cultures of the Olmecs, Toltecs, Mayans, Aztecs, Incas;
Students will review the major cities of these cultures, including: Tenochtitlan, Teotihuacan, Tiahuanaca, Tikal, Cuzco, Chichen Itza, and Macchu Picchu.
Artistic Expression: Students will be given the opportunity to create a comparative drawing of a Sumerian ziggurat, an Egyptian pyramid, and an Aztec temple-pyramid, using markers and colored pencils.
Read-Aloud: Using WHC, students will read Chapter 3/Section 1 "Conquest in the Americas" on the Spanish conquest of the Aztecs and Incas (5 minute clips of Dreamworks' "The Road to El Dorado" and Disney's "The Emperor's New Groove" will be shown to reinforce the geographical setting of each culture).
Points Value: Classwork
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October 15 / Thursday
Read 180: Workshop 1 / Reading 1
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Juanes--Songs of Survival" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Teach/Model Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L18--Exploration 3
Power Point: Bracketing 1-30
Read-Aloud: Using WHC, students will read Chapter 3/Section 2 "Spanish and Portuguese Colonies in the Americas", pp. 87-90, focusing on Spanish social structure and the differences in economies.
Read-Aloud: Using WHC, students will read Chapter 3/Section 4 "Turbulent Centuries in Africa", pp. 96-98, focusing on why the TransAtlantic Slave Trade became a necessary way of life.
Students will view 20 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Classwork
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October 16 / Friday
Read 180: Workshop 1 / Reading 2A
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Beyond Brave" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Guided Practice Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs and Weekly Reflection Journal.
Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L19--Geography / Map Skills (Exploration & Colonization)
Students will complete / discuss World History Atlas pp. 76-79, 96-97 on Exploration.
Students will complete / discuss World History Atlas pp. 70-71, 74-75 on Colonization.
Points Value: Classwork
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OCTOBER 19 - OCTOBER 23
October 19 / Monday
Read 180: Workshop 1 / Reading 2A
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Beyond Brave" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Guided Practice Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L19--Geography / Map Skills (Exploration & Colonization)
Students will complete / discuss World History Atlas pp. 76-79, 96-97 on Exploration.
Students will complete / discuss World History Atlas pp. 70-71, 74-75 on Colonization.
Points Value: Classwork
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October 20 / Tuesday

Read 180: Workshop 1 / Reading 2B
Prereading: Students will activate prior knowledge and make predictions by reviewing what has happened so far to Bethany Hamilton and predicting what her future might be like.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Main Idea and Details through a Guided Practice Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L20--Test: Exploration and Colonization

Students will complete the Bracketing Quiz for events 1-30.

Review: Students will review their notes about Portuguese and Spanish exploration, including the Spanish conquest and colonization of Latin America.
Test: Students will complete a test on Portuguese shipping, Columbus discovering the New World, the Spanish conquest and colonization of Latin America, and the TransAtlantic Slave Trade.

Notebook Check: Second of Eight (given during each Chapter Test)

Students will view 40 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Quizzes / Tests / Notebook

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October 21 / Wednesday
Read 180: Workshop 1 / Reading 3A

Prereading: Teacher will replay the Anchor Video for "Homeboy to the Rescue".  Review key terms and concepts related to gang life, such as ideas about why kids devote themselves to gang life.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will continue focusing on Target Words.
Strategic Reading: Students will engage in finding Main Idea and Details through a Teach/Model Think Aloud.
Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L21--Commercial Revolution / Mercantilism
* Vocabulary: Students will define inflation, capitalism, mercantilism, and tariff.
* Read-Aloud: Using WHC, students will read Chapter 3/Section 5--Changes in Europe pp. 101-105, discussing the Columbian Exchange of precious metals, foods, and goods between the four continents (Europe, Asia, Africa, and the Americas); the Commercial Revolution; and Mercantilism.
* Review: In their notebooks, students will draw the chart on p. 107 and answer 26-30 located directly beneath the chart.
* Students will view 20 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Classwork
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October 22 / Thursday
Read 180: Workshop 1 / Reading 3B
Review: Teacher will review with the class prior discussion of "Homeboy to the Rescue".  Review key terms and concepts related to gang life, such as ideas about why kids devote themselves to gang life.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will continue focusing on Target Words.
Text Feature: Students will learn how to interpret information of a bar graph.
Strategic Reading: Students will engage in finding Main Idea and Details through a Pair/Share Think Aloud.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L22--Absolute Monarchies: Spain, France, and England
* Power Point: Bracketing 1-35
* Students will discuss the types of governments associated with monarchies, oligarchies, democracies, and feudalism.
* Using a teacher-generated worksheet, students will discuss similarities and differences between the Spanish, English, and French monarchies.
*  Cooperative Learning: Students will work in groups to answer questions on the following:
   Group A: Chapter 4/Section 1--Extending Spanish Power pp. 110-113, define absolute monarch, divine right
   Group B: Chapter 4/Section 2--France Under Louis XIV pp. 114-118, define intendent, balance of power
   Group C: Chapter 4/Section 3--English Parliament Truimphs pp. 119-124, define habeas corpus, limited monarchy
* Students will share out using the Jigsaw method.
Points Value: Classwork
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October 23 / Friday
Read 180: Workshop 1 / Word Challenge

Students will review target words and target word strategies.
Students will review Prefixes and Suffixes.
Students will take the Word Challenge (pp. 20-21).
Review Target Words: Students will focus on questions 1, 2, 6, 7, 9, and 10.
Review Word Study: Students will focus on questions 3, 4, 5, and 8.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs and Weekly Reflection Journal.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L22--Absolute Monarchies: Spain, France, and England
* Power Point: Bracketing 1-35
* Students will discuss the types of governments associated with monarchies, oligarchies, democracies, and feudalism.
* Using a teacher-generated worksheet, students will discuss similarities and differences between the Spanish, English, and French monarchies.
*  Cooperative Learning: Students will work in groups to answer questions on the following:
   Group A: Chapter 4/Section 1--Extending Spanish Power pp. 110-113, define absolute monarch, divine right
   Group B: Chapter 4/Section 2--France Under Louis XIV pp. 114-118, define intendent, balance of power
   Group C: Chapter 4/Section 3--English Parliament Truimphs pp. 119-124, define habeas corpus, limited monarchy
* Students will share out using the Jigsaw method.
Points Value: Classwork
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OCTOBER 26 - OCTOBER 30
October 26 / Monday
Read 180: Workshop 1 / Writing 1 (Expository Paragraph)

Students will identify the elements of an Expository Paragraph: topic sentence, support details (and why order of support details is important), linking words, and the conclusion.
Students will identify the form, audience, purpose, and topic of an Expository Paragraph.  Students will brainstorm four given topics: Problems...in your neighborhood, ...at your school, ...your friends face, and ...you face.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L23--Absolute Monarchies: Austria, Prussia, and Russia
* Power Point: Bracketing 1-35
* Students will review +/or finish yesterday's presentations on Spain, France, and England.
* Using a teacher-generated worksheet, students will discuss similarities and differences between the Austrian, Prussian, and Russian monarchies.
* Cooperative Learning: Students will work in groups to answer questions on the following:
   Group A: Chapter 4/Section 4--Rise of Austria and Prussia pp. 125-127, define mercenaries, depopulation
   Group B: Chapter 4/Section 4--Rise of Austria and Prussia pp. 127-128, define Junkers
   Group C: Chapter 4/Section 5--Russian Absolute Monarchy pp. 129-133, define westernization, boyar
* Students will share out using the Jigsaw method.
Points Value: Classwork
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October 27 / Tuesday
Read 180: Workshop 1 / Writing 2 (Expository Paragraph)

Students will participate in a prewriting activity that will focus on word choice by using the graphic organizer on p. 24 to organize the topic sentence, details, and the conclusion.
Students will work on the draft by using the graphic organizer on pg. 25.  Students will use the rubric provided to assess their own writing as well as a partner's.  Students will work on providing feedback to peers.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L24--Test: Absolute Monarchies
* Students will complete the Bracketing Quiz for events 1-35.
* Pair/Share A (5 min.): Students will pair up and review their notes together;
* Pair/Share B (5 min.): Students will pair up with a different student and review their notes together.
* Test: Students will have 30 minutes to complete the multiple choice/matching/fill-in-the-blank/short answer Test.
* Notebook Check: Third of Eight (given during each Chapter Test)
* Video: Students will watch 30 minutes of the video, Marie Antoinette.
Points Value: Tests, Notebook
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October 28 / Wednesday
Read 180: Workshop 1 / Writing 3: Writing and Grammar
Students will work on grammar exercise on p. 26 by identifying sentences and fragments using subjects and predicates.
Students will practice checking end punctuation using guided proofreading activity on p. 27.  Students will edit, then publish their final drafts for display.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L25--UNIT ONE BENCHMARK ASSESSMENT
Students will complete the 10 mandatory multiple-choice questions, the 10 optional multiple-choice questions, and the mandatory essay question.
Students will work on a History Web, filling in the ovals and "making connections" between the events studied thus far.
Points Value: Benchmarks
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October 29 / Thursday
Read 180: Workshop 1 / Functional Literacy
Students will set purpose and read about a career as a life skills counselor.  They will check understanding by answering the multiple-choice questions provided.
Students will set purpose and read about calculating a budget.  They will check understanding by answering the multiple-choice questions provided.  Students will connect to the real world by brainstorming other jobs that include the use of budgets.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L25A-E--Bracketing Quizzes

Students will complete the Bracketing Quiz for events 1-30, 1-35, 1-40, 1-45, 1-50

Points Value: Quizzes
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October 30 / Friday
Read 180: Workshop 1 / Wrap-Up

Students will review main idea and details, prefixes and suffixes.  Students will develop test-taking skills, such as making an educated guess.
Students will complete the comprehension / vocabulary / short answer test provided.  Students will score their answers, then discuss why they chose the wrong answers.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs and Weekly Reflection Journal.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L00--Make-Up Work

Students will complete any missing assignments before the end of the Marking Period.

Points Value:

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NOVEMBER 02 - NOVEMBER 06
November 02 / Monday

Read 180: Workshop 1 / Word Challenge

Students will review target words and target word strategies.
Students will review Prefixes and Suffixes.
Students will take the Word Challenge (pp. 20-21).
Review Target Words: Students will focus on questions 1, 2, 6, 7, 9, and 10.
Review Word Study: Students will focus on questions 3, 4, 5, and 8.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs
Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L26--Enlightenment 1
Vocabulary: Enlightenment; Age of Reason; philosophes; social contract
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 2 The Age of Reason pp. 334-335.
Read-Aloud: Chapter 2 The Age of Reason pp. 335-339; students will complete a copy of the table on p. 340, filling in important information about Thomas Hobbes, John Locke, Montesquieu, Voltaire, and Jean Jacques Rousseau.  (students will also use World History Connections pp. 144-148, 149-153)
Short-answer questions (one paragraph each): 1--Which of these men most influenced this period of time?
2--How would the beliefs of these Enlightenment intellectuals lead to the American and French Revolutions?
Closure: p. 339/paragraph 19
Points Value: Classwork

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November 03 / Tuesday

Read 180: Workshop 1 / Functional Literacy
Students will set purpose and read about a career as a life skills counselor.  They will check understanding by answering the multiple-choice questions provided.
Students will set purpose and read about calculating a budget.  They will check understanding by answering the multiple-choice questions provided.  Students will connect to the real world by brainstorming other jobs that include the use of budgets.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L27--Enlightenment 2
Vocabulary: review previous day's vocabulary; discuss today's vocabulary
Read-Aloud: Using World History Connections, students will read Chapter 5 / Section 2 Enlightenment Ideas Spread pp. 149-150, discussing censorship and Enlightened Despots.
Venn Diagram: Students will complete a Venn Diagram comparing the qualities of an Absolute Monarch, the qualities of Enlightened philosophes, and the commonality of Enlightened Despots.
Read-Aloud: Using World History Connections, students will read Chapter 5 / Section 2 Enlightenment Ideas Spread pp. 151-153, discussing art/music/literature and the Enlightenment's affect on everyday life.
Closure: p. 153, Comprehension 4, 5
Points Value: Classwork

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November 04 / Wednesday

Read 180: Workshop 1 / Wrap-Up

Students will review main idea and details, prefixes and suffixes.  Students will develop test-taking skills, such as making an educated guess.
Students will complete the comprehension / vocabulary / short answer test provided.  Students will score their answers, then discuss why they chose the wrong answers.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs and Weekly Reflection Journal.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L28A--The American Revolution
Power Point: Bracketing 1-40
Quick-Write: Write down everything that you remember about the American Revolution (people, places, battles, tax acts leading to, etc.)
Background: Discussion of the Glorious Revolution and the English Bill of Rights;
British-vs-Colonial Strengths-vs-Weaknesses (USI textbook--p. 123).
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 3 pp. 342-346 The American Revolution
Skill Builder: p. 351--Classifying A., B.; Generalizing A.
Points Value: Classwork

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November 05 / Thursday
Read:   NO SCHOOL -- NJEA CONVENTION
World: NO SCHOOL -- NJEA CONVENTION
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November 06 / Friday
Read:   NO SCHOOL -- NJEA CONVENTION
World: NO SCHOOL -- NJEA CONVENTION
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NOVEMBER 09 - NOVEMBER 13
November 09 / Monday
Read 180: Workshop 2 / Prereading A

View: Students will view the anchor video for Workshop 2.  They will participate in a group discussion, answering questions about "plagues".
Reinforce Background and Language: Students will chart "Examples of Plagues", "How Plagues Spread", and "What Can Be Done to Stop the Spread?".
Review Key Concepts: Students will review anchor video using teacher-led questions.
Connect and Respond: Students will respond to the DVD questions.
Connect Video to Text: Encourage students to relate ideas from the Reading Anchors and background discussions to the rBook selections.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L28B--The French Revolution
Power Point: Bracketing 1-40
Quick-Write: Why would it be assumed that France would be a prime candidate for a Revolution?  (the Third Estate believed in the ideas of Enlightened Philosophes Voltaire and Rousseau)
Background: Discussion of the Glorious Revolution and the English Bill of Rights; discussion of the American Revolution.
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 3 pp. 346-349 The French Revolution (WHC p. 167 graphic, political cartoon)
Skill Builder: p. 351--Classifying C., D.; Generalizing B.
Skill Builder: p. 350--Political Cartoon
Closure: p. 349/paragraph 33
Points Value: Classwork
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November 10 / Tuesday

Read 180: Workshop 2 / Prereading B
Preview: Students will review anchor video using teacher-led questions.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will be introduced to Target Words concept.
Vocabulary Study: Focusing on Target Words, students will pronounce key words, explain meaning, provide examples, deepen understanding, and review.

Students will complete Reading, Word, Spelling, and Success Zones, and complete computer logs.
Students will read from appropriate-level Paperbacks or Audiobooks, and complete reading logs.

Students will turn in completed logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L29--The Age of Napoleon
Power Point: Bracketing 1-45
Vocabulary: Directory; coup d'etat; Consulate; plebiscite; Napoleonic Code; nationalism
Read-Aloud: Exploring World History, Unit 7/Chapter 4 Napoleon's Empire pp. 352-353
Guided Reading: Chapter 4 Napoleon's Empire pp. 353-355, paragraphs 4-14
Discussion: World History Connections, Napoleon's Retreat from Moscow, p. 189
Closure: p. 355/paragraph 15

Points Value: Classwork
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November 11 / Wednesday
Read 180: Workshop 2 / Reading 1
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Prepared for Smallpox" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Sequence of Events through a Teach/Model Think Aloud.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L30--Latin American Revolutions
Power Point: Bracketing 1-45
World History Connections, Toussaint L'Ouverture on Slavery, p. 227
Read-Aloud: Exploring World History, Unit 7/Chapter 5 Freedom for Latin America pp. 358-360 paragraphs 1-9
Paired Reading: Chapter 5 Freedom for Latin America pp. 360-363 paragraphs 10-25; students will complete a copy of the table on p. 365, filling in important liberation information on Mexico, Guatemala, El Salvador, Costa Rica, Venezuela, and Columbia.
Discussion: completed table from Student Activity
Closure: p. 363/paragraph 26
Points Value: Classwork
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November 12 / Thursday
Read 180: Workshop 2 / Reading 2A
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "A Killer Without a Cure" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Sequence of Events through a Guided Practice Think Aloud.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L31--Geography / Map Skills (Enlgihtenment & Revolution)
Students will complete / discuss World History Atlas pp. 100-103.
Points Value: Classwork
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November 13 / Friday

Read 180: Workshop 2 / Reading 2B
Prereading: Students will activate prior knowledge and set a purpose for reading by reviewing the sequence of events of the Ebola epidemic.
Shared Reading: Students will engage in a shared reading using oral cloze, target words, and think-pair-share.
Strategic Reading: Students will engage in finding Sequence of Events through a Guided Practice Think Aloud.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L32--Review: Enlightenment & Revolution
Power Point: Bracketing 1-45
Vocabulary: review all vocabulary terminology from this chapter
Students will complete all questions in the review packet.
Students will review answer to questions in the review packet.
Remind students to study the review packet in preparation for tomorrow's Test.
Points Value: Classwork
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NOVEMBER 16 - NOVEMBER 20
November 16 / Monday
Read 180: Workshop 2 / Reading 3A
Teacher will review with the class prior discussion of "The Black Death".  Review key terms and concepts related to deadly diseases, such as ideas about whether these diseases could be used as biological weapons today.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will continue focusing on Target Words.
Text Feature: Students will learn how to interpret information of a chart.
Strategic Reading: Students will engage in finding Sequence of Events through a Pair/Share Think Aloud.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L33--Test: Enlightenment & Revolution
Answer any questions students have prior to the test
Students will complete the five section/25 question test--each question worth three points apiece.
Students will complete one of the three essay questions presented worth 25 points.
Power Point: Bracketing 1-45
Points Value: Tests, Notebook
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November 17 / Tuesday
Read 180: Workshop 2 / Reading 3B
Teacher will review with the class prior discussion of "The Black Death".  Review key terms and concepts related to deadly diseases, such as ideas about whether these diseases could be used as biological weapons today.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will continue focusing on Target Words.
Text Feature: Students will learn how to interpret information of a chart.
Strategic Reading: Students will engage in finding Sequence of Events through a Pair/Share Think Aloud.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L34--Industrialization 1: Industry & Agriculture

Timeline: Students will review the timeline on p. 436;
Vocabulary: Define Industrial Revolution, cottage industry, steam engine, cotton gin, capital
Read-Aloud: Unit 9/Chapter 1 Industry and Agriculture pp. 436-437
Read-Aloud: pp. 437-441
Cornell Notes: Determine 3 important facts about the cottage industry, inventions, factory workers, agriculture, and the economy.
Cooperative Learning: Students will break into groups of 3 and determine the most important invention of the Industrial Revolution, supporting their choice with a 10-sentence paragraph.

Points Value: Classwork
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November 18 / Wednesday
Read 180: Workshop 2 / Writing 1 (Narrative Paragraph)
Students will identify the elements of an Narrative Paragraph: the sentence that tells about the event, details about the event, putting the details in time order, using linking words, and the sentence that sums up the event.
Students will identify the form, audience, purpose, and topic of a Narrative Paragraph.  Students will brainstorm four given topics: A time when you missed school because of ...illness, ...injuries, ...accidents, or...hospital visits.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L35--Industrialization 2: Spreading the News

Timeline: Students will review the timeline on p. 444
Read-Aloud: Unit 9/Chapter 2 The Industrial Revolution Spreads pp. 444-445
Read-Aloud: pp. 445-449
Cornell Notes: How did the Industrial Revolution affect life in Great Britain, Belgium, France, Germany, and the United States?
Cooperative Learning: Students will break into pairs and discuss how the Industrial Revolution affected life in Great Britain, Belgium, France, Germany, and the United States.

Points Value: Classwork
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November 19 / Thursday
Read 180: Workshop 2 / Writing 2 (Narrative Paragraph)
Students will participate in a prewriting activity that will focus on word choice by using the graphic organizer on p. 48 to organize the topic sentence, details, and the conclusion.
Students will work on the draft by using the graphic organizer on pg. 49.  Students will use the rubric provided to assess their own writing as well as a partner's.  Students will work on providing feedback to peers.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
Wld: L36--Industrialization 3: Urbanism & Socialism

Timeline: Students will review the timeline on p. 458;
Vocabulary: Define urbanism; immigrants; socialism; utopian socialists; communism; proletariat; bourgeoisie; suffrage
Read-Aloud: Unit 9/Chapter 4 Urbanism, Socialism, and Women's Rights pp. 458-459
Read-Aloud: Chapter 4 pp. 459-463, discussing how socialism and communism differ from democracy.
Students will discuss the photos on EWH pp. 458, 461, and WHC pp. 209, 255.
EWH p. 463, paragraph 19

Points Value: Classwork
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November 20 / Friday
Read 180:
Students will have a substitute today.  Students will use the sequencing skills learned in Workshop 2 to list the sequence of events in the video, The Day After Tomorrow
World: L37--Industrialization 4: Transportation / Communication / Science / Medicine

Timeline: Students will review the timelines on pp. 452, 466;
Vocabulary: Define steamboat; locomotive; communication revolution; telegraph; wireless telegraph
Vocabulary: Define bacteria; pasteurized; incandescent; radioactive; theory of relativity; theory of evolution
Read-Aloud: Unit 9/Chapter 3 New Ways to Communicate and Transport Goods pp. 452-455
Read-Aloud: Unit 9/Chapter 5 Science and Medicine in the 1800s pp. 466-467
Cooperative Learning: Students will break into 3 groups and determine the 3 most important inventions/discoveries during the Industrial Revolution

Points Value: Classwork
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NOVEMBER 23 - NOVEMBER 27
November 23 / Monday
Read 180: Workshop 2 / Writing 3: Writing and Grammar
Students will work on grammar exercise on p. 50 by identifying sentence fragments.
Students will practice checking end punctuation using guided proofreading activity on p. 51.  Students will edit, then publish their final drafts for display.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Software Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L38--Review: Industrial Revolution

Vocabulary: Students will discuss the vocabulary from Unit 9 -- The Industrial Revolution
Timeline: Using pp. 436-469, students will create an Industrial Revolution timeline, chronicling all of the events that happened during this timeperiod and discussing how they relate to each other.

Points Value: Classwork
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November 24 / Tuesday
Read 180: Workshop 2 / Word Challenge

Students will review target words and target word strategies.
Students will review Antonyms and Synonyms.
Students will take the Word Challenge (pp. 44-45).
Review Target Words: Students will focus on questions 1, 2, 4, 5, 6, 9, and 10.
Review Word Study: Students will focus on questions 3 and 7.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L39--Test: Industrial Revolution

Vocabulary: Students will review the important inventions/discoveries from Unit 9 -- The Industrial Revolution
Students will complete the two-part Test:
Part One will duplicate the review sheet from Thursday, with various names/dates/inventions omitted which students must complete using the word bank;
Part Two will be an essay detailing the three inventions/discoveries they feel were most important during this time period, finalizing the essay with what they believe was THE invention/discovery that made the biggest difference during the Industrial Revolution.

Points Value: Tests
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November 25 / Wednesday
Read 180: Workshop 2/ Functional Literacy
Students will set purpose and read about a career as a life skills counselor.  They will check understanding by answering the multiple-choice questions provided.
Students will set purpose and read about calculating a budget.  They will check understanding by answering the multiple-choice questions provided.  Students will connect to the real world by brainstorming other jobs that include the use of budgets.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Software Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L40--UNIT ONE BENCHMARK ASSESSMENT
Students will complete the 10 mandatory multiple-choice questions, the 10 optional multiple-choice questions, and the mandatory essay question.
Students will work on a History Web, filling in the ovals and "making connections" between the events studied thus far.
Points Value: Benchmarks

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November 26 / Thursday
Read:  NO SCHOOL -- THANKSGIVING
World: NO SCHOOL -- THANKSGIVING
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November 27 / Friday
Read:  NO SCHOOL -- THANKSGIVING
World: NO SCHOOL -- THANKSGIVING
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NOVEMBER 30 - DECEMBER 04
November 30 / Monday
Read 180: Workshop 2 / Word Challenge
Students will review target words and target word strategies.
Students will review Antonyms and Synonyms.
Students will take the Word Challenge (pp. 44-45).
Review Target Words: Students will focus on questions 1, 2, 4, 5, 6, 9, and 10.
Review Word Study: Students will focus on questions 3 and 7.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L40--UNIT TWO BENCHMARK ASSESSMENT
Bracketing: Fill in the Blanks Quiz
Students will complete the 10 mandatory multiple-choice questions, the 10 optional multiple-choice questions, and the mandatory essay question.
Students will work on a History Web, filling in the ovals and "making connections" between the events studied thus far.
Points Value: Quizzes / Benchmarks

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December 01 / Tuesday

Read 180: Workshop 2/ Functional Literacy
Students will set purpose and read about a career as a life skills counselor.  They will check understanding by answering the multiple-choice questions provided.
Students will set purpose and read about calculating a budget.  They will check understanding by answering the multiple-choice questions provided.  Students will connect to the real world by brainstorming other jobs that include the use of budgets.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Software Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L41--European Nationalism 1 (Age of Metternich and Spirit of Nationalism)
Bracketing: Fill in the Blanks Quiz

Review: how the French Revolution and the Age of Napoleon led to the Restoration of Europe and the Age of Metternich.
Read-Aloud: Unit 8/Chapter 1 pp. 370-373 on the restoration of Europe
Read-Aloud: Unit 8/Chapter 5 pp. 396-399 on the spirit of European nationalism
Discussion: Was the Metternich System helpful or harmful?
Closure: p. 373/P14; p. 399/P16

Points Value: Quizzes / Classwork
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December 02 / Wednesday
Read 180: Workshop 2 / Wrap-Up
Students will review sequence of events, synonyms and antonyms.  Students will develop test-taking skills, such as answering fill-in-the-blanks.
Students will complete the comprehension / vocabulary / short answer test provided.  Students will score their answers, then discuss why they chose the wrong answers.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Software Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L42--European Nationalim 2 (Unification of Italy and Germany)

Bracketing: Fill in the Blanks Quiz

Review: The Age of Metternich and the Spirit of European Nationalism
Read-Aloud: EWH Unit 8/Chapter 6 pp. 402-407 on the unification of Germany (WHC pp. 268-274)
Read-Aloud: EWH Unit 8/Chapter 6 pp. 410-413 on the unification of Italy (WHC pp. 275-278)
Discussion: How did Otto von Bismarck become the catalyst for the unification of Germany?
What problems faced Mazzini, Garibaldi, and Cavour in their quest to unify Italy?
How did the unification of Italy differ from that of Germany?
Closure: EWH p. 407/P20; p. 413/P13

Points Value: Quizzes / Classwork
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December 03 / Thursday
Read 180: Workshop 1, 2 / rSkills Test
Curriculum-Based Assessment: Students will take rSkills Test 1 to assess progress on Comprehension, Vocabulary/Word Skills, and Grammar-Usage-Mechanics skills for Workshops 1 and 2.
World: L43--European Naztionalism 3 (Dissolution of the Austrian Empire)

Bracketing: Fill in the Blanks Quiz

Using Exploring World History, discussion of political cartoon on p. 400
Read-Aloud: EWH Unit 8/Chapter 8 pp. 416-421 on the dissolution of the Austrian Empire
Read-Aloud: WHC Chapter 10/Section 4 pp. 279-281 on the dissolution of the Austrian Empire
Comprehension: #2, #3 on p. 281

Points Value: Quizzes / Classwork
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December 04 / Friday
Read 180: Workshop 3 / Prereading A
View: Students will view the anchor video for Workshop 3.  They will participate in a group discussion, answering questions about "wars".
Reinforce Background and Language: Students will chart "Why do some countries go to war?", "What are some possible positive outcomes of a war?" and "What are some possible negative outcomes of a war?".
Review Key Concepts: Students will review anchor video using teacher-led questions.
Connect and Respond: Students will respond to the DVD questions.
Connect Video to Text: Encourage students to relate ideas from the Reading Anchors and background discussions to the rBook selections.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L44A--Geography: European Nationalism

Bracketing: Fill in the Blanks Quiz

Luminaries: review all important people from this time period.
Students will complete pp. 104-105 on New Boundaries in Europe.
Students will review answers to questions from the Atlas sheets.

Points Value: Quizzes / Classwork
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DECEMBER 07 - DECEMBER 11
December 07 / Monday
Read 180: Workshop 3 / Prereading B
Preview: Students will review anchor video using teacher-led questions.
Shared Reading: Students will read / revisit / react to the text.
Vocabulary Study: Students will be introduced to Target Words.
Vocabulary Study: Focusing on Target Words, students will pronounce key words, explain meaning, provide examples, deepen understanding, and review.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L46--European Imperialism 1 (Imperialism and Africa)

Bracketing: Fill in the Events Quiz
Making Connections: Linking the Age of Napoleon, the Age of Metternich, European Nationalism, and the Industrial Revolution and how it lead to European Imperialism of Asia and Africa.
Using Exploring World History, review Unit 10--Imperialism, pp. 476-481
Using World History Connections, review Chapter 12--The New Imperialism, pp. 316-324
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Using World History Connections, Comprehension #5 p. 324
Closure: Using World History Connections, discussion of political cartoon on p. 339

Points Value: Quizzes / Classwork
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December 08 / Tuesday
Read 180: Workshop 3 / Reading 1A
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Ambushed" and responding to teacher-led questions.
Shared Reading: Students will engage in a shared reading.
Strategic Reading: Students will engage in a discussion of the four elements of any story (setting, characters, plot, and theme).
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L47--European Imperialism 2 (Imperialism and Africa)
Bracketing: Fill in the Events Quiz
Review of yesterday's discussion
Using Exploring World History, review Unit 10--Imperialism, pp. 484-487, 498-501
Using World History Connections, review Chapter 12--The New Imperialism, pp. 329-337
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Points Value: Quizzes / Classwork
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December 09 / Wednesday
Read 180: Workshop 3 / Reading 1B
Prereading: Students will activate prior knowledge and set purpose by replaying the Anchor Video for "Ambushed" and responding to teacher-led questions.
Shared Reading: Students will read / revisit / react to the text.
Strategic Reading: Students will engage in a discussion of the four elements of any story (setting, characters, plot, and theme).
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L48--European Imperialism 3 (Economic Imperialism in Latin America; Worldly Impact)
Bracketing: Fill in the Events Quiz
Using Exploring World History, review Unit 10--Imperialism, pp. 510-513
Using World History Connections, review Chapter 13--The Impact of Imperialism, pp. 361-365
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Closure: Using Exploring World History, discuss political cartoons on pp. 510, 513; Using World History Connections, discuss photo p. 363
Points Value: Quizzes / Classwork
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December 10 / Thursday
Read 180: Workshop 3 / Reading 1C
Shared Reading: Students will read / revisit / react to the text.
Strategic Reading: Students will engage in a discussion of the four elements of any story (setting, characters, plot, and theme).
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L49--Test: European Nationalism and Imperialism
Bracketing: Fill in the Events Quiz
Students will complete the Open Note / Open Book Test on European Nationalism and Imperialism.
Points Value: Quizzes / Classwork
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December 11 / Friday
Read 180: Workshop 3 / Reading 1D
Shared Reading: Students will read / revisit / react to the text.
Strategic Reading: Students will engage in a discussion of the four elements of any story (setting, characters, plot, and theme) through a Guided Practice/Apply.  Students will complete the rSkills Comprehension sheets pp. 306-313.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L50--UNIT THREE BENCHMARK ASSESSMENT
Bracketing: Fill in the Events Quiz
Students will complete the 10 mandatory multiple-choice questions, the 10 optional multiple-choice questions, and the mandatory essay question.
Students will work on a History Web, filling in the ovals and "making connections" between the events studied thus far.
Points Value: Quizzes / Benchmarks
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DECEMBER 14 - DECEMBER 18
December 14 / Monday
Read 180: Workshop 3 / Character
Lesson 19: Students will read "Arachne" p. 369, and complete the Graphic Organizer p. 430.
Lesson 20: Students will read "Maria Saves the Day" pp. 370-371, and complete the Graphic Organizer p. 431.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading

World: L47--European Imperialism 2 (Imperialism in Asia: China, India)
Bracketing: Fill in the Dates Quiz
Review of yesterday's discussion
Using Exploring World History, review Unit 10--Imperialism, pp. 484-487, 498-501
Using World History Connections, review Chapter 12--The New Imperialism, pp. 329-337
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Points Value: Quizzes / Classwork
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December 15 / Tuesday
Read 180: Workshop 3 / Setting
Lesson 21: Students will read "Beached" p. 372, and complete the Graphic Organizer p. 432.
Lesson 22: Students will read "The Fall of the House of Usher" pp. 373-374, and complete the Graphic Organizer p. 433.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L48--European Imperialism 3 (Economic Imperialism in Latin America; Worldly Impact)
Bracketing: Fill in the Dates Quiz
Using Exploring World History, review Unit 10--Imperialism, pp. 510-513
Using World History Connections, review Chapter 13--The Impact of Imperialism, pp. 361-365
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Closure: Using Exploring World History, discuss political cartoons on pp. 510, 513; Using World History Connections, discuss photo p. 363
Points Value: Quizzes / Classwork

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December 16 / Wednesday
Read 180: Workshop 3 / Plot
Lesson 23: Students will read "The Golden Touch" p. 375, and complete the Graphic Organizer p. 434.
Lesson 24: Students will read "Finders, Keepers?" pp. 376-377, and complete the Graphic Organizer p. 435.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L44B--Geography: European Nationalism and Imperialism
Bracketing: Fill in the Dates Quiz
Students will complete pp.   88-89   on European Imperialism in Africa.
Students will complete pp. 106-109 on European Imperialism in Asia.
Students will review answers to questions from the Atlas sheets.
Points Value: Quizzes / Classwork
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December 17 / Thursday
Read 180: Workshop 3 / Theme
Lesson 25: Students will read "Mr. Ames" p. 378, and complete the Graphic Organizer p. 436.
Lesson 26: Students will read "The View From the Top" p. 379, and complete the Graphic Organizer p. 436.
Students will engage in intensive, individualized skills practice by completing the Reading, Word, Spelling, and Success Zones.  Students will complete daily Computer Logs.
Students will build fluency and reading comprehension skills through modeled and independent reading of the Read 180 paperbacks and audiobooks.  Students will complete daily Reading Logs.
Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L49--Test: European Nationalism and Imperialism
Bracketing: Fill in the Events Quiz
Students will complete the Open Note / Open Book Test on European Nationalism and Imperialism.
Points Value: Quizzes / Classwork
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December 18 / Friday
Read 180: Workshop 3 /

Points Value: Classroom Instruction, Instructional Software, Independent Reading
World: L50--UNIT THREE BENCHMARK ASSESSMENT
Bracketing: Fill in the Events Quiz
Students will complete the 10 mandatory multiple-choice questions, the 10 optional multiple-choice questions, and the mandatory essay question.
Students will work on a History Web, filling in the ovals and "making connections" between the events studied thus far.
Points Value: Quizzes / Benchmarks
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DECEMBER 08 - DECEMBER 12

Bracketing: Fill in the Blanks Quiz

Vocabulary: Triple Alliance; Triple Entente; Allied Powers; Central Powers; Western Front; Eastern Front; stalemate; armistice
Review: Timeline p. 516;
Read-Aloud: Unit 10/Chapter 7 p. 516
Read-Aloud: Unit 10/Chapter 7 pp. 517-521
Discussion of Trench Warfare and Chemical Warfare
In-Class Writing: Write a letter to your family describing the horrors of trench and chemical warfare during WWI

Points Value: Quizzes / Classwork
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December 02 / Tuesday
US1:
US2:
Wld: L52--After World War I

Bracketing: Fill in the Blanks Quiz

Vocabulary: Fourteen Points; Treaty of Versailles; League of Nations; self-determination; mandates
Read-Aloud: Unit 10/Chapter 8 p. 524
Read-Aloud: Unit 10/Chapter 8 pp. 525-527
Discussion: Treaty of Versailles' "War Guilt" clause; the formation of new European countries
Closure: How did the Treaty of Versailles lead to WWII?

Points Value: Quizzes / Classwork
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December 03 / Wednesday
US1:
US2:
Wld: L53A--Between World Wars: The World, 1920-1939

Bracketing: Fill in the Blanks Quiz

Vocabulary: disarmament; the Great Depression; protective tariffs; domestic goods; Fascism
Read-Aloud: Unit 11/Chapter 1 p. 534
Read-Aloud: Unit 11/Chapter 1 pp. 535-539
Burning Questions: Why was the League of Nations so ineffective?
Why did so many European countries turn to Fascism?

Points Value: Quizzes / Classwork
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December 04 / Thursday
US1:
US2:
Wld: L53B--Between World Wars: Russia Turns to Communism

Bracketing: Fill in the Blanks Quiz

Vocabulary: soviets; collectives; kulaks, the Great Purge
Read-Aloud: Unit 11/Chapter 2 p. 542
Read-Aloud: Unit 11/Chapter 2 pp. 543-545
Discussion: Compare/contrast Bolsheviks, White Russians, Reds/Communists

Points Value: Quizzes / Classwork
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December 05 / Friday
US1:
US2:
Wld: L53C--Between World Wars: Fascism in Italy and Spain

Bracketing: Fill in the Blanks Quiz

Vocabulary: Rome-Berlin Axis
Read-Aloud: Unit 11/Chapter 3 p. 548
Group Work: Unit 11/Chapter 3 pp. 549-551
Group A will focus on  Italy  pp. 549-550
Group B will focus on Spain pp. 550-551
The students will share out using the Jigsaw method.

Points Value: Quizzes / Classwork
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DECEMBER 08 - DECEMBER 12
December 08 / Monday
US1:
US2:
Wld: L54A--Between World Wars: The Nazis in Germany

Bracketing: Fill in the Events Quiz

Vocabulary: chancellor; propaganda; appeasement
Read-Aloud: Unit 11/Chapter 4 p. 554
Read-Aloud: Unit 11/Chapter 4 pp. 555-557
Discussion: Compare/contrast Naziism in Germany, Fascism in Spain and Italy, and Communism in Russia

Points Value: Quizzes / Classwork
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December 09 / Tuesday
US1:
US2:
Wld: L54B--Between World Wars: Militarism in Japan

Bracketing: Fill in the Events Quiz

Vocabulary: Manchuria; Greater East Asia Co-Prosperity Sphere; condemned; Rome-Berlin-Tokyo Axis
Read-Aloud: Unit 11/Chapter 5 p. 560
Read-Aloud: Unit 11/Chapter 5 pp. 561-565
Discussion: If you were General Tojo, would YOU have bombed the US forces at Pearl Harbor?

Points Value: Quizzes / Classwork
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December 10 / Wednesday
US1:
US2:
Wld: L56--World War II

Bracketing: Fill in the Events Quiz

Vocabulary: Nazi-Soviet Non-Aggression Pact; blitzkrieg; campaign; Lend-Lease Program; strategy
Read-Aloud: Unit 11/Chapter 7 p. 576
Read-Aloud: Unit 11/Chapter 7 pp. 577-581
In-Class Writing: You are President Truman: Write a "letter" to the American people describing why you will, or will not, drop the Atomic Bombs on Japan.

Points Value: Quizzes / Classwork
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December 11 / Thursday
US1:
US2:
Wld: L57--After World War II

Bracketing: Fill in the Events Quiz

Vocabulary: Holocaust; refugees; Common Market
Read-Aloud: Unit 12/Chapter 1 p. 588
Read-Aloud: Unit 12/Chapter 1 pp. 589-593
Compare/Contrast: How did the aftermath of WWII differ from the aftermath of WWI?

Points Value: Quizzes / Classwork
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December 12 / Friday
US1:
US2:
Wld: L58--Test on World War I and World War II

Bracketing: Fill in the Events Quiz

Review: Vocabulary on WWI and WWII
Students will complete the 50-question open-book test on

Unit 10/Chapter 7, Unit 10/Chapter 8, Unit 11/Chapter 7, Unit 12/Chapter 1

Points Value: Quizzes / Tests
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DECEMBER 15 - DECEMBER 19
December 15 / Monday
US1:
US2:
Wld: L59A--World War I from a visual perspective

Bracketing: Fill in the Dates Quiz

The students will view videos depicting events in WWI, including: All Quiet on the Western Front.

Points Value: Quizzes / Participation
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December 16 / Tuesday
US1:
US2:
Wld: L59B--World War II from a visual perspective

Bracketing: Fill in the Dates Quiz

The students will view videos depicting events in WWII, including: Pearl Harbor, Saving Private Ryan, and Schindler's List.

Points Value: Quizzes / Participation
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December 17 / Wednesday
US1:
US2:
Wld: L61A--The New Superpowers

Bracketing: Fill in the Dates Quiz

Vocabulary: superpowers; capitalism; satellite nations; ideology
Read-Aloud: Unit 12/Chapter 2 p. 596
Read-Aloud: Unit 12/Chapter 2 pp. 597-601
Skill Builder: Critical Thinking and Comprehension: Spatial Relationships p. 603

Points Value: Quizzes / Classwork
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December 18 / Thursday
US1:
US2:
Wld: L61B--A Cold War Between the Superpowers

Bracketing: Fill in the Dates Quiz

Vocabulary: Cold War; Truman Doctrine; foreign policy; Marshall Plan; Berlin Airlift; NATO
Read-Aloud: Unit 12/Chapter 3 pp. 604-605
Read-Aloud: Unit 12/Chapter 3 pp. 605-609
Discussion: pictures on pp. 607, 608, 609

Points Value: Quizzes / Classwork
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December 19 / Friday
US1:
US2:
Wld: L61C--Crisis and Change in Europe

Bracketing: Fill in the Dates Quiz

Vocabulary: welfare state; peaceful co-existence; summit meetings; detente
Read-Aloud: Unit 12/Chapter 4 pp. 612-613
Read-Aloud: Unit 12/Chapter 4 pp. 613-617
Vocabulary Review; Skill Builder/Creating a Timeline p. 618

Points Value: Quizzes / Classwork
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DECEMBER 22 - DECEMBER 26
December 22 / Monday
US1:
US2:
Wld:

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December 23 / Tuesday
US1:
US2:
Wld:
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December 24 / Wednesday
US1:
US2:
Wld: NO SCHOOL -- CHRISTMAS
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December 25 / Thursday
US1:
US2:
Wld: NO SCHOOL -- CHRISTMAS
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December 26 / Friday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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DECEMBER 29 - JANUARY 02
December 29 / Monday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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December 30 / Tuesday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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December 31 / Wednesday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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January 01 / Thursday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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January 02 / Friday
US1:
US2:
Wld: NO SCHOOL -- WINTER BREAK
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JANUARY 05 - JANUARY 09
January 05 / Monday
US1:
US2:
Wld: L61A--The New Superpowers

Bracketing: Fill in the Sheet Quiz

Vocabulary: superpowers; capitalism; satellite nations; ideology
Read-Aloud: Unit 12/Chapter 2 p. 596
Read-Aloud: Unit 12/Chapter 2 pp. 597-601
Skill Builder: Critical Thinking and Comprehension: Spatial Relationships p. 603

Points Value: Quizzes / Classwork

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January 06 / Tuesday
US1:
US2:
Wld: L61B--A Cold War Between the Superpowers

Bracketing: Fill in the Sheet Quiz

Vocabulary: Cold War; Truman Doctrine; foreign policy; Marshall Plan; Berlin Airlift; NATO
Read-Aloud: Unit 12/Chapter 3 pp. 604-605
Read-Aloud: Unit 12/Chapter 3 pp. 605-609
Discussion: pictures on pp. 607, 608, 609

Points Value: Quizzes / Classwork

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January 07 / Wednesday
US1:
US2:
Wld: L62--Latin America's Role

Bracketing: Fill in the Narrative Quiz (with Word Bank)

Vocabulary: recession; censored; abertura; contras
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 13/Chapter 5 p. 664
#3 (30 min.) Student Activity
Read-Aloud: Unit 13/Chapter 5 pp. 664-669
#4 (20 min.) Guided Practice
Vocab Review, Skill Builder: p. 670

Points Value: Quizzes / Classwork

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January 08 / Thursday
US1:
US2:
Wld: L63--Independence Movements in Africa

Bracketing: Fill in the Narrative Quiz (with Word Bank)

Vocabulary: segregation; apartheid; boycotts; sanctions; famine
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 13/Chapter 4 p. 656
#3 (30 min.) Student Activity
Read-Aloud: Unit 13/Chapter 4 pp. 657-661
#4 (20 min.) Guided Practice
Vocab Review, Skill Builder: Chart p. 662

Points Value: Quizzes / Classwork

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January 09 / Friday
US1:
US2:
Wld: L64--The Middle East

Bracketing: Fill in the Narrative Quiz (w/o Word Bank)

Vocabulary: anti-Semitism; cartel; embargo; hostage
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 13/Chapter 2 p. 640
#3 (30 min.) Student Activity
Read-Aloud: Unit 13/Chapter 2 pp. 641-645
#4 (20 min.) Guided Practice
Vocab Review, Skill Builder p. 646

Points Value: Quizzes / Classwork

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JANUARY 12 - JANUARY 16
January 12 / Monday
US1:
US2:
Wld: L67--Japan Becomes an Economic Superpower

Vocabulary: keiretsu; trade deficit
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 14/Chapter 4 pp. 698-699
#3 (30 min.) Student Activity
Read-Aloud: Unit 14/Chapter 4 pp. 699-703
#4 (20 min.) Guided Practice
Skill Builder: Generalizing, Cause and Effect pp. 704-705

Points Value: Classwork

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January 13 / Tuesday
US1:
US2:
Wld: L69--The Soviet Union Dissolves

Vocabulary: coup d'etat; bureaucracy; quotas; Politburo; perestroika; Solidarity; detente
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 14/Chapter 2 pp. 684-685
#3 (30 min.) Student Activity
Read-Aloud: Unit 14/Chapter 2 pp. 685-689
#4 (20 min.) Guided Practice
Vocabulary, Skill Builder: Map p. 690

Points Value: Classwork

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January 14 / Wednesday
US1:
US2:
Wld: L71--The United States Moves Ahead

Vocabulary: social programs; recession; budget deficit
#2 (20 min.) Presenting New Info
Read-Aloud: Unit 14/Chapter 5 p. 706
#3 (30 min.) Student Activity
Read-Aloud: Unit 14/Chapter 5 pp. 707-709
#4 (20 min.) Guided Practice
Skill Builder: Line Graph, Critical Thinking p. 710

Points Value: Classwork

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January 15 / Thursday
US1:
US2:
Wld: L70--Issues sheet / Philosophical Chair / Essay writing
Students will examine their Issues sheets, reviewing the Liberal and Conservative positions on Abortion and where they fall on the issue.
Students will engage in a Philosophical Chair, debating both sides of the issue and offering possible solutions.
Students will complete a Persuasive Essay, addressing the question at the bottom of the Discussion page

Points Value: Particpation / Essays
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January 16 / Friday
US1:
US2:
Wld: L75--Issues sheet / Philosophical Chair / Essay writing
Students will examine their Issues sheets, reviewing the Liberal and Conservative positions on The Death Penalty and where they fall on the issue.
Students will engage in a Philosophical Chair, debating both sides of the issue and offering possible solutions.
Students will complete a Persuasive Essay, addressing the question at the bottom of the Discussion page

Points Value: Particpation / Essays
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JANUARY 19 - JANUARY 23
January 19 / Monday
US1:
US2:
Wld: SCHOOLS CLOSED--MLK DAY
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January 20 / Tuesday
US1:
US2:
Wld: SL14--Inauguration Day

Review: Students will review answers from the "Modern World" Packet

Inauguration: Students will view / discuss footage of previous presidential inaugurations

Points Value: Particpation

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January 21 / Wednesday
US1:
US2:
Wld: FINAL EXAM -- REVIEW

Students will review Mid-Term Exam questions

Points Value: Particpation

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January 22 / Thursday
US1:
US2:
Wld: FINAL EXAM -- REVIEW

Students will review Final Exam questions

Points Value: Particpation

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January 23 / Friday
US1:
US2:
Wld: FINAL EXAM -- 1ST, 2ND PERIODS

Points Value: EXAM

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JANUARY 26 - JANUARY 30
January 26 / Monday
US1:
US2:
Wld: FINAL EXAM -- 3RD, 4TH PERIODS

Points Value: EXAM

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January 27 / Tuesday
US1:
US2:
Wld: COURSE EVALUATION
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END OF 2ND MARKING PERIOD------------------------------------------------------------END OF 1ST SEMESTER
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January 28 / Wednesday
US1:
US2:
Wld: SL01--Introduction
* Introduction of teacher to students, students to teacher, students to students;
* Icebreaker--Students will tell three things about themselves.
* School and Classroom Rules; Standardized English
* Students will list each student's name and their one trait in their notebooks, and list one additional question they would like to ask that student before the end of the semester.
* Students will create a morale booster to hang in the classroom.
Homework: Students will complete "Getting to Know You" Icebreaker
Points Value: Homework
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January 29 / Thursday
US1:
US2:
Wld: SL02--Requirements
* Course Proficiencies, Curriculum Syllabus, and Socratic Seminars / Philosophical Chairs and Essays
* Socratic Seminars / Essays: Students will evaluate Issues sheet, deciding where they fall on each issue.  After a short discussion, students will receive/review Socratic Seminar / Essay topics, and (with time allowing) might engage in a short Socratic Seminar on a local topic.
Homework: Students will complete "Learning Styles / Multiple Intelligences" Assessment
Points Value: Homework
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January 30 / Friday
US1:
US2:
Wld: SL00--Bracketing
* Power Point / Bracketing: Students will try to match dates sheet with events sheet.  After 20 minutes, students will receive/review completed bracketing sheet.  Students will then view power point presentation on bracketing.
Points Value: Classwork
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FEBRUARY 02 - FEBRUARY 06
February 02 / Monday
US1:
US2:
Wld: SL00--Cornell Notes
Students will be given an overview on Cornell Note-taking.  After 10-15 minutes, students will engage in a sample lesson on the American Civil War using Cornell Notes.
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February 03 / Tuesday
US1:
US2:
Wld: SL00--Cornell Notes
Students will finish their sample lesson on the American Civil War, and will finalize their Cornell Notes strategy by developing Costa's Level 1/2/3 questions for each section of notes.
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February 04 / Wednesday
US1:
US2:
Wld: SL00--Geography
Students will complete a set of world and continental physical maps, labeling all major mountains, rivers, and deserts.
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February 05 / Thursday
US1:
US2:
Wld: SL00--Geography
Students will complete a set of world and continental political maps, labeling all major countries and major cities.
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February 06 / Friday
US1:
US2:
Wld: SL03--Why Study History?
* Cooperative Learning: Using WHC, students will pair up and work on one of five "Why Study History?" topics:
     #1--pp. 030-031--Because Problem-Solving of the Past Can Provide Insight for Today;
     #2--pp. 140-141--Because the Spread of Democracy Requires Informed Citizens;
     #3--pp. 238-239--Because the Past Has an Impact on Us Today;
     #4--pp. 372-373--Because We Can Learn From the Mistakes of the Past;
     #5--pp. 500-501--Because We Interact With People Around the World.
* Seeing the Bigger Picture: Students will share out, using the jigsaw format, the important points of their "Why Study History?" section.
Points Value: Participation
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FEBRUARY 09 - FEBRUARY 13
February 09 / Monday
US1:
US2:
Wld: L01--Prehistory / Review
* Power Point: Bracketing 1-15
* Vocabulary: Define vocabulary terms on Prehistory Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, students will read pp. 2-3.
* Cooperative Learning: Using EWH, students will break up into 2 groups:
     Unit 1/Chapter 1 Paleolithic Age pp. 4-7.
     Unit 1/Chapter 2 Neolithic Age pp. 10-15.
* Students will share out using the Jigsaw format
Points Value: Classwork
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February 10 / Tuesday
US1:
US2:
Wld: L02--Ancient Civilizations / Review
* Power Point: Bracketing 1-15
* Vocabulary: Define vocabulary terms on Ancient Civilizations Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, read pp. 4-5 on Africa and Asia, and complete teacher-generated worksheet.
* Group Work: Students will break up into 2 groups:
     Group A will focus on pp. 6-7 Early Civilizations in India and China;
     Group B will focus on pp. 8-9 Empires of India and China.
* Students will share out using the Jigsaw format.
Points Value: Classwork
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February 11 / Wednesday
US1:
US2:
Wld: L03--Classic Civilizations / Review
* Power Point: Bracketing 1-15
* Vocabulary: Define vocabulary terms on Classic Civilizations Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, students will read:
     pp. 10-11 Ancient Greece
     pp. 12-13 Ancient Rome
     pp. 14-15 Ancient America
Points Value: Classwork
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February 12 / Thursday
US1:
US2:
Wld: L04--Regional Civilizations / Review
* Power Point: Bracketing 1-15
* Vocabulary: Define vocabulary terms on Regional Civilizations Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, read:
     pp. 18-19 High Middle Ages
     pp. 20-21 Byzantine Empire
     pp. 22-23 The Muslim World
     pp. 24-25 African Kingdoms
     pp. 26-27 Japan's Feudal Society
Points Value: Classwork
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February 13 / Friday
US1:
US2:
Wld: SL04--9/11; L05--Bracketing / Issues sheet / Socratic Seminar / Essay writing
* Students will complete the Bracketing Quiz for events 1-15.
* Students will engage in a ten-minute discussion of the events leading up to 9/11.
* Students will examine their Issues sheets, reviewing the Liberal and Conservative positions on the War on Terrorism, and where they fall on the issue.
* Students will engage in a Socratic Seminar, debating both sides of the issue and offering possible solutions.
* Students will complete a Persuasive Essay, addressing the question at the bottom of the Discussion page.
Points Value: Quizzes / Participation / Essays
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FEBRUARY 16 - FEBRUARY 20
February 16 / Monday
US1:
US2:
Wld: SCHOOLS CLOSED / PRESIDENT'S DAY
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February 17 / Tuesday
US1:
US2:
Wld: L06--Renaissance 1
* Power Point: Bracketing 1-20
* Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
* Preliminaries: Timeline-WHC-pp. 32-33; photo-WHC-p. 36; photo-EWH-p. 279; compare to art in EWH on pp. 22-23, 30-31, 36, 59, 65, 105, 112, 114, 118, 123, 131, 137, 140, 151, 156
* Read-Aloud: Using WHC, students will read Chapter 1/Section 1--The Renaissance in Italy, pp. 34-38
Points Value: Classwork
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February 18 / Wednesday
US1:
US2:
Wld: L07--Renaissance 2
* Burning Question: In what ways was the Renaissance a turning point in European civilization?
* Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, students will read Chapter 1/Section 2--The Renaissance Moves North, pp. 40-43
* Round Table: Students will orally discuss which writer/literature, artist/painting/sculpture, inventor/invention had the greatest influence on the Renaissance, and why.
* Using their notebooks, students will address the following "Costa's Q's":
     L1: Define Renaissance.
     L2: Compare life during the Renaissance with life during the Middle Ages.
     L3: Speculate on what career YOU might have enjoyed during the Renaissance.
Points Value: Classwork
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February 19 / Thursday
US1:
US2:
Wld: L08--HSPA Persuasive Essay
* Using WHC, students will read "Machiavelli's Successful Prince", p. 39.
* Using handout, students will read Chapter 17 of Machiavelli's The Prince.
* Students will use this time to write a persuasive essay addressing the following question: Is it better for a leader to be feared or loved?
Points Value: Particpation / Essays
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February 20 / Friday
US1:
US2:
Wld: L09--William Shakespeare

* Students will complete the Bracketing Quiz for events 1-20.

* Using WHC, students will read the section on William Shakespeare, and will view a website dedicated to Shakespeare's Globe Theater (http://virtual.clemson.edu/caah/shakespr/VRGLOBE/)
* Students will watch the first 20 minutes of "Shakespeare in Love" to evaluate the lifestyle (food, homes, clothing) of the Renaissance period;
* Students will watch the last 20 minutes of "Shakespeare in Love" to evaluate the Globe Theater and Shakespeare's play, "Romeo and Juliet".
* Students will use this time to write a short essay (based on their notes and worksheet) on the lifestyle and entertainment of the Renaissance period, and describe whether or not they would want to travel back in time to take part in this period of time.
Points Value: Participation
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FEBRUARY 23 - FEBRUARY 27
February 23 / Monday
US1:
US2:
Wld: L11--The Reformation
* Power Point: Bracketing 1-25
* Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
* Read-Aloud: Using WHC, students will read Chapter 1/Section 3--The Protestant Reformation, pp. 44-48.
* Cooperative Learning: Students will divide into two groups:
     Group A: Chapter 1/Section 4--The English Reformation, pp. 49-50;
     Group B: Chapter 1/Section 4--The Catholic Reformation, pp. 51-52
* Students will share out using the Jigsaw format.
Points Value: Classwork
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February 24 / Tuesday
US1:
US2:
Wld: L12--Scientific Revolution
* Graffiti: Students will run to the board and list as many recent advances in technology as they can remember; they will then view what classmates have written in order to stimulate further responses; discussion will follow.
* Read-Aloud: Using EWH, students will read Unit 7/Chapter 1 The Scientific Revolution p. 328
* Guided Reading: Students will silently read Unit 7/Chapter 1 pp. 329-331, noting the most important information found in each section of the chapter.
* Pair & Share: Students will pair up and review their notes, adding any missing or important elements.
Points Value: Classwork
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February 25 / Wednesday
US1:
US2:
Wld: L13--Review for Chapter 1 Test on the Renaissance, Reformation, and Scientific Revolution
* Vocabulary: review all vocabulary terminology from this chapter.
* Students will complete all questions and review answers in the review packet.
Points Value: Participation
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February 26 / Thursday
US1:
US2:
Wld: L14--Chapter Test on the Renaissance, Reformation, and Scientific Revolution
* Pair/Share A (5 min.): Students will pair up and review their notes together;
* Pair/Share B (5 min.): Students will pair up with a different student and review their notes together;
* Pair/Share C (5 min.): Students will pair up with yet another different student and review their notes together.
* Teacher/student review: Students will use this time to review their notes with the teacher to ensure accuracy.
* Unit/Chapter Test: Students will have 50 minutes to complete the multiple choice/matching/fill-in-the-blank/short answer Test.
Points Value: Tests
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February 27 / Friday
US1:
US2:
Wld: L15--Bracketing / Issues sheet / Socratic Seminar / Essay writing
* Students will complete the Bracketing Quiz for events 1-25.
* Students will examine their Issues sheets, reviewing the Liberal and Conservative positions on Immigration, and where they fall on the issue.
* Students will engage in a Socratic Seminar, debating both sides of the issue and offering possible solutions.
* Students will complete a Problem-Solving Essay, addressing the question at the bottom of the Discussion page.
Points Value: Quizzes / Participation / Essays
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MARCH 02 - MARCH 06
March 02 / Monday
US1:
US2:
Wld: HSPA PREP
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March 03 / Tuesday
US1:
US2:
Wld: HSPA
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March 04 / Wednesday
US1:
US2:
Wld: HSPA
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March 05 / Thursday
US1:
US2:
Wld: HSPA
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March 06 / Friday
US1:
US2:
Wld: HSPA POST
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MARCH 09 - MARCH 13
March 09 / Monday
US1:
US2:
Wld: L16--Exploration 1
* Power Point: Bracketing 1-30
* Vocabulary: Define vocabulary terms on Renaissance Vocab sheet from EWH and WHC.
* Graffiti: Students respond to the statements:
   European exploration of Africa and the Americas led to many  positive results;
   European exploration of Africa and the Americas led to many negative results.
* Read-Aloud: Using EWH, students will read Unit 6/Chapter 4 "Discovery of Overseas Empires" p. 300;
* Burning Question: What fears might these sailors have to overcome in order to complete their voyage?
* Read-Aloud: Using WHC, students will read Chapter 2/Section 1 "The Search for Spices" pp. 62-66, comparing the sailing strategies of Portugal and Spain, and the Pope's involvement in establishing Spain and Portugal's Treaty of Tordesillas.
* Students will discuss whether Columbus' "discovery of America" was a positive event in history, and whether we should celebrate a holiday in his honor.
Points Value: Classwork
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March 10 / Tuesday
US1:
US2:
Wld: L17--Exploration 2
* Students will review how Columbus' discovery of America would lead to further exploration of the "New World".
* Students will review a teacher-generated sheet comparing the cultures of the Olmecs, Toltecs, Mayans, Aztecs, Incas;
* Students will review the major cities of these cultures, including: Tenochtitlan, Teotihuacan, Tiahuanaca, Tikal, Cuzco, Chichen Itza, and Macchu Picchu.
* Artistic Expression: Students will be given the opportunity to create a comparative drawing of a Sumerian ziggurat, an Egyptian pyramid, and an Aztec temple-pyramid, using markers and colored pencils.
* Read-Aloud: Using WHC, students will read Chapter 3/Section 1 "Conquest in the Americas" on the Spanish conquest of the Aztecs and Incas (5 minute clips of Dreamworks' "The Road to El Dorado" and Disney's "The Emperor's New Groove" will be shown to reinforce the geographical setting of each culture).
Points Value: Classwork
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March 11 / Wednesday
US1:
US2:
Wld: L18--Exploration 3
* Power Point: Bracketing 1-30
* Read-Aloud: Using WHC, students will read Chapter 3/Section 2 "Spanish and Portuguese Colonies in the Americas", pp. 87-90, focusing on Spanish social structure and the differences in economies.
* Read-Aloud: Using WHC, students will read Chapter 3/Section 4 "Turbulent Centuries in Africa", pp. 96-98, focusing on why the TransAtlantic Slave Trade became a necessary way of life.
* Students will view 20 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Classwork
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March 12 / Thursday
US1:
US2:
Wld: L19--Exploration Quiz
* Graffiti: Students respond to the statements:
   European exploration of Africa and the Americas led to many  positive results;
   European exploration of Africa and the Americas led to many negative results.
This will give students a chance to amend their original response by adding to or changing it.
* Review: Students will review their notes about Portuguese and Spanish exploration, including the Spanish conquest and colonization of Latin America.
* Students will turn in their notebooks for a notebook check to determine their notebook grade--notebooks will be returned at the end of the period.
* Quiz: Students will complete a quiz on Portuguese shipping, Columbus discovering the New World, the Spanish conquest and colonization of Latin America, and the TransAtlantic Slave Trade.
* Students will view 40 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Quizzes / Participation / Notebook
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March 13 / Friday
US1:
US2:
Wld: L20--Bracketing / Issues sheet / Philosophical Chair / Essay writing
* Students will complete the Bracketing Quiz for events 1-30.
* Students will examine their Issues sheets, reviewing the Liberal and Conservative positions on Affirmative Action, and where they fall on the issue.
* Students will engage in a Philosophical Chair, debating both sides of the issue and offering possible solutions.
* Students will complete a Cause-Effect Essay, addressing the question at the bottom of the Discussion page.
Points Value: Quizzes / Participation / Essays
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MARCH 16 - MARCH 20
March 16 / Monday
US1:
US2:
Wld: L**--Amistad

Students will watch the video, Amistad, and complete an essay regarding the TransAtlantic Slave Trade: "What if Americans were now slaves to Africans?"
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March 17 / Tuesday
US1:
US2:
Wld: L21--Commercial Revolution / Mercantilism
* Vocabulary: Students will define inflation, capitalism, mercantilism, and tariff.
* Read-Aloud: Using WHC, students will read Chapter 3/Section 5--Changes in Europe pp. 101-105, discussing the Columbian Exchange of precious metals, foods, and goods between the four continents (Europe, Asia, Africa, and the Americas); the Commercial Revolution; and Mercantilism.
* Review: In their notebooks, students will draw the chart on p. 107 and answer 26-30 located directly beneath the chart.
* Students will view 20 minutes of footage of the video, Amistad, focusing on the living conditions aboard ship for African slaves.
Points Value: Classwork
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March 18 / Wednesday
US1:
US2:
Wld: L22--Absolute Monarchies / Spain, France, and England
* Power Point: Bracketing 1-35
* Students will discuss the types of governments associated with monarchies, oligarchies, democracies, and feudalism.
* Using a teacher-generated worksheet, students will discuss similarities and differences between the Spanish, English, and French monarchies.
*  Cooperative Learning: Students will work in groups to answer questions on the following:
   Group A: Chapter 4/Section 1--Extending Spanish Power pp. 110-113, define absolute monarch, divine right
   Group B: Chapter 4/Section 2--France Under Louis XIV pp. 114-118, define intendent, balance of power
   Group C: Chapter 4/Section 3--English Parliament Truimphs pp. 119-124, define habeas corpus, limited monarchy
* Students will share out using the Jigsaw method.
Points Value: Classwork
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March 19 / Thursday
US1:
US2:
Wld: L23--Absolute Monarchies / Austria, Prussia, and Russia
* Power Point: Bracketing 1-35
* Students will review +/or finish yesterday's presentations on Spain, France, and England.
* Using a teacher-generated worksheet, students will discuss similarities and differences between the Austrian, Prussian, and Russian monarchies.
* Cooperative Learning: Students will work in groups to answer questions on the following:
   Group A: Chapter 4/Section 4--Rise of Austria and Prussia pp. 125-127, define mercenaries, depopulation
   Group B: Chapter 4/Section 4--Rise of Austria and Prussia pp. 127-128, define Junkers
   Group C: Chapter 4/Section 5--Russian Absolute Monarchy pp. 129-133, define westernization, boyar
* Students will share out using the Jigsaw method.
Points Value: Classwork
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March 20 / Friday
US1:
US2:
Wld: L24--Absolute Monarchies Quiz
* Students will complete the Bracketing Quiz for events 1-35.
* Pair/Share A (5 min.): Students will pair up and review their notes together;
* Pair/Share B (5 min.): Students will pair up with a different student and review their notes together.
* Quiz: Students will have 30 minutes to complete the multiple choice/matching/fill-in-the-blank/short answer Quiz.
* Video: Students will watch 30 minutes of the video, Marie Antoinette.
Points Value: Quizzes / Participation
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MARCH 23 - MARCH 27
March 23 / Monday
US1:
US2:
Wld: BRACKETING, BRACKETING, BRACKETING

Students will complete Bracketing Quizzes 1-25, 1-30, and 1-35

Points Value: Quizzes
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March 24 / Tuesday
US1:
US2:
Wld: L26--The Enlightenment 1
Power Point: Bracketing 1-40
Vocabulary: Enlightenment; Age of Reason; philosophes; social contract
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 2 The Age of Reason pp. 334-335.
Read-Aloud: Chapter 2 The Age of Reason pp. 335-339; students will complete a copy of the table on p. 340, filling in important information about Thomas Hobbes, John Locke, Montesquieu, Voltaire, and Jean Jacques Rousseau.  (students will also use World History Connections pp. 144-148, 149-153)
Short-answer questions (one paragraph each): 1--Which of these men most influenced this period of time?
2--How would the beliefs of these Enlightenment intellectuals lead to the American and French Revolutions?
Closure: p. 339/paragraph 19
Points Value: Classwork
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March 25 / Wednesday
US1:
US2:
Wld: L26--The Enlightenment 2
Power Point: Bracketing 1-40
Vocabulary: Enlightenment; Age of Reason; philosophes; social contract
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 2 The Age of Reason pp. 334-335.
Read-Aloud: Chapter 2 The Age of Reason pp. 335-339; students will complete a copy of the table on p. 340, filling in important information about Thomas Hobbes, John Locke, Montesquieu, Voltaire, and Jean Jacques Rousseau.  (students will also use World History Connections pp. 144-148, 149-153)
Short-answer questions (one paragraph each): 1--Which of these men most influenced this period of time?
2--How would the beliefs of these Enlightenment intellectuals lead to the American and French Revolutions?
Closure: p. 339/paragraph 19
Points Value: Classwork
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March 26 / Thursday
US1:
US2:
Wld: MID-TERM REVIEW
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March 27 / Friday
US1:
US2:
Wld: L27--The American Revolution
Power Point: Bracketing 1-40
Quick-Write: Write down everything that you remember about the American Revolution (people, places, battles, tax acts leading to, etc.)
Background: Discussion of the Glorious Revolution and the English Bill of Rights;
British-vs-Colonial Strengths-vs-Weaknesses (USI textbook--p. 123).
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 3 pp. 342-346 The American Revolution
Skill Builder: p. 351--Classifying A., B.; Generalizing A.
Points Value: Classwork
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MARCH 30 - APRIL 03
March 30 / Monday
US1:
US2:
Wld: MID-TERM EXAM
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March 31 / Tuesday
US1:
US2:
Wld: L28--The French Revolution
Power Point: Bracketing 1-40
Quick-Write: Why would it be assumed that France would be a prime candidate for a Revolution?  (the Third Estate believed in the ideas of Enlightened Philosophes Voltaire and Rousseau)
Background: Discussion of the Glorious Revolution and the English Bill of Rights; discussion of the American Revolution.
Read-Aloud: Using Exploring World History, students will read Unit 7/Chapter 3 pp. 346-349 The French Revolution (WHC p. 167 graphic, political cartoon)
Skill Builder: p. 351--Classifying C., D.; Generalizing B.
Skill Builder: p. 350--Political Cartoon
Closure: p. 349/paragraph 33
Points Value: Classwork
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April 01 / Wednesday
US1:
US2:
Wld: L29--Napoleon's Empire
Power Point: Bracketing 1-45
Vocabulary: Directory; coup d'etat; Consulate; plebiscite; Napoleonic Code; nationalism
Read-Aloud: Exploring World History, Unit 7/Chapter 4 Napoleon's Empire pp. 352-353
Guided Reading: Chapter 4 Napoleon's Empire pp. 353-355, paragraphs 4-14
Discussion: World History Connections, Napoleon's Retreat from Moscow, p. 189
Closure: p. 355/paragraph 15
Points Value: Classwork
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April 02 / Thursday
US1:
US2:
Wld: L31--Latin American Revolutions
Power Point: Bracketing 1-45
World History Connections, Toussaint L'Ouverture on Slavery, p. 227
Read-Aloud: Exploring World History, Unit 7/Chapter 5 Freedom for Latin America pp. 358-360 paragraphs 1-9
Paired Reading: Chapter 5 Freedom for Latin America pp. 360-363 paragraphs 10-25; students will complete a copy of the table on p. 365, filling in important liberation information on Mexico, Guatemala, El Salvador, Costa Rica, Venezuela, and Columbia.
Discussion: completed table from Student Activity
Closure: p. 363/paragraph 26
Points Value: Classwork
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April 03 / Friday
US1:
US2:
Wld: L33--Unit Test on the Enlightenment, and the American, French, and Latin American Revolutions
Answer any questions students have prior to the Unit 7 Test
Students will complete the five section/25 question test--each question worth three points apiece.
Students will complete one of the three essay questions presented worth 25 points.
Power Point: Bracketing 1-45
Points Value: Tests
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APRIL 06 - APRIL 10
April 06 / Monday
US1:
US2:
Wld: L41--Industrialization 1: Industry & Agriculture

Timeline: Students will review the timeline on p. 436;
Vocabulary: Define Industrial Revolution, cottage industry, steam engine, cotton gin, capital
Read-Aloud: Unit 9/Chapter 1 Industry and Agriculture pp. 436-437
Read-Aloud: pp. 437-441
Cornell Notes: Determine 3 important facts about the cottage industry, inventions, factory workers, agriculture, and the economy.
Cooperative Learning: Students will break into groups of 3 and determine the most important invention of the Industrial Revolution, supporting their choice with a 10-sentence paragraph.

Points Value: Classwork
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April 07 / Tuesday
US1:
US2:
Wld: L42--Industrialization 2: Spreading the News

Timeline: Students will review the timeline on p. 444
Read-Aloud: Unit 9/Chapter 2 The Industrial Revolution Spreads pp. 444-445
Read-Aloud: pp. 445-449
Cornell Notes: How did the Industrial Revolution affect life in Great Britain, Belgium, France, Germany, and the United States?
Cooperative Learning: Students will break into pairs and discuss how the Industrial Revolution affected life in Great Britain, Belgium, France, Germany, and the United States.

Points Value: Classwork
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April 08 / Wednesday
US1:
US2:
Wld: L43--Industrialization 3: Urbanism & Socialism

Timeline: Students will review the timeline on p. 458;
Vocabulary: Define urbanism; immigrants; socialism; utopian socialists; communism; proletariat; bourgeoisie; suffrage
Read-Aloud: Unit 9/Chapter 4 Urbanism, Socialism, and Women's Rights pp. 458-459
Read-Aloud: Chapter 4 pp. 459-463, discussing how socialism and communism differ from democracy.
Students will discuss the photos on EWH pp. 458, 461, and WHC pp. 209, 255.
EWH p. 463, paragraph 19

Points Value: Classwork
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April 09 / Thursday
US1:
US2:
Wld: L44--Industrialization 4: Transportation / Communication / Science / Medicine

Timeline: Students will review the timelines on pp. 452, 466;
Vocabulary: Define steamboat; locomotive; communication revolution; telegraph; wireless telegraph
Vocabulary: Define bacteria; pasteurized; incandescent; radioactive; theory of relativity; theory of evolution
Read-Aloud: Unit 9/Chapter 3 New Ways to Communicate and Transport Goods pp. 452-455
Read-Aloud: Unit 9/Chapter 5 Science and Medicine in the 1800s pp. 466-467
Cooperative Learning: Students will break into 3 groups and determine the 3 most important inventions/discoveries during the Industrial Revolution

Points Value: Classwork
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April 10 / Friday
US1:
US2:
Wld: NO SCHOOL -- GOOD FRIDAY
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APRIL 13 - APRIL 17
April 13 / Monday
US1:
US2:
Wld: NO SCHOOL -- SPRING BREAK
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April 14 / Tuesday
US1:
US2:
Wld: NO SCHOOL -- SPRING BREAK
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April 15 / Wednesday
US1:
US2:
Wld: NO SCHOOL -- SPRING BREAK
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April 16 / Thursday
US1:
US2:
Wld: NO SCHOOL -- SPRING BREAK
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April 17 / Friday
US1:
US2:
Wld: NO SCHOOL -- SPRING BREAK
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APRIL 20 - APRIL 24
April 20 / Monday
US1:
US2:
Wld: L46--Industrialization Review

Vocabulary: Students will discuss the vocabulary from Unit 9 -- The Industrial Revolution
Timeline: Using pp. 436-469, students will create an Industrial Revolution timeline, chronicling all of the events that happened during this timeperiod and discussing how they relate to each other.

Points Value: Classwork
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April 21 / Tuesday
US1:
US2:
Wld: L47--Industrial Revolution Test

Vocabulary: Students will review the important inventions/discoveries from Unit 9 -- The Industrial Revolution
Students will complete the two-part Unit Test:
Part One will duplicate the review sheet from Thursday, with various names/dates/inventions omitted which students must complete using the word bank;
Part Two will be an essay detailing the three inventions/discoveries they feel were most important during this time period, finalizing the essay with what they believe was THE invention/discovery that made the biggest difference during the Industrial Revolution.

Points Value: Tests
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April 22 / Wednesday
US1:
US2:
Wld: L48--HSPA Speculative Essay: Rafael's The School of Athens

Students will begin pre-writing assessment of Rafael's The School of Athens
Students will use this time to write a speculative essay addressing Rafael's famous painting

Points Value: Particpation / Essays
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April 23 / Thursday
US1:
US2:
Wld: L49--European Nationalism (Unification of Italy and Germany)

Discussion of political cartoon p. 400
Read-Aloud: Unit 8/Chapter 6 pp. 402-407 on the unification of Germany
Read-Aloud: Unit 8/Chapter 6 pp. 410-413 on the unification of Italy
Discussion: How did Otto von Bismarck become the catalyst for the unification of Germany?
What problems faced Mazzini, Garibaldi, and Cavour in their quest to unify Italy?
How did the unification of Italy differ from that of Germany?

Points Value: Classwork
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April 24 / Friday
US1:
US2:
Wld: L49A--European Imperialism (Subjugation of Asia and Africa)

Using World History Connections, discussion of political cartoon on p. 339
Using World History Connections, review Chapter 12--The New Imperialism, pp. 314-337
Using Exploring World History, review Unit 10--Imperialism, pp. 476-513
Discussion: Why was it important for European nations to establish social, political, economic, and even military control over foreign countries in Asia, Africa, and Latin America?
Points Value: Classwork

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APRIL 27 - MAY 01
April 27 / Monday
US1:
US2:
Wld: L51--World War I

Bracketing: Fill in the Blanks Quiz

Vocabulary: Triple Alliance; Triple Entente; Allied Powers; Central Powers; Western Front; Eastern Front; stalemate; armistice
Review: Timeline p. 516;
Read-Aloud: Unit 10/Chapter 7 p. 516
Read-Aloud: Unit 10/Chapter 7 pp. 517-521
Discussion of Trench Warfare and Chemical Warfare
In-Class Writing: Write a letter to your family describing the horrors of trench and chemical warfare during WWI

Points Value: Quizzes / Classwork
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April 28 / Tuesday
US1:
US2:
Wld: L52--After World War I

Bracketing: Fill in the Blanks Quiz

Vocabulary: Fourteen Points; Treaty of Versailles; League of Nations; self-determination; mandates
Read-Aloud: Unit 10/Chapter 8 p. 524
Read-Aloud: Unit 10/Chapter 8 pp. 525-527
Discussion: Treaty of Versailles' "War Guilt" clause; the formation of new European countries
Closure: How did the Treaty of Versailles lead to WWII?

Points Value: Quizzes / Classwork
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April 29 / Wednesday
US1:
US2:
Wld: L53A--Between World Wars: The World, 1920-1939

Bracketing: Fill in the Blanks Quiz

Vocabulary: disarmament; the Great Depression; protective tariffs; domestic goods; Fascism
Read-Aloud: Unit 11/Chapter 1 p. 534
Read-Aloud: Unit 11/Chapter 1 pp. 535-539
Burning Questions: Why was the League of Nations so ineffective?
Why did so many European countries turn to Fascism?

Points Value: Quizzes / Classwork
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May 30 / Thursday
US1:
US2:
Wld: L53B--Between World Wars: Russia Turns to Communism

Bracketing: Fill in the Blanks Quiz

Vocabulary: soviets; collectives; kulaks, the Great Purge
Read-Aloud: Unit 11/Chapter 2 p. 542
Read-Aloud: Unit 11/Chapter 2 pp. 543-545
Discussion: Compare/contrast Bolsheviks, White Russians, Reds/Communists

Points Value: Quizzes / Classwork
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May 01 / Friday
US1:
US2:
Wld: L53C--Between World Wars: Fascism in Italy and Spain

Bracketing: Fill in the Blanks Quiz

Vocabulary: Rome-Berlin Axis
Read-Aloud: Unit 11/Chapter 3 p. 548
Group Work: Unit 11/Chapter 3 pp. 549-551
Group A will focus on  Italy  pp. 549-550
Group B will focus on Spain pp. 550-551
The students will share out using the Jigsaw method.

Points Value: Quizzes / Classwork
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MAY 04 - MAY 08
May 04 / Monday
US1:
US2:
Wld: L54A--Between World Wars: The Nazis in Germany

Bracketing: Fill in the Events Quiz

Vocabulary: chancellor; propaganda; appeasement
Read-Aloud: Unit 11/Chapter 4 p. 554
Read-Aloud: Unit 11/Chapter 4 pp. 555-557
Discussion: Compare/contrast Naziism in Germany, Fascism in Spain and Italy, and Communism in Russia

Points Value: Quizzes / Classwork
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May 05 / Tuesday
US1:
US2:
Wld: L54B--Between World Wars: Militarism in Japan

Bracketing: Fill in the Events Quiz

Vocabulary: Manchuria; Greater East Asia Co-Prosperity Sphere; condemned; Rome-Berlin-Tokyo Axis
Read-Aloud: Unit 11/Chapter 5 p. 560
Read-Aloud: Unit 11/Chapter 5 pp. 561-565
Discussion: If you were General Tojo, would YOU have bombed the US forces at Pearl Harbor?

Points Value: Quizzes / Classwork
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May 06 / Wednesday
US1:
US2:
Wld: L56--World War II

Bracketing: Fill in the Events Quiz

Vocabulary: Nazi-Soviet Non-Aggression Pact; blitzkrieg; campaign; Lend-Lease Program; strategy
Read-Aloud: Unit 11/Chapter 7 p. 576
Read-Aloud: Unit 11/Chapter 7 pp. 577-581
In-Class Writing: You are President Truman: Write a "letter" to the American people describing why you will, or will not, drop the Atomic Bombs on Japan.

Points Value: Quizzes / Classwork
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May 07 / Thursday
US1:
US2:
Wld: L57--After World War II

Bracketing: Fill in the Events Quiz

Vocabulary: Holocaust; refugees; Common Market
Read-Aloud: Unit 12/Chapter 1 p. 588
Read-Aloud: Unit 12/Chapter 1 pp. 589-593
Compare/Contrast: How did the aftermath of WWII differ from the aftermath of WWI?

Points Value: Quizzes / Classwork
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May 08 / Friday
US1:
US2:
Wld:Wld: L58--Review of World War I and World War II

Bracketing: Fill in the Events Quiz

Review: Vocabulary on WWI and WWII
Students will review for  the 50-question open-book test on

Unit 10/Chapter 7, Unit 10/Chapter 8, Unit 11/Chapter 7, Unit 12/Chapter 1

Points Value: Classwork
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MAY 11 - MAY 15
May 11 / Monday
US1:
US2:
Wld: L58--Test on World War I and World War II

Bracketing: Fill in the Events Quiz

Review: Vocabulary on WWI and WWII
Students will complete the 50-question open-book test on

Unit 10/Chapter 7, Unit 10/Chapter 8, Unit 11/Chapter 7, Unit 12/Chapter 1

Points Value: Quizzes / Tests
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May 12 / Tuesday
US1:
US2:
Wld: L59A--World War I from a visual perspective

Bracketing: Fill in the Dates Quiz

The students will view videos depicting events in WWI, including: All Quiet on the Western Front.

Points Value: Quizzes / Participation
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May 13 / Wednesday
US1:
US2:
Wld: L59B--World War II from a visual perspective

Bracketing: Fill in the Dates Quiz

The students will view videos depicting events in WWII, including: Pearl Harbor, Saving Private Ryan, and Schindler's List.

Points Value: Quizzes / Participation
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May 14 / Thursday
US1:
US2:
Wld: L61A--The New Superpowers

Bracketing: Fill in the Dates Quiz

Vocabulary: superpowers; capitalism; satellite nations; ideology
Read-Aloud: Unit 12/Chapter 2 p. 596
Read-Aloud: Unit 12/Chapter 2 pp. 597-601
Skill Builder: Critical Thinking and Comprehension: Spatial Relationships p. 603

Points Value: Quizzes / Classwork
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May 15 / Friday
US1:
US2:
Wld: L61B--A Cold War Between the Superpowers

Bracketing: Fill in the Dates Quiz

Vocabulary: Cold War; Truman Doctrine; foreign policy; Marshall Plan; Berlin Airlift; NATO
Read-Aloud: Unit 12/Chapter 3 pp. 604-605
Read-Aloud: Unit 12/Chapter 3 pp. 605-609
Discussion: pictures on pp. 607, 608, 609

Points Value: Quizzes / Classwork
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MAY 18 - MAY 22
May 18 / Monday
US1:
US2:
Wld: L62--Latin America's Role

Bracketing: Fill in the Narrative Quiz (with Word Bank)

Vocabulary: recession; censored; abertura; contras
Read-Aloud: Unit 13/Chapter 5 p. 664
Read-Aloud: Unit 13/Chapter 5 pp. 664-669
Vocab Review, Skill Builder: p. 670

Points Value: Quizzes / Classwork
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May 19 / Tuesday
US1:
US2:
Wld: L63--Independence Movements in Africa

Bracketing: Fill in the Narrative Quiz (with Word Bank)

Vocabulary: segregation; apartheid; boycotts; sanctions; famine
Read-Aloud: Unit 13/Chapter 4 p. 656
Read-Aloud: Unit 13/Chapter 4 pp. 657-661
Vocab Review, Skill Builder: Chart p. 662

Points Value: Quizzes / Classwork
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May 20 / Wednesday
US1:
US2:
Wld: L64--The Middle East

Bracketing: Fill in the Narrative Quiz (w/o Word Bank)

Vocabulary: anti-Semitism; cartel; embargo; hostage
Read-Aloud: Unit 13/Chapter 2 p. 640
Read-Aloud: Unit 13/Chapter 2 pp. 641-645
Vocab Review, Skill Builder p. 646

Points Value: Quizzes / Classwork
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May 21 / Thursday
US1:
US2:
Wld: L66--China
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May 22 / Friday
US1:
US2:
Wld: L67--Japan Becomes an Economic Superpower

Vocabulary: keiretsu; trade deficit
Read-Aloud: Unit 14/Chapter 4 pp. 698-699
Read-Aloud: Unit 14/Chapter 4 pp. 699-703
Skill Builder: Generalizing, Cause and Effect pp. 704-705

Points Value: Classwork
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MAY 25 - MAY 29
May 25 / Monday
US1:
US2:
Wld: NO SCHOOL -- MEMORIAL DAY
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May 26 / Tuesday
US1:
US2:
Wld: L69--The Soviet Union Dissolves

Vocabulary: coup d'etat; bureaucracy; quotas; Politburo; perestroika; Solidarity; detente
Read-Aloud: Unit 14/Chapter 2 pp. 684-685
Read-Aloud: Unit 14/Chapter 2 pp. 685-689

Vocabulary, Skill Builder: Map p. 690

Points Value: Classwork
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May 27 / Wednesday
US1:
US2:
Wld: L68--Western Europe Prospers
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May 28 / Thursday
US1:
US2:
Wld: L71--The United States Moves Ahead

Vocabulary: social programs; recession; budget deficit
Read-Aloud: Unit 14/Chapter 5 p. 706
Read-Aloud: Unit 14/Chapter 5 pp. 707-709
Skill Builder: Line Graph, Critical Thinking p. 710

Points Value: Classwork
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May 29 / Friday
US1:
US2:
Wld: L73--TEST / The Modern Era
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JUNE 01 - JUNE 05
June 01 / Monday
US1:
US2:
Wld: FINAL EXAM -- REVIEW

Students will review Part 1/Questions 1-100 (from the Mid-Term Exam) in preparation for the FINAL EXAM

Points Value: Particpation
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June 02 / Tuesday
US1:
US2:
Wld: FINAL EXAM -- REVIEW

Students will review Part 2/Questions 101-200 (from the 07/08 Final Exam) in preparation for the FINAL EXAM

Points Value: Particpation
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June 03 / Wednesday
US1:
US2:
Wld: FINAL EXAM -- 1ST PERIOD SENIORS

Underclassmen will complete a series of Critical Thinking sheets

Points Value: EXAM
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June 04 / Thursday
US1:
US2:
Wld: FINAL EXAM -- 2ND PERIOD SENIORS

Underclassmen will complete a series of Critical Thinking sheets

Points Value: EXAM
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June 05 / Friday
US1:
US2:
Wld: FINAL EXAM -- 3RD PERIOD SENIORS

Underclassmen will complete the FINAL EXAM ESSAY

Points Value: EXAM
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JUNE 08 - JUNE 12
June 08 / Monday
US1:
US2:
Wld: FINAL EXAM -- 4TH PERIOD SENIORS / VIDEO: FAILSAFE

Underclassmen will view the video, FailSafe

Points Value: EXAM
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June 09 / Tuesday
US1:
US2:
Wld:

Underclassmen will view the video, FailSafe, and discuss the elements of the Cold War
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June 10 / Wednesday
US1:
US2:
Wld:
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June 11 / Thursday
US1:
US2:
Wld: FINAL EXAM -- 1ST, 2ND PERIODS

Points Value: EXAM
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June 12 / Friday
US1:
US2:
Wld: FINAL EXAM -- 3RD, 4TH PERIODS

Points Value: EXAM
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JUNE 15 - JUNE 19
June 15 / Monday
US1:
US2:
Wld:
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June 16 / Tuesday
US1:
US2:
Wld: LAST DAY OF SCHOOL FOR STUDENTS
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June 17 / Wednesday
US1:
US2:
Wld: LAST DAY OF SCHOOL FOR TEACHERS
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June 18 / Thursday
US1:
US2:
Wld:
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June 19 / Friday
US1:
US2:
Wld: