Social Studies-1st Period Assignments
Assignment Calendar
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Monday 12/12
Learning Targets
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with their own and contribute to a discussion of the similarities and differences
Warm-up
When was Machu Picchu built and who built it?
Classwork
Inca Project-continue working
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***MUST INCLUDE***
-5 discoveries/ facts
-Map
-Inca bridge
-2 important people (Inti, Pachacuteq, Sapa Inca, Amaru Inca Yupanqui, Supay, The chasquis (also chaskis) were the messengers.
-2 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with their own and contribute to a discussion of the similarities and differences
Warm-up
When was Machu Picchu built and who built it?
Classwork
Inca Project-continue working
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***MUST INCLUDE***
-5 discoveries/ facts
-Map
-Inca bridge
-2 important people (Inti, Pachacuteq, Sapa Inca, Amaru Inca Yupanqui, Supay, The chasquis (also chaskis) were the messengers.
-2 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Due:
Wednesday 12/7
Learning Targets
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences
Warm-up
What do you think it would be like to live at Machu Picchu? Must answer with a minimum of two complete sentences for credit.
Classwork
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***Must include
5 discoveries/ facts
Map
Inca bridge
2 important people
5 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences
Warm-up
What do you think it would be like to live at Machu Picchu? Must answer with a minimum of two complete sentences for credit.
Classwork
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***Must include
5 discoveries/ facts
Map
Inca bridge
2 important people
5 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Due:
Thursday 12/8
Learning Targets
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences
Warm-up
Gimkit
Classwork
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***Must include
5 discoveries/ facts
Map
Inca bridge
2 important people
5 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Students can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
Students can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences
Warm-up
Gimkit
Classwork
Imagine that you are an explorer on an expedition to Machu Picchu. Write a letter/report to send back home, describing the site and what they’ve seen there or design your own comic like the one below. You can also illustrate your letter/report with drawings or diagrams of the ruins in their mountain landscape.
-you can do this in storyboard or on poster paper
***Must include
5 discoveries/ facts
Map
Inca bridge
2 important people
5 Illustrations
-Please use resources below as well as refer to the video on the Inca bridge.
Due:
Monday 11/14
Learning Target
-Students can identify each section of the Aztec civilization including, class structure, food, market, religion, and recreation.
-Students are able to reflect their knowledge of the Aztecs through the creation of a travel brochure on the city of Tenochtitlan.
Warm-up
If you could travel back in time, would you choose to be an Aztec or part of the Spanish army who conquered the Aztecs? Why?
Classwork
Tenochtitlan Travel Brochure Presentations
Gimkit Challenge
-Students can identify each section of the Aztec civilization including, class structure, food, market, religion, and recreation.
-Students are able to reflect their knowledge of the Aztecs through the creation of a travel brochure on the city of Tenochtitlan.
Warm-up
If you could travel back in time, would you choose to be an Aztec or part of the Spanish army who conquered the Aztecs? Why?
Classwork
Tenochtitlan Travel Brochure Presentations
Gimkit Challenge
Due:
Monday 11/7
Learning Target
Students can identify the different social structures Of the Aztecs, including food, class structure, family, religion, and recreation.
Warm-Up
In the attached document, is an illustration of the Aztec city Tenochtitlan.
-In the attached Google doc, make at least 5 observations you see about the Aztec civilization in the attached photo.
-Complete sentences for credit
Classwork
Tenochtitlan Travel Brochure
please start or continue working on your travel brochure, follow the PDF below or the printed version you received on Thursday.
-slides must include a title page and reference page
-2 slides per topic
-correct spelling errors
-pictures are required per slide or per section on paper copy
Students can identify the different social structures Of the Aztecs, including food, class structure, family, religion, and recreation.
Warm-Up
In the attached document, is an illustration of the Aztec city Tenochtitlan.
-In the attached Google doc, make at least 5 observations you see about the Aztec civilization in the attached photo.
-Complete sentences for credit
Classwork
Tenochtitlan Travel Brochure
please start or continue working on your travel brochure, follow the PDF below or the printed version you received on Thursday.
-slides must include a title page and reference page
-2 slides per topic
-correct spelling errors
-pictures are required per slide or per section on paper copy
Due:
Tuesday 11/8
Learning Target
Students can identify the social structure for the people of Tenochtitlan, which includes their daily life of food, recreation, family, government, and religion.
Warm-up
We tore down two things you notice in the video about the Aztecs daily life. Must be in complete sentences.
Classwork
Tenochtitlan brochure
Students can identify the social structure for the people of Tenochtitlan, which includes their daily life of food, recreation, family, government, and religion.
Warm-up
We tore down two things you notice in the video about the Aztecs daily life. Must be in complete sentences.
Classwork
Tenochtitlan brochure
Due:
Monday 10/24
Learning Targets
-Students will learn about the geographic characteristics of Tenochtitlán and the cultural significance of artifacts excavated in modern time.
-Students can identify the geographic characteristics of Tenochtitlán, the economic factors involved in sustaining the Aztec Empire,
and ultimately, the reasons for the empire’s demise.
Warm-up
What did this skulls symbolize to the Aztecs and Mesoamericans?
Classwork
We will watch the attached videos together and read as a class and then answer the attached RACE response.
TCI
When finished with the RACE response, please start on TCI sections below
-Daily Life in Tenochtitlán Introduction and/ Section 1 - Class Structure
-Students will learn about the geographic characteristics of Tenochtitlán and the cultural significance of artifacts excavated in modern time.
-Students can identify the geographic characteristics of Tenochtitlán, the economic factors involved in sustaining the Aztec Empire,
and ultimately, the reasons for the empire’s demise.
Warm-up
What did this skulls symbolize to the Aztecs and Mesoamericans?
Classwork
We will watch the attached videos together and read as a class and then answer the attached RACE response.
TCI
When finished with the RACE response, please start on TCI sections below
-Daily Life in Tenochtitlán Introduction and/ Section 1 - Class Structure
Due:
Tuesday 10/25
Learning Target
Students are able to describe the class structure of Aztec society.
Warm-up
Spanish conquistador Hernán Cortés thought the Aztecs were savages because of their rituals of human sacrifice. What are your thoughts on the Aztecs practice of human sacrifice?Please answer in complete sentences for credit.
Classwork
Reading-Aztecs sacrifice rituals
TCI-Tenochtitlan
Students are able to describe the class structure of Aztec society.
Warm-up
Spanish conquistador Hernán Cortés thought the Aztecs were savages because of their rituals of human sacrifice. What are your thoughts on the Aztecs practice of human sacrifice?Please answer in complete sentences for credit.
Classwork
Reading-Aztecs sacrifice rituals
TCI-Tenochtitlan
Due:
Monday 9/12
Warm-up
What hemisphere did the Native Americans occupy? Explain your answer in complete sentences.
Classwork
TCI (click on TCI link below)
-The Impact of the Environment on Mesoamerican and Andean Civilizations
Study Central America Quiz PRACTICE
OBJECTIVES
•Students should be able to locate Mexico, Central America, South America,
and the major countries, rivers, and mountain chain in South America on
maps and globes.
• Mesoamerica is a cultural area that covers central and southern Mexico as
well as northern Central America.
• The Maya people constructed large monumental buildings, created a
hieroglyphic writing system, employed a 365-day calendar, and developed
the concept of zero.
• The Aztec dominated central and southern Mexico through force and a
tribute system.
• The Inca developed a widespread empire in the Andes Mountains linked by
a network of roads.
What hemisphere did the Native Americans occupy? Explain your answer in complete sentences.
Classwork
TCI (click on TCI link below)
-The Impact of the Environment on Mesoamerican and Andean Civilizations
Study Central America Quiz PRACTICE
OBJECTIVES
•Students should be able to locate Mexico, Central America, South America,
and the major countries, rivers, and mountain chain in South America on
maps and globes.
• Mesoamerica is a cultural area that covers central and southern Mexico as
well as northern Central America.
• The Maya people constructed large monumental buildings, created a
hieroglyphic writing system, employed a 365-day calendar, and developed
the concept of zero.
• The Aztec dominated central and southern Mexico through force and a
tribute system.
• The Inca developed a widespread empire in the Andes Mountains linked by
a network of roads.
Due:
Wednesday 9/7
Warm-up
What is the smallest country in Central America, what is the climate like there? Please answer in the attached Google doc.
-You will need to research this question
Classwork
Presentations
Gimkit-if there is time
What is the smallest country in Central America, what is the climate like there? Please answer in the attached Google doc.
-You will need to research this question
Classwork
Presentations
Gimkit-if there is time