Philosophy Essay due today!

ELO 2 - I can compare and contrast Confucianism, Taoism and Legalism and their influence on society.  

Today, students were returned to students at the beginning of class.  All students had about 35 minutes to complete their essays.  I will try to grade the essays before holiday break.  Any students that miss the writing opportunity will complete the essay after break.  

Philosophy Outline review and Start essay

ELO 2 - I can compare and contrast the Ancient Chinese Philosophies of Confucianism,  Taoism/Daoism, Legalism and their influence on society.

Today, students finished writing and reviewed their outlines at the beginning of class.  To ensure all students have time to write their essays, students started writing today and will finish tomorrow.  On Thursday, students will be taking part in Tai Chi and chopsticks activities. 

Essay Outlines

ELO 2 - I can compare and contrast the Ancient Chinese philosophies of Confucianism, Taoism and Legalism and their influence on society.

Today, students will do a quick review on the board.  Next, students will work on their essay outlines with a learning associate.  Students should feel comfortable sharing ideas with their student associate.  These outlines will be essential for performing well on the quiz.  Computers will be available for additional research.  

Perform Skits

ELO 2 - I can compare and contrast the Chinese philosophies Confucianism, Taoism, and Legalism for their influence on society

Today, students reviewed the main values of Confucianism.  These consist of good manners, integrity, respect, charity, and morals. Next, students got with their groups and presented skits for the class.  The class had to explain what happened in each skit and how it related to a certain philosophy. 

Mock Civil Service Exam, Skits and Essay handout

ELO 2 - I can compare and contrast Taoism, Legalism and Confucianism and their influence on society in Ancient China.

Today, students took a mock civil service exam, which was also a formative assessment to check for understanding.  Students that passed received a government position (signatures).  Next, students had time to complete their skits and a few groups were able to present.  I passed back their geography quizzes and provided students with an essay outline to prepare for the quiz.  

Essay will be Tuesday and Wednesday next week

Legalism Notes and Philosophy Skits

ELO 2 - I can compare and contrast the Legalism, Daoism and Confucianism and their influence on society.

 Today, students figured out Ying Yang opposites on the board to get the class started.  Next, they took notes on Legalism and its basic teachings.  Finally, students had time to write and practice their skits, which we will present tomorrow.  The quiz for the three philosophies will be on Wednesday, Dec. 21.

Legalism Punishment - 

Philosophy Skits worktime

ELO 2 - I can compare and contrast the three main philosophies and their influence on society.


Yesterday, I was sick and unable to teach.  The students checked their graphic organizers and watched a video about Laozi, the founder of Taoism.  Finally, students studied an individual philosophy, which they will use to create a skit.


Today, students finished studying their philosophy and began creating their skits.  The skits will be performed on Friday during class time. Students also took notes on some information about Taoism.  The students were asked to create a list of the relationships in their lives to understand Confucius 
Teacher to student
Father to son
Coach to player
Friend to Friend
Ruler to subject
(Must show respect and higher person most show a good example.

Quiz Conferences and Philosophies Graphic Organizer

ELO 2 - I can compare and contrast the influence the three philosophies had on society in Ancient China

Yesterday, students started working on a graphic organizer to get basic information on Confucisiam, Daoism and Legalism.  These are the three main philosophies to come out of Ancient China.  They had a big influence on the government and culture during the civilization.  We will discuss that influence and the teachings of each founder.  While working, I will be calling students forward to go over their quizzes individually and grades will be entered this weekend.

Today, students watched a short video on Confucius and his teachings.  We will do this for all three philosophies throughout next week.  Students continued to finish their graphic organizers which are due on Monday.  Some students had to finish their quiz conferences as well today.  

China Geography Quiz

ELO 1 - I can analyze how the geography of the area shaped early development of China

Today, students took the quiz on the geography of China.  If students do not finish the quiz in class, they can finish during iExcel or tomorrow in class.  All students will have a conference during class time tomorrow about their quiz.  Students will begin learning about the three main philosophies of Ancient China.  

Miracle on Everest and China Geo image review

ELO 1 - I can analyze how the geography of the area shaped early development of Ancient China.

Today, students began class by using their knowledge of geography to match pictures of China to features.  After matching the images students will check their Inner China handout.  Finally, students will watch more of the Miracle on Everest video.  Most classes had time to study for the quiz tomorrow.

Islands off the coast of China in the Pacific Ocean

China Geography review and Miracle on Everest

ELO 1 - I can analyze how the geography of the area shaped early development of Ancient China.

Today, students began class by reviewing the geography by playing a Quizlet or flash cards.  Next, students will have work time to fill out their review sheet. Students also checked part of their packet related to Outer China. Finally, students were able to watch more of the video about a rescue of climbers on Mount Everest.  

Quiz on Wednesday

Features of Inner China and Quiz Review

ELO 1 - I can analyze how the geography of the area shaped early development of China.

Today, students worked in a small group or with a partner on the two main features of Ancient China (Chang Jiang Basins and North China Plain).  After students finish learning about Inner China, they will receive a review sheet to prepare for the quiz on Wednesday, Dec. 7.  If there is time, students will start watching a video on Mount Everest.  

North China Plain

Features of Inner and Outer China

ELO - I can analyze how the geography of the area shaped Ancient China.

Today, students answered the following question on the board at the beginning of class (What would you tell someone who wanted to live in Outer China?)  After discussing the answer students will work on a graphic organizer to understand the features of Outer and Inner China with a partner or the teacher in a small group. Some classes began watching a video on Mount Everest.  The brainbreak was signing my name is _________ to another student.

Question - What would you say to someone who wanted to move to Outer China?

Chinese Geography - An Overview

Ancient China - ELO 1 - I can analyze how the geography of the area shaped Ancient China.

Today, students took an informal quiz on their knowledge of China's geography. For a brainbreak, students learned sign language for bathroom, yes, no, teacher, student, again and my name is.  Next, students read and discussed an article related to the geography and began filling out a graphic organizer.   The graphic organizer explains the essential things in the regions of Inner and Outer China.  There will be quiz next Wednesday over the geography of Ancient China.

Flooding of the Yellow River in Autumn

Introduction to the Geography of Ancient China

Ancient China - ELO 1 - I can analyze how the geography of the area shaped Ancient China.

Today, students began learning about Ancient China through a video and handout.  This will give students a basic understanding of the geographic area.  Some mods were able to see more project presentations.  For a brainbreak, students learned the sign language alphabet and the phrase (Nice to meet you)!

Project Viewing

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students viewed other projects and provided feedback.  There were examples of prezis, songs, videos and games.  Some students needed the time to submit and finish their projects in class.  I will be grading the projects this week and provide feedback to students with a rubric.  Tomorrow, the Ancient China unit begins with a learning goal about geography.

Indus Valley Project, Cyber bullying and Thanksgiving break

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students in mods 2, 6-7 will have class time to work on their projects.  Mods 3-5 will be watching the cyberbully movie, but the library will be available for iExcel today to finish projects.  Students should try to complete their projects in class, however, they can be turned in after break.  I will send an e-mail home for students that have not submitted their projects.   I hope everyone has a wonderful and safe Thanksgiving break!  

Last Full Work day - Indus Valley Project

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students will be trying to complete their projects and submit them.  The submission link is on my website under Indus Valley resources.  Students will follow the directions to explain their role in the project and share a link for grading.  There will be a viewing party for students that finished the project after Thanksgiving break. Any students that do not finish before break will get an e-mail sent home. Ancient China will be the next unit, the goal will be to finish before Christmas break.  

Indus Valley Project Day 4

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students were beginning to finalize their projects, which are due on Tuesday.  Students were reminded to include all seven characteristics (government, religion, stable food supply, social structure, technology, written language, art and culture).  Students finishing early must include their citations and information about how the Indus Valley came to an end.  The aforementioned requirements are necessary for a project to be considered a level 3 or above.  There are computers available for students to work during iExcel as well.

Indus Valley Project Day 3

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.
First Dice from Indus Valley

Today, students should have at least half of their project completed.  Students were reminded that the project is not completed until all seven characteristics are fully explained with visuals and citations.  If one of the previous requirements are not met, students will be asked to add more to their project.    Students will be allowed to finish early if their project is at least level 3 quality and provides evidence of the learning goal.  



Project due - Tuesday, Nov. 22

Indus Valley Projects Day 2

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students will add to their projects by creating visuals, scripts or video recordings.  The technology coach Mr. Lane will be available to help students with different technology.  The projects will be due on Tuesday, Nov. 22.  Students can use Thanksgiving break to finish if they need it.  I am impressed with the students creative and initiative.  After Thanksgiving, there will be a presentation viewing session in the classroom for most of the projects.  

Indus Valley Projects - Wed. 11/15/16

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students collaborated with their partners or group to create their projects.  There are multiple options for students to display their knowledge of the topic.  Students are energized and inventing great ideas for their presentations. Groups are creating songs, ABC books, games, talk shows, debates and much more.  I am excited to see the final products.  Projects will be due on Tuesday, Nov. 22. However, I will accept some projects after Thanksgiving break.  

Famous Priest-King artifact of the Indus Valley

Last Full Research Day - Projects begin tomorrow!

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, students put the finishing touches on their research, so they can choose a partner and begin working on their project tomorrow.  I have attached images of the project handout with options and the rubric.  Students will have similar research but multiple ways to show their knowledge of the topic.  I am excited to see the wonderful examples that students create.  I will be emailing about any students that are struggling to complete the research.  They can work at home, during iExcel or at Club Ed.  The project will be due after Thanksgiving.

Day 4 - Indus Valley Research (Social Structure)

ELO 1 - I can explain the Indus Valley as it relates to the seven characteristics of a civilization.

Today, we went over basic information about the Indus Valley civilization, especially the social structure.  This will hopefully clarify some confusing about the civilization.  Students had time to continue their research of the civilization.  Students need to finish their research for Tuesday to begin working on with a partner on their project.

Day 3 - Research Indus Valley

ELO 1 - I can explain the Indus Valley civilization as it relates to the seven characteristics of a civilization.

Today, students will continue researching the seven characteristics of a civilization.  The characteristics stable food supply, social structure, government, religion, art, technology, and writing. My  website contains a list of links students can use to research the Indus Valley.  The research should be ready by Tuesday, so students can start their project with a partner.  

Indus Valley Research, Test make-ups and Conferences

ELO 1 - I can explain the Indus Valley in relation to the seven characteristics of a civilization.

Today, students will be working in the library to provide students with computers and space to work.  If students are finished with the test they will be researching the Indus Valley for the next project on computers. I will be calling students up one at a time to conference over their test scores before entering them in the grade book. Other students will be finishing their tests at the round tables in the library.  

Religions and Contribution Assessments

ELO 3 - I can interpret the impact the religion had on daily life in Ancient Egypt
ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art, and culture.

Today, students will apply their knowledge of Egyptian religion and contributions to an assessment.  The assessment will take the entire class period.  This will be the last part of the Egypt unit.  Next, week students will begin studying the Indus Valley civilization and completing a project to show evidence of the learning goal.  Quiz conferences will begin on Monday.  Grades will be added to PowerSchool as the conferences wrap up.

Geography Assessment and Review

ELO 1 - I can analyze how the geography of the area shaped Ancient Egyptian society.

Today, students applied their knowledge of Egyptian geography to an assessment.  Most students completed the assessment early and had time to review for the next parts of the test.  The test will include ELO 3 - on religion and ELO 4 - on contributions.  Next, week students will conference over their assessments and begin their Indus Valley research.  

Ancient Egypt Kahoot and Study Guide Work time

ELO 1 - I can analyze how the geography of the area shaped Ancient Egyptian society
ELO 3 - I can interpret the impact of the religion on daily life in Ancient Egypt
ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art, and culture.

Today, students will review the religion part of their test on Friday.  After the review, students will compete in a Kahoot and learn from their mistakes to do well on the test tomorrow.

Test Tomorrow - Geography learning goal only!

Finish stations and study guide worktime

 ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art, and culture

Today, students worked with their teams to complete the stations related to contributions of Egypt.  After the stations were complete student got a brain break before moving on to the study guide.  All classes worked together to fill out the first ELO over the geography of Egypt on the study guide.

Ancient Egypt Contribution Stations

ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art and culture.

Today,  students will watch a video about the pyramids to help prepare for ELO 4.  Next, students checked their religion and afterlife assignment from last week.  Finally, students worked with their groups in a station activity on the contributions. 

Guide Research, Study Guide and Quizlet

ELO 3 - I can interpret the impact the religion had on daily life in Ancient Egypt

Today, students will finish their web detective assignment on the religion of Ancient Egypt.  After students complete this assignment, they will either work on their study guide, try the Quizlet or add to the Answergarden (click to view their responses) for the class competition.  The next test will be on Thursday and Friday.  It will cover ELOs 1,3,4 related to geography, religion, and contributions of Ancient Egypt.  

Ancient Egypt Religion Guided Research

ELO 3 - I can interpret the impact the religion had on daily life in Ancient Egypt.

Today, students worked individually to learn about the religion of Ancient Egypt and improve their research skills.  During the Mesopotamia unit, students were using inadequate websites and resources.  There was also an issue with plagiarism on the projects.  Students will only be able to use a set list of websites and they need to read for information rather than copy and paste.  This will prepare them for a larger research project during the Indus Valley unit.   Tomorrow we will start a new competition today for the question, "How does the religion impact daily life in Ancient Egypt?"

Analogies and Egypt SG223-227

ELO 3 - I can interpret the impact of the religion on daily life in Ancient.

Today, students learned how to answer and create analogies.  Teams competed to answer five analogy questions. The next test will have a level 4 question related to analogies and the Nile.  Next, students checked their study guide 223-227 with the class.  Finally, all students completed an exit slip on the follow questions.

1. Name 3 contributions of the Ancient Egyptians

2. List 2 ideas about the religion

3. Create one analogy for Egypt

Quiz Conferences

ELO 1 - I can analyze the how the geography of the area shaped Ancient Egyptian society

Today, students worked individually on a couple assignments during the quiz conferences.  During a quiz conference, students sit by my desk one at a time and I provide feedback on their quiz score.  This is also time for students to explain and rework their answers.  Students are working on assignments to prepare for the next test on geography, religion, and contributions to the world.

Social Structure and Government Quiz

ELO 2 - I can explain the role the government and the different social structure played in Ancient Egyptian society.

Today, students applied their knowledge of the social classes and government of Ancient Egypt.  The quizzes will be graded by Tuesday.  In class Tuesday, students will work on assignments to learn the more about the next two learning goals.  During this work time, I will bring students to my desk for quick explanation or retake. 

Peasants and Argument Practice

ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.

Today, students worked in teams to create a list of ideas of peasants.  Students should be equipped with enough notes to make a strong argument for one social class over the others on the quiz tomorrow.  Big ideas - Which of the following social classes is the best?  Students should study their social structure sheet for the quiz.

Pharaoh Presentation and Artisan review

ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.

Today, students worked with their team to create a list of roles and descriptions for Artisans.  An example of the list is posted below.  Next, students did a review activity to prepare for the quiz Thursday.  Finally, students took notes on a presentation about Pharaohs and their power.  

ELO 2 Quiz on Thursday

Social Structure Skits

ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.

Today, students cooperated with their teams to present a skit about a specific social class.  After each skit, students pointed out the information presented to the class.  The skits were both entertaining and informational!

Reminder - Quiz on Thursday

Scribe and Skit Work time

ELO 2 - I can explain the role the government and the different social classes played in Ancient Egypt.

Today, students competed to create the best list of ideas about scribes of Ancient Egypt.  The ideas from mod 7 are in the picture below.  Next, students had work time to complete their skits about a social class.  The skits will be presented on Monday during class time.  

Priests and Social Structure Skits

ELO 2 - I can explain the role the government and the different social classes played in Ancient Egypt.

Today, students worked with their team to create lists of ideas about the priests in Ancient Egypt.  Some teams earned a lot of points during this session.  Next, the class checked their social pyramid study guide to prepare for the quiz.  Finally, students were given one of the social classes with a goal of creating a skit.  The teams will finish their skits on Friday and present their skits on Monday.  The ELO 2 quiz is next Thursday.

Team Competition and Egypt's Government Officials

ELO 2- I can explain the role the government and different social classes played in Ancient Egypt.

Today, students got a new seating arrangement in class.  Students are in groups of five or teams.  The teams will compete against the other teams in class based on participation and behavior.  The first mission of the teams was to create a list of roles and responsibilities for a government official in Egypt.  The class also reviewed the order of the social classes and create an acronym to understand the order.  
Please = Pharaoh
Give = Government Officials
Pablo = Priests
Skittles = Scribes
And = Artisans
Pop = Peasants

Next, students participated in a hand shake activity for a brain break.  Finally, students completed an assignment on the social classes and their duties in Egypt. 

Nile Challenge and Egyptian Social Classes

ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt

Today, students had a class challenge to list ways the Nile shaped Egypt.  Mod 7 won with a score of 37 ideas (impressive!) Next, students checked two documents from the Nile packet.  Finally, students were informed of the quiz next Thursday over ELO 2.  The students started working on a social classes activity that will be helpful to prepare for the quiz.  The big idea question will also be important for the quiz.

Big idea - Which social class was the most important to Egypt and why?

King Tut - RACES Paragraph

ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art, and culture.

Today, students watched the end of the King Tut video.  They used the evidence collected from the video to write a short paragraph with the RACES strategy.  The goal is to improve student expository writing skills.  This paragraph will go into the grade book using the four point scale.  Most students completed this assignment during the class time provided.  Tomorrow students will start learning and preparing for the government and social structure quiz.

King Tut's Final Secrets - 10/6 and 10/7

ELO 4 - I can recognize the contribution of Ancient Egypt as they relate to technology, written language, art, and culture.

Yesterday and Today, students viewed and analyzed the video, " King Tut's Final Secrets" to create an argument for how King Tut may have died.  The students are collecting notes to use as evidence to argue their claim.  The video will finish on Monday and students will time their paragraph in class.  The paragraph will be due in class on Monday.  Below is an x-ray of King Tut's fractured leg.

Document B and King Tut's Final Secrets

ELO #1 - I can analyze how the geography of the area shaped early development of Ancient Egypt.

Today, students were able to sample dates in class because it is a popular crop in Mesopotamia and Egypt.  Next, students checked the answers to Doc B in their Nile packet.  Finally, students began watching the video, " King Tut's Final Secrets" and taking notes to decide how King Tut died.  The video is available at this link (King Tut).

Finish Nile River Document Analysis

ELO#1 - I can analyze how the geography of the area shaped early development of Ancient Egypt

Today, students tried to solve multiple lateral thinking puzzles to get their brains focused at the beginning of class. Next, we checked document A from their Nile Packet. Students competed in a best of three rock paper scissors.  Finally, students had the rest of class time to work on documents B, C, D in class.  These documents are homework if not completed in class.  

Big Question - How did the Nile shape Ancient Egypt?

Mesopotamia Project Museum

ELO# 4 - I can recognize the contributions of Mesopotamia as they relate to technology, art, culture and written language

Today, students will move around the room viewing projects and providing feedback.  Students wrote a positive comment and something to change for the next project.  Some projects show clear understanding of the topic and excellent.  However, many students rushed through their project and did not do their best work.  Tomorrow students will work on their Nile packets.  

The Nile Exit Slip

ELO #1 - I can analyze how the geography of the area shaped the early development of Mesopotamia.

Today. students worked as a class to solve the lateral thinking puzzle below.  Next, we reviewed the answers to the article questions about the Nile.  The brain break students participated in was pencil flipping.  Students transitioned to working on a map analysis document related to the Nile.  Finally, students completed an exit slip to review information from the week (exit slip questions are below)



Thinking puzzle: Anthony and Cleopatra are lying dead on the floor of a villa in Egypt. Nearby is a broken bowl. There is no mark on either of their bodies and they were not poisoned. How did they die?

Exit Slip: 1. Which direction does the Nile river flow?

2. Why was the Nile so important to Ancient Egyptians?

3. Red : Desert :: Black : ____________
4.  Missouri river : Mississippi river :: _____________ : Nile River
5. ___________ : Ancient Egypt :: Money : United States

The Nile

ElO#1 - I can analyze how the geography of the area shaped the development Ancient Egypt.

Today, students will finish analyzing and discussing the best location for a fictional civilization.  This will help students develop a better understanding of the Egyptian civilization.  Next, students read an article on the Nile and answered questions.  Every Thursday, students take part in a 10 minute open discussion on world events or interesting topics.

Reminder: Projects are due on Monday
- Any students that has not completed their project will stay after for Club Ed.

Nile and The Development of Civilizations

Egypt ELO#1 - I can analyze how the geography of the area shaped early development of Egypt.

Today, students analyzed a population map of Egypt to understand the density of people near the Nile river.  Next, students participated in a brain break called guns and roses.  Finally, students analyzed five sites on a map to decide the best spot to start a civilization.  

Mesopotamia Projects are now due on Monday!