WH07 Curriculum Map

From Brush Schools Wiki

Jump to: navigation, search

Go back to main Social Science page.

Contents

August

Content and Essential Skills

  • Content

First Civilizations

  • Essential Skills
  1. Explaining how societies are and have been linked by economic factors.
  2. Identifying the ancient and medieval roots of governmental principles and institutions.

Skills

  • Explore information on the early humans and Mesopotamia.
  • Identify the characteristics of the Fertile Crescent.
  • Examining data for point of view, historical context, bias, distortion, or propaganda.
  • Explaining how the cultures of the earliest civilizations spread and interacted.
  • Explaining how societies are and have been linked by economic factors.
  • Identifying the ancient and medieval roots of governmental principles and institutions.
  • Giving and describing examples of individuals who, throughout history, acted from their religious or philosophical beliefs.
  • Writing and speaking in the content areas, usting the technical vocabulary of the subject accurately.
  • Making predictions, drawing conclusion, and analyzing what they read, hear, and view


Assessment

  • Chapter and Section Assignments
  • Mesopotamia Mapping
  • Outlines
  • Daily Work


Resources

September

Content and Essential Skills

Content

  • Kingdoms and Empires in the Middle East
    • Assyrians
    • Chaldeans
  • Ancient Egypt
    • Kush Civilization
  • Ancient Israelites
    • The Growth of Judaism
  • The Rise of Ancient Greece
    • Sparta
    • Athens

Essential Skills

  1. Describing the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  2. Explaining how cultures of the earliest civilizations spread and interacted.
  3. Describing and giving examples of basic elements of culture and social organization.
  4. Describing how various other nations have pursued, established, and maintained democratic forms of government.
  5. Giving examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  6. Giving and describing examples of individuals who, throughout history, acted from their religious or philosophical beliefs.

Skills

  • Explain how trading peoples influenced the development of the Middle East.
  • Explain how a series of powerful empires extended their rule throughout the Middle East.
  • Illustrating the time structure of events in historical narratives of the Ancient Israelites.
  • Examine current concepts, issues, events, and themes from multiple, historical perspectives.
  • Describe where and how the early Greek civilizations developed.
  • Define and explain the "polis".
  • Compare and contrast the values and beliefs of the Spartans and the Athenians.
  • Describing the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  • Explaining how cultures of the earliest civilizations spread and interacted.
  • Describing and giving examples of basic elements of culture and social organization.
  • Describing how various other nations have pursued, established, and maintained democratic forms of government.
  • Giving examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  • Giving and describing examples of individuals who, throughout history, acted from their religious or philosophical beliefs.
  • Explaining the religious or philosophical significance of structures such as pyramids, cathedrals, and burial mounds.

Assessment

  • Chapter and Section Assessments
  • Guided Readings
  • Movie Note Guides
  • Geography and History Mapping
  • Paragraph writing
  • Unit 1 Review
  • Unit 1 Test
  • Notebook Organization Check

Resources

  • Textbook: Journey Across Time © 2006
  • Unit 1 Resources that come with the book
  • Power Point Presentations that come with the book
  • Writing Alive Expository Paragraph Planner
  • Wonders of the World: Egypt & Israel Movie
  • Reading Note Taking Guide
  • Reading Essentials and Study Guide

--Jmartinez 10:41, 10 October 2007 (MDT)

October

Content and Essential Skills

Content

  • The Rise of Ancient Greece
    • Sparta
    • Athens
  • Democracy of Ancient Greece
  • The Height of Ancient Greece
    • Alexander the Great
  • Early India
    • Early Civilizations
    • Hinduism
    • Buddhism
  • Early China
    • China's First Civilizations
    • Silk Road
    • Life in Ancient China

Essential Skills

  1. Gather information from multiple sources, including electronic databases to understand events from multiple perspectives.
  2. Examine data for point of view, historical context, bias, distortion, or propaganda.
  3. Identify and explain the consequences of scientific and technological changes.
  4. Explain the historical development of democratic governmental principles and institutions.
  5. Describe how military and/or economic expansion resulted in the assumption or seizure of political power throughout history.
  6. Describe how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history.

Skills

  • Describe where and how the early Greek civilizations developed.
  • Define and explain the "polis".
  • Compare and contrast the values and beliefs of the Spartans and the Athenians.
  • List and explain events in the Ancient Olympics.
  • Describe the life and career of Alexander the Great.
  • Illustrate the time structure of events in historical narratives.
  • Explain patterns and identifying themes n related events over time.
  • Gather information from multiple sources, including electronic databases to understand events from multiple perspectives.
  • Interpret the data in historical maps, photographs, art works, and other artifacts
  • Examine data for point of view, historical context, bias, distortion, or propaganda.
  • Examine current concepts, issues, events, and themes for multiple, historical perspective.
  • Describe the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  • Compare how roles of people have differed throughout history based on various factors.
  • Explain the significance of the achievements of individual scientists and inventors from many cultures.
  • Identify and explain the consequences of scientific and technological changes.
  • Relate differences in technology to differences in how people life in various regions of the world.
  • Explain the historical development of democratic governmental principles and institutions.
  • Identify the ancient and medieval roots of governmental principles and institutions.
  • Describe the basic forms of government and giving examples of societies that have practiced them.
  • Describe how various other nations have pursued, established, and maintained democratic forms of government.
  • Describe how military and/or economic expansion resulted in the assumption or seizure of political power throughout history.
  • Describe how forms of involuntary servitude have been used to maintain and expand political power throughout history.
  • Describe different religious concepts that have developed throughout history.
  • Give examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  • Give and describe examples of individuals who, throughout history, acted from their religious or philosophical beliefs.
  • Describe how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history.
  • Explain how stories, myths, and other forms of literature and oral traditions reflect the beliefs of cultures and societies.
  • Explain the religious or philosophical significance of structures such as pyramids, cathedrals, and burial mounds.

Assessment

  • Section Assessment
  • Guided Reading
  • Peloponnesian Letter Writing
  • Greek Democracy Project
  • Creating Philosophies
  • Alexander the Great Map
  • Hinduism and Buddhism Bumper Sticker Activity
  • Discussion
  • Movie Guides
  • Outlines
  • History of Geography: Silk Road Worksheet
  • Planner Usage Check (for organization)

Resources

  • Textbook: Journey Across Time © 2006
  • Power Point Presentations that come with the book
  • Writing Alive Expository Paragraph Planner
  • Writing Alive Persuasion Planner
  • Reading Note Taking Guide
  • Reading Essentials and Study Guide
  • Unit 2 Resources that came with the book
  • Video Program that came with the book
  • Map of Alexander the Great's Empire
  • "Oedipus Rex" by Sophocles
  • Mobile Mac Lab
  • Library Resources about Democracy and Greece

Other

Literacy and Math Standards also used.

--Jmartinez 12:42, 31 October 2007 (MDT)

November

Content and Essential Skills

Content

  • Early China
    • Life in Early China
    • Qin & Han Dynasties
  • Rise of Rome
    • Rise and Fall of the Roman Republic
    • Ceaser
    • Early Empire
    • Byzantine Mosaics
  • Rise of Christianity
    • First Christians

Essential Skills

  1. Interpret historical data to determine cause-effect and time-order relationships.
  2. Describe the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  3. Explain how forces of tradition have acted to maintain elements of social organization throughout history.
  4. Identify the ancient medieval roots of governmental principles and institutions.
  5. Give examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  6. Describe how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history.


Skills

  • Identify aspects of Ancient Rome.
  • Identify examples of how various cultures have used calendars to organize and measure time.
  • Interpret historical data to determine cause-effect and time-order relationships.
  • Explain patterns and identify themes in related events over time.
  • Interpret the data in historical maps, photographs, art works, and other artifacts.
  • Describe the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  • Explain how the cultures of the earliest civilizations spread and interacted.
  • Describe and give examples of basic elements of culture and social organization.
  • Explain how forces of tradition have acted to maintain elements of social organization throughout history.
  • Compare how roles of people have differed throughout history based on various factors.
  • Explain the significance of the achievements of individual scientists and inventors from many cultures.
  • Relating differences in technology to differences in how people live in various regions of the world.
  • Identify the ancient medieval roots of governmental principles and institutions.
  • Describe the basic forms of government, and giving examples of societies that have practiced them.
  • Describe how military and/or economic expansion resulted in t he assumption or seizure of political power throughout history.
  • Describe how forms of involuntary servitude have been used to maintain and expand political power throughout history.
  • Describe different religious concepts that have developed throughout history.
  • Give examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  • Describe how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history.
  • Explain how stories, myths, and other forms of literature and oral traditions reflect the beliefs of cultures and societies.
  • Explain the religious or philosophical significance of structures such as pyramids, cathedrals and burial mounds.


Assessment

  • Section Assessments
  • Discussion
  • Unit 2: Ancient World Test
  • Outlines
  • Notebook Organization Check
  • Socratic Discussion
  • Fall of Roman Republic Activity
  • Ceasar Activity
  • Movie Guides
  • Byzantine Mosaics
  • First Christians Activity


Resources

Other

Literacy, Math and Geography standards also used.

--Jmartinez 13:04, 3 December 2007 (MST)

December

Content and Essential Skills

Content

  • Early Christianity
    • Spread of Christian Ideas
  • Rise of Islam
    • Islamic Civilization
    • Islamic Empires
    • Mosque
    • Taj Mahal

Essential Skills

  1. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
  2. Students know how societies have been affected by religions and philosophies.

Skills

  • Identify the basic beliefs of Islam.
  • Summarize Islamic daily life.
  • Students read to locate, select, and make use of relevant information from a variety of media, reference,and technological sources.
  • Students write and speak for a debate project.
  • Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
  • Students know how to interpret and evaluate primary and secondary sources of historical information.
  • Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
  • Students know how various systems of government have developed and functioned throughout history.
  • Students know the historical development of religions and philosophies.
  • Students know how societies have been affected by religions and philosophies.
  • Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
  • Students apply knowledge of people, places, and environments to understand the past and present.
  • Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.

Assessment

  • Daily Work
  • Section Assessments
  • Research/Debate Paper
  • Debate Presentation
  • Unit 3: New Empires and New Faiths Test
  • Reading Activities
  • Outlines
  • Spread of Christianity Map
  • Christian Fliers
  • Video Guide Notes
  • Taj Mahal Tabloid Cover Page
  • Notebook Organization

Resources

  • Textbook Journey Across Time © 2006
  • Power point presentations that come with the book.
  • Unit 3 resources that came with the book.
  • Video Program that came with the book.
  • encyclopedia
  • Taj Mahal
  • Mary Knoll World Productions Mosque
  • Library Resources on Christianity and Islam
  • Exam View Test Generator
  • Notebook Rubric
  • Debate Project Rubric
  • "Tiger, Tiger" by Lynne Reid Banks

Optional

Math, Geography and Literacy standards also used.

--Jmartinez 16:13, 8 January 2008 (MST)

January

Content and Essential Skills

Content

  • China in the Middle Ages
  • Medieval Africa
  • Early Japan
    • Japan in the Middle Ages
  • The Rise of Medieval Europe

Essential Skills

  1. Explain how forces of tradition have acted to maintain elements of social organization throughout history.
  2. Formulating historical questions based on examination of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts.

Skills

  • Explain the split between Eastern and Western Churches.
  • Explain what made Frankish rulers great in their time.
  • Describe feudal society and manor system.
  • Census Collection
  • Describe the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  • Explain how forces of tradition have acted to maintain elements of social organization throughout history.
  • Comprehension of textbook information.
  • Describe the relationship among trade, specialization, and interdependence.
  • Writing news reports with greater detail and supporting material.
  • Incorporating source materials into their speaking and writing.
  • Writing and speaking in history using the technical vocabulary.
  • Formulating historical questions based on examination of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts.
  • Determining if the information gathered is sufficient to answer historical questions.
  • Describe and give examples of basic elements of culture and social organization.
  • Identify the factors that influence the location and distribution of economic activities.
  • Describe the forces and processes of cooperation that unite people across Earth's surface.
  • Describe how places and environments have influenced events and conditions in the past.
  • Reading, responding to, and discussing non-fiction and short stories.
  • Using new vocabulary from non-fiction in another context (literature).
  • Describe ways that humans depend upon, adapt to, and affect the physical environment.
  • Making predictions, drawing conclusions, and analyzing what is read, heard and viewed.
  • Identify the ancient and medieval roots of governmental principles and institutions.
  • Describe how military and/or economic expansion resulted in the assumption or seizure of political power throughout history.
  • Identify and analyze responses to situations involving history and contemporary threats to the meaning of political rights as distinguished from personal rights.
  • Describe various perspectives associated with places and regions.
  • Explain how culture and technology affect perception of places and regions.
  • Explain how places and regions serve as cultural symbols.
  • Describe how history can be organized, using various criteria.
  • Interpret historical data to determine cause-effect and time-order relationships.

Assessment

  • Daily Work
  • Guided Reading Activities
  • Movie Guides
  • News Report Activity
  • Ming Dynasty Activities
  • African Climate Map
  • Summary Paragraph
  • Discussion
  • Geography in History
  • Shoguns & Samurai Activity
  • Section Assessments
  • Feudalism Activity

Resources

  • Textbook Journey Across Time © 2006
  • Power Point Presentations that come with the book.
  • Unit 4 Resources that come with the book.
  • Video Program that came with the book.
  • King Arthur (2004)
  • Blank Map outlines that come with the book.
  • Reader's Digest Classic Collection Great Wonders of the World, The Sahara Desert
  • Everest Records, Anthology of Music of Black Africa
  • Bowmar Records, Folk Songs of Africa (1963)

Optional

Literacy, Math, History, Geography, Economics and Civics Standards were all used.

--Jmartinez 16:06, 1 February 2008 (MST)

February

Content and Essential Skills

Content

  • The Role of the Catholic Church in Medieval Times
    • The Crusades
  • The Americas
    • The Aztecs
  • The Renaissance
  • Royal Power and Conflict
  • The Reformation
    • Catholics vs Protestants

Essential Skills

  1. Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
  2. Students know how societies have been affected by religions and philosophies.
  3. Give and describe examples of individuals who, throughout history, acted from their religious or philosophical beliefs.

Skills

  • Summarize how the Crusades began and what their results were.
  • Describe how early Native Americans made use of their environment.
  • List and describe characteristics of the Olmec, Mayan and Aztec civilizations.
  • Apply skills in analysis, synthesis, evaluation, and explanation to their writing and speaking.
  • Use reading, writing, speaking, listening, and viewing skills to solve problems and answer questions.
  • Make predictions, drawing conclusions,and analyzing what they read, hear, and view.
  • Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
  • Exam current concepts, issues, events, and themes from multiple, historical perspectives.
  • Students know the historical development of religions and philosophies.
  • Describe different religious concepts that have developed throughout history.
  • Students know how societies have been affected by religions and philosophies.
  • Give examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice.
  • Give and describe examples of individuals who, throughout history, acted from their religious or philosophical beliefs.
  • Students know how various forms of expression reflect religious beliefs and philosophical ideas.
  • Explain the religious or philosophical significance of structures such as pyramids, cathedrals, and burial mounds.
  • Students understand the impact of scientific and technological developments on individuals and societies.
  • Students know how various societies were affected by contacts and exchanges among diverse peoples.
  • Describe the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
  • Students know the general chronological order of events and people in history.
  • Students use chronology to organize historical events and people.
  • Identify examples of how various cultures have used calendars to organize and measure time.
  • Students use chronology to examine and explain historical relationships.
  • Explain patterns and identify themes in related events over time.
  • Students know the characteristics, location, distribution, and migration of human populations.
  • Analyze the causes and types of human migration and its effect on places.
  • Students know the processes, patterns, and functions of human settlement.
  • Describe, locate and compare different settlement patterns throughout the world.
  • Students know how and why people define regions.
  • Analyze the influences and effects of regional labels and images.
  • Students know how culture and experience influence people's perceptions of places and regions.
  • Explain how places and regions serve as cultural symbols.

Assessment

  • Daily Work
  • Section Assessments
  • Church and Society Activity
  • Joan of Arc Discussion
  • Unit 4 Study Guide
  • Unit 4 Test
  • Notebook Check
  • Migration Map
  • Life in the Americas Bumper Sticker
  • Guided Reading Activities
  • Renaissance Discussion
  • Renaissance Art Activity
  • Luther Movie Guide
  • Black History Month Activity

Resources

  • Textbook Journey Across Time © 2006
  • Power Point Presentation that come with the book.
  • HNH International Ltd J. S. Bach The Great Organ Works (1996)
  • Crispin The Cross of Lead By Avi (2002)
  • Exam View Test Generator
  • Blank Map outline that comes with the book.
  • Unit 5 Resources that come with the book.
  • Henrich Enterprises The Big Book of Medieval Activities (1994)
  • Luther (2003)
  • Encyclopedia
  • Black History Month
  • Wikipedia Encyclopedia

Optional

Literacy, History and Geography Standards were used.

--Jmartinez 14:28, 27 February 2008 (MST)

March

Content and Essential Skills

Content

  • Royal Power and Conflict
  • Revolutions
    • Scientific Revolution
    • Enlightenment
    • American Revolution
    • French Revolution

Essential Skills

  1. Determine if the information gathered is sufficient to answer historical questions.
  2. Describe how social roles and characteristics of social organization have both changed and endured in the United States throughout its history.
  3. Identify and explain the consequences of scientific and technological changes.

Skills

  • Describe how scientific thought changd during the 1600s.
  • Identify changes in political thought.
  • Identify the factors that helped Enlightenment spread.
  • Describe the conditions of the American colonies that lead to conflict.
  • Primary Document examination of the government that was formed after the Revolutionary War.
  • Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
  • Describe how various other nations have pursued, established, and maintained democratic forms of government.
  • Using reading, writing, speaking, listening, and viewing skills to solve problems and answer questions.
  • Explain how the rise and expansion of trade have connected and affected the history of the regions of the world.
  • Identify and explain the consequences of scientific and technological changes.
  • Describe how attributes of various people have affected their individual political rights.
  • Incorporate source materials into their speaking and writing.
  • Interpret the data in historical maps, photographs, art works, and other artifacts.
  • Examine data for point of view, historical context, bias, distortion, or propaganda.

Assessment

  • Daily Work
  • Brochure/Revolution Project
  • Chapter 18 Reading Packet

Resources

Optional

Literacy and Science Standards also used

--Jmartinez 08:34, 3 April 2008 (MDT)

April

Content and Essential Skills

Content

  • Industrial Revolution
  • Cultural Revolution
  • Nationalism
  • World War I (WWI)
  • The World Between the Wars
  • World War II (WWII)
  • The Beginning of the Cold War

Essential Skills

  1. Describe how military and/or economic expansion resulted in the assumption or seizure of political power throughout history . History Standard 5.3
  2. Give and describe examples of individuals who, throughout history, acted from their religious or philosophical beliefs. History Standard 6.2
  3. Examine data for point of view, historical context, bias, distortion, or propaganda. History Standard 2.2
  4. Examine current concepts, issues, event and other themes from multiple, historical perspectives. History Standard 2.3

Skills

  • Describe daily life before the emergence of industry.
  • Explain how the Industrial Revolution before the emergence of industry.
  • Explain how the Industrial Revolution changed people's lives.
  • Define nationalism
  • Explain how nationalism led to the unifications of Italy and Germany.
  • Explain how revolutionary moments developed in Russia.
  • Define Militarism
  • Explain how nationalism, militarism and system of alliances led to the outbreak of World War I.
  • Identify the series of events that led to the outbreak of war.
  • Explain how propaganda was used in the war.
  • Describe how the war was fought.
  • Explain how the war came to an end.
  • List the terms of the treaty of Versailles.
  • Describe the financial and human cost of the war.
  • Identify the factors that led to dictatorships in Italy and Germany during the 1920s and 1930s.
  • Define fascism and Nazism.
  • Describe the lives and roads to power of Benito Mussolini and Adolf Hitler.
  • Explain how Hitler's "Final Solution" was developed and carried out in Europe during the 1930s and 1940s.
  • Explain how WWII was a product of WWI.
  • Explain how Hitler conquered territory before the start of WWII.
  • Identify the events that led to t he German invasion of Poland.
  • Describe how Hitler took control of Europe and British and American responses.
  • Describe the events that led to US entry into WWII.
  • Identify key battles that led to the eventual defeat of Germany, Italy and Japan in WWII.
  • Identify the events that led tensions between the US and the USSR.
  • Identify the key parts of containment: Truman Doctrine, Marshall Plan, Berlin Airlift, Formation of NATO, Formation of Warsaw Pact.
  • Describe the Cuban missile crisis.
  • Students write and speak for a variety of purposes and audiences Literacy Standard 2
  • Making predictions, drawing conclusions, and analyzing what they read, hear and view.
  • Illustrating the time structure of events in historical narratives. History Standard 1.2
  • Describe how military and/or economic expansion resulted in the assumption or seizure of political power throughout history . History Standard 5.3
  • Describe and explain how industrialization influenced the movement of people. History Standard 4.1
    • Identify and explain the consequences of scientific and technological changes.
  • Students understand that government actions and policies, including taxes, spending and regulations influence the operation of economies. Economic Standard 2.3
  • Compare how roles of people have differed throughout history based on various factors. History Standard 3.2
  • Identify the factors that influence the location and distribution of economic activities. Geography Standard 4.3
  • Describe how places and environments have influenced events and conditions in the past. Geography Standard 6.1
  • Give and describe examples of individuals who, throughout history, acted from their religious or philosophical beliefs. History Standard 6.2
  • Examine data for point of view, historical context, bias, distortion, or propaganda. History Standard 2.2
  • Describe how economic interdependence between countries around the world affects the standard of living. Economics Standard 3.1
  • Explain how the characteristics of different physical environments provide opportunities for or place constraints on human activities. Geography Standard 5.2
  • Using organizational features of electronic information Literacy Standard 5
  • Explain how political parties, campaigns and elections influence policy information. Civics Standard 2.4
  • Define foreign policy and describe ways that nations have interacted with one another diplomatically. Civics Standard 3.1
  • Examine current concepts, issues, event and other themes from multiple, historical perspectives. History Standard 2.3

Assessment

  • Daily Work
  • Discussion
  • Unit 5: A Changing World
    • Study Guide
    • Test
  • Notebook Check
  • Unit 6: Modern Times Vocabulary Crossword
  • French Revolution Skits
  • Guided Reading
  • Section Assessments
  • Nationalism Skits
  • Dictators Activity
  • WWII Pop Quiz
  • Movie Guides
  • Gandhi Activity
  • Current Event Activity

Resources

  • Textbook Journey Across Time © 2006
  • Exam View Test Creator
  • Discovery School
  • Power Point Presentation that come with the book
  • Reading Guides that come with the book
  • Napoleon
  • Weapons of War: US Navy Carriers Video
  • Teacher's Video Company: Video Quiz World War I
  • Guidance Associates Video Witness the History: The US In World War 1
  • The Winning of World War II: The Road to Victory Rattling th Saber © 1995
  • National Geographic Video Untold Stories of WWII: Three Secrets that Changed the War © 1998
  • National Geographic Video: Beyond the Movie Pearl Harbor
  • Teacher's Video Company: Video Quiz Vietnam
  • Daily Transparencies that came with the book.
  • National Geographic Video The Great Indian Railway © 1995
  • Columbia TriStar Gandhi © 2001
  • Nelson Mandela
  • Mandela's prison memories regained in two notebooks 9/22/04
  • Moderate quake rattles Mexico 4/29/08
  • Rocky Mountain News Russian Riches: Fabled Amber Room may have been found 4/29/08
  • Denver Post Vietnam cuts off US adoptions after report 4/29/08
  • Denver Post Train tumbled "like a roller coaster" 4/29/08
  • Denver Post Zimbabwe opposition unites to take Parliament 4/29/08
  • Denver Post Troops guard gun battle suspects 4/29/08
  • French envoy in Colombia for hostages 4/29/08

Optional

Literacy, Civics, Economics, History and Geography standards used.

--Jmartinez 13:20, 30 April 2008 (MDT)

May

Content and Essential Skills

Skills

Assessment

Resources

Optional

Retrieved from "http://wiki.brushschools.org/index.php/WH07_Curriculum_Map"
Personal tools
content area