2010-11+Social+Studies+7

Welcome to the 2010-11 School Year! This link is for Social Studies 7. Teacher: Mr. Sarudi Classroom: 227, Period 4, 7, 8 email: iasarudicps.edu

//Social Studies//:
 * 2010-11 Social Studies 7 Syllabus**
 * 2010-11 Social Studies 7 Course Map - Detailed topics and skills for the class**
 * Monday, May 9, 2011**
 * Syllabus for May 9-20**
 * Tuesday, April 12, 2011**
 * Write a relflection on the Neighborhood Survey in the discussion area under Chicago History. Just answer the prompts. Have your reflection posted by Sunday, April 17, 2011.
 * Start working on the Neighborhood Project. Instructions/Directions are available for download iin the Chicago History section. Project is due on Monday, May 2, 2011.

//Social Studies//: Our Native American unit has taken longer than anticipated therefore pushing back the calendar. The Native American unit test will be given on Tuesday, March 1, 2011. There is a small research assignment for the weekend. This will help them prepare for the test as well. Go to the Native Americans link and find the assignment called **Native American Culture Chart** for directions Today, we worked on Native American Culture Regions in small groups. After each group researched facts and main ideas of each group, we reviewed. The Power Point will reflect what each class is providing. This is an ongoing process and the Power Point will change. This will be very useful for review later. If you have any questions regaring this process, please talk to me or email me.
 * Friday, February, 25, 2011**
 * Monday, February 7, 2011**
 * //Native American Culture Group Notes//**

updated 2/11/11)

Today we started a new unit about Native Americans, There will be a certain amount of follow up and review on the wiki. Why people crossed a land bridge to come to North American continent How first Americans spread out to inhabit North and South America What early Native American cultures developed in present-day United States Archeologist Maize Culture Mound Builders Artifact Cliff Dwellers Pueblo Adobe
 * Monday, January 31, 2011**
 * Need to know about Native Americans:**
 * Terms to Know:**

View First Americans power point to help review what we discussed in classl

Study Guide for Social Studies Final Download the studyguide to review for the final. In addition, study all the previous entries below including the powerpoint presentations.
 * Saturday, January 22, 2011**



Extra Credit What is Religion Worksheet - What is the difference between a belief system and religion? What is a creation myth? (A widely accepted story by a society Explain some of the common elements between the creation myths we read and discussed. Think about why civilizations/humans originaly adopted religion (answer questions/provide answers to the unanswerable) What are the the basic foundations of Judaism, Christianity and Islam? Check the following links: (Also review your religion chart and worksheets) Judaism - [] Christianity - [] Islam - [] Know how they are similar and how they are different. - []
 * Friday, 1/7/11**
 * Study Guide for Religion**

What are the basic foundations of Hindusim and Buddhism? Use your notes, religion chart, worksheets and web links) Use the following chart to help you compare and contrast these two as well as the others: []

I hope this information helps. If you have any additional questions, shoot me an email and I will try my best to get back to you. Have a great weekend! iasarudi@cps.edu

Friday, 11/19 Objective: Students will be able to further describe how their culture has shaped them; Students will be able to define the concept of culture; Students will be able to explain some of the attributes of culture. Bell Ringer: Share answers from Worksheet #1 with your peers. Class Activity: Students agreed or disagreed with the following statements Differentiated between Values - Personal beliefs of What's important to me? What's good and bad? What's right and wrong. Morals - Behavior that is acceptable to the group at large (society, a nation, a tribe, etc.). Behavior that is not acceptable is immoral. Ethics - Behavior that is defined and accepted by a specific group. Example: Doctors, Lawyers, Teachers. Differentiated between Traditions - Passed down from generation to generation Customs - daily functions, routines
 * Culture has to do with values and beliefs.
 * Culture involves customs and traditions.
 * Culture is collective, shared by a group.
 * Everyone has a culture.
 * Culture is learned.
 * Culture influences and shapes behavior.
 * Culture is transmitted from generation to generation.
 * Culture is often unconscious; people are sometimes not aware of how their behaviors and attitudes have been shaped by their culture.
 * People in all cultures have common needs.

Homework: Finish Worksheet #1/#2

** Objective: Explain features of their own culture; describe impression of how the culture of the United States has shaped them. ** Bell Ringer: No one is exactly like me. Why do we label people as being different than us? Have you seen “different” people at school and in the community? Explain. Class Activity: Homework: Everyone has a culture worksheet
 * Wednesday, 11/17**
 * Review Bell Ringer
 * What Makes People Different? :  No one is exactly like me. I have many things in common with the members of my family and community. Every person in the world needs some of the same things I need.
 * Everyone Has A Culture

Today we talked about what we've learned by participating in GlobalEd2. The responses were great and very enlightening to everyone. Here are some things the students said that they have learned what to do: How to write better How to make a claim and defend it How to work and collaborate with people in a group
 * Tuesday, 11/16**

Here's what they learned about: Global Warming and Climate Change The science behind global warming International relations Global issues Diplomatic process Government relations Ecomomic development

We addressed the question "What is culture?" "What impacts culture?" and "Why is culture important" Everyone gave their answers and we concluded that culture is what defines us. In addition, we also concluded that it is possibl**e to be**long to more than one culuture group. Tonight's assignment: 1. Using the characteristics that we agreed upon, observe Kenwood culture and write a short paragraph describing it. 2. Discuss with your family the following questions:
 * Monday, 11/ 15**


 * How and why you dress the way you do?
 * How and why you celebrate certain holidays?
 * The foods you eat and the way you've been taught to eat them?
 * What is the polite thing to do?
 * The traditions in your family?
 * What is important to you?
 * What influences and shapes the way you think and act?


 * Monday, 11/ 8**

Homework: Read and answer questions to "Characteristics of a Market Economy"

GlobalEd Simulation Follow-up
 * Thursday, 11/4**
 * Groups should be reviewing simulation transcripts (available on the simcon confernce page)
 * Groups should have at least two communiques posted in response to the simulation conference by Wednesday, 11/10
 * Group members need to start grading fellow group members. Grade sheets will be due on Fridays starting tomorrow.
 * Wiki post will become mandatory starting this weekend. Please make sure that you identify yourself so that you get credit.

Group member Sheets:

Homework:

Economics - What makes a nation wealthy? We addressed certain elements/characteristics that contribute to a nation's wealth: Why do these add wealth to a nation? Students should be able to identify these and explain why they are important to a nation's wealth.
 * Tuesday, 11/2**
 * Education System
 * Natural Resources
 * Stable Government
 * Access to Jobs
 * Preventive Medicine/Healthcare System

Homework: Download the following pdf. file Economics - Why can't governments just print out money? It must have two things associated with it: Labor and production. Something must be done, produced, manufactured for the money to have worth and value
 * Monday, 11/ 1**

So today we got our usernames and passwords so that we could login into the GlobalEd website. I will post our opening statements which are going up a day late. Students need to invest themselves in this program for it to be successful. I hope that students will.
 * Tuesday, 10/26**

Test tomorrow on government. What do you need to know? Here it is: What is Human Nature? What are Democracy, Dictatorship, Oligarchy, Monarchy? How many levels of government do we have? why do we have these different levels? I'm reposting the powerpoint on government. check it out ... I think it will help.

Bell Ringer: Make a list of things that have a beginning, middle and an end. Class Activity q Review Bell Ringer / Review Homework q Hamburger – Pieces of an Opening Statement q Review examples q Groups: each group will write a beginning and write an assertion, question or proposal for the middle. (We will attempt to write the end as a class.) Homework: Research cultural aspects of your assigned country using 25. Culture Activity sheet (page 74/Student Workbook) or download off the wiki. Answer all three questions. Objectives: Review geography of assigned country; review definition and purpose of government; review research questions. Bell Ringer: What was the most helpful part of the GlobalEd 2 website? How will this site help your group? Class Activity: q Review Bell Ringer / Review Homework q Government worksheets q Groups: Finish your geography worksheets. Review your research questions. Can you answer them? Homework: none
 * Tuesday, October 19, 2010 **
 * Objectives: Students will identify the components of an opening statement; Students will write an opening statement in their groups. **
 * Monday, October 18, 2010**

2) Check out the GlobalEd website. Explore it and do a quick write up. [] 3) Post a weekly review under the Social Studies link in the Discussion Page Possible articles to review to develop research questions: [] article about global warming and Australia [] What will global warming look like? Look at Australia [] Global warming in Australia [] Confronting the cold reality of climate change [] Global warming threatens millions in Bangladesh [] Global warming in Bangladesh (Boston Globe) [] Don't forget to look at some earlier posts, the weekly article reviews and under the GlobalEd 2 link for other possible sources.
 * 10/15-17: Update for weekend**
 * Social Studies**: 1) Develop Research questions for GlobalEd 2 project. I've included some links for Bangladesh and Austrailia. Try to have 2-3 research questions for Monday.

Students gave their opinions on which type would be best. We discussed what type best described the USA. We concluded that it was a combination of an oligarchy and democracy. We discussed why our government systems are divided into different levels. We read a small play that gave students a chance to determine the advantages and disadvantages of the three types of government. Students discussed what "human nature" is and how it plays a key role in our need for laws. Our discussion touched on many aspects including the fact that a society without rules and boundaries is truly not a "free" society. A handout was distributed that addressed what laws are needed. After sharing ideas and opinions on what is the purpose of government is, we defined government as the institution that implement power and authority. We defined what a dictatorship is and what the difference is between a direct democracy vs. a representative democracy. We identified the USA as a Republic. And then we made a list of issues, problems and needs that people have. We then discussed which were addressed by the government. We concluded that many of them were addressed by the government either on a local, state or national level. Objective: Review of valid/invalid claims and geography. Today students were given chance to finish their geography problems after we reviewed their CER and valid vs. invalid statements. Homework: Study for 5 themes of geography quiz. Objective: Differentiate between valid and invalid statements (propaganda). Students will read different types of statements and discuss the differences. Students will write their own valid and invalid statements. Students were presented with two statements that made the same claim. One used emotional language (propaganda) and one used academic language. We used the CER method to validate and invalidate the two statements. The main reason we are doing this is to prepare students to use academic language and support claims with evidence. These skills will be used in the simulation phase when students are communicating with other schools and making arguments about their country's position over global warming and climate change. Homework: Make a claim and then write a valid statement and an invalid statement. Objective: Familiarize students with the geography of their assigned country Students were paired up and worked on a series of questions to research in an Atlas. Questions ranged from what are neighboring countries to making inference on high density population centers. Homework: Finish project
 * Tuesday, 10/12**
 * Objective: Identify the three different types of government (monarchy, oligarchy and democracy) and what are the advantages and disadvantages of each.**
 * Friday, 10/8**
 * Objective: Identify the need for laws in society**
 * Thursday, 10/7**
 * Objective: Identify the purpose of government**
 * Wednesday, 10/6**
 * Tuesday, 10/5**
 * Monday, 10/4**

** Friday, 10/1 ** **Objective:** Students identify the rules of diplomacy; write using a Claim, Supporting Evidence, and Reasoning (CER). **Bell Ringer**: Have you ever tried to change someone’s mind? How did you do it? What steps did you take to convince them to change their mind? What does it take to convince you to change your mind? **Class Activity**: **Homework**: 1) Finish your weekly article review 2) work on your geography project **Extra Credit**: Come up with a real claim and validate it with some research. i.e., Fast food is unhealthy. Students worked in groups and discussed their issues.
 * Go over weekend assignment
 * Review Bell Ringer
 * Discussion Questions / Review CER / Rules of Diplomacy
 * Examples: Think Aloud / Guided Practice (written)
 * Worksheet
 * 9/30 - GlobalEd 2: Four major issues**
 * Students met in groups and reviewed each other's research. They selected group leader/s, archivist and recorder. They developed a concept map based on the research that they reviewed. Groups will meet againi on Tuesday, 10/5.**
 * 9/29 - GlobalEd2: Four major issues**
 * Homework Change:** Homework for tonight is for students to research their assigned country and find information about the country overall, but also to focus on thier particular issue.

Today students were split into groups that will address issues that are directly related to climate change. Each group will become an "expert" at the issue and then teach the other groups about it. They will also research the subject and be the representative for the class during the simulation phase of this curriculum. The issues: Global Health, Global Economics, Global Conflict/Cooperation, and Global Human Rights.
 * 9/28 - GlobalEd 2: Four major issues**

Today we discussed the geography theme of Movement and how it relates to something as mundane as favorite type of food, music and your former school. //**Homework for 9/28: Period 4 & 8: Austrailia Period 7: Bangladesh**// Answer the following questions for your assigned country. There are links below the questions and there is information in the country profile of your Student Workbook (pages starting on page 28)
 * 9/27 - Geography / GlobalEd 2 - Becoming familiar with your country**


 * How many people live in the country?
 * What type of government does the country have?
 * Is the country a leading carbon dioxide emitter?
 * What are the predicted effects of climate change on the region in which your country is located
 * Come up with an additional five more questions.
 * Visit the following websites to search for the answers you have developed
 * CIA World Fact Book. Available at: [|__https://www.cia.gov/library/publications/the-world-factbook/__]
 * BBC. “Climate Change Around the World.” Available at: [|__http://news.bbc.co.uk/2/hi/in_depth/629/629/6528979.stm__]
 * Union of Concerned Scientists. “Each Country’s Share of CO2 Emissions.” Available at: [|__http://www.ucsusa.org/global_warming/science_and_impacts/science/each-countrys-share-of-co2.html__]
 * World Bank “Data Finder”. Available at: [|__http://datafinder.worldbank.org/__] This interactive website provides students with access to a wide variety of data on their country. Access the “Indicator” drop down menu to select the indicator you would like the interactive map to detail (example: CO2 emissions), select a “Year”, and click on “Map It”. You are able to access the data by moving your mouse across the map.

Today we discussed how important geography is to understanding history, economics, culture and government. We reviewed the five themes of geography in a power point. If you need to review the slide show just click on the following link. (You need to have Microsoft Power Point in order to view.)
 * Other assignments:**
 * College town research project Due on Tuesday, October 5**
 * (links to the following sites can help you with your research geography project)**
 * [] - Boise State University**
 * [] - University of Oregon**
 * [] - San Jose State University**
 * [] - University of California, Berkeley**
 * [] - UCLA**
 * [] - Northwestern University**
 * [] - Michigan State Universtiy**
 * [] - Boston College**
 * Weekly Article Review Due on Monday, October 4**
 * 9/22 - The Five Themes of Geography**

Today was an awesome day! In all today's social studies classes we were able to get through the seven assigned videos and get the NASA worksheet completed because students went on the wiki the night before, watched their assigned video and were ready to contribute to the jigsaw. I compliment all the students on a job well done. Once the activity was over, all students were asked to reflect on the activity and write a summary. In case you didn't see it on the board before you left, here they are: Summary Questions regarding today's jigsaw activity. 1. Do you have any add'l questions about global warming? 2. How did you feel about teaching your fellow students? Was it easy / hard? Explain 3. Do you think this activity was successful? Why/Why not? What changes would you make?
 * 9/21 - Jigsaw Activity - NASA Study on global warming**

Based on your assignment in class today, please view the corresponding video on the following link: []
 * 9/20 - NASA Videos**

Based on your Leter assignment, view the following video on the link above and follow the directions given for that letter. A - Radiationrom the Sun and Earth: Describe the difference between the types of radiation emiited by the sun and the earth B - The Earth's Energy Balance: Explain radiative equilibrium. Describe how the temperature of earth depends on the amount of solar energy that it absorbs. C - The Greenhouse Effect: Describe how carbon dioxide and water vapor contribute to the greenhouse effect. D - Human Activities and Carbon Dioxide: Explain how human activity releases stored carbon into the atmosphere. E - Modern Atmospheric Concentrations of Carbon Dioxide: Describe how the concentration of carbon dioxide has changed over the last 100 years. F - Modern Global Temperature: Describe how the global average temperature has changed over the past century G - Computer Climate Change Models: Describe how mathematical equations and computer models help scientists understand how the earth's climate may change in the future.

Students reflected on what we have learned as a class and what we have learned as individuals. After sharing, we went over key vocabulary terms related to our GlobalEd 2 curriculum and we wrapped up the questions to the video that we viewed yesterday. Some things reflected: Global warming, climate change, internet research and differentiating.
 * 9/17 - Reflection of week, summarize videos and key terms**

Download the following PDF document and read. Then using the **Frequently Asked Questions About Global Warming and Climate Change: Back to Basics Reading Guide,** write down 10 important facts about climate change. You can download and print page 43 from the student workbook. If you are having printer/internet issues, please come see me for a hard copy.
 * 9/16 - Added homework for 9/17 (weekend homework; due on Monday, 9/20)**
 * Frequently Asked Questions about Global Warming**

In class today, we concluded that Climate Change is a result of Global Warming. We viewed two short National Geographic videos and answered questions about the videos. We had a short discussion about how the scientific community is divided about Global Warming which leads to debate.

Today we were introduced to GlobalEd 2 which is a curriculum that will address Global Warming and its affect on Climate Change. This will be done through a varitety of methods and will identify how climate change affects the following areas: Human Rights, Global Economics, World Health and Conflict/Cooperation.
 * 9/15 - Introduction to GlobalEd 2**

The following website is the student website that allows students to access resources and data: []

All students will be working out of a workbook that has been uploaded to this wiki page. It can be downloaded all at once or as we move along in the curriculum. Using last nights research on Johannes Vermeer, we discussed what type of web sites were used by students to learn more about the artist centered in Chasing Vermeer. We listed all the sites used and described the sites. This led to a discussion on how to discriminate between different kinds of web sites. We concluded that just because its on the internet does not make it true. We differentiated the difference between .com/.net, .org, .edu and .gove sites and we then ranked their credibility. We then visited sites about MLK and tried to rank them based on what type of site it was. We also discussed search engines and how they operate and we addressed the use of Wikipedia. Click on the following website and print out the article. Circle the main ideas from each paragraph and underline supporting evidence/facts. You can use a yellow highlighter to identify supporting evidence/facts. Due on Thursday, 9/16 Watch the following two videos for Thursday's class (9/16). If you want extra credit enter a comment on the discussion post. Do not create your own post, just answer it on that discussion. media type="custom" key="6903455" media type="custom" key="6903547" We continued our presentations today. So far the presentations have been very good. We learned to distinguish that presentations are not conversations! Today, students presenting began their presentations answering the question What makes a good teacher/What makes a good student?
 * GlobalEd 2 Student Workbook**
 * 9/14 - Internet Research**
 * 9/14 - Global Warming Article**
 * []**
 * 9/ 13 - Videos**
 * []**
 * []**
 * Friday, September 10, 2010**

Homework for the weekend is to answer a series of questions on the weekly syllabus. Today we began our My Life in a Bookbag presentations. First, students addressed the question, What would you do if you won a million dollars? It is a great question to ask because it identifies fiscal maturity. Answers were impressive ranging from saving to investing to using it for education to helping out people who are in financial need. I was also impressed with students students who said they wouldn't know where to begin since it was so much money and they did not know how to approach it.
 * Thursday, September 9, 2010**

Afterwards, students presented their Life in a Bookbag by presenting artifacts that best represented who they are. We will continue with presentations tomorrow and hopefully finish by Monday. Bring your life in your bookbag. On Thursday, September 9, please bring to class four (4) items that best describe who you are. These items can be anything that represent who YOU are. For example, I've had students bring in trophies or medals to represent their competitiveness or their love of competition or sports. Your items should be creative and demonstrate that you have put thought and effort behind your presentation. In addition to items, please provide a typed list of items and the reason why you chose them. This is to show that you did think about it and didn't just make it up last minute. If you have an item that does not fit into your bookbag or is just too valuable to bring in to school, take a picture.
 * Wednesday, September 8, 2010**