Focus - Peters Township School District



____________________________________7th Grade Social StudiesU.S. History from Colonization to ReconstructionClass 4—Note-TakingAugust 26, 2019Focus: How did you take notes at McMurray? How did you know that you were writing down the correct information?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will identify the main ideas from the textbook.2. I will paraphrase those main ideas in order to take notes from the textbook.Homework:-Read and Note Take Section 1.1, pgs. 6-9 (due 8/27)-Read and Note Take Section 1.2, pgs. 10-15 (due 8/28)-Have your book covered by Tuesday 8/27-Map Test Thursday 8/29-Chapter 1.1 and 1.2 Test Wednesday 9/4Handouts:NoneI. Note-sheet set-upII. Textbook break downIII. What is the main topic? IV. What is the most important point about the main topic?Key terms/ideas/ people/places:Main topicparaphraseactive vs. passive note-takingBy the end of class today, I will be able to answer the following:What is it better to actively engage in the note-taking process?Why should you make connections in your notes?____________________________________7th Grade Social StudiesU.S. History from Colonization to ReconstructionClass 5—The MayaAugust 27, 2019Focus: What are some the things that Olmec, Mayans, Aztecs, and Incas had in common? What were some of their differences? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will define the term indigenous. 2. I will identify the Classic Period (AD 250-900) as the flowering of Mayan civilization.3. I will recognize the importance of maize to the indigenous tribes of Latin America.4. I will identify the achievements of the Mayans that are still seen today.5. I will identify some of the historical theories of why the Mayan empire declined. 6. I will analyze and play the Mayan game of Ollama. Homework:-Read and Note Take Section 1.2, pgs. 10-15 (due 8/28)-Map Test Thursday 8/29-Chapter 1.1 and 1.2 Test Wednesday 9/4Handouts:NoneI. Classic Age A. Maya Creation Story B. Maya cities OllamaKey terms/ideas/ people/places:MayaMaizeClassic PeriodMilpaPopol VuhOllamaMaya Infrastructure Fixed SocietyBy the end of class today, I will be able to answer the following:What is the importance of ollama?Where did the Mayans call home?Why is maize so important to the Mayans?NotesClass 5—The MayaAugust 27, 2019Classic Age-250-900 ADindigenous (a people native to a particular land)fixed society-a person cannot move up or down from their social classPopol Vuh-Mayan Creation Story3 Plumed Serpents attempt to create mankindMud-people can’t move or speakWood-people don’t have blood or a soulMaize-Mayan are created = “People of the corn”Mayan CitesInterconnected-trade Pyramids, Palaces, and CausewaysMayan Achievements:Calendar-365 days-dependent on rainfall-off by less than a minute after thousands of yearsNumber system with concept of zeroRecorded history with datesMayan Demise Theories (about 900 AD):WarfareFamineDroughtPlaguesHurricane OllamaSacred RitualField shaped like a capital letter “I” Can only use hips to hit the rubber ball (rules may vary based on location and tribe of Mesoamerica)Losing team captain-sacrificedLosing team-become slaves of winnersGamblers bet their freedom ____________________________________7th Grade Social StudiesU.S. History from Colonization to ReconstructionClass 6—The AztecsAugust 28, 2019Focus: USE YOUR NOTES to answer the following questions:1. In what kind of society can’t a person move up or down?2. List the 3 Mayan achievements.3. What do we call people native to a particular land?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will identify the location of the Aztec and Inca Empires.2. I will analyze how the Aztecs established an empire.3. I will identify the some of the aspects of Aztec society. 4. I will analyze Aztec religion and identify why human sacrifice was practiced so prominently in Aztec society. Homework:-Map Test Thursday 8/29-Chapter 1.1 and 1.2 Test Wednesday 9/4Handouts:NoneI. TenochtitlànII. Social Hierarchy III. Warrior creedIV. EducationV. Aztec gods A. Huitzilopochtli (Hummingbird on the Left)VI. Aztec Religion/BeliefsVII. Human SacrificeKey terms/ideas/ people/places:TenochtitlànLake TexcocoWarrior Eagle and Jaguar KnightsHuitzilopochtli (Hummingbird on the Left)Age of the Fifth SunHuman Sacrifice Aztec WarfareHeartDecapitation By the end of class today, I will be able to answer the following:Where did the Aztecs settle and begin to build their empire?How could an individual move up a social class in Aztec society?What was the significance of Aztec human sacrifice?NotesClass 6—The AztecsAugust 28, 2019Aztecs-NomadicMove from present day Texas/Oklahoma to central MexicoBelieve they are chosen people of godsSuperb WarriorsCruelAct as mercenariesCoxcox (Pheasant)-scatters the Aztecs after they sacrifice his daughterTenochtitàn-located on the marshes of Lake Texcoco150,000-200,000 residentsLake full of fish and fowlOmen-Eagle perched on cactus with serpent in its beakIntersection of 3 kingdomsClean-drainage, garbage disposal, street sweepers, Aztecs bathe every dayConquered people pay tribute to the AztecsEveryone was expected to bear arms-distinction in battle could elevate social standingEagle and Jaguar KnightsEducationBoys-learn art of warGirls-take care of home and be good mothersAztecs worshipped many godsHuitzilopochtli (Hummingbird on the Left)Aztec supreme deity-god of war and sunBeliefsSun/earth destroyed and recreated four timesCurrently living in the age of the 5th sun-felt destruction of the earth was imminentAvoid end of the world-please Huitzilopochtli Natural cycle-sun & rain nourished plant and human life so humans should give sustenance to the godsIf the gods had sacrificed themselves to the sun, than how could the Aztecs decline the same honorGreatest expression of piety was giving of life itselfNeed for blood also served Aztec military expansion Human SacrificeSolemn, necessary religious ceremony—hope to avoid disasterConsidered an honor to be sacrificedMost commonly done by the excision of the heart followed by decapitation ____________________________________7th Grade Social StudiesU.S. History from Colonization to ReconstructionClass 7—Map Quiz & Native American CulturesAugust 29, 2019Focus: Review your maps. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will complete today’s map quiz to the best of my ability.2. I will identify a few of the major tribes that lived in what will become the present day United States such as:ShawneeDelawareIroquois LeagueSiouxApacheComancheHomework:-Chapter 1.1 and 1.2 Test Wednesday 9/4Handouts:Insult or Honor?I. Map QuizII. Native American cultureIII. MascotsKey terms/ideas/ people/places:totemsteepeesmatrilinealIroquois LeagueBeliefs By the end of class today, I will be able to answer the following:What were some of the shared beliefs of the natives?What is matrilineal? Why is this unique to Europeans?How do Europeans and the Native Americans view land differently? Insult or Honor?Indian mascots are a tradition for hundreds of schools and pro sports teams. But many people think they’re racist.By Alessandra Potenza | for The New York Times?UpfrontAugust 29, 2014The Washington Redskins face some tough competitors on the gridiron, but lately some of their fiercest opponents have been off the field.Many Native American groups, lawmakers, and fans are pressuring the NFL team to change its name and mascot. They say it’s offensive, even racist, and have targeted the team with lawsuits, letters, a prime-time TV commercial, and a Twitter campaign. In June, the U.S. Patent and Trademark Office agreed: It stripped the Redskins of its trademark registration, saying that “this racial designation based on skin color is disparaging to Native Americans.”?The controversy surrounding the Redskins is the latest in a decades-long debate over American Indian sports mascots. Their use dates back to the 19th century, and today many teams say their Indian names are a vital part of their tradition and identity. About 900 teams across the U.S. still sport Native American names—from pro franchises like hockey’s Chicago Blackhawks and baseball’s Atlanta Braves, to college teams like the Utah Utes, to elementary, middle, and high school teams in most states. That figure is down from 3,000 teams 40 years ago, according to the Morning Star Institute, an Indian rights group in Washington, D.C.Critics say such names—and the rituals that often go with them, like the Braves’ “tomahawk chop”—perpetuate old stereotypes about American Indians.“Every time the Atlanta Braves do their tomahawk chop . . . we are no longer successful businessmen, doctors, soldiers, co-workers, or neighbors,” says Cynthia Connolly of the Little Traverse Bay Bands of Odawa Indians in Michigan. “To the fan, we exist only in the 1800s as a warrior culture.”Until recently, much of the debate over Indian mascots played out in college sports. In 2005, after decades of lobbying by Native American groups, the NCAA (National Collegiate Athletic Association) identified 19 universities whose team names it deemed “hostile or abusive” to American Indians. The NCAA ordered teams to change their names or get permission from tribes to continue using them. Most agreed to change, including Arkansas State University’s Indians, which became the Red Wolves, and Southeastern Oklahoma State’s Savages, which are now the Savage Storm.TEAMS & TRIBESBut while many tribes applauded the changes, others fought to keep schools’ Indian mascots. The Spirit Lake Tribe, one of the two Sioux tribes in North Dakota, sued the NCAA in 2009 to preserve the University of North Dakota’s Fighting Sioux. (In 2011, a state law forced the retirement of the 81-year-old mascot.)In Florida, the Seminole Tribe granted permission to Florida State University to keep using its Seminoles name—and its popular Chief Osceola mascot, who rides triumphantly onto the field on a spotted Appaloosa horse before every home football game in Tallahassee. In return, the school provides scholarships and reduced tuition to tribe members.“We Seminoles embrace the mascot,” says James Billie, the tribe’s chairman. “They honor us.”That’s what many teams say about their Indian mascots. Redskins owner Daniel Snyder, who has refused to consider a name change, points out that the team’s first roster in 1933 included four Native American players.“Our team name captures the best of who we are and who we can be, by staying true to our history and honoring the deep and enduring values our name represents,” he said in a letter on the NFL’s website earlier this year.The trademark ruling, which the Redskins are appealing, is largely symbolic: The team can still use its name, but it may be harder to fight against counterfeit Redskins gear, which could result in lost sales of authorized merchandise.The team is also feeling pressure from lawmakers. In May, 50 senators (all Democrats) wrote to the NFL’s commissioner, asking him to force the Redskins to drop their mascot. (The NFL is backing the team.) And President Obama has weighed in, saying if he were Snyder, he’d consider selecting a new name.That’s what another Redskins team did recently. Cooperstown High School in New York switched from Redskins to Hawkeyes last year after Emily Greenberg and other students petitioned the local school board to get rid of the Native American mascot.“It’s about understanding . . . that tradition can change,” says Greenberg, 18, now a freshman at Columbia University, in New York. “And having a new tradition is so exciting.”NotesClass 7—Map Quiz & Native American CulturesAugust 29, 2019Totems-ancestor of animal spirits, on tall wooden polesTeepees-coned shaped sheltersMatrilineal-trace ancestry through motherIroquois League-alliance established by the Cayuga, Mohawk, Oneida, Onondaga, and Seneca Shared beliefs:Linked to natureImportance of Earth and SkyPropertyIndividual ownership apply only to cropsLand belongs to everyone-important to preserve land____________________________________7th Grade Social StudiesU.S. History from Colonization to ReconstructionClass 8—Studying Techniques August 30, 2019Focus: USE YOUR NOTES to answer the following question:1. What tribes made up the Iroquois League?2. What is Matrilineal?3. Where did the Aztecs build their capital? What is its name?4. What was the Aztec omen that they saw so they knew where to build the capital?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will analyze an article about deliberate practice.2. I will analyze different methods of studying. Homework:-Chapter 1.1 and 1.2 Test Wednesday 9/4Handouts:Grit: The Power of Passion and Perseverance by Angela DuckworthTest overview Key terms/ideas/ people/places:GritDeliberate Practice By the end of class today, I will be able to answer the following:What is the difference between practice and deliberate practice?What is the difference between studying and deliberate studying?What does deliberate studying look like? ................
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