This week, we explored the Age of Exploration. European explorers reached out to colonize various world regions to help increase trade and find better routes to Asian markets. SS6H6 The student will analyze the impact of European exploration and colonization on various world regions. (The intent of this standard is to provide the student with the historical background of the 20thcentury that led to the issues facing Europe today. It is not a complete history of the region.) I can identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator. Students need to understand that a strong desire for wealth, land, and honor spurred Europeans into a period of exploration across the globe. Students should be able to discuss Prince Henry’s role in navigation via a training school for sailors and advancements in navigation. Draw correlations between Prince Henry sending ships down the west coast of Africa and Portugal’s later involvement in the slave trade. Explain why a desire for natural resources and riches, such as gold and spices, led to European colonization of many places around the globe. Explain how Christianity spread from Europe to other parts of the world through missionaries seeking to convert conquered people. Discuss the importance of trade and trade routes and how controlling markets for goods could be extremely lucrative and competitive. I can trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas. Students should use a European Exploration and/or a European Empires map to trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas. Students should shade in the various empires and develop a key to reflect the corresponding country that colonized the region. Extension exercise- have students draw conclusions as to how these explorations led to the movement and migration of European culture, language, religion, government, and European power around the globe. Sample question may include a map with routes taken by one of the four countries above and the shaded areas on the globe that they colonized. Students should be able to identify which country is being represented on the map. I can trace the colonization of Australia by the United Kingdom. I can explain the impact of European empire building in Africa and Asia on the outbreak of WWI. I can trace the colonization of Australia by the United Kingdom. Students should explain the reason that the British colonized Australia and how the large number of prisoners/settlers impacted the Aboriginal people. I can explain the impact of European empire building in Africa and Asia on the outbreak of WWI. Students should understand the primary reasons for European colonialism in the late 19th century and how this competition for raw materials, a market for their products, and cheap labor created a tense environment of competition and military build-up. The Industrial Revolution created a great demand for low-cost raw materials and profitable markets to sell their goods. This thirst prompted European powers to expand into Africa, Asia, and the Middle East so that by the late 19th century most of the world had been divided by the Europeans into colonial powers. Between 1875 and 1895, a handful of European states seized over 25 percent of the world’s population. Fierce rivalries developed between European powers over colonial territories, and they built up strong armies and navies to protect their interests.
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This week we worked on translating algebraic expressions. Students have the last sheet in their packet to finish for homework over the weekend. Monday will be a regular day with NO PC. Students should come prepared to continue with our math unit and check their social studies work that they started with the substitute yesterday. Students had a lesson on tenmarks.com today - showing them which icons they need to do. Plus I showed them what I see and how the computer prints a report for me on their times spent, if they used the support aides given (videos and hints), and their score. I hope your student has a chance to log into tenmarks.com and work on review units.
We had a great 4-H meeting today! Mrs. Smith said that "Brighten Academy always has the BEST demonstrations out of all the school she visits!" Wonderful to hear! PLUS.. BRIGHTEN ACADEMY'S 6th GRADE WAS CHOSEN AS CLUB OF THE MONTH! That is quite an accomplishment as all the schools she visits schools have more classes and students than we do!!!! Community Service this month: Letters to Soldiers overseas Next Meetings: March 11 and 12 On March 11th, we will finish out the demonstrations as follows: Group A: Ayesha, Ethan, Griffin, Justin, Lawren, Maia, Mikalia Group B: Aasir, Aniya, Caitlyn, Charles, John, Kobee, Nya, Philip, Reganne, Sydney A. (Rubric for scoring is attached) On March 12th, we will have our regular club monthly meeting AND Mrs. Smith will begin her unit on Financial Literacy. The standard for that unit is: SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. Project Achievement: Attached is the form for your child to participate in Project Achievement at the end of the month. With so many great demonstrations already performed, I am excited to have MANY MANY brighten students there. You MUST REGISTER your child by calling Mr. Cheney at 770-920-7226.Categories are limited and are first come first serve! DEADLINE to Register: March 1st, 2014.
I was very impressed with the behavior and listening skills displayed by our 6th graders! Our docents (volunteers who guided and educated our groups), who were very knowledgeable about German history and the Holocaust, complimented the adults on our students' listening skills. We rotated through three exhibits: **Parallel Journeys **The Power of Propaganda **The Life of Anne Frank I was so involved in what we were doing through our rotations, that I forgot to take pictures. I did take some of our last rotation, discussing the propaganda from WWII. I have those posted below, as well as pictures from the Varsity (a big hit too). THANKS to Mr. Aybar, Mrs. Smith, Mrs. Kite, Mrs. Tyson, Mrs. Kiger, Mrs. Tucker, and Mrs. Anagnostakis for chaperoning our wonderful crew. The museum will have a designated photo time to take pictures. Your student will be allowed to bring their phone (or camera) to take pictures - NOT TO PLAY GAMES, TEXT, CALL, OR READ OFF OF.
PHONES (and cameras) MAY ONLY BE TAKEN OUT AT PICTURE-TAKING TIME AT THE MUSEUM - NOT ON THE BUS OR AT THE VARSITY. Any phones taken out at an inappropriate time will be confiscated and your student will be written up. THANKS! Parents,
Today was PC day - so I only see half of the students. Tomorrow is field trip day. Wednesday is 4-H all day to help us get caught up on presentations that we missed due to weather. I will be out Thursday as my husband has to have a diagnostic procedure completed. Because of all of this, the math homework this week will be on tenmarks.com The log-in information was stapled in your child's agenda last Friday. I am expecting 30 minutes a night. Please fill in their minutes in their agenda and sign it. This is in addition to your signature at the bottom. I have loaded activities for your child according to the standards not passed so far this year from the 4 units we have completed. Therefore each child has their own "path" to practice so it is all individualized and differentiated. Due to other grades testing in our computer lab, all of the students were not able to get onto Tenmarks this morning. Once your child logs in, go past the EXPRESSIONS AND EQUATIONS activities (the icon is a blue hand). They may choose any of the OTHER activities to complete. The museum website:
http://www.kennesaw.edu/historymuseum/ View the virtual tour for an overview and welcome from the Museum of History & Holocaust Education. http://www.youtube.com/watch?v=rFwBCkfx_BU Parallel Journeys Anne Frank is one of the most famous teenagers in history. Her diary has been translated into over 67 languages and has captured the hearts of readers across the world. But her story alone does not document the complexity of World War II and the Holocaust. Parallel Journeys: World War II and the Holocaust tells the stories of forty teenagers who were witnesses, participants, and often victims of this brutal conflict. http://www.kennesaw.edu/historymuseum/paralleljourneys.shtml The Power of Propaganda The Power of Propaganda is an exhibit illustrating the use of propaganda during World War II by both the Allied and Axis Powers. http://www.kennesaw.edu/historymuseum/power_of_propaganda.shtml This week, we tested on Unit 4 and began exploring Unit 5. Details below: I CAN statements: I can write numerical expressions involving whole number exponents. Example - 34 = 3x3x3x3 I can evaluate numerical expressions involving whole number exponents. Example: 34 = 3x3x3x3 = 81 I can solve order of operation problems that contain exponents. Example: 3+22 – (2+3) = 2 Standard: MCC6.EE.1 Write and evaluate expressions involving whole-number exponents. Lesson 1: This lesson is an exploration around the order of operations with practice. The goal for this lesson is for students to understand that evaluating math expressions has a particular order. As the unit progresses, students will be asked to apply the order of operations, therefore, fitting to be introduced at this time.
Lesson 2: This lesson covers all aspects of the order of operations. The main objective of this lesson, besides more practice with the order of operations, is to have students explore why multiplication and division are performed from left to right when in the same expression. Similarly, with addition and subtraction.
Math Site for Practice at Home
TenMarks.com When students work on TenMarks, they have access to hints and video lessons on EVERY problem, so if they can't recall something, or didn't quite get the topic when it was covered in class, they can quickly review the content, and move forward. Immediate support improves motivation and builds confidence, and our data shows that it does wonders for student outcomes. Every problem in the TenMarks library is developed with the intent to engage the student's problem-solving skills. With a continually growing bank of questions, students are assured access to a wide variety of problems to practice and perfect their skills and build a strong foundation. Every student received a handout (stapled in their agenda) with information about the site and how parents can log-in to monitor their success! :-) I have loaded assignments for students to have FINISHED by March 14. These are all of the standards that Unit 5 covers. Right now we have only practiced EE.1 in class. To differentiate these lessons, your child has a couple of options:
I am offering morning tutoring for those that need extra help for their homework or classwork.
Other students will also be there to help. Students can come to my room anytime from 7 - 7:45 to get extra assistance OR to offer their assistance to others. Each weekend, I will post the available times for the following week. Next week, tutoring will be available Mon. Tues, and Wed. (2/24 - 2/26) We were very fortunate today to listen to James from the Museum of History and Holocaust Education. I am sure the students were as fascinated as I was in all the interesting facts and stories he shared! I wish he could have talked for more than an hour! (photos attached) I think he did a splendid job preparing the students to study this sad part of history. I look forward to our trip there on Tuesday! Here is the information again about our field trip including the menu from the Varsity in Kennesaw. Our field trip to the Museum of History & Holocaust Education (http://www.kennesaw.edu/historymuseum/) is scheduled for Tuesday, Feb 25 at 10am. Admission is FREE and parents are welcome to attend. As we are taking a charter bus, there will only be a couple of seats available on the bus. But, you are welcome to follow the bus or just meet us there. Our plan is to leave school at 8:30 and return around 3ish - all depends on traffic. If you don't go with us, please plan to be at the end of the car-rider line, in case we are running late. The location of our field trip is: KSU Center 3333 Busbee Drive Kennesaw, GA Our tour is scheduled to between 9:30 and 10 am and last about two hours. When we finish, we plan to reload the buses and go to lunch at The Varsity 2790 Town Center Dr NW Kennesaw GA 30144 A menu can be found at http://www.allmenus.com/ga/acworth-kennesaw/259245-the-varsity/menu/ so you can estimate how much money to send if your child chooses to buy their lunch. There is not a gift shop onsite so there is no need for extra money. |
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April 2015
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