7th+Grade+Plans

=August 2011=


 * Sun || Mon || Tue || Wed || Thu || Fri || Sat ||
 * || 1 || 2 || 3 || 4 || 5 || 6 ||
 * 7 || 8 || 9 || 10 || 11 || 12 || 13 ||
 * 14 || 15 || 16 || 17 || 18 || 19 || 20 ||
 * 21 || 22 || 23 || 24 || 25

First Day of School

Intros and expectations || 26

Entry Event - 1776 - Youtube of "The Signing"

Introduce the project, due dates, test dates, and deadlines || 27 || Seminar - The Dec. Of Ind. Seminar - The Preamble || 30 Seminar - Gettysburg Address Seminar - Emancipation Proclamation || 31 All Class - Bill of Rights ||  ||   ||   ||
 * 28 || 29

=September 2011=
 * Sun || Mon || Tue || Wed || Thu || Fri || Sat ||
 * ||  ||   ||   || 1 || 2

Work day - group check-in and preparing for IC/OC || 3 ||
 * 4 || 5


 * //Labor Day - School Closed//** || 6

//**IC/OC - Each specialty group will work through their document**//

ejournal Due || 7 || 8


 * //IC/OC - Each specialty group will work through their document//** || 9

Groups discuss the common values, how their specific document supports those values Groups choose additional document to use at the summit || 10 ||
 * 11 || 12

eJournal Due Work Day || 13 || 14 //**12:30 Dismissal**//

Review for Test || 15 **//2:50 Dismissal//**


 * //Test - The Bill of Rights//** || 16


 * //Work Day for The Summit//** || 17 ||
 * 18 || 19

eJournal - Due || 20


 * //Preparation for The Summit//** || 21


 * //The Summit and paper assignment - parents invited to view and ask questions//** || 22 **//2:50 Dismissal//**

Writing workshop || 23 || 24 || Entry Event - US Civil Rights Movement "I have a Dream" Introduce project, dates, events, etc. || 27
 * 25 || 26

Whole class - Civil Rights' Amendments and how to amend The Constitution || 28 //**12:30 Dismissal**// || 29

//**School Closed**// || 30

//**School Closed**// ||  ||

=October 2011= //**Online Exit Evaluation Due**// //**IC/OC - "I have a Dream" Speech**// || 4
 * Sun || Mon || Tue || Wed || Thu || Fri || Sat ||
 * ||  ||   ||   ||   ||   || 1 ||
 * 2 || 3

//**IC/OC - "I have a Dream" Speech**// || 5 Timeline Work || 6


 * //Paper Due://**
 * //Opinion paper response to The Summit//** || 7 //**12:30 Dismissal**// || 8 ||
 * 9 || 10


 * 7th grade overnight** || 11


 * 7th grade overnight** || 12 **//12:30 Dismissal//**


 * //Tikkun Olam//** || 13

//**School Closed**// || 14

Group Check-ins eJournal || 18
 * //School Closed//** || 15 ||
 * 16 || 17

Group check-ins || 19 || 20

//**School Closed**// || 21

//**School Closed**// || 22 || Mr. Dow talk eJournal || 25 Work on Arguments || 27 **//12:30 Dismissal//** Work on Arguments || 28 || 29 ||
 * 23 || 24
 * US Map Test** || 26
 * 30 || 31

= = =November 2011= eJournal || 2 Work on Arguments || 3 Work on Arguments || 4 Work on Arguments || 5 || Panel Presentations || 9 Panel Presentations || 10 Panel Presentations || 11 || 12 ||
 * //MS Conference Day//** ||  ||   ||   ||   ||   ||
 * Sun || Mon || Tue || Wed || Thu || Fri || Sat ||
 * ||  || 1
 * 6 || 7 || 8
 * 13 || 14
 * Online Exit Evaluations Due**

Specialty group seminars || 16 specialty group seminars || 17 || 18 specialty group seminars || 19 || specialty group seminars
 * Entry Event - Human Rights** || 15
 * 20 || 21

Begin Website research || 22

Action Matrix Due || 23


 * School Closed** || 24


 * School Closed** || 25


 * School Closed** || 26 ||
 * 27 || 28 || 29 || 30 || 1 || 2 || 3 ||
 * 4 || 5

Website Due || 6

Prepare TEDx presentation || 7 || 8

TEDx Video prep completed, ready for practice presentations during review day

TEDx video done during exam time for history || 9 || 10 ||

=January 2012=

Off - In-service || 3
 * Sun || Mon || Tue || Wed || Thu || Fri || Sat ||
 * 1 || 2

No Class || 4

History continuum - World History; Create one for US History, reading assignment, paper assignment || 5

Review writing expectations and do's and don'ts || 6

Writing Workshop || 7 ||
 * 8 || 9

No Class || 10

Introduce the project - Creating a system of evaluation...a history model

Introduce Ancient Governments/Civilizations/Need for Law || 11

Ancient Government Structure - Egypt || 12

Greece (May not Be here due to 8th Retreat) || 13

Off || 14 ||
 * 15 || 16 MLK Day
 * //Paper Due - applying the history continuum to the modern mall//**

Rome || 17

Law - Systems of Egypt, Greece, Rome || 18

Law - Systems of Egypt, Greece, Rome || 19 Law - Systems of Egypt, Greece, Rome || 20

OFF || 21 ||
 * 22 || 23

No Class || 24 || 25 || 26 || 27 || 28 || = 4-27-11 Quick Thoughts on an Introductory Assignment - CMB =
 * 29 || 30 || 31 ||  ||   ||   ||   ||

**Guiding question(s):** What makes a group project successful? What is the role of a teacher when group work is assigned?

**Goal:** To come up with a class driven list of expectations for group projects/work.

** Details: ** -After developing the list for each class (with teacher additions as needed) a contract for participation can be created.

-Since the list of expectations will be student driven, the kids should (ideally) feel more connected to the contract.

-These lists can be put up in the classroom to serve as a constant visual reminder of expectations.

** Assignment/Discussion: **

HW assignments during the project: Write group contracts, prepare videos (if applicable), prepare banners for hanging (each group must have one of each?)

Journal Entry Due Tuesday, September 6th - //**How can working in groups lead to a better individual learning experience?**//
This is an opportunity to introduce the PBL style to the classroom.

Some examples of ways to go about this assignment/discussion are listed below.


 * 1) Have examples of old projects that received both good and bad grades in the room. Have students examine them and take notes on their thoughts.
 * 2) Have the class break off into groups and give each kid a role playing scenario for a mock project (ex:// class clown, person who refuses to agree, person who is the “know-it-all”). Have the kids write about their experiences with these people and how they helped/hurt the group experience.
 * 3) Have an inner/outer circle discussion to talk out ideas and questions. Kids can feel free to open up about good and bad experiences they have had with group work. We could have them develop the contract here as well
 * 4) Teachers can get together and create a video of a group that works well together and one that does not. After showing it in class, the kids can discuss in groups or in an inner/outer circle setting.

** Skills to Introduce: **
 * 1) How to respectfully disagree with someone
 * 2) How to collaborate with different working styles
 * 3) How to compromise
 * 4) How to tell when a teacher needs to get involved
 * 5) How to distribute work equally without compromising individual learning

**Final question:** How can working in groups lead to a better individual learning experience?

=**7th Grade - Defining the Role and Responsibility of the United States in the 21st Century**= Objective: To use historic models to help predict outcomes and problem-solve issues related to current events.

I. Semester One - Human Rights
//Driving question - For what principles did our Founding Fathers intend for America to stand? Have we succeeded in accomplishing their goals for our country?//


 * A. Who are we? (2-3) - September**


 * Driving Question**: For what does the US stand? What are our guiding principles and beliefs? Who, in essence, are we?
 * Assignment:** Each group must use the four documents listed below, plus one other primary source document from our nation's history to determine the key principles that we follow as Americans and as America on the world stage.

1. The Declaration of Independence 2. The Constitution - focus on The Preamble and The Bill of Rights 3. Emancipation Proclamation 4. The Gettysburg Address 5. One other document of the group's choosing

The project could be a summit discussion by the class on the guiding principles of the US. Determine 3-5 of the things that we, as a country stand for, and how we project that onto the rest of the world.
 * Possible Project: Identify and explain what you believe to be the three guiding principles of the United States.**


 * Writing assignment:** //Answer the question: Do you agree or disagree with the values the class decided represented the US and were conveyed to the rest of the world? Write a supporting or dissenting opinion to the decision made by the majority. Make sure to use your sources, real-world examples, and/or discussion pieces from the Summit to prove your point.//

//Driving Question - In what ways has the United States historically followed, or not followed, its own guiding principles?//
 * B. Civil Rights (4 weeks) - End-September - Early November**

Entry Document - "I have a Dream" speech - another inner-circle, outer-circle activity

Introductory Writing activity - Show the speech, show the video of first Selma to Birmingham march, more to follow....

Students will work in groups to research the following: Civil Rights and Women's Rights Movements in America - Reconstruction - Present

Stuart will come in and discuss the role of the plantiff and the defense in a trial to the class. He will also discuss the role of the 8th grade panel to the 8th graders - what are they looking for, what makes a good case, what questions should they ask of those presenting their cases.


 * Test - US States and Capitals/Key Civil Rights' Locations**

Choose a group of Americans who you feel are not receiving equal rights as defined in our work using historical US documents. Prepare and Present the argument for why they are or are not receiving equal treatment under the laws of the US. You may need to contact people from specific equal right's group and congress in an effort to understand why some groups are fighting for equality and the barriers against their movement...if at all - NAACP, EEOC, CERA.....others?


 * Defend your argument in front of a panel of 8th graders - both for the equal rights of your chosen group and for the fact that they already receive equal rights under the law.**

//**Guiding Question:** What is the role and responsibility of the US in regards to human rights' violations in other countries?//

Groups will research the human rights' violations, US response, and World response to the following countries. Students will create a short video outlining the issues, compiling the reactions, and suggesting alternative methods of dealing with the issues in the following situations:


 * Map Test - Europe, Middle East, and Asia**


 * A. The Balkans (A-D - 4 week combined project)**


 * B. The Holocaust - When did we know? How much did we know? Could we have done anything differently, sooner?**
 * Have we followed through with the notion that we would not ever allow this happen again in history?**


 * C. Saddam Hussein and The Kurds - What did he do? To whom? Why? What was the world's response? Was it acceptable?**

will need a mini-unit on communism
 * D. Soviet Union under Stalin - In a communist state where the intention is for everything to be done for the state, is the use of labor camps and the death of its people acceptable for the overall "good" of the state?**


 * Project - Using what you have identified as the driving principles of the United States and its reaction to human right's violations both inside and outside of its borders, develop the US foreign policy plan for places such as Libya or The Sudan.**


 * G. Mid-Term - presenting the final product for the The Sudan or Libya project.**

II. Semester Two - Nation Building

 * Applying historical models to current issues: The Rise and Fall of the American Mall**

//Driving Question - What are the necessary components to a successfully rebuilt Afghanistan?//

//Driving Question - What is the role of government and what were the essential pieces needed for a successful government in the world's earliest civilizations?//
 * A. Early Forms of Government**

Students will study the government structure and laws of the following: 1. Egyptian Theocracy/Ma'at 2. Athenian Democracy/Legal System 3. Roman Republic/Twelve Tables 4. Babylonian Monarchy/Hammurabi's Code

Lectures on the following:

The purpose of Law; structure of each government; social structure; citizenship

HW: Read the given online articles, complete the Venn Diagram comparing the differing governments; research and question classmates to find the group of students with which you have the most in common in terms of developing the evaluation tool. Part of the assignment is to assess your choices and list reasons for choosing those people.


 * Create a model of evaluating and ranking the success and failures of ancient governments/civilizations. Determine the criteria for evaluation, the factors in determining success and failure, and a means to objectively evaluate the data of each civilization against each other. They are building the model of which we will use later to evaluate modern governments including the US.**

1. Develop the necessary pieces of a successful government 2. Develop a method of ranking those pieces 3. Develop a means of comparing and contrasting the three ancient forms of government 4. Develop a means of reaching a conclusion as to which form of government was most successful

//Driving Question - What characteristics make one form of government more effective than another?//
 * B. Modern Forms of Government**

//Using the model you created, evaluate the US model of government as it compares to other prominent forms of government in the world from the last 100 years.// 1. Theocracy - Iran 2. Communism - USSR/China 3.. Democracy - US/Israel

//Driving Question - In what ways did the US government successfully navigate the turbulent period from WWII-WII effectively based on your evaluation of the role of government?//
 * C. Assessing the Role of the US Government**

WWI - Isolationism, why we entered the war, our role in the Treaty of Versailles The 20's and the Depression - The role of government in creating a situation of wealth and the subsequent fall of the market; role of government in flood of 1927 and the dust bowl, The New Deal, WWII


 * Final Project: As a class, we will develop a constitution for MS SGA based on the conclusions we found in determining the role of government and the most efficient ways of running it.**


 * Alternate idea; Develop a government for the country of Afghanistan given its history, its tribal issues, and our conclusions on the best and most efficient ways of running government.**


 * Possible Project:**

1.Japan and Germany - Post WWII 2. The Failures in Somalia 3. Current nation building in Iraq 4. Tribal Politics - When they are not like us? What challenges are encountered when a national, centralized government is not a goal of all citizens? What does citizenship mean in Afghanistan and where do loyalties lie?
 * C. Basic Components of Nation Building and historical Nation Building attempts by the US**


 * Final Product: Rebuilding Afghanistan (perhaps Libya by that point) - Develop a plan that the United States and Afghanistan should follow in order to successful build that nation into a developing country.**