notebook example: author’s page back of cover pageauthor’s page

Notebook Example: Author’s Page

Back Of Cover Page Author’s Page

Notebook Example: Table of Contents (i)

Back Of Author’s Page Table of Contents

Date PageStandard – Item / Assignment

8/5 Cover Page (for Interactive NB) 0

8/88/5

8/128/9-10

8/168/18

Table of ContentsEnduring Understandings Basic Overview

Enduring Understandings ReviewApplying SS EU’s to My Real LifeUnit 1: The Modern Middle East Vocabulary

SS7G5A/B: Location of the Middle East

i - vi

5

13

711

8/29 Middle East Maps 13 - 15

i

Notebook Example: Table of Contents (ii – iii)

Table of Contents


ii iii

Table of Contents

Date Standard – Item / Assignment Page

Notebook Example: Table of Contents (iv -v)

Table of Contents


iv v

Table of Contents

Date Standard – Item / Assignment Page

August 08, 2011

* Standard: Enduring Understandings

* E.Q,: What is an Enduring Understanding?

Here, (beneath the line under your

Standard and E.Q. for the day), you will need to Answer the Essential Question to the best of your

ability and write down any notes from the lesson you feel are

important, comments, questions, thoughts, etc.

(Adding your own thoughts is important and part of your

grade!)

Notebook Example: Pg 1 & Pg 2

August 8, 2011

* Standard: Enduring Understandings * E.Q,: What is an Enduring Understanding?

Answer the Essential Question to the best of your ability and write down any comments, questions, concerns, etc., concerning today’s lesson here.

1.

Students should be able to demonstrate understanding of selected themes (depending on the course) using knowledge and skills acquired during the school

year. Understanding of these themes is not the end product of a single unit or lesson, but the product of long term, ongoing instruction. The bold terms represent the

connecting themes that appear in multiple units throughout the courses. Following the term is an enduring understanding that gives focus to the theme and, in

parentheses, the grades or courses where they appear. Enduring understandings transcend specific units and courses and increase student understanding and

retention of knowledge. Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. (USH, AG) Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. (6, 7, 8, WH, USH) Conflict Resolution: The student will understand that societies resolve conflicts through legal procedures, force, and/or compromise. (AG) Culture: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. (6,7, WH, USH) Distribution of Power: The student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs. (8, USH, AG) Gain from Trade: The student will understand that parties trade voluntarily when they expect to gain. (Economics) Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.(6, 7,WH) Human Environmental Interaction: The student will understand that humans, their society, and the environment affect each other. (6,7) Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. (8, WH, USH, AG) Incentives: The student will understand that parties respond predictably to positive and negative incentives. (Economics) Interdependency: The student will understand that, because of interdependency, a decision made by one party has intended and unintended consequences on other parties. (Economics) Location: The student will understand that location affects a society’s economy, culture, and over time, there is continuity to the basic structure of that society. (6,7, WH)

2.

August 09/10, 2011


* E.Q,: What is an Enduring Understanding?

What is the purpose of Enduring Understandings? Why are we learning about them?

How do you think the use of Enduring Understandings throughout our Units/Lessons this year will impact your learning in this class? Be sure to explain why you think this…


August 9/10, 2011

* Standard: Enduring Understandings * E.Q,: What is an Enduring Understanding?

3. 4.

Answer the following questions ~ you must write the questions too (do not answer the E.Q., it is the same one from yesterday) What is the purpose of the Enduring Understandings? How do you think using the Enduring Understandings throughout our lessons/units this year will impact your learning? Explain…

Social Studies Concepts NotesConflict and Change –In your own words give an example of conflict? Culture – Religion - Beliefs - Customs - Traditions - Government - Governance – Location – Movement/Migration - Migration -Time, Change, Continuity –Continuity means… Human Environmental Interaction – Give one example of how humans have affected their environment Give one example of how society has been affected by the environment. Production, Distribution, Consumption – Production – Distribution – Consumption –

August 12, 2011


* E.Q,: Choose 2 of the SS Enduring Understandings we’ve been studying and use examples from your own life to explain what they mean/ how they work. (2-3 sentences minimum for each of the two you choose)

Answer the following after completing today’s activity:

Paste your copy of the worksheet to the right side of your notebook and…Answer the EQ on the Left side and then tell me about…

Some areas/parts that I am still not to sure about are…

•This worksheet reviews the 8 Enduring Understandings that we will be using the most throughout our units

•Each E.U. is defined in bold and then followed by 2 to 5 clarifying questions (These are intended to make you think a little deeper about the E.U. in general as well as how it can be applied to your own life.

Social Studies: Enduring Understandings & My Everyday Life

•Read each of the EU’s and the clarifying questions•Record (on a sheet of paper separate from your notebook) each of the EU’s and 2 to 3 sentences answering the clarifying questions below each EU

•This means you will have at least 16 - 24 sentences… 2 to 3 for each of the 8 EU’s


•Be sure to write your name on the paper (this is a grade)•Also be sure to underline the EU and then skip down to the next line down to begin writing your response sentences


•Once you have finished this activity turn your answer sheet into the correct bin, paste your copy of the worksheet to the right side of your notebook and…•Answer the EQ on the Left side

Example of What Your Paper Should Look Like

First & Last Name

Conflict and ChangeYour response to the clarifying questions: 2 to 3 sentences

CultureYour response to the clarifying questions: 2 to 3 sentences

Governance

ETC…

Your response to the clarifying questions: 2 to 3 sentences


August 12, 2011

* Standard: Enduring Understandings * E.Q,: Choose 2 of the SS Enduring Understandings we’ve been studying and use examples from your own life to explain what they mean/ how they work. (2-3 sentences minimum for each of the two you choose)

5. 6.

Social Studies Enduring Understandings & My Everyday Life

* Conflict and Change ~ The student will understand that when there is conflict between or within societies, change is the result.

- When you have conflicts with your friends does it change your friendship? If so, how?

- Why do you make changes in your life?- Why do you think change always follows

conflict?

•Culture ~ The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.

- How would you describe your family’s culture? - How do government actions affect your culture? - What cultural conflicts have you seen in your school or the U.S.? - Why do you choose the friends you choose?

* Governance ~ The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

- How have your responsibilities changed as your family as changed or as you have gotten older?- In what ways do the rules in sports get more complicated at different levels?

* Etc. ~

Answer the E.Q. from above and then tell me about any part of our lessons over the SS Enduring Understandings that you are still unclear about / may need help with

August 16, 2011 Pre-Test and Vocabulary Preview

* Standard: Unit 1 – Southwest Asia (Middle East) Pre-Test and Vocabulary Preview

* E.Q,: After taking the Unit 1 – Southwest Asia (Middle East), Pre-test, I am feeling ___________________ about beginning this unit,

because ______________________________________________

After completing and turning in your Southwest Asia Pretest you will need to first answer the E.Q. for today

(but just fill in the blanks above rather than rewriting and answering in this bottom area of the notebook page like

we usually do)

Next, you will need to get a copy of the Glossary of terms we will be using this year. IT IS A CLASS SET… DO NOT

WRITE ON IT. You will copy down the terms and definitions that have been marked with stars next to

them.

You MUST UNDERLINE the terms. And you must write ALL of each term’s definition. This will take up all of the

remaining part of the left page, all of the right page, and possible more pages after that: USE AS MANY PAGES AS

NECESSARY

Notebook Example: Pg 7 (thru 10 **)

August 16, 2011

* Standard: Unit 1 – Southwest Asia (Middle East) Pre-Test and Vocabulary Preview

* E.Q,: After taking the Unit 1 – Southwest Asia (Middle East), Pre-test, I am feeling ___________________ about beginning this unit, because __________

7. 8.

* Southwest Asia: Unit 1: Vocabulary Preview

Afghanistan – a landlocked, mountainous country located northwest of India and East of Iran in Southwest Asia’

Anti-Semitism – hatred of the Jews simply because they practice the Jewish faith

Arab – a member of a semitic people inhabiting Arabia and other countries of the Middle East

Arabian Gulf – another name for the Persian Gulf

Arabian Sea– the northwest arm of the Indian Ocean between India and Arabia

Christianity – the belief that Jesus Christ is the son of God

Desalination – the process of removing salt and other chemicals from the sea water

ETC…

August 17, 2011 Unit 1 Intro: The Geography of the Middle East

* Standard: Overview of Unit 1: The Geography of the Middle East (Southwest Asia)

* E.Q,: Summarize in 2 to 4 sentences what will we be learning about in Unit 1: The Geography of the Middle East (Southwest Asia)?

Copy down the ‘Unit Focus’ from the Unit 1 Intro Power Point

(The ‘Unit Focus’ is the answer to the E.Q.)

Tell me at least 1 thing you already know about the Middle East (Southwest Asia)

Tell me at least 1 thing you would like to learn about the Middle East (Southwest Asia)

Unit 1 Intro: The Geography of the Middle East

* Standard: Overview of Unit 2: The Modern Middle East

* E.Q,: What will we be learning about in Unit 2: The Modern Middle East?

Example

Students will locate selected countries and physical features in the region and examine how location, climate, and physical characteristics have affected where people live, the types of work they do, and how they travel

Unit 1 Focus : The Modern Middle East / E.Q. Answer

Students will gain an understanding of the modern cultural and physical landscape of Southwest Asia, (The Middle East).

One thing I already know about the Middle East is ….

One thing I would like to learn about the Middle East is ….

Notebook Example: Pg 11 & pg 12 **

August 18, 2011

Standard: Unit 1: The Geography of the Middle EastE.Q,: What will we be learning about in Unit 1? What will we be learning about the Geography of the Middle East?

11. 12.

Unit Focus / E.Q. Answer: Should be copied straight from the Power point shown in class

Unit 1: The Geography of the Middle EastStandards and Elements

SS7G5 The student will locate selected features in Southwestern Asia (The Middle East) A. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and theGaza Strip B. Locate on a world and regional political-physical map the nations of: Afghanistan,Iran, Iraq, Israel, Saudi Arabia, and Turkey

SS7G7 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (The Middle East) A. Explain how the distribution of oil has affected the development of Southwest Asia (The Middle East) B. Describe how the deserts and rivers of Southwest Asia (Middle East), have affected the population in terms of where people live, the type of work they do, and how they travel.

SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East) A. Explain the differences between an ethnic group and a religious group B. Explain the diversity of religions within the Arabs, Persians, and Kurds C. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity D. Explain the reason for the division between Sunni and Shia Muslims

One thing I already know…

One thing I would like to know…

Describe where the Middle East is Located on the globe

Why is the location of the Middle East Region significan?

How Important do you think the location of the Middle East region is to its place in the global cummunity/economy?

August 29, 2011Standard: SS7G5 The student will locate selected features in Southwestern Asia (Middle East)

A. Locate on a world and regional political physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Red Sea Arabian Sea, and the Gaza strip

E.Q,: Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and the Gaza Strip

After completing your physical map of this region (and it should be accurate, colorful… including the capitalization of every feature you were

supposed to label, as well as the correct spelling as it has been provided for you… you should also double check that your labeling ~ should have been black ink overlapping the shades of color pencils such that it can be easily read… If I cannot read an assignment you have turned in, it will be handed

back you hopes that you fix whatever may have lacking

In Order to accurately answer the Enduring Understanding for this standard, express using only relative location, estimated

distances, and cardinal directions (You must be able to memorize


August 29, 2011

Standard: SS7G5 The student will locate selected features in Southwestern Asia (Middle East) A. Locate on a world and regional political physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea and the Gaza strip

E.Q,: Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and the Gaza Strip

13. 14.

Answet the EQ Using Cardinal Directions and relative location

Middle East Physical Map


August 29, 2011

Standard: SS7G5 The student will locate selected features in Southwestern Asia (Middle East) B. Locate on a world and regional political map, the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia , and TurkeyE.Q,: Looking at your two completed maps,

explain how natural physical features have influenced political (man made) boundaries

15. 16.

Answet the EQ

Middle East Political Map

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student understanding

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ag conflict

ush distribution of

ush conflict resolution

end product

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ag gain