• 1st quarter Classroom assignments and homework

    Week 9:  September 16th- 20th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday Sept. 16th: Students will complete a cause and effect chart of the American Revolution.

    Schedule: 

      1.  Complete warm up: "What is the main idea the Quote of the week is seeking to say?" 

                         Quote of the week = "Don't worry if your job is small 

                                                        And your rewards are few

                                                        Remember that the mighty oak 

                                                        Was once a nut like you."  (Anonymous) 

     2.  Please tape in the following document and add to your Table of Contents as shown on this Sept. 16th chart.

     3.  Read the following Causes of the Revolutionary War- part 2     On your cause and effect chart from Friday, please add on the following 2 causes: Sons of Liberty, Townshend Acts.

     4.  Print out this 2nd cause and effect chart and add the following 3 causes onto it:  Boston Massacre, Boston Tea Party, and Intolerable Acts.   

     5.  Here is a completed cause and effect chart for the American Revolutionary War.

     

    Homework: test corrections- due by Wednesday Sept. 18th!

     

    Tuesday Sept. 17th: Students will examine a primary source of the Boston Massacre to see point of view. 

    Schedule: 

      1.  Complete warm up: "How can a person's bias affect a primary source?"

      2.  Please tape in the following documents and add to Table of Contents as shown on this Sept. 17th chart

      3.  We reviewed over the final causes/effects of the Revolutionary War.   Here is a completed cause and effect chart for the American Revolutionary War.

      4.  Boston Massacre sources    Note: (just look at source 1 for the following).  Please do the following:

                a. Read the intro to the source.

                b.  Number the paragraphs of Captain Preston's account.

                c.  Read Captain Preston's account of the event, highlighting important key phrases in each paragraph that are important to understand his side of the story.

                d.  Complete questions 1-3 (on the back side) that go with Source #1. 

     

    Homework:  test corrections- due tomorrow!

        

    Wednesday Sept. 18th: Students will compare/contrast primary sources of the Boston Massacre to determine point of view.

    Schedule: 

      1.  Complete warm up: "If 2 people's account of a primary source differs, how do we determine whose account of the event is accurate?"

      2.  1st period only: Please tape in the following documents and add to Table of Contents as shown on this Sept. 17th chart

      3.  3rd, 4th, and 5th periods only: Please tape in the following documents and add to Table of Contents as shown on this Sept. 18th chart.

      3.  1st period only:   Here is a completed cause and effect chart for the American Revolutionary War.

      4.  Boston Massacre sources    Note:   Please do the following:

                a. Read the intro to the source.

                b.  Number the paragraphs of Captain Preston's account.

                c.  Read Captain Preston's account of the event, highlighting important key phrases in each paragraph that are important to understand his side of the story.

                d.  Complete questions 1-3 (on the back side) that go with Source #1. 

                e.  Look at Paul Revere's engraving of the Boston Massacre and respond to the final 2 questions on the above Boston Massacre source sheet.

     

    Homework:  test corrections- due Friday Sept. 20th! 

     

    Thursday Sept 19th:   Students will begin to analyze the Declaration of Indpendence to discover its meaning.

    Schedule: 

      1.  Complete warm up: "What facts do you know about the Declaration of Independence?"

      2.  1st period only:  Please tape in the following documents and add to your Table of Contents as shown on this Sept. 19th chart.

      3.  1st period only:   Boston Massacre sources    Note:   Please do the following:

                a. Read the intro to the source.

                b.  Number the paragraphs of Captain Preston's account.

                c.  Read Captain Preston's account of the event, highlighting important key phrases in each paragraph that are important to understand his side of the story.

                d.  Complete questions 1-3 (on the back side) that go with Source #1. 

                e.  Look at Paul Revere's engraving of the Boston Massacre and respond to the final 2 questions on the above Boston Massacre source sheet.

     

      3rd- 5th periods only: Complete Declaration of Independence analysis.

     

    Homework:  test corrections- due tomorrow!

     

    Friday Sept 20th:   Students will analyze the Declaration of Indpendence to discover its meaning.

    Schedule: 

      1.  Complete warm up: What is your reaction to the following quote?   "The real glory of the Declaration of Independence has beeb our nation's epic struggle throughout history to close the gap between the ideas of this remarkable document and the somtimes painful realities of American life." (Morgan Freeman) 

      2.  Turn in warm ups for this week!

      3.  1st period- Complete Declaration of Independence analysis- due on Monday

      4.  3rd- 5th periods.   

                 *Complete Declaration of Independence analysis-due on Monday

                 *Complete Declaration of Indpendence analysis- part 2- due on Monday

    Homework:  See #4 above.

     

     

    Week 8:  September 9th- 13th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday Sept. 9th: Students will observe and analyze maps to discover information concerning the  13 colonies. 

    Schedule: 

      1.  Complete warm up:  What are ways that can help us conquer fears in our lives?  (taken off Quote of the week below)                   

                 Quote of the week = “You gain strength, courage, and confidence by every experience in which you really stop to look fear in the face. You must do the thing which you think you cannot do.” ( Eleanor Roosevelt)

      2.  1st period only:   Turn in these intro questions to Revolutionary War unit question

      3.  Complete the following 13 colonies answer document  (note: double-sided document) as you examine visual sources of the colonies in your group (Note:  Due to copyright issues, I cannot post the sources online, but please e-mail me to get a copy.) 

    Homework:   None

     

    Tuesday Sept. 10th: Students will observe and analyze maps to discover information concerning the  13 colonies. 

    Schedule: 

      1.  No warm up today.

      2.  Complete the following 13 colonies answer document  (note: double-sided document) as you examine visual sources of the colonies in your group (Note:  Due to copyright issues, I cannot post the sources online, but please e-mail me to get a copy.) 

    Homework:   None

     

    Wednesday September 11th: Students will complete a PERSIA activity for the 13 colonies using their map information.

    Schedule: 

      1.  Complete warm up:  "What information do you know of concerning the attacks upon the U.S. on Sept 11, 2001?"

      2.  Turn in the following 13 colonies answer document  (note: double-sided document) as you examine visual sources of the colonies in your group (Note:  Due to copyright issues, I cannot post the sources online, but please e-mail me to get a copy.) 

      3.  Complete the PERSIA and colonies activity and turn it in when done!

    Homework:  Complete test corrections- due by Wednesday Sept. 18th!

     

    Thursday September 12th: Students will interact with key  terms from notes taken on the background of the American Revolutionary War.  

    Schedule: 

      1.  Complete warm up: “What do you think are some possible factors (events) that might have caused possible conflict between Britain (England) and the American colonies in the mid- late 1700’s?”   

      2.  Complete the following background notes on the Revolutionary War by using this Background to the causes of the Revolutionary War power point.

     

    Homework:  Complete test corrections- due by Wednesday Sept. 18th!

     

    Friday September 13th: Students will begin working on a cause/effect chart of the American Revolution.

    Schedule: 

      1.  Complete warm up:  "Why would the idea of cause/effect be important in history?" 

      2.  Turn in this week's warm ups!

      3.  Complete the following background notes on the Revolutionary War by using this Background to the causes of the Revolutionary War power point.

      4.  You will need to use a Newsela text (Note:  I cannot post this online due to copyright restrictions, but you can obtain a copy when you return to class) to begin this cause and effect chart of the Revolutionary War.   Note:  Here are the cause and effect power point directions.  

     

    Homework:  Complete test corrections- due by Wednesday Sept. 18th!

     

     

     

     

    Week 7:  September 3rd- 6th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Tuesday September 3rd: Students will participate in review activities for their test tomorrow.

    Schedule: 

      1.  Complete warm up:  "Which of the underlined words in the following quote stands out the most to you regarding hard work?  Why?" 

                      Quote of the week:    "Success is no accident.  It is hard work, perseverance, learning, studying, sacrifice, and most of all, love of what you are doing or learning to do." 

                                        - Pele 

     2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this Sept. 3rd chart.

     3.   Review over Enlightenment questions on your ACAPS, PERSIA, and Enlightenment study guide

     4.  Using typing paper (or lined paper), create a picture, symbol, comic strip frame, or other type of visual representation of the following key terms on your study guide: 

                       a.  ACAPS,     b.  PERSIA,   c.  Reason,  d.  Skepticism,  e. religious tolerance, f.  personal liberty,  g.  progress,  h.  Beliefs of Thomas Hobbes, i.  Beliefs of John Locke,  

                      j.  Beliefs of Montesquieu,  k.  Beliefs of Rousseau    

     Homework:  Complete #3 above to help prepare for your test tomorrow!

     

    Wednesday Sept. 4th: Students will complete an assessment on ACAPS, PERSIA, and the Enlightenment.

    Schedule: 

      1.  No warm up

      2.  Tape in the following document to your composition book and add to Table of Contents as shown on this Sept. 4th chart.

      3.  Complete test- if you are absent today, Mr. Kennedy will speak to you regarding a makeup exam. 

     

    Homework:   None

     

    Thursday Sept. 5th:  Students will complete introductory questions related to a unit quesion for the American Revolutionary War. 

    Schedule: 

      1.  Complete warm up:   "What do you know about the American Revolutionary War?"  (List any facts.) 

      2.  Complete intro questions to Revolutionary War unit question

     

    Homework:   None 

     

    Friday September 6th:  Students will begin to analyze maps which provide an introduction to the American Revolution.

    Schedule: 

      1.  Complete warm up: "Which of the 13 original colonies can you name?  Write down as many as you can."

      2.  Turn in warm ups for this week.

      3.  Discuss intro questions to Revolutionary War unit question (that you completed yesterday).

      4.  Turn in the questions in #3 above.  

     

    Homework:  Complete any missing social studies assignments over the weekend!  

     

    Week 6:  August 26th- 30th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday August 26th: Students will complete makeup social studies assignments.

    Schedule: 

         1.  Complete warm up: "What does it mean to forgive someone?"   (Quote of the week = (“Forgiveness says you are given another chance to make a new beginning.”- Desmond Tutu) 

         2.  Please tape in the following documents to your composition book and add to Table of Contents as shown on this August 26th chart (Note:  Please skip over page 15 in your composition book as that is my error.) 

         3.  If you have not turned in your current event OR your Enlightenment critical thinking questions, please do that as soon as possible!

    Homework:   None

     

    Tuesday August 27th: Students will use their chart of Enlightenment philosophers to understand various statements about Thomas Hobbes and John Locke. 

     

    Schedule: 

         1.  Complete warm up: "What do you know about the legislative, executive, and judicial branches of U.S. government?

         2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this August 27th chart

         3.  Completed templates of Thomas Hobbes and John Locke.    Note:  Here is an answer key to the Enlightenment philosopher's templates.  Use this to fill in any gaps in your notes. 

         4.  Complete Hobbes and Locke portion of philosophers' statements sheet (Note:  We wiill cover Montesquieu and Rousseau tomorrow)   This will be turned in at the end of class on Wednesday! 

    Homework:  If you have not turned in your current event OR your Enlightenment critical thinking questionsplease do that as soon as possible!

     

    Wednesday August 28th: Students will use their chart of Enlightenment philosophers to understand various statements about Montesquieu and Rousseau. 

     

    Schedule: 

         1.  No warm up. 

         2.  ACAPS, PERSIA, and Enlightenment study guide - passed out.  We will start this for homework on Thursday but these are key ideas you need to know for your test next Wednesday Sept 4th! 

         3.   Complete all of the philosophers' statements sheet. (due tomorroww).  Please use this answer key to the Enlightenment philosopher's templates to help you.    

    Homework:   philosophers' statements sheet-due tomorrow! 

     

    Thursday August 29th Students will evaluate the ideas of the Enlightenment philosophers. 

     

    Schedule: 

         1.  Complete warm up: "Is government for a society absolutely necessary or could people live without it?  Why?" 

         2.  Tape the following documents into your composition book and add to Table of Contents as shown on this August 29th chart.

         3.  Number the next 10 pages (pp. 21-30) in your composition book. 

         4.  Discuss and turn in philosophers' statements sheet.  (Make sure your name is on it!) 

        Homework:  Complete ACAPS and PERSIA section questions on your ACAPS, PERSIA, and Enlightenment study guide- due tomorrow! 

     

    Friday August 30th:  Students will participate in review activities for their upcoming test. 

     

    Schedule: 

         1.  Complete warm up:  "What do you know about what is currently occurring in the Amazon rain forest?  Why is it important?" 

         2.  Turn in warm ups for this week.

         3.  Tape the following document into your composition book and add to Table of Contents as shown on this August 30th chart

         4.   Review over homework study guide questions from yesterday.

         5.  Complete ACAPS, PERSIA, and Enlightenment sample quiz (not for a grade)

                      Note:  When you are done, please check your answers with this answer key to ACAPS, PERSIA, and Enlightenment sample quiz.

         6.  Complete the next activity using these pictorial assignment directions.

     

    Homework:   Complete Enlightenment section questions on your ACAPS, PERSIA, and Enlightenment study guide- due on Tuesday! 

     

    Week 5:  August 19th- 23rd

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Note:  Due to being out of the classroom this week for a family emergency, I will not be posting each day's individual work.   Listed below are the warm ups for each day as well as links to the major assignments that need to be completed.  Thanks!  - Mr. Kennedy

     Monday Warm up:  "What is one way that you can apply the Quote of the week to your life?"    (Be thankful for what you have; you'll end up having more. If you concentrate on what you don't have, you will never, ever have enough”) (Oprah Winfrey)

     Tuesday warm up:  None

    Wednesday warm up:  "What do you think is the purpose of government?"

    Thursday warm up:  "Based on what you read yesterday, do you agree or disagree with Thomas Hobbes' view of government?  Why?" 

    Friday warm up:  “Should people be allowed to rebel against the government if they disagree how the country is run?  Why or why not?”    

     

    Classwork assignments: 

    1.  Turn in current event- it was due on Wednesday August 21st

    2.  Turn in Enlightenment critical thinking questions- it was due on Thursday August 22nd

    3.  Enlightenment philosopher's templates- these need to be filled out.  Note:  They are not to be turned in. 

    Note:  Here is a suggested answer key to the Enlightenment philosopher's templates.

    Note on map quiz:  You will be able to retake your map quiz either after school during tutoring on Monday August 26th or on Wednesday morning before school at 8:30 AM in Mr. Kennedy's room.

     

    Week 4:  August 12th- 16th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday August 12th: Students will practice the ACAPS process as they examine a photograph.

    Schedule: 

         1.  Complete warm up:  "What is a reaction you have to the Quote of the week?"  ("True compassion means not only feeling another's pain, but also being moved to help relieve it."- Daniel Goleman)

         2.  Please tape in the following documents to your composition book and add to your Table of Contents as shown in this August 12th chart.

         3.  Review ACAPS process using this ACAPS intro sheet

         4.  Practice ACAPS process (individiually and then as a group) using a photograph.  (Note:  There is nothing to turn in for this)

     

    **Note:  This Wednesday August 14th is the deadline to turn in all missing work for the first half of the quarter!!

     

    Homework:  a.  Complete current event #1- due next Monday August 19th!

                         b.  Study for your world map quiz next Thursday August 15th by playing the games on the Links section of my website (left tab) and by studying your answer key of world map activity.

     

    Tuesday August 13th:   Students will practice the PERSIA process by applying it to the U.S.

    Schedule: 

      1.  Complete warm up:  "Using the ACAPS process, what is the significance of the following 2017 photo

      2.  Tape in the following documents to your composition book and add to Table of Contents as shown in this August 13th chart.

      3.  Review for map quiz on Thursday!

      4.  PERSIA organizer- passed out and explained.  Please highlight 2 key phrases from each section as you read through it. 

      5.  PERSIA organizer with U.S. as example- please complete.  

     

    Homework:  a.  Complete current event #1- due next Monday August 19th!

                         b.  Study for your world map quiz next Thursday August 15th by playing the games on the Links section of my website (left tab) and by studying your answer key of world map activity.

     

    Wednesday August 14th:   Students will practice the PERSIA process by applying it to the U.S.

    Schedule: 

      1.  Complete warm up:  "Using the ACAPS process, what might be a general purpose of a people's protest? 

      2.  Review for map quiz tomorrow=

      3.  PERSIA organizer with U.S. as example- please complete and turn in when you return to school! 

      4.  CNN 10 broadcast (if time) 

     

    Homework:  a.  Complete current event #1- due  Monday August 19th!

                         b.  Study for your world map quiz tomorrow by playing the games on the Links section of my website (left tab) and by studying your answer key of world map activity.

     

    Thursday August 15th:   Students will complete a world map quiz.

    Schedule: 

      1.  Complete map quiz- Note:  If you are absent today, I will have you make this up when you return.

      2.  Complete warm up (3 sentences):   "Are people mostly "good" but sometimes do bad things?   Or are they mostly "bad" but sometimes do good things?"  Please explain your answer.

     

    Homework:   Complete current event #1- due  Monday August 19th!

     

    Friday August 16th:   Students will interact with their notes on the Enlightenment Era. 

    Schedule: 

    1.  No warm up today

    2.  Turn in warm ups for this week

    3.  Enlightenment intro notes.  Please use this Enlightenment intro power point to fill in.   Also, make sure you write the 3 questions that are in the power point on the left hand side of your notes and label them as Level 1, Level 2, and Level 3- as shown in the powerpoint.

    4.  Complete a 2-3 sentence summary (with a main idea and key details) at the bottom of your notes.  If you are having a difficult time, here is a sample Enlightenment summary.

            

    Homework:   Complete current event #1- due  Monday August 19th!

                         

     

    Week 3:  August 5th- 9th

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday August 5th: Students will summarize their notes on physical, mental, and visual models. 

    Schedule: 

         1.  Complete warm up:  "What are some ways that people can seek to conquer their fears?"  

                               ("I learned that courage was not the absence of fear, but the triumph over it.  The brave man [woman] is not he [she] who does not feel afraid, but he [she] who conquers that fear."- Nelson Mandela) 

         2.  Complete world map activity.   When you are done, please check your answers with this answer key of world map activity.

         3.  Complete remainder of Models of Understanding notes by using this Models of understanding power point part 2

         4.  Write in the following models summary on your Models of Understanding notes (on page 2 of notes at the bottom).   Note: Eventually, you will be writing your own summaries, but we are practicing this one together.

     

    Homework:   None 

     

    Tuesday August 6th: Students will create a flow chart of major changes brought about by the Scientific Revolution.

    Schedule: 

         1.  No warm up 

         2.  Please write out the following summary on the back side of your physical, mental, and visual models that we took in class.   “Models are used by historians to better understand what stays the same (continuity) and what changes throughout history.  Physical, mental, and visual models allow them to represent objects and ideas in different ways, whether with objects or in the mind.   These models only work when they agree with what is true about the world.  If they do not agree, they must be either modified (changed) in some way or gotten rid of all together.”   

        3.  Read the Scientific Revolution text and do the following with it:

    1. Highlight names of key people during this time.
    2. Underline key phrases of the changes they are helping to make (You will use this info for a flow chart.)
    3.  Respond to the question at the bottom of the page.
    4.  Complete this flow chart of the Scientific Revolution.    For each person listed, write down 2 bullet points of key ideas they had about the universe and then draw a small picture in the box as well which represents those ideas.     

     Homework:   None 

     

    Wednesday August 7th: Students will collaborate with their group to complete a narrative of historical thinking skills. 

    Schedule: 

         1.  Complete warm up:  "What are some ideas that we know about the universe which ancient scientists may not have known?" 

         2.  Tape in the following document and add to your Table of Contents as shown on this August 7th chart

         3.  Complete flow chart of the Scientific Revolution using the Scientific Revolution text

         4.  Complete historical thinking skills narrative.  

     Note:  When you are done, please check your answers with this historical thinking skills key.

     

    Homework:  Study for your world map quiz next Thursday August 15th by playing the games on the Links section of my website (left tab). 

     

    Thursday August 8th: Students will practice the ACAPS process as they examine a photograph.

    Schedule: 

         1.  Complete warm up:  "How might a photograph of an historical event be very valuable for an historian in ways that a written document might not be as much for an historical event?"

         2.  Please tape in the following document to your composition book and add to your Table of Contents as shown in this August 8th chart.

         3.  Complete historical thinking skills narrative.  

     Note:  When you are done, please check your answers with this historical thinking skills key.

         4.  Complete the following primary and secondary sources practice sheet- turn in when you are done!

         5.  ACAPS intro sheet- read over this and highlight one phrase from each section of the notes that stand out to you as being important to know.

    Homework:  Study for your world map quiz next Thursday August 15th by playing the games on the Links section of my website (left tab).

     

    Friday August 9th:  No lesson for today- pool party instead

     

     

    Week 2:  July 29th- August 2nd: 

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from
        historical sources.

    Monday July 29th: Students will set up their composition book in class. 

    Schedule: 

         1.  Complete warm up:   "How can you apply the Quote of the week to your life?"   ("Think twice before you speak, because your words and influence will plant the seed of either success or failure in the mind of another"- Napolean Hill) 

         2.  Set up composition book.  (Note:  This process will be added on a tab for my main web page.)  

         3.  View video clip on Why history matters. 

         4.  Read text of Why history matters (page 1 of handout)  Put a * next to phrases that stand out to you.   

         

    Homework:  None

     

    Tuesday July 30th:  Students will begin a reader response journal regarding why history matters. 

    Schedule: 

         1.  Complete warm up:   "Which part of history that you have learned about in the past do you enjoy learning about the most?  Why?" 

         2.  Complete text reading of Why history matters (page 1 of handout). 

         3.  Read over, and highlight key portions, of the Quarter 1 content guide.

         4.  Complete the pre-rating for Question #1 (at the bottom of Quarter 1 content guide.).  Note:  Do not worry about the 2nd side of the document right now. 

    Homework:  Complete reader response journal (page 2 of handout)

      

    Wednesday July 31st:  Students will examine historical maps to discover examples of continuity and change.

    Schedule: 

         1.  Complete warm up:  "What are different ways in life that the word model is used?"

         2.  Please tape in the following documents to your composition book and add to your Table of Contents as shown on this July 31st chart.  (Note:  Both of these documents have already been given out to you.)

         3.  Complete part I of these Models of Understanding notes by using the following Models power point (Note:  Not all of the notes will be filled out today.) 

         4.  Examine historical maps by using this historical map examination form.  (Note: I cannot post the maps online but will provide you with a copy of them when you return.) 

    Homework:  Complete reader response journal (page 2 of handout)- due on Friday!

     

    Thursday August 1st  Students will examine historical maps to discover examples of continuity and change.

    Schedule: 

         1.  Complete warm up: "What are some examples in your life of continuity and change?  What has stayed the same and what has changed?" 

         2.  Examine historical maps by using this historical map examination form.  (Note: I cannot post the maps online but will provide you with a copy of them when you return.) 

                       Note: We will complete this activity today in class and you will be turning it in for classwork credit. 

         3.  Complete the world map activity using online resources.   (Hint: If you use the search of “maps showing major seas”, ( then, click on images) you should be able to fill in much of the map). 

    Homework:  Complete reader response journal (page 2 of handout)- due tomorrow!

     

    Friday August 2nd  Students will use technology to locate various places on a world map.

    Schedule: 

         1.  Complete warm up:  Examine the “Why history matters” text on page 8 of your composition book. Which of the 4 listed reasons do you think is the most important reason to learn history? Why?"

         2.  Turn in warm ups for this week!

         3.  Turn in reader response journal homework!

         4.  Turn in historical map examination form (classwork) 

         5.  Begin world map activity  using online sources (Hint:  If you do a Google search of “maps showing major seas”, ( then, click on images) you should be able to fill in much of the map :) 

     

    Homework:   None

     

     

     

    Week 1:  July 23rd- 26th

    Learning goal for this week:  Students and teacher will build a classroom community of enthusiasm and respect for one another.

     

    Tuesday July 23rd:  Students will participate in a student scavenger hunt to get to know their classmates.

    Schedule: 

               1.  Student opening prompt- Please turn in!

               2.  Teacher introductions of himself and class

               3.  Student scavenger hunt

     

    Homework:  Complete student questionnaire- due tomorrow!

     

    Wednesday July 24th:  Students will participate in a team building activity demontrating respect for the viewpoints of others. 

    Schedule: 

                     1.  Turn in student questionnaire homework

                     2.  Complete warm up:  "What would make 7th grade an enjoyable and satisying experience for you?"  Why?"

                     3.  Discuss class syllabus

                     4.    Complete 4 Corners team building activity in class

    Homework:  Complete template about yourself- due on Friday!

     

    Thursday July 25th:  Students will reflect upon key questions concerning kindness.

    Schedule: 

                   1.  Complete warm up: "What was something your teacher did last year that really helped you to learn?   Why do you think it helped you?"

                   2.  Complete 4 Corners team building activity in class- 1st period only

                   3.   Discuss class syllabus- 3rd- 5th periods only

                   4.  View TED talk on kindness

                   5.  Complete kindness reflection and discuss as a class.

    Homework:  Complete template about yourself- due tomorrow!

     

    Friday July 26th:  Students will introducte a partner to the class to help build a classroom community.

    Schedule: 

                   1.  Complete warm up: "What is your greatest strength as a student?  What is one area that you struggle with?" 

                   2.  Turn in warm ups for this week. 

                   3.  Students introduce a partner to the class.  Turn in template about yourself when finished.   

                   4.  Discuss classroom community agreements

    Homework:  Bring a composition book to class on Monday to set up!