Mr. McGaughy's Blog

“Things may come to those who wait…but only the things left by those who hustle.” – Abraham Lincoln

The Week of November 13

Posted by Jay McGaughy on November 14th, 2017

Monday, Nov. 13

Bell Ringer: High Flight!

In Class: High Flight!

Assignment: High Flight!

Tuesday, Nov. 14

Bell Ringer: Meet in the B-11 Computer Lab

In Class: Students met with our counselors and counselors from OMHS to complete their y-year plans electronically.

Assignment: None

Wednesday, Nov. 15

Bell Ringer: p. 189; Analyzing Visuals

In Class: Students continued The Amazing Race: China.

Assignment: None

Thursday, Nov. 16

Bell Ringer: p. 194; Interpreting Maps

In Class: Students continued The Amazing Race: China.

Assignment: None

Friday, Nov. 17

Bell Ringer: You will use your textbook (Ch. 6/p. 166 and Ch. 14/p. 444) to complete your quizzes today.

In Class: Students completed quizzes for Chapter 6 and Chapter 14.

Assignment: Complete ALL NINE quizzes by Monday, Nov. 27.

 

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The Week of November 6

Posted by Jay McGaughy on November 6th, 2017

Monday, Nov. 6

Bell Ringer: p. 176; Analyzing Primary Sources

In Class: Students continued The Amazing Race: China today! Students are encouraged to view the official score sheet via Google Classroom.

Assignment: None

Tuesday, Nov. 7

Bell Ringer: p. 177; Drawing Inferences

In Class: Students continued The Amazing Race: China today! Students are encouraged to view the official score sheet via Google Classroom.

Assignment: None

Wednesday, Nov. 8

Bell Ringer: p. 179; Interpreting Maps

In Class: Students continued The Amazing Race: China today! Students are encouraged to view the official score sheet via Google Classroom.

Assignment: None

Thursday, Nov. 9

Bell Ringer: p. 185; Interpreting Maps

In Class: Students continued The Amazing Race: China today! Students are encouraged to view the official score sheet via Google Classroom.

Assignment: None

Friday, Nov. 10

Bell Ringer: No School!

In Class: VETERANS’ DAY!!!

Assignment: Have a great weekend!

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The Week of October 30

Posted by Jay McGaughy on October 30th, 2017

Monday, Oct. 30

Bell Ringer: p. 167; Interpreting Maps

In Class: We discussed the Amazing Race: China project today.

Students began taking notes from their assigned chunks of text.

Students also began writing their quizzes from their assigned chunks of text.

Assignment: None

Tuesday, Oct. 31

Bell Ringer: p. 170; Interpreting Maps

In Class: Students continued writing their quizzes from their assigned chunks of text.

Once completed, students received their team’s route information and wrote clues, riddles, formulas, or maps.

Once route information was approved, students began completing their Google Slides, Forms, and Docs.

Assignment: None

Wednesday, Nov. 1

Bell Ringer: p. 173; Interpreting Maps

In Class: Students continued writing their clues, riddles, formulas, or maps for their teams’ respective route information.

Students continued completing their Google Slides, Forms, and Docs.

Once teams completed either their Google Slides, Forms, or Docs, they met with me to approve their work for The Amazing Race: China website.

Assignment: None

Thursday, Nov. 2

Bell Ringer: p. 174; Analyzing Visuals

In Class: All teams completed their Google Slides, Forms, or Docs and met with me to approve their work for The Amazing Race: China website.

Assignment: None

Friday, Nov. 3

Bell Ringer: p. 175; Drawing Inferences

In Class: We graded this week’s bell ringers.

We discussed how students will complete The Amazing Race: China.

We discussed proper behavior while completing The Amazing Race: China.

Students began The Amazing Race: China today! Students are encouraged to view the official score sheet via Google Classroom.

Assignment: None

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The Week of October 23

Posted by Jay McGaughy on October 23rd, 2017

Monday, Oct. 23

Bell Ringer: pp. 156-157; Analyzing Visuals

In Class: Students copied assignments for the week.

Our learning targets for today were: I CAN…1)demonstrate that Indian artists created great works of religious art, 2)explain that Sanskrit literature flourished during the Gupta period, and 3)list the scientific advances that the Indians made in metal working, medicine, and other sciences.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Religious Art
    • Semantic Map
    • Reciprocal Teaching
    • Semantic Map
  • Sanskrit Literature
    • List-Group-Label
    • JIGSAW
    • Exit Slip

Assignment: Study for Indian Achievements Matching Quiz

Tuesday, Oct. 24

Bell Ringer: p. 159; Reviewing Vocabulary, Terms, and People

In Class: Our learning targets for today were: I CAN…1)demonstrate that Indian artists created great works of religious art, 2)explain that Sanskrit literature flourished during the Gupta period, and 3)list the scientific advances that the Indians made in metal working, medicine, and other sciences.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Scientific Advances
    • Think-Pair-Share
    • Think-Pair-Share
    • Think-Pair-Share

We then completed Section 5 Assessment, #1-5 on page 157.

Students then completed the Indian Achievements Matching Quiz

Assignment: Study for Ancient India Test

Wednesday, Oct. 25

Bell Ringer: NAME: Your Name; SUBJECT: AI; PERIOD: 1st, 3rd, 5th, or 6th; DATE: 10-25-17

In Class: Students completed the Ancient India Test.

Assignment: Ancient India Test Today!!!

Thursday, Oct. 26

Bell Ringer: None!

In Class: Students completed 4-year plans for high school with our 8th grade counselor, Mrs. Butz. These are not 9th grade schedules. Students will complete scheduling in January or February, 2018.

Assignment: None

Friday, Oct. 27

Bell Ringer: Take out this week’s bell ringers.

In Class: We graded bell ringers.

Students who had make-up work or who needed to finish their tests did so in class today. All students reviewed their test answers.

Students could work on other assignments or read a book once all their work was completed.

Assignment: Have a great weekend!!!

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The Week of October 16

Posted by Jay McGaughy on October 16th, 2017

Monday, Oct. 16

Bell Ringer: p. 140; Analyzing Information

In Class: Our learning targets for today were: I CAN…1)discuss that Indian society was divided into distinct groups under the Aryans, 2)identify that the Aryans practiced a religion known as Brahmanism, 3)explain how Hinduism developed out of Brahmanism and influences from other cultures, and 4)list the few groups that reacted to Hinduism by breaking away to form their own religions.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Indian Society Divides
    • Quick Write
  • Brahmanism
    • Five Word Prediction
    • Say Something
    • Five Word Prediction
  • Hinduism Develops
    • Major World Religions Comparison Chart

Assignment: Study for Origins of Hinduism Fill-in-the-Blank Quiz

Tuesday, Oct. 17

Bell Ringer: p. 146; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)discuss that Indian society was divided into distinct groups under the Aryans, 2)identify that the Aryans practiced a religion known as Brahmanism, 3)explain how Hinduism developed out of Brahmanism and influences from other cultures, and 4)list the few groups that reacted to Hinduism by breaking away to form their own religions.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Hinduism Develops
    • Major World Religions Comparison Chart
  • Groups React to Hinduism
    • K-W-L

We completed the first two questions of Section 2 Assessment on page 141.

We will finish Section 2 Assessment tomorrow in class and then take the Origins of Hinduism Fill-in-the-Blank Quiz.

Assignment: None

Wednesday, Oct. 18

Bell Ringer: p. 149; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)discuss that Indian society was divided into distinct groups under the Aryans, 2)identify that the Aryans practiced a religion known as Brahmanism, 3)explain how Hinduism developed out of Brahmanism and influences from other cultures, and 4)list the few groups that reacted to Hinduism by breaking away to form their own religions.

We finished Section 2 Assessment, #1-6 on page 141.

Students completed the Origins of Hinduism Fill-in-the-Blank Quiz.

Our learning targets for today were: I CAN…1)discuss that Siddhartha Gautama searched for wisdom in many ways, 2)describe how the teachings of Buddhism deal with finding peace, and 3)explain how Buddhism spread far from where it began in India.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Siddhartha’s Search for Wisdom
    • Major World Religions Comparison Chart
  • Teachings of Budhism
    • Major World Religions Comparison Chart

Assignment: Study for Origins of Buddhism Matching Quiz

Thursday, Oct. 19

Bell Ringer: p. 150; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)discuss that Siddhartha Gautama searched for wisdom in many ways, 2)describe how the teachings of Buddhism deal with finding peace, and 3)explain how Buddhism spread far from where it began in India.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Buddhism Spreads
    • Think Aloud

We then completed Section 3 Assessment, #1-5 on page 147 together.

Students then completed the Origins of Buddhism Matching Quiz.

Our learning targets for today were: I CAN…1)explain how the Mauryan Empire unified most of India and 2)explain how Gupta rulers promoted Hinduism in their empire.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Mauryan Empire Unifies India
    • Table Talk

Assignment: None

Friday, Oct. 20

Bell Ringer: p. 152; Generalizing

In Class: We graded bell ringers today.

Our learning targets for today were: I CAN…1)explain how the Mauryan Empire unified most of India and 2)explain how Gupta rulers promoted Hinduism in their empire.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Mauryan Empire Unifies India
    • Table Talk/3-2-1
    • 3-2-1
  • Gupta Rulers Promote Hinduism
    • Pre-reading Plan
    • Changing Points of View
    • Pre-reading Plan

We then completed Section 4 Assessment, #1-4 on page 151 together.

We then completed the Indian Empires True/False Quiz together as an exit slip.

Assignment: Have a great weekend!

 

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The Week of October 9

Posted by Jay McGaughy on October 10th, 2017

Monday, Oct. 9

Bell Ringer: No school today!

In Class: Data Analysis Day

Assignment: See you all tomorrow!

Tuesday, Oct. 10

Bell Ringer: p. 131; Interpreting Maps

In Class: Students organized their binders today.

We examined grade distribution data for first quarter.

Our learning targets for today were: I CAN…1)explain the impact of India’s geography on the people by examining its high mountains, great rivers, and seasonal rains, 2)describe the Harappan civilization that developed along the Indus River, and 3)discuss how the Aryan migration to India changed the region’s civilization.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Geography of India
    • A-B-C Brainstrom
    • Questions to the Teacher
    • A-B-C Brainstorm
  • Harappan Civilization
    • Anticipation Guide

Assignment: None

Wednesday, Oct. 11

Bell Ringer: pp. 132-133; Analyzing Visuals

In Class: I was asked to work in the administrative office; therefore, students completed the following assignments:

  1. Finish reading Chapter 5, Section 1 on pages 130-135
  2. Complete Section 1 Assessment, #1-5 on page 135
  3. Go back to Chapter 7 which begins on page 212 and complete the Judaism column on the World Religions Comparison Chart
  4. Read Hinduism Develops on pages 139-140 and complete the Hinduism column on the World Religions Comparison Chart
  5. Read Siddhartha’s Search for Wisdom on pages 142-143 and Teachings of Buddhism on pages 144-145 and complete the Buddhism column on the World Religions Chart

Assignment: Study for Geography and Early India Multiple Choice Quiz

Thursday, Oct. 12

Bell Ringer: p. 135; Interpreting Maps

In Class: We reviewed yesterday’s bell ringer and I assigned today’s bell ringer.

Our learning targets for today were: I CAN…1)explain the impact of India’s geography on the people by examining its high mountains, great rivers, and seasonal rains, 2)describe the Harappan civilization that developed along the Indus River, and 3)discuss how the Aryan migration to India changed the region’s civilization.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Harappan Civilization
    • One-Sentence Summary
    • Anticipation Guide
  • Aryan Migration
    • Preview and Predict
    • Three-minute Pause
    • GIST

We will review Section 1 Assessment, #1-5 on page 135 tomorrow. We will also take the Geography and Early India Multiple Choice Quiz tomorrow.

Assignment: None

Friday, Oct. 13

Bell Ringer: p. 137; Analyzing Visuals

In Class: We graded this week’s bell ringers.

We then reviewed Section 1 Assessment, #1-5 on page 135.

Students complete the Geography and Early India Multiple Choice Quiz.

Our learning targets for today were: I CAN…1)discuss that Indian society was divided into distinct groups under the Aryans, 2)identify that the Aryans practiced a religion known as Brahmanism, 3)explain how Hinduism developed out of Brahmanism and influences from other cultures, and 4)list the few groups that reacted to Hinduism by breaking away to form their own religions.

Students completed the following Student-Driven Strategic Teaching Literacy Strategies for Ancient India:

  • Indian Society Divides
    • Quick Write
    • Jot Charting

Assignment: Have a great weekend!

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The Week of October 2

Posted by Jay McGaughy on October 2nd, 2017

Monday, Oct. 2

Bell Ringer: p. 225; Analyzing Visuals

In Class: Students copied their assignments for the week.

We discussed what and how to study for The Hebrews and Judaism Test:

  • Bell Ringers – p. 220
  • Notes – NONE
  • Literacy Activities
    • 7.1 Reciprocal Teaching
    • 7.2 JIGSAW                              All of these Google Docs are in the students’ Google Drive accounts (Read once per night Mon. – Wed.)
    • 7.3 Paragraph Shrinking
  • Section Assessments
    • 7.1
    • 7.2                              All of these Google Docs are in the students’ Google Drive accounts (Read ?’s and answers once per night Mon. – Wed.)
    • 7.3

The Hebrews and Judaism Test (Completed via Google Classroom {Google Form like quizzes}) – Complete remotely if absent on Thursday!

  • #1-10 Completion
  • #11-20 Matching
  • #21-30 True/False
  • #31-75 Multiple Choice

Half of the students in class were sent the 7.3 Paragraph Shrinking note sheet and these students shared the Google Doc with their assigned partner.

Our learning targets for today were: I CAN…1)explain how revolt, defeat, and migration led to great changes in Jewish culture, 2)identify and describe the two cultural traditions that formed because Jews settled in different parts of the world, and 3)identify and describe the Jewish traditions and holy days that celebrate their history and religion.

Students began completing the Paragraph Shrinking literacy activity today in class.

Assignment: The Hebrews and Judaism Test will be Thursday.

Tuesday, Oct. 3

Bell Ringer: pp. 226-227; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)explain how revolt, defeat, and migration led to great changes in Jewish culture, 2)identify and describe the two cultural traditions that formed because Jews settled in different parts of the world, and 3)identify and describe the Jewish traditions and holy days that celebrate their history and religion.

Students continued completing the Paragraph Shrinking activity today in class.

Students completed Section 3 Assessment, #1-5 on page 229 with their Paragraph Shrinking partner.

Assignment: Study for Judaism over the Centuries True/False Quiz.

Wednesday, Oct. 4

Bell Ringer: p. 228; Analyzing Information

In Class: We graded bell ringers today.

Our learning targets for today were: I CAN…1)explain how revolt, defeat, and migration led to great changes in Jewish culture, 2)identify and describe the two cultural traditions that formed because Jews settled in different parts of the world, and 3)identify and describe the Jewish traditions and holy days that celebrate their history and religion.

Students completed the Paragraph Shrinking activity.

Students completed Section 3 Assessment, #1-5 on page 229 with their Paragraph Shrinking partner.

Students completed the Judaism over the Centuries True/False Quiz.

Students then used the remainder of the class period to study for tomorrow’s test.

Assignment: Study for The Hebrews and Judaism Test.

Thursday, Oct. 5

Bell Ringer: Sign in to your chromebook and go to Google Classroom.

In Class: Students completed The Hebrews and Judaism Test via Google Classroom.

Any student who was absent today should complete the test remotely. Just as students in class were told, you may not leave testing window and you should not open any other windows.

Assignment: The Hebrews and Judaism Test!!!

Friday, Oct. 6

Bell Ringer: No school today!

In Class: Professional Development / Teacher Workday

Assignment: Have a great weekend!

 

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The Week of September 26

Posted by Jay McGaughy on September 25th, 2017

Monday, Sept. 25

Bell Ringer: BRING ONLY A BOOK TO READ

In Class: Students completed Grade 8 Reading I, Interim.

Assignment: None

Tuesday, Sept. 26

Bell Ringer: pp. 214-215; Reading Time Lines (REPORT TO B-11 WITH ONLY YOUR TEXTBOOK)

In Class: Our learning targets for today were: I CAN…1)infer that Abraham and Moses led the Israelites in two significant migrations in Hebrew history, 2)determine why kings united the Israelites to fight off invaders, 3)identify that invaders conquered and ruled the Israelites after their kingdom broke apart, and 4)list the women in Israelite and Jewish society who made great contributions to their history.

Students continued our study of The Early Hebrews via participating in Reciprocal Teaching.

Assignment: Study for The Early Hebrews Matching Quiz

Wednesday, Sept. 27

Bell Ringer: p. 216; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)infer that Abraham and Moses led the Israelites in two significant migrations in Hebrew history, 2)determine why kings united the Israelites to fight off invaders, 3)identify that invaders conquered and ruled the Israelites after their kingdom broke apart, and 4)list the women in Israelite and Jewish society who made great contributions to their history.

Students finished their study of The Early Hebrews by completing Reciprocal Teaching.

Students completed Section 1 Assessment, #1-6 on page 217. One student opened a Google Doc and shared it with his or her group. All students in the group worked together to complete the Section Assessment.

Students took The Early Hebrews Quiz that was released to them via Google Classroom. Quizzes were due at the end of the period.

Assignment: None

Thursday, Sept. 28

Bell Ringer: p. 217; Drawing Inferences

In Class: Our learning targets for today were: I CAN…1)identify that belief in one God, commitment to education and justice, and observance of Jewish law anchor Jewish society, 2)identify that Jewish beliefs are listed in the Torah, the Hebrew Bible, and the Commentaries, 3)explain that the Dead Sea Scrolls reveal many past Jewish beliefs, and 4)explain how the ideas of Judaism have helped shape later cultures.

Students began our study of Jewish Beliefs and Texts via participating in JIGSAW group work.

Assignment: None

Friday, Sept. 29

Bell Ringer: pp. 220-221; Analyzing Visuals

In Class: We graded bell ringers today.

Our learning targets for today were: I CAN…1)identify that belief in one God, commitment to education and justice, and observance of Jewish law anchor Jewish society, 2)identify that Jewish beliefs are listed in the Torah, the Hebrew Bible, and the Commentaries, 3)explain that the Dead Sea Scrolls reveal many past Jewish beliefs, and 4)explain how the ideas of Judaism have helped shape later cultures.

Students worked with their JIGSAW Expert Group partners to complete SEction 2 Assessment, #1-6 on page 223. Students completed this assignment via a Google Doc.

Students then completed the Jewish Beliefs and Texts Fill-in-the-Blank Quiz via Google Classroom.

Assignment: Study for Jewish Beliefs and Texts Fill-in-the-Blank Quiz

 

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The Week of September 18

Posted by Jay McGaughy on September 18th, 2017

Monday, Sept. 18

Bell Ringer: p. 107; Analyzing Visuals

In Class: Students copied assignments for the week.

We also discussed the following test specifications for Ancient Egypt and Kush:

  • #’s 1-10 Completion
  • #’s 11-20 and 21-30 Matching
  • #’s 31-50 True / False
  • #’s 51-95 Multiple Choice

We then discussed What and How to Study:

  • Bell Ringers – p. 102
  • Notes – Read once tonight in preparation for tomorrow’s quiz plus Tuesday night complete Inductive Study #1 and Wednesday night complete Inductive Study #2
  • Literacy Strategies – NONE
  • Section Assessments – Read questions and attempt to answer (use this to determine your level of preparedness); Use answers if you cannot answer the first time; *Repeat until you can answer all the questions unassisted

Our learning targets for today were: I CAN…1)list characteristics to prove that the Middle Kingdom was a period of stable government between periods of disorder, 2)list and explain the achievements of various pharaohs to prove that in the New Kingdom, Egyptian trade and military power reached their peak, but Egypt’s greatness did not last, and 3)demonstrate that work and daily life were different for each of Egypt’s social classes.

Students then took notes on the following topic:

  • Ancient Egypt and Kush (Akhenaten and Religious Change – last slide, Decline of the Egyptian Empire, Daily Life in Ancient Egypt: Family and Marriage)

Assignment: Study for Egyptian Achievements Fill-in-the-Blank Quiz.

Tuesday, Sept. 19

Bell Ringer: pp. 108-109; Analyzing Visuals

In Class: We reviewed Section 3 Assessment, #’s 1-5 on page 104.

Students then used flip cards to respond to The Middle and New Kingdoms True/False Quiz.

Our learning targets for today were: I CAN…1)determine that the Egyptians developed a writing system using hieroglyphics and 2)list and describe the Egyptians’ magnificent temples, tombs, and works of art.

Students then took notes on the following topic:

We then completed Section 4 Assessment, #’s 1-4 on page 110.

Students will complete the Egyptian Achievements Fill-in-the-Blank Quiz tomorrow.

Assignment: Ancient Egypt and Kush Test is Thursday. STUDY!

Wednesday, Sept. 20

Bell Ringer: p. 112; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)determine that the Egyptians developed a writing system using hieroglyphics and 2)list and describe the Egyptians’ magnificent temples, tombs, and works of art.

Students completed the Egyptian Achievements Fill-in-the-Blank Quiz.

Students then read ‘Ancient Kush’ on pages 111-117.

Students then completed Section 5 Assessment, #’s 1-6 on page 117.

Students completed the Ancient Kush Matching Quiz.

Assignment: Ancient Egypt and Kush Test is tomorrow. STUDY!

Thursday, Sept. 21

Bell Ringer: NAME: Your Name; SUBJECT: AEaK; PERIOD: 1st, 3rd, 5th, or 6th; DATE: 9-21-17

In Class: Students completed the Ancient Egypt and Kush Test today in class.

Students could either work on assignments from other classes or read a book.

Assignment: Ancient Egypt and Kush Test is today.

Friday, Sept. 22

Bell Ringer: p. 213; Interpreting Maps

In Class: We graded bell ringers today in class.

Students received back their Ancient Egypt and Kush Test answer documents and scores.

Students organized their binders.

Our learning targets for today were: I CAN…1)infer that Abraham and Moses led the Israelites in two significant migrations in Hebrew history, 2)determine why kings united the Israelites to fight off invaders, 3)identify that invaders conquered and ruled the Israelites after their kingdom broke apart, and 4)list the women in Israelite and Jewish society who made great contributions to their history.

We began our study of The Hebrews and Judaism with students participating in Reciprocal Teaching. All work will be completed via Google Docs.

Assignment: Have a great weekend!

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The Week of September 11

Posted by Jay McGaughy on September 13th, 2017

Monday, Sept. 11

Bell Ringer:

In Class:

Assignment: NO SCHOOL!

Tuesday, Sept. 12

Bell Ringer:

In Class:

Assignment: NO SCHOOL!

Wednesday, Sept. 13

Bell Ringer: p. 101; Analyze

In Class: We graded last week’s bell ringers today since I was out of class on Friday working in the office.

Students then joined their class period’s Google Classroom class using the class code provided. Any student that was absent today should see me to get the code in order to join the class as a bonus opportunity will be available this weekend.

We reviewed all of the notes students have taken so far on the following topic:

Our learning targets for today were: I CAN…1)demonstrate that in early Egyptian society, pharaohs ruled as gods and were at the top of the social structure, 2)explain how religion shaped Egyptian life, and 3)identify that the pyramids of Egypt were built as tombs for the pharaoh.

Students then took notes on the following topic:

Assignment: Study for The Old Kingdom Matching Quiz

Thursday, Sept. 14

Bell Ringer: p. 102; Interpreting Maps

In Class: Our learning targets for today were: I CAN…1)demonstrate that in early Egyptian society, pharaohs ruled as gods and were at the top of the social structure, 2)explain how religion shaped Egyptian life, and 3)identify that the pyramids of Egypt were built as tombs for the pharaoh.

Students then took notes on the following topic:

We reviewed Section 2 Assessment, #’s 1-5 on page 99.

Students then completed The Old Kingdom Matching Quiz.

Our learning targets for today were: I CAN…1)list characteristics to prove that the Middle Kingdom was a period of stable government between periods of disorder, 2)list and explain the achievements of various pharaohs to prove that in the New Kingdom, Egyptian trade and military power reached their peak, but Egypt’s greatness did not last, and 3)demonstrate that work and daily life were different for each of Egypt’s social classes.

Students then took notes on the following topic:

Assignment: Study for The Middle and New Kingdoms True/False Quiz

Friday, Sept. 15

Bell Ringer: p. 103; Analyzing Visuals

In Class: We graded this week’s bell ringers.

Our learning targets for today were: I CAN…1)list characteristics to prove that the Middle Kingdom was a period of stable government between periods of disorder, 2)list and explain the achievements of various pharaohs to prove that in the New Kingdom, Egyptian trade and military power reached their peak, but Egypt’s greatness did not last, and 3)demonstrate that work and daily life were different for each of Egypt’s social classes.

Students then took notes on the following topic:

  • Ancient Egypt and Kush (Disorder and a New Order: The New Kingdom, The Egyptian Empire, and Akhenaten and Religious Change)

Assignment: Sumer and Egypt Analogies Bonus Opportunity due Monday.

 

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