Wednesday, December 19 Day 2

HW - BSR #2 study guide; check-in Friday


D period

We will tackle current events today with a look at immigration in America as we read "Desperate Journeys" in Junior Scholastic.

Go to the below link to access the on-line verison of Junior Scholastic

https://junior.scholastic.com/home-page-logged-out.html

our code is F9JKM2N

You will work on your own to read the cause and effect sheet and then re-read the article so that you can complete the cause and effect sheet. When completing the c/e sheet, be sure to paraphrase rather than to use quotes.

After 15 minutes, I will assign each student a partner with whom you may take the quiz.

A period - Tuck Test in homeroom
B period - Tuck follow-up in homeroom

Social Studies State Frameworks

MESOPOTAMIA: SITE OF SEVERAL ANCIENT RIVER CIVILIZATIONS, C. 3500–1200 BC/BCE

7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called “the Fertile Crescent.” On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E)

7.8 Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (H)

7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E)

7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E) A. its system of writing (and its importance in record keeping and tax collection) B. monumental architecture (the ziggurat) C. art (large relief sculpture, mosaics, and cylinder seals)

7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). (H, C, E)

1.      One of the main goals of teaching history and the social science is to provide opportunities for students to practice using the knowledge and skills that enable them to participate in civic life. Some examples of those opportunities include

·      Exploring questions or problems in the form of classroom discussions, essays, research papers, and other products of research;

·      Engaging in discourse about public policy beyond the classroom through social media, letters to the editor, oral presentations in public settings, or community service learning projects. This Standard corresponds to Writing Standards 1 and 2 and Speaking and Listening Standards 1-6 for Literacy in History and Social Science.

Evaluating Sources of Information

Since history and social science involves the study of current events (and since students are more likely to gain their information online than from print sources), students increasingly have to apply media and news literacy skills and be aware that many websites contain written text, images, and data that have been manipulated to advance particular interests. Asking questions such as “What is the source of the information?” “Can it be verified?” helps students become more sophisticated consumers of news and opinion.[1]