Note Inquiry:
Students are to create 5 questions/problems from each section in menu (ex. CC1.2).Be sure to use the levels of questioning worksheet on the resource center table. No vocab questions (ex. What does timeline mean?)
Section Summary:
Students must write at least 2 paragraphs (5 sentences each paragraph) summarizing the section. Paragraph must include at least 2 vocab words used correctly and also have a thesis statement. Summary must also answer these questions:
•C.C. 1.1 Why and how do we measure time?
•C.C. 1.2 What is the difference between a primary source and secondary source? Why are they important?
•C.C. 1.3 Why archeologist, anthropologist, and artifacts important to society?
•C.C.1.4 What are the themes of Geography and why are they important to the world?
•C.C. 1.5-1.6 What are the parts of a map? Why are the different types of maps? Why are maps important?
Vocab story and illustration:
Students are to create a story or expository writing using all vocab words. Story or writing must be 2 paragraphs correctly using each vocab term and must use a thesis statement. Along with the story students must provide some illustration depicting the story/expository writing used to explain vocab terms.
Thinking Map Summary:
Students are to use at least 2 of the 8 types of thinking maps to summarize the sections. Thinking map must answer the following:
•C.C. 1.1 Why and how do we measure time?
•C.C. 1.2 Whatis the difference between a primary source and secondary source? Why are they important?
•C.C. 1.3 Why archeologist, anthropologist, and artifacts important to society?
•C.C.1.4 What are the themes of Geography and why are they important to the world?
•C.C. 1.5-1.6 What are the parts of a map? Why are the different types of maps? Why are maps important?
Timeline Activity:
Students are to create a timeline with at least 10 important life events with a sentence describing each important events. Students can list favorite birthday events, graduations, their birthday, sporting events, dances, concerts, etc. that have happen in their life. Timeline must include color.
Primary and Secondary Activity:
Students are list 5 primary sources and 5 secondary sources. After listing the sources students are to write 2 sentences explain the use of the source and how it is a primary or secondary source.
Artifact Activity
Students are to take 5 present day items and turn them into artifacts that will be found 50 years from now. Each future artifact most be explained by the student and include the following:
- The name of the future artifact.
- When was the future artifact created?
- What was the future artifact used for? (written in complete sentence(s))
- Why is the future artifact important? (written in complete sentence(s))
Deconstructing Standards
Students are to deconstruct 3 of the standards found on the unit menu sheet by completing the following task:
1.Circle the do (verbs): What do you need to do to master the standard?
2.Underline the know (nouns): What do you need to know to master the standard?
3.Write in your own words a “student friendly” version of the standard and assign it a color by either highlighting or lightly coloring the box
Picture notes
Students are to create 2-5 illustrations explaining the major points of the section. Students are allowed to use no more than 15 words in each illustration. Each illustration must explain the following for each section:
•C.C. 1.1 Why and how do we measure time?
•C.C. 1.2 What is the difference between a primary source and secondary source? Why are they important?
•C.C. 1.3 Why archeologist, anthropologist, and artifacts important to society?
•C.C.1.4 What are the themes of Geography and why are they important to the world?
•C.C. 1.5-1.6 What are the parts of a map? Why are the different types of maps? Why are maps important?
Ancient Places
Students are to create their own personal “Ancient Place”. To present this “ancient place” students must provide:
•A map showing the location of the place (Absolute and Relative) *map must have color
•Artifacts found in the “ancient place” and explain what they are and what they were used for (at least 3)
•Description of the people, land, and culture of those who lived in the “ancient place” (paragraph)
•A timeline (at least 7-10 events) showing the history of this “ancient place”