World Geography Topic 2 Lesson 7 Challenges Facing the United States and Canada

By Frank Leslie's illustrated newspaper, , pp. 324-325. - https://www.loc.gov/pictures/item/97502086, Public Domain, https://commons.wikimedia.org/w/index.php?curid=5108973

Essential Question: What should governments do?

Explore:

• Read pages 138-141
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 138
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 61
• Lesson Check questions 1-5 on page 141
• Lesson 7 Quiz

Extend: A Documentary About Canada

History Topic 2 Lesson 7

Essential Question: Why do people move?

Engage:

• Video: NBC News Learns Mercantilism 

Explore:

• Read pages 121-125
• Define and Draw Vocabulary page 121

Evaluate:

• Journal Practice Vocabulary p.49
• Lesson Check page 125
• Lesson 7 Quiz

World Geography Topic 2 Lesson 6 The United States and Canada at Work

https://en.wikipedia.org/wiki/File:Presidential_Comparison_Real_GDP_-_v1.png

Essential Question: What should governments do?

 Engage:

•  Video The US Economy

Explore:

• Read pages 131-136
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 131
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 58
• Lesson Check questions 1-5 on page 136
• Lesson 6 Quiz

World Geography Topic 2 Lesson 5 Living in the United States and Canada

https://en.wikipedia.org/wiki/Calgary_Stampede#/media/File:Program_for_1912_Calgary_Stampede.jpg

Essential Question: What should governments do?

Explore:

• Read pages 125-130
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 125

Evaluate:

• Active Journal Practice Vocabulary p. 56 
• Lesson Check questions 1-5 on page 130
• Lesson 5 Quiz

World Geography Topic 2 Lesson 4 Building Nations

https://en.wikipedia.org/wiki/George_Washington#/media/File:Gilbert_Stuart_Williamstown_Portrait_of_George_Washington.jpg

Essential Question: What should governments do?

 Explore:

• Read pages 116-124
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 116

Evaluate:

• Active Journal Practice Vocabulary p. 54
• Lesson Check questions 1-5 on page 124
• Lesson 4 Quiz

American History Topic 2 Lesson 6 Colonial Society

Engage:

• Video: Colonial Williamsburg Life as a Child in the 18th Century

Explore:

• Read pages 110-120
• Define and Draw Vocabulary page 102

Evaluate:

• Journal Practice Vocabulary p.46
• Lesson Check page 120
• Lesson 6 Quiz
• Lesson 6 Questions 

Extend:

• Colonial Williamsburg Youtube Channel
• Colonial Williamsburg Dancing at the Governor's Palace

American History Topic 2 Lesson 5 The Southern Colonies

 Essential Question: Why do people move?

Explore:

• Read pages 100-109
• Define and Draw Vocabulary page 100

Evaluate:

• Journal Practice Vocabulary page 44
• Lesson Check page 109
• Lesson 5 Quiz
• Lesson 5 Questions
• Summary
• Summary (Spanish)

Extend: 

• NBC News Learn Georgia
• NBC News Learn The Carolinas

Topic 2 Colonial House

Colonial House is a television show created by PBS to examine what life would be like in Plymouth Colony circa 1628. 17 people were chosen to be on the reality show, living the life of a settler in a re-created Plymouth Plantation.

Imagine you have been selected to participate in Colonial House. Write journal entries describing about your living conditions. Are you a freeman, indentured servant, or even the Governor? What kinds of things do you do day by day? Are you having trouble keeping the rules? 

Essential Question: What would it be like to live in an early American colony?

 

Engage:

• Colonial House Mythconceptions Quiz Whole Class

Explore:

• Watch Colonial House episodes

Explain: 

• What is your role in the colony?
• What events took place during the episode?
• What are your daily chores?
• Are you a rule breaker or a rule follower?

Evaluate:

• Write a journal entry for each episode watched. 
• Create a postcard as if you are participating in the show.

American History Topic 2 Lesson 4 The Middle Colonies

Essential Question: Why do people move?

Engage:

• The Quakers, the Dutch, and the Ladies Crash Course History

Explore:

• Read pages 91-99
• Define and Draw Vocabulary page 91
• Summary
• Summary (Spanish)

Evaluate:

• Reading comprehension questions
• ournal Practice Vocabulary p.42
• Lesson Check page 99 1-5

World Geography Topic 2 Lesson 3 European Colonization

https://en.wikipedia.org/wiki/European_colonization_of_the_Americas#/media/File:Nouvelle-France_map-en.svg 

Essential Question: What should governments do?

Explore:

• Read pages 109-115
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 109

Evaluate:

• Active Journal Practice Vocabulary p. 51
• Lesson Check questions 1-5 on page 115
• Lesson 3 Quiz

World Geography Topic 2 Lesson 2 Three American Indian Cultures

By ToranTarzan - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=62319308

Essential Question: What should governments do?

Explore:

• Read pages 104-107
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 104

Evaluate:

• Active Journal Practice Vocabulary p. 49
• Lesson Check questions 1-5 on page 107
• Lesson 2 Quiz

World Geography Topic 2 Lesson 1 North American Indian Culture Regions

https://upload.wikimedia.org/wikipedia/commons/6/68/Totem_RMBC_1.jpg

 Essential Question: What should governments do?

Engage:

• None

Explore:

• Read pages 99-103
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 99

Evaluate:

• Active Journal Practice Vocabulary p. 47
• Lesson Check questions 1-5 on page 103
• Lesson 1 Quiz

World Geography 50 States Map Test

The first activity will be for you to label a paper map of the 50 states. Afterwards play the game below and see how well you do. Let me know what your first score is so I can record it.

https://www.sporcle.com/games/Matt/find_the_states

We will take an assessment of the 50 states next week. Make sure you spend some time reviewing.

EQ: Can you identify the 50 states?

 

Engage:

• Pre-Assessment: 50 States Quiz (print) .

Explore:

• Label a map of the 50 states

Explain:

• Where are the 50 states located?

Evaluate:

• Post Assessment 50 States Quiz

History Topic 2 Lesson 3.5 Massacre at Mystic

https://en.wikipedia.org/wiki/Pequot_War#/media/File:Pequot_war.jpg

The Pequot Wars started with the death of one man and ended with making use of the word Pequot a crime. We often put the Puritans on a pedestal, due mainly to the pride many Americans have with being remotely descended from a passenger on the Mayflower as well as politicians constantly referring to them when they talk about our Judeo-Christian culture.

Essential Question: Is violence inevitable between indigenous peoples and colonists?

Explore:

•  Watch the video Massacre at Mystic 
• Vocabulary: wampum, concessions, subjugated, diplomatic, massacre

Explain:

•  What was the relationship between the Pequot and Puritans before the massacre? After?
• What differences in ideas about land and property caused so much trouble?
• Why did some Native Americans fight with the Puritans against the Pequots?
• How much responsibility do you place on the Puritans actions leading to the massacre?
• How did the massacre change the colonies going forward?

Evaluate:

•  Class Discussion questions during the watching. 

 Extend:

• Read p. 118 of Lies My Teacher Told Me by James Loewn
• Read about the Pequot War

World Geography Mapping Canada

For this activity, we will be making a couple maps of Canada. We are going to be creating a political, physical, and climate map. First, let's watch this EPCOT video from the Canada Pavilion:

Oh Canada Video from EPCOT's Canada Pavilion

Now that you get a feel for the 'flavor' of Canada, let's do a little learning about the country. You will label the capitals, provinces and territories and then color the map of Canada. 

EQ:

• What are the provinces, territories and capitals of Canada?

Engage:

•  O Canada EPCOT video (14:57)

Explore:

• Political Map of Canada

Explain:

• Where are the provinces and territories in Canada?
• Where are the capital cities in Canada? 

Evaluate:

• Label the capitals of Canada.
• Color the map of Canada.

Geography Now Canada Video for Day 2

American History Topic 2 Lesson 3 The New England Colonies

Essential Question: Why do people move?

Engage:

• Crash Course History When is Thanksgiving?

Explore:

• Read pages 78-90
• Crash Course History The Natives and the English
• Define and Draw Vocabulary page 78
• Summary
• Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p.39
• Lesson Check page 90

Topic 2 Lesson 2.5 Conquest of the Americas: The Southwest

https://commons.wikimedia.org/wiki/File:Coronado-Remington.jpg

Francisco Coronado heard a story about the Cities of Cibola, the Seven Cities of Gold, from a friar named Estevan. He decided he would mount an expedition to find these cities. What did Coronado plan to do when he found these cities? Did he eventually find them? What controversy surrounds the expedition?

Essential Question:   Why did Coronado explore the southwest part of North America?

Engage:

• Vocabulary
• Students will define the vocabulary word using their own words on worksheet

Explore:

• Conquest of America: Southwest video  (44:51) Youtube video

Explain:

• Was Coronado suitably punished for his role in the death of the 'Turk'?
• Do you think Coronado was a hero or villain? 

Evaluate: 

• Discussion Questions Worksheet Whole group discussion

Extend:

• Coronado's Wikipedia page 
• Map of Coronado's expedition
• History Channel's page on Coronado

World Geography Topic 1 Review

 

Lesson Review page 89

• Vocabulary and Key Ideas 1-7
• Critical Thinking and Writing 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-17

American History Topic 2 Lesson 2 The First French, Dutch, and English Colonies

 Essential Question: Why do people move?

 Engage:

• Crash Course Histories The Quakers, the Dutch, and the Ladies

Explore:

• Read pages 66-77
• Define and Draw Vocabulary page 66
• Summary (Spanish)
• Summary

Evaluate:

• Journal Practice Vocabulary p.37
• Lesson Check page 66 

World Geography Topic 1 Lesson 10 History Basics

 

Essential Question: How much does geography affect people's lives? 

Explore:

• Read pages 82-87
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 87

Evaluate:

• Active Journal Practice Vocabulary p. 31
• Lesson Check questions 1-5 on page 87
• Lesson 10 Quiz

World Geography Topic 1 Lesson 9 Citizenship

Essential Question: How much does geography affect people's lives?

Engage:

• Khan Academy What Is Citizenship?

Explore:

• Read pages 78-81
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 

Evaluate:

• Active Journal Practice Vocabulary p. 78 
• Lesson Check questions 1-5 on page 81
• Lesson 9 Quiz

American History Topic 2 Lesson 1.5 Conquest of the Americas: The Southeast

https://commons.wikimedia.org/wiki/File:Flindians1723.JPG

St. Augustine is the oldest continuously inhabited European settlement in the continental borders of the US.  Why did the Spanish set up colonies in what is now Florida? What were they looking for and did they find it? Why did France later set up a colony and what happened to it? These are the questions we will be answering with this lesson.

Essential Question: What countries colonized the land that is now Florida?

Engage:

• Can you name which countries colonized the Americas?
• Anecdotes from my trip to St. Augustine over the summer. 

https://commons.wikimedia.org/wiki/File:Castillo_de_San_Marcos.jpg

Essential Question: What country colonized the land that is now Florida?

Engage:

• Can you name which countries colonized the Americas?

Explore:

• Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share activity w/ whiteboard markers
• Conquest of America: Southeast video (44:00)

Explain:

• Why did France colonize Florida?
• What are some good vocabulary learning practices?

Evaluate: 

• Discussion Questions Worksheet

Extend:

• Castillo de San Marcos 
• Videos from Castillo de San Marcos

American History Topic 2 Lesson 1 Spanish Colonization and New Spain

Engage:

• Crash Course History The Black Legend, Native Americans, and Spaniards

Explore:

• Read pages 55-64
• Crash Course History The Atlantic Slave Trade
• Define and Draw Vocabulary page 55
• Lesson 1 Review Spanish
• Lesson 1 Review
• Summary
• Summary (Spanish)

Evaluate:

• Journal p. 25,35
• Lesson Check page 64

World Geography Topic 1 Lesson 8 Government

 

Essential Question: How much does geography affect people's lives?

 Engage:

• Crash Course US Government and Politics Introduction

Explore:

• Read pages 70-77
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 70
• Lesson 8 Summary
• Lesson 8 Summary Spanish

Evaluate:

• Active Journal Practice Vocabulary p. 29
• Lesson Check questions 1-5 on page 77
• Lesson 8 Quiz

World Geography Topic 1 Lesson 7 Trade and Development

Essential Question: How much does geography affect people's lives?

Engage:

• The UK is Leaving the EU: Here's What It Means

 Explore:

• Read pages 63-68
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 63

Evaluate:

• Lesson Check questions 1-6 on page 68
• Lesson 7 Quiz

Jr High Intramural Sports Questionnaire

The school district is looking into creating junior high intramural sports programs. These would be sports where you would play at your own school. The purpose is to offer more options for playing sports for kids who can't play for the district teams. 

 Follow this link to answer the questions. 

World Geography Topic 1 Lesson 6 Economic Basics

Essential Question: How much does geography affect people's lives?
 
Explore:

• Read pages 55-62

• Analyze diagrams and pictures in the lesson

• Define vocabulary words on page 55

 
Evaluate:

• Active Journal Practice Vocabulary p. 24

• Lesson Check questions 1-6 on page 62

• Lesson 6 Quiz

 
Extend:

• Crash Course History Econ 101

 

American History Topic 1 Review

 

Review  p. 49 

• Vocabulary and Key Ideas 1-8
• Critical Thinking and Writing 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-18
• Note: Do not do question 13

World Geography Topic 1 Lesson 5 Culture and Society

 

Essential Question: How much does geography affect people's lives?

Engage:

• Crash Course Geography #28 What is Human Geography?

Explore:

• Read pages 45-54
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 45

Evaluate:

• Active Journal Practice Vocabulary p. 22
• Lesson Check questions 1-5 on page 54
• Lesson 5 Quiz

History Topic 1 Lesson 4: European Exploration and the Americas

Essential Question: How much does geography affect people's lives?

Engage:

• Crash Course History The Age of Exploration
• Video: The Columbian Exchange (2:40)

Explore:

• Read pages 39-46
• Primary Sources Read page 47
• Crash Course History Columbian Exchange

Evaluate:

• Define Vocabulary
• Journal p. 19 Cause/Effect worksheet
• Lesson Check page 46 1-6
• Primary Source: Analyzing Primary Sources questions 1,2

World Geography Lesson 1 Topic 4: People and the Environment

Essential Question: How much does Geography affect people's lives?

Engage:

• Crash Course Ecology #10 5 Human Impacts on the Environment
• Crash Course Ecology #11 Pollution

Explore:

• Read pages 36-44
• Analyze diagrams and pictures in the lesson
• Crash Course Geography #32 Where and Why Do People Move?

Evaluate:

• Define vocabulary words on page 36
• Lesson Check questions 1-5 on page 44
• Lesson 4 Quiz

History Topic 1 Lesson 3.5 The Silk Road and World Trade

 Map of the Silk Trade Route

https://commons.wikimedia.org/wiki/File:Silk_route.jpg

Marco Polo's Route

https://en.wikipedia.org/wiki/File:Travels_of_Marco_Polo.svg

Voyages of Zheng He

https://commons.wikimedia.org/wiki/File:Zheng_He.png

The trade routes that we collectively refer to as the Silk Road started as far back as 2,200 years ago. Although the types of trade goods were varied, it is called the Silk Road because of the demand created for silk from China. 

While we may tend to emphasize the economic implications of these trade routes including cities created as stopping points that became wealthy, a much more important trade was taking place throughout this period, the trade of culture. Languages, mathematics, literacy and religion were all shared throughout large areas of the world because of these trade routes. 

Essential Question: What led to the rediscovery of the Americas and its colonization?

Engage: 

• We know that Columbus 'rediscovered' the Americas, but what events led to the need for this exploration?

Explore:

• The Silk Road and Ancient Trade: Crash Course World History #9 (10:30)
• Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #18 (10:14)
• Columbus, de Gama, and Zheng He! 15th Century Mariners. Crash Course: World History #21 (10:37)

Explain:

• Why did I include the time stamp for the questions on the video questions?
• What can you tell from the time stamps?
• How can you use this information to inform how you approach questions over audio/videos?
• How did trade drive the sharing of culture?
• Why did Columbus look west for a route to India?

Evaluate:

• The Silk Road #9 Questions
• Int'l Commerce #18 Questions

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The Int'l Commerce #18 Worksheet will be due Tuesday, September 5. You will receive half credit after that date.
• When finished place the worksheet in the tray.

History Topic 1 Lesson 3: Early Europe, Africa, and Asia

https://en.wikipedia.org/wiki/Mansa_Musa#/media/File:Catalan_Atlas_BNF_Sheet_6_Mansa_Musa_(cropped).jpg

Essential Question: How much does geography affect people's lives?

Engage:

• Video: New Technologies and Exploration (2:31)

Explore:

• Read pages 27-38
• Crash Course History Mansa Musa and Islam in Africa
• Crash Course World History #15 The Crusades
• Summary
• Summary (Spanish)

Evaluate:

• Define vocabulary
• Journal page 18 Vocabulary
• Lesson Check page 38 1-7
• Lesson 3 Quiz

World Geography Topic 1 Lesson 3: Climates and Ecosystems

https://en.wikipedia.org/wiki/Water_cycle#/media/File:HumanIntegratedWaterCycle_(2).jpg

Essential Question: How much does Geography affect people's lives?

 Explore:

• Read pages 27-35
• Analyze diagrams and pictures in the lesson
• The Water Cycle video
• Crash Course Geography #9 How Do the Oceans Circulate?
• Summary
• Summary (Spanish)

Evaluate:

• Define vocabulary words on page 27
• Lesson Check questions 1-6 on page 35
• Lesson 3 Quiz

History Topic 1 Lesson 2: Cultures of North America

Glyptodon_old_drawing.jpg

Essential Question: How much does geography affect people's lives?

Engage:

• Native American Culture Regions of North America video (2:57) 

Explore:

• Read pages 14-24
• Page 17 Interactive Map: Native American Culture Regions of North America
• Page 21 Interactive Gallery: Housing and Environment
• Summary
• Summary (Spanish)

Evaluate:

• Define 9 vocabulary words on page 14
• Journal page 15 Vocabulary
• Journal page 16 Matching Activity
• Lesson Check questions 1-4 on page 24
• Lesson 2 Quiz

World Geography Topic 1 Lesson 2: Our Planet, Earth

https://en.wikipedia.org/wiki/Season#/media/File:North_season.jpg

Essential Question: How much does geography affect people's lives? 

Engage:

• Interactive Journal p. 15 Vocabulary

Explore:

• Read pages 18-25
• Analyze diagrams and pictures in the lesson
• Crash Course Geography #5 How Does the Earth Move
• Summary
• Summary (Spanish)

Evaluate:

• Define and draw vocabulary words on page 18
• Lesson Check questions 1-5 on page 25
• Topic 2 Quiz

American History Topic 1 Introduction: The Early Americas and European Exploration

Photo by Mr. C, Quintana Roo, Mexico

 

Essential Question: How much does geography affect people's lives?

Engage:

• Austin Celebrates His Heritage video (5:05) 

Explore:

• Vocabulary Define and Draw
• Read pages 2-5
• Review timeline on pages 4-5
• Read pages 7-13
• Summary 
• Summary (Spanish)

Evaluate:

• Active Journal pages 2-3
• Lesson Check 1-5
• Whole class questions: 

1. Why do we study the Americas before Columbus' arrival? 
2. Why is it important to share our cultural heritage with others?