Teacher: Jenkins
Content: 6 Social Studies
Week of: Sept. 14 – Sept. 18
Monday
Standard(s):
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea,
European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain,
Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom,
and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they
trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
We Are Learning To (Learning Intentions): Understand the basic
What I’m Looking For (Success Criteria):
characteristics of Islam, Christianity, and Judaism.
Completed graphic organizer of Islam,
Judaism, and Christianity.
Warm-Up/ Do-Now (5-8 minutes): Which of the following religions uses the Koran as their holy book? A. Judaism B.
Christianity C. Islam D. Hinduism
Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes):
Video Clip: Students will view a time lapse video mapping the history of religion.
(http://www.dailymail.co.uk/news/article-2512088/Watch-major-religions-conquered-entire-world-5-000-years--90seconds.html)
Work Period (I do, we do, you do) (30 minutes):
Students will have 25 minutes to read about an assigned religion and complete the missing information within
the graphic organizer. Completed organizer will then be projected on the board in order to check accuracy.
Guess that Religion: The teacher will display characteristics of each religion on the board. Students will have
to stand on the side of the room designated for that religion. If the characteristic applies to all three they must
stand in the middle, and if the characteristic applies to two they must stand in the corner where the walls meet.
Differentiation
Early Finisher: Meet the Religions (Students will complete speech bubbles of followers of each religion speaking
about their faith.)
Above level-
On level-
Below level-
Closing (Summary) (5 minutes): What Stuck?
Reflection – What will I do tomorrow?
Teacher: Jenkins
Content: 6 Social Studies
Week of: Sept. 14 – Sept. 18
Tuesday
Standard(s):
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea,
European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain,
Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom,
and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they
trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
We Are Learning To (Learning Intentions): Understand the basic
What I’m Looking For (Success Criteria):
characteristics of Islam, Christianity, and Judaism.
Completed collaborative triple Venn
diagram poster of Islam, Judaism, and
Christianity.
Warm-Up/ Do-Now (5-8 minutes): What are the similarities between Judaism, Christianity, and Islam? or Explain the
connection between Judaism, Christianity, and Islam? In what ways do the religions differ?
Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes):
BrainPop Video: Religion (Until 2:56)
Work Period (I do, we do, you do) (30 minutes):
Within small groups, students will compare and contrast the religions listing the similarities and differences
within a triple Venn diagram using chart paper. (All members of the group will be responsible for a marker
color. Students are not allowed to swap colors. The color must be visible within the triple Venn diagram in
order to receive credit for participating.)
- Title of Venn Diagram
- Each circle labeled by religion within the diagram.
- At least 3 – 6 similarities.
- At least 10 unique characteristics of each religion.
- Pictures or symbols representing the religions or the characteristics.
Early Finisher: Meet the Religions (Students will complete speech bubbles of followers of each religion speaking
about their faith.)
Differentiation
Above level-
On level-
Below level-
* Provide 2nd Warm-Up/Do-Now
option
Closing (Summary) (5 minutes): Whip Around - Share one characteristic of one of the religions discussed today.
Reflection – What will I do tomorrow?
Teacher: Jenkins
Content: 6 Social Studies
Week of: Sept. 14 - Sept. 18
Wednesday
Standard(s):
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea,
European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain,
Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom,
and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they
trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
We Are Learning To (Learning Intentions): Review and prepare
What I’m Looking For (Success Criteria):
for the Geography of Europe test.
Students' ability to work together,
strategize, and show understanding of
Unit 1.
Warm-Up/ Do-Now (5-8 minutes): Explain why there are so many unique languages spoken in Europe or Explain why
there are so many unique languages spoken in Europe. How does language affect cultural diversity?
Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes):
Video Clip: Evolution of European Languages
Work Period (I do, we do, you do) (30 minutes):
People Search - Students will have to find a classmate that can provide a correct answer on their question
board. Classmates' names must be written to get credit. Once complete, students must have a seat and raise their
hand so their answers may be checked.
Grudgeball - Students will be given the rules for Grudgeball. Within teams, students will create a name and
receive 10 X's on the whiteboard. The goal of the game is to have the most X's on the board. When a team
answers a question correctly, they may erase 2 X's from other teams. Team members then have a chance to
shoot the ball to add more X's to their team.
Differentiation
Early Finisher: Zondle (Students will play a Zondle review game in preparation for the test.)
Above level-
On level-
Below level-
* Provide 2nd Warm-Up/Do-Now
option
*Students have the option to answer
3 questions on their own
*Leveled questions
*Leveled questions
*Leveled questions
Closing (Summary) (5 minutes): Grudgeball winners awarded.
Reflection – What will I do tomorrow?
Teacher: Jenkins
Content: 6 Social Studies
Week of: Sept. 14 - Sept. 18
Thursday
Standard(s):
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea,
European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain,
Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom,
and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they
trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
We Are Learning To (Learning Intentions): Explain the functions
What I’m Looking For (Success Criteria):
of the U.S. government as established in the Constitution.
Completed Constitution scavenger hunt.
Warm-Up/ Do-Now (5-8 minutes): The U.S. Constitution is the supreme law of the United States of America. What is a
right given to citizens within the constitution?
Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes):
BrainPop Video: U.S. Constitution
Work Period (I do, we do, you do) (30 minutes):
Students will be given 15 minutes to complete the Constitution Week Challenge scavenger hunt by writing the
number of each amendment in the Bill of Rights next to the sentence that describes it. Once complete, answers
will be reviewed.
Students will then be able to play Do I Have a Right? on the iPads to learn about their constitutional rights.
Differentiation
Early Finisher: Zondle (Students will play a Zondle review game in preparation for the test.)
Above level-
On level-
Below level-
Closing (Summary) (5 minutes): Turn in iPads.
Reflection – What will I do tomorrow?
Teacher: Jenkins
Content: 6 Social Studies
Week of: Sept. 14 - Sept. 18
Friday
Standard(s):
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea,
European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain,
Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom,
and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they
trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
We Are Learning To (Learning Intentions): Review and prepare
for the Geography of Europe test.
What I’m Looking For (Success Criteria):
Students reviewing standards for the
Unit 1 Test.
Warm-Up/ Do-Now (5-8 minutes): Which mountain range in Europe provides water resources for France, Switzerland,
and Italy? A. Alps B. Pyrenees C. Balkans D. Ural
Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes):
Computer Lab Directions
Work Period (I do, we do, you do) (30 minutes):
Computer Lab: Students will play a Zondle review game in preparation for the Unit 1 test on Monday.
Differentiation
Early Finisher: Zondle (Students will play a Zondle review game in preparation for the test.)
Above level-
On level-
Closing (Summary) (5 minutes): Log off computers.
Reflection – What will I do tomorrow?
Below level-