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Ancient Egypt Part II

Grade Level:
7
Subject:
Social Studies
Start Date:
End Date:
Goal Summary:
6-8.WH.2 Write informative/explanatory texts, including the narration of historical events.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Grade Expectation Number
Inquiry

H&SS7-8:1

Students initiate an inquiry by…
• Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).

H&SS7-8:2

Students develop a hypothesis, thesis, or research statement by…
• Predicting results, proposing a choice about a possible action, or exploring relationships between facts and/or concepts.

H&SS7-8:3

Students design research by…
• Identifying the quality and quantity of information needed, including primary and secondary sources.
• Identifying tools and procedures needed for collecting, managing, and examining information, including a plan for citing sources (e.g., establishing a time line or schedule for research, identifying places to find possible sources).
• Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

H&SS7-8:4
Students conduct research by…
• Referring to and following a detailed plan for an inquiry.
• Locating relevant materials such as print, electronic, and human resources.
• Applying criteria from the plan to analyze the quality and quantity of information gathered (e.g., judging the accuracy of different accounts of the same event).
• Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.
• Revising the research plan and locating additional materials and/or information, as needed.
• Citing sources.

H&SS7-8:5

Students develop reasonable explanations that support the research statement by…
• Organizing and display information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters timelines, models, simulations, and/or dramatizations.
• Determining the validity and reliability of the document or information.
• Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, and/or justifying (e.g., analyzing information to determine why two historical accounts of the same event might differ.)
• Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc.

H&SS7-8:6

Students make connections to research by…
• Formulating recommendations and/or making decisions based on evidence.
• Using their research results to support or refute the original research statement.
• Proposing solutions to problems based on their findings, and asking additional questions.
• dentifying problems or flaws with the research plan and suggesting improvements (e.g., identifying additional types of information that could strengthen an investigation).
• Proposing further investigations.


Grade Expectation Number
Inquiry
H&SS7-8:7
Students communicate their findings by…
• Developing and giving oral, written, or visual presentations for various audiences.
• Soliciting and responding to feedback.
• Pointing out possibilities for continued or further research.
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