Let's pick up where we left....

Monday!

First please fill out this form.
Let's pick up where we left off.
Update your tasks, I will give points today based on your tasks. Remember your tasks should be able to move from the work in progress column to done in about 5-25minutes. If it's longer than 25 minutes break it into more tasks.
The project is due on Wednesday -at the beginning of class- so we have enough time to share. I would like to show more Engineering an Empire: Rome if we have time.
HOMEWORK: Continue work on project

Crash Course Fall of Rome, Schoodles and Project

Good Morning,

1. Turn in your take-home Rome test.
2. Let's watch a Crash Course on The Fall of Rome, and Schoodle on a Rome template while we're at it.
3. Please glue your Schoodles in your Interactive Notebook.
4.  I'll be giving grades today on your project tasks on the Scrum board. The grade will be based on your following directions on making a task. Remember a task is small like: "Make 2 boy costumes" or "Make 3 girl costumes" NOT "Make props" (that's too big and doesn't explain what you need to make). Be sure to include your time required estimate for each task.
5. Continue working on your project
6. HOMEWORK: work on project and glue schoodles in IN.

Test Review, Project, Gladiators

Good Morning,

I really like our longer class period, it really gives us a chance to get a lot finished.

1. Please get out your take home homework test so we can correct and review the problems.
2. After we finish discussing the test, begin working on your project. 
3. Add more tasks to the task area of the Scrum board.
4. Make sure you have tasks in your Work in Progress area of the Scrum board -anything you are working on should be in the Work in Progress section.
5. Move completed tasks to the Done column of the Scrum board.
6. The last 10-15 minutes I'd like to watch Colosseum: Gladiator story 
7. HOMEWORK: Work on project

Rome Project Tasks

Good Morning,

1. Please click here to fill out this form.
2. When the form is complete you may continue working on your project tasks. BE SURE to write down all the tasks required to complete your project. 
3. I will be meeting with each group to ask what you've done and what you are going to finish today.
4. With any time we can watch Colosseum: Gladiator story 
5. HOMEWORK: Continue working on your project tasks and answer the questions on the Rome take-home test.

Rome Project -Tweaked

Welcome back after a quick 2 days,

1. We are tweaking our project process a little.
2. We are going to break out into groups. The groups will be based on what you don't understand about the Roman Empire. One group for the Fall of Rome, another group for the strengths or lasting contributions. 
3. Fall of Rome your project must include:its ultimate internal weaknesses (eg rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
4. Strengths of Rome your project must include: the early strengths and lasting contributions of Rome (eg significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity)
5. After you've written down your groups project idea. Your group will create a list of things you need to do to complete the project. For example if you want to make a movie- you need to break it down to smaller chunks: Research for the script, write the script, find actors, design costumes and set, film, and edit. Each item needs to go on a post-it note.
6. Add how much time in minutes and who will work on the task it will take your group to complete each item: For example Film movie -30minutes (Joe as Cameraman), Edit 55minutes (Sally&Suzy as editors).
7. HOMEWORK: Describe how your project will prove to Mr. Scott you have learned the material. Write this in your Interactive Notebook.

What Project Gladiator?

Good morning,

1. Your task is to design a project that will help your partner. Ask your partner "what project can I build to help you learn about Rome?"
2. In your Interactive Notebook write down what they say. Once you know what they are need help with YOU research the information. You research by reading the textbook, wikipedia
3. As a reminder your project needs to: cover Rome's strengths and weaknesses. The project should talk about what Rome is famous for and the reasons leading to it's collapse.
4. Let's watch some more Colosseum: Gladiator story 
5. HOMEWORK: On the next page in your Interactive Notebook please sketch out a project idea that would help your partner. If it's a movie or skit draw a storyboard. DRAW and COLOR it.

Rome's Internal Weakness

Good Morning Travelers,

1. Please get out your homework: "In your Interactive Notebook -- Describe Rome's internal weaknesses (be sure to look up Rome's use of slavery, it's lack of education, split of the empire, and more)" 
2. I'll walk around and check your work.
3. While I'm walking around using post-it notes write down Rome's internal weaknesses. One weakness per post-it.
4. Stick the notes on the Inspiration wall.
5. On the next page in your Interactive Notebook Describe Rome's strengths and the cool things they accomplished -include the art, architecture, law, engineering, and more.
6. Time to travel blog- after you've looked up something great that Rome accomplished find out where it happened. Write a blog post about traveling to the location where the Roman accomplishment happened. Include in your post: description of location (and map), description of Roman achievement (and image of the achievement). Add a personal touch as to why you think it is a great accomplishment.
7. Let's watch some more Colosseum: A Gladiators Story

Homework: Finish your travel blog post (see #6 above). And come up with 3 different project ideas you would like to do that covers: Rome's strengths and weaknesses. The project should talk about what Rome is famous for and the reasons leading to it's collapse

Rome, The U.S. Constitution and Gladiators

Hey Team,

Hope everyone had a great Monday.

Task 1: Open your Travel blog and answer the prompt: "Describe the similarities and differences between Ancient Rome and the U.S. Constitution" -Make sure you use the information from yesterday. PLEASE ADD an applicable image to your post. Don't forget to click Publish when you've finished.
Task 2: Click here to go to the EASY pop quiz.
Task 3: With the time left lets watch the Gladiator film we started last week.
Extension: In your Interactive Notebook -- Describe Rome's internal weaknesses (be sure to look up Rome's use of slavery, it's lack of education, split of the empire, and more)

Constitution Day

So it's Constitution Day, what is the Constitution? Why should you care?
We know that the US Constitution was influenced by the Roman Republic, lets find out more.

Let's watch a video:
http://www.youtube.com/watch?v=p8BwWBc571k

After watching the video work with a partner to compare the Republics in Ancient Rome and Modern day U.S. Link to doc 
You'll need a US History textbook opened to p. 100 

Extension: Please glue in the first 5 pages of your Interactive Notebook - the pink packet handed out in class. Page 1 Table of Contents, Page 2 Table of Contents, Page 3 Cornell Notes, Page 4 Left page ideas, Page 5 Right page ideas

The Lyrics to the School House Rock video:
Rockin' and a-rollin', splishin' and a-splashin',
Over the horizon, what can it be?
The pilgrims sailed the sea
To find a place to call their own.
In their ship Mayflower,
They hoped to find a better home.
They finally knocked
On Plymouth Rock
And someone said, "We're there."
It may not look like home
But at this point I don't care.
Oh, they were missing Mother England,
They swore their loyalty until the very end.
Anything you say, King,
It's OK, King,
You know it's kinda scary on your own.
Gonna build a new land
The way we planned.
Could you help us run it till it's grown?
They planted corn, you know
They built their houses one by one,
And bit by bit they worked
Until the colonies were done.
They looked around,
Yeah, up and down,
And someone said, "Hurray!"
If the king could only see us now
He would be proud of us today.
They knew that now they'd run their own land,
But George the Third still vowed
He'd rule them till the end.
Anything I say, do it my way now.
Anything I say, do it my way.
Don't you get to feeling independent
'Cause I'm gonna force you to obey.
He taxed their property,
He didn't give them any choice,
And back in England,
He didn't give them any voice.
(That's called taxation without representation,
and it's not fair!)
But when the Colonies complained
The king said: "I don't care!"
He even has the nerve
To tax our cup of tea.
To put it kindly, King,
We really don't agree.
Gonna show you how we feel.
We're gonna dump this tea
And turn this harbor into
The biggest cup of tea in history!
They wanted no more Mother England.
They knew the time had come
For them to take command.
It's very clear you're being unfair, King,
No matter what you say, we won't obey.
Gonna hold a revolution now, King,
And we're gonna run it all our way
With no more kings...
We're gonna elect a president! (No more kings)
He's gonna do what the people want! (No more kings)
We're gonna run things our way! (No more kings)
Nobody's gonna tell us what to do!

Rockin' and a-rollin', splishin' and a-splashin',
Over the horizon, what can it be?
Looks like it's going to be a free country.

Roman Architecture

Let's watch Roman Architecture and make some Schoodles. After we watch we will discuss the style of Roman Architecture, then you need to draw an example of a Roman style building on the left side of your Interactive Notebook.

When in Rome

Rome.

The standard:
7.1.1 Study the early strengths and lasting contributions of Rome (eg significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (eg rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

Let's watch Empires: Rome and Schoodle our way through. Link to schoodle template

September 11 Memorial Design

Hey campers,

You are going to design a memorial for the September 11 attacks. Let's first remember what happened on September 11, 2001 : http://en.wikipedia.org/wiki/September_11_attacks

Take a look at some pics of the attacks : http://www.huffingtonpost.com/2012/09/11/september-11-photos-_n_1869226.html

And look at other memorials:
Vietnam Memorial:

WWII Memorial:



Korean War Memorial:
 

Travel Blogs

Yeay! We are finally ready to start our travel blogs. Let me explain. As we study history this year you will be writing on your blog as a travel writer.
You ask: "How do I start a blog?"
"What is a travel writer?"

Let's start with the blog.

1. In the Google search bar type "Blogger"
2. Create a limited profile - This is just your name Chris or Sally or Mike (you can add or change this later).
3. Click the "New Blog" button
4. Create a title- follow this example: Chris' Travels Through the Medieval World or Sally's Travels Through the Medieval World or Mike's Travels Through the Medieval World
5. Create your address- follow this example:  Chris7-1 or Sally7-3 or Mike 8-4 (NOTICE THERE ARE NO SPACES BETWEEN your name and class)
6. Select a template: You choose -make it pretty!
7. Blogger will create your new blog.
8. Click on the Orange rectangle with the white pencil to start your first blog post

Now what is a travel writer and what makes a good travel blog.

1. Let's watch a YouTube vid http://digitalnomad.nationalgeographic.com/2012/06/15/what-makes-a-good-travel-blog/
2. Read this article online http://www.vagabondish.com/recipe-great-travel-blog/

Primary v Secondary day 2

Let's finish our Cornell notes -summary and questions. For the left-page extension activities please draw lots of examples of Primary and Secondary Sources to show your understanding.


After you finish your Cornell notes grab a 7th grade textbook and identify 10 primary sources offered. Flip through the text, in your Interactive Notebook describe the primary sources.

Sources: Primary or Secondary?

Let's watch a couple YouTube videos:
http://www.youtube.com/watch?v=yVL_qQ4xv90&feature=related
and
http://www.youtube.com/watch?v=cHTtpYYbhm0&list=PLXgW1JCgcfp4cXL_CxINGKzdEK5a-63Hz&index=3&feature=plpp_video

Please make notes while watching the video. Essential question: What are Primary and Secondary Sources?

After the video you will work with another to develop a Primary vs. Secondary Source poster.
Your goal: Make an interesting and visually appealing poster to demonstrate your understanding of Primary and Secondary Sources.
Review the rubric and your notes.
The Rubric: http://goo.gl/VkGmn

Did you hear about the lunchroom fight?

Imagine that you are the principal of a school and you just found out that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember that NO ONE is just plain lying.



For each of the questions below, in pairs write your ideas/answers on post-its to post on the inspiration wall
•    Why would there be different stories of the event if no one is just plain lying?
•    What are the different types of people who might have seen this fight? (e.g., friends of those involved versus people who don’t know the kids who were fighting; those who were fighting versus those who were witnesses; adults versus kids)
•    What might make one person’s story more believable or plausible than another person’s?

On your own answer the following questions on the right side of your Interactive Notebook:
a. Why might people see or remember things differently?
b. Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy?
c. Physical Evidence: what kinds might have an effect on what you believe: bruises, missing objects, etc.