European Exploration of North America (6/7/11)

Standard 7.11.1: Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

Objectives: We will understand the great voyages of discovery made by Europeans. We will know the location of the routes taken by European explorers.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) While in class, always work hard and be nice.

B) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

The results from Skills Assessment #14 are in! Click on the following links to view the results:

• Entire 7th Grade Class
• Wellesley
• UCLA
• UCSB
• MSU

Task 1: Complete a Mastery Reflection for Skills Assessment #14. Use the Making Up a Standard in Humanities and Make Up Product List sheets to help you. I have shared these documents with you - check your email if you need to access these documents.

Task 2: Track Mr. Herrera as he presents European Exploration of the North America. Take Cornell notes on the next available page in your interactive notebook.

Task 3: Watch as Mr. Herrera shows you how to create a comic to show your understanding of great European voyages and the locations of the routes they took. Take a look at Mr. Herrera's example.

Task 4: Finish your European exploration comic. Your comic should show excellence in that it is organized, neat, and professional.

Homework: 

1. Read 33.7 Impact of Exploration on Europe
2. Answer questions from the workbook

Early Finishers:

1. Use your 8-square comic to create a an animated video about the great European voyages of discovery by using GoAnimate (you will need to create an account and play around with the tools here). Your animated video should have 6 scenes that explain the concepts in today's comic.
2. Check out the class website for more early finisher's options.

Scientific Revolution Skills Assessment #14 (6/6/11)

Objectives: We will show our understanding of the Scientific Revolution by scoring proficient or advanced on Skills Assessment #14. We will complete any incomplete work or submit extra credit.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) While in class, always work hard and be nice.

B) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

Task 1: Silently review your knowledge of the following presentations: Roots of the Scientific Revolution, Copernicus and Kepler, Galileo and the Copernican Theory, Newton and the Law of Gravity You will have 10 minutes to study.

Task 2: Track Mr. Herrera as he explains the directions for today's skills assessments. You will be required to annotate each question by doing either of two things:

1. Briefly state why 3 answer choices are incorrect.
2. Briefly state why your answer choice is the BEST answer.

Task 3: If the class finishes early, you may work on homework or early finisher's activities. All extra credit assignments for the Scientific Revolution are due today.

Early Finishers:

1. Use your 8-square flow map (yesterday's) to create a comic about the evolution of scientific thought by using StripGenerator (you will need to create an account and play around with the tools here). Your comic should have 8 boxes or frames that explain the concepts in your flow map.
2. Use your flow map to create a timeline about the evolution of scientific thought by using Capzles (you will need to create an account and play around with the tools here). Your Capzle should have 8 images with descriptions.
3. Check out the class website for more early finisher's options.

Homework: 

1. Read 33.6 European Exploration of North America
2. Answer questions from the workbook

Spain's Early Explorations (6/3/11)

Standard 7.11.1: Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

Objectives: We will understand the great voyages of discovery made by the Spanish. We will know the location of the routes taken by Spanish explorers.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) While in class, always work hard and be nice.

B) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

Task 1: Review your knowledge of the the great voyages and locations of routes taken by Portuguese explorers by completing the Do Now. 

Task 2: Track Mr. Herrera as he presents Spain's Early Explorations. Take Cornell notes on the next available page in your interactive notebook.

Task 3: Watch as Mr. Herrera shows you how to create a Popplet to show your understanding of great Spanish voyages and the locations of the routes they took. Take a look at Mr. Herrera's example.

Task 4: Finish your Spanish exploration Popplet. Your Popplet should show excellence in that it is organized, neat, and professional.

Homework: 

1. Review the following presentations: Roots of the Scientific Revolution, Copernicus and Kepler, Galileo and the Copernican Theory, Newton and the Law of Gravity
2. Answer questions from the Scientific Revolution Study Guide.

Early Finishers:

1. Use your 8-square flow map (yesterday's) to create a comic about the evolution of scientific thought by using StripGenerator (you will need to create an account and play around with the tools here). Your comic should have 8 boxes or frames that explain the concepts in your flow map.
2. Use your flow map to create a timeline about the evolution of scientific thought by using Capzles (you will need to create an account and play around with the tools here). Your Capzle should have 8 images with descriptions.
3. Check out the class website for more early finisher's options.

Portugal Begins the Age of Exploration (6/2/11)

Standard 7.11.1: Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

Objectives: We will understand the great voyages of discovery made by the Portuguese. We will know the location of the routes taken by Portuguese explorers.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) While in class, always work hard and be nice.

B) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

Task 1: Review your knowledge of the motivations for the Age of Exploration by completing the Do Now. 

Task 2: Track Mr. Herrera as he presents Portugal Begins the Age of Exploration. Take Cornell notes on the next available page in your interactive notebook.

Task 3: Watch as Mr. Herrera shows you how to create a sailboat foldable to show your understanding of great Portuguese voyages and the locations of the routes they took.

Task 4: Finish your sailboat foldable. Your sailboat foldable should show excellence in that it is organized, neat, and professional.

Homework: 

1. Read 33.4 Spain's Early Explorations
2. Answer questions from the workbook.

Early Finishers:

1. Use your 8-square flow map (yesterday's) to create a comic about the evolution of scientific thought by using StripGenerator (you will need to create an account and play around with the tools here). Your comic should have 8 boxes or frames that explain the concepts in your flow map.
2. Use your flow map to create a timeline about the evolution of scientific thought by using Capzles (you will need to create an account and play around with the tools here). Your Capzle should have 8 images with descriptions.
3. Check out the class website for more early finisher's options.
4. Check out this funny video about Isaac Newton (thanks Danielle Rivera).

The Age of Exploration (6/1/11)

Standard 7.11.1: Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

Objectives: We will understand the motivations for European exploration. We will understand how new knowledge of mapmaking changed European's view of the world.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) While in class, always work hard and be nice.

B) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

Task 1: Review your knowledge of the evolution of scientific thinking about the universe by completing the Do Now. 

Task 2: Track Mr. Herrera as he presents Reasons for the Age of Exploration. Take Cornell notes on the next available page in your interactive notebook.

Task 3: Watch as Mr. Herrera shows you how to create a multi-flow map to show your knowledge of both the reasons for European exploration and the influence of mapmaking on European worldview.

Task 4: Finish your multi-flow map. Your flow map should show excellence in that it is organized, neat, and professional.

Early Finishers:

1. Use your 8-square flow map (yesterday's) to create a comic about the evolution of scientific thought by using StripGenerator (you will need to create an account and play around with the tools here). Your comic should have 8 boxes or frames that explain the concepts in your flow map.
2. Use your flow map to create a timeline about the evolution of scientific thought by using Capzles (you will need to create an account and play around with the tools here). Your Capzle should have 8 images with descriptions.

Homework: 

1. Read 33.3 Portugal Begins the Age of Exploration
2. Answer questions from the workbook.

Isaac Newton and the Law of Gravity (5/31/11)

Standard 7.10.2: Understand the significance of new scientific theories (e.g. those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g. the telescope, microscope, thermometer, barometer).

Objectives: We will learn about the scientific discoveries of Newton. We will be able to explain the evolution of scientific theories from the geocentric theory to the laws of gravity.

Announcements:

Friendly Reminder: Remember to show excellence by doing the following things:

A) If you don't understand an assignment when you get home, get in contact with your teachers right away. Don't wait until 8 or 9PM.

B) If you need to get in touch with Mr. Herrera, please email him at a reasonable time or call his personal cell phone (which is displayed on the white board every day) before 9PM.

C) While in class, always work hard and be nice.

D) Please read all tasks fully before asking a teammate or your teacher if you don't understand something.

Task 1: Review your knowledge of scientific theories by completing the Do Now.

Task 2: Track Mr. Herrera as he presents Isaac Newton and the Law of Gravity. Take Cornell notes in your interactive notebook on the next available page.

Task 3: Watch as Mr. Herrera guides you through creating a flow map to show your knowledge of evolution of scientific theories from geocentrism to the laws of gravity.

Task 4: Finish your flow map. Your flow map should show excellence in that it is organized, neat, and professional.

Early Finishers:

1. Use your flow map to create a comic about the evolution of scientific thought by using StripGenerator (you will need to create an account and play around with the tools here).
2. Use your flow map to create a timeline about the evolution of scientific thought by using Capzles (you will need to create an account and play around with the tools here).

Homework: 

1. Individually finish the final draft of your teaching poster (for those who have not already finished)

Galileo and the Copernican Theory (5/27/11)

Standard 7.10.2: Understand the significance of new scientific theories (e.g. those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g. the telescope, microscope, thermometer, barometer).

Objectives: We will learn about the scientific discoveries of Galileo. We will be able to explain how Galileo's discoveries support the Copernican theory.

Want proof that the actual proves the possible? Want proof that you can make it to and through college? Here it is :-)

Task 1: Submit your idea to the following question: If you were a church leader in the 1500's, what would be your response to the Copernican theory?

Task 2: Watch as Mr. Herrera presents Galileo and the Copernican Theory. Take Cornell notes in your interactive notebook.

Task 3: Create a teaching poster to show your understanding of Galileo's discoveries. Follow these directions to create your teaching poster:

1. Create a first draft of the poster on a white piece of paper.
2. Split the paper into 3 sections:
1. Background information
2. Galileo's discoveries
3. Related image
3. Get Mr. Herrera's signature before moving on to the final draft.

Use the following resources to help you:

1. Mr. Herrera's model of Poster First Draft
2. Check out this resource on How to Find Background Information
3. Mr. Herrera's model of Poster Final Draft

Task 4: Create a final draft of your poster that is historically accurate and shows EXCELLENCE.

Homework:

1. Finish ALL tasks (that means you should have a first draft and final draft of your poster to turn in on Tuesday).

Copernicus and Kepler (5/26/11)

Standard 7.10.2: Understand the significance of new scientific theories (e.g. those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g. the telescope, microscope, thermometer, barometer).

Objectives: We will learn about the theories of Copernicus and Kepler. We will be able to explain how these theories improved our thinking about our world.

Task 1: The results from Skills Assessment #13 are in! Click on the following links to view the results:

• Entire 7th Grade Class
• Wellesley
• UCLA
• UCSB
• MSU

Task 2: Submit your idea to the following question: If you were a Spanish explorer and through your exploration you discovered that there were more than 3 continents on Earth, what would be your thoughts?

Task 3: Watch as Mr. Herrera presents Copernicus and Kepler. Take Cornell notes in your interactive notebook.

Task 4: Mr. Herrera will guide you to create a 4-door foldable to show your understanding of Copernicus and Kepler's theories.

Task 5: Finish your 4-door foldable and show EXCELLENCE by making sure it is historically accurate, specific, informative, and organized!

Task 6: Engage in a classroom discussion about what you learned today.

Homework:

1. Read 34.5 Isaac Newton and the Law of Gravity
2. Answer questions from the workbook

Roots of the Scientific Revolution II (5/25/11)

Standard 7.10.2: Understand the significance of new scientific theories (e.g. those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g. the telescope, microscope, thermometer, barometer).

Objectives: We will show our knowledge of the roots of the Scientific Revolution. We will learn about the theories of Copernicus and Kepler.

Task 1: Watch as Mr. Herrera reviews The Roots of the Scientific Revolution and explains how to complete the Guided Practice.

Task 2: Create your layered book foldable to show your knowledge of the Roots of the Scientific Revolution.

Task 3: Engage in a class discussion about the Roots of the Scientific Revolution.

Task 4: Complete Mastery Reflection #13.

Homework:

1. Read 34.4 Galileo and the Copernican Theory
2. Answer questions from the workbook.

The Roots of the Scientific Revolution (5/24/11)

Standard 7.10.1: Discuss the roots of the Scientific Revolution (e.g. Greek rationalism; Jewish, Muslim, and Christian science; Renaissance humanism; new knowledge from global exploration).

Objectives: We will discuss the roots of the Scientific Revolution. We will create a layered book foldable to show our knowledge.

Task 1: Complete the Do Now. If you need help, use the presentation The Counter-Reformation.

Task 2: Watch as Mr. Herrera introduces the lesson.

Task 3: On page 290 of your interactive notebook, take Cornell notes of The Scientific Revolution as Mr. Herrera presents.

Task 4: Use the Roots of the Scientific Revolution Pre-Write to prepare for the creation of your layered book foldable. Watch as Mr. Herrera explains.

Task 5: Create your Roots of the Scientific Revolution layered book foldable. Your book must meet or exceed the rubric.

Homework:

1. Read 34.3 Copernicus and Kepler
2. Answer questions from the workbook

Skills Assessment #13: The Reformation (5/23/11)

Objectives: We will review our knowledge of the Protestant Reformation. We will show our knowledge by scoring proficient or advanced on Skills Assessment #13.

Task 1: Review and study the following presentations by clicking on each one and re-reading each slide carefully:

• Intro to the Reformation
• Corruption in the Roman Catholic Church
• Important Figures in the Reformation
• Important Figures in the Reformation II
• The Spread and Impact of the Reformation
• The Counter-Reformation

Task 2: We will now close our laptops to watch Mr. Herrera show the class how to play Quiz, Quiz, Trade.

Task 3: We will play Quiz, Quiz, Trade.

Task 4: We will take Skills Assessment #13.

Homework:

1. Read 34.2 Roots of the Scientific Revolution.
2. Answer questions from the workbook.

Spread of Protestantism (5/19/11)

Objectives: We will learn about the spread of Protestantism. We will prepare for skills assessment 13.

Task 0: Submit your homework. Mr. H will call you up to check your homework assignments.

Task 1: Take Cornell notes of The Spread and Impact of the Reformation on page 287 of your interactive notebook.

Task 2: Take Cornell notes of The Counter-Reformation on page 288 of your interactive notebook. DO NOT fill out this graphic organizer. The answers to the questions have already been emailed to each of you. If you did not get the email, please get in contact with me.

Task 3: Analyze the map on page 366 of History Alive! On page 289 of your notebook, create a t-chart with two labels - "Roman Catholic" and "Protestant". Then list all of the countries on the map that you see who were Roman Catholic and all of the countries who were Protestant (Lutheran, Anglican, Calvinist, and Anabaptist).

Task 4: Explore Google Earth View to find some of the places you just listed. For example, if you type England, you will be taken to that country. Use the zoom in and zoom out features to get more or less detail.

Task 5: Look back through all of your notes on the Reformation in your interactive notebook (pgs. 283, 284, 285, 287, and 288). Choose 10 questions you think are the toughest for you to remember and create illustrated flashcards for these questions. (You must choose 10 questions even if you think you know them all very well). Have them ready for Mr. Herrera to look at on Monday.

Homework: Write 3 TREE paragraphs on any three topics from this list:

• Common Protestant Beliefs
• Nationalism and Absolute Monarchy
• Protestantism and Democracy
• The Council of Trent
• The Counter-Reformation

Use Reformation Paragraph Starters and Chapter 32 to help you get started.

The Protestant Reformation (5/18/11)

Standards 7.9.1-7.9.5: The Protestant Reformation.

Objectives: We will review what we have learned about the Protestant Reformation.

Task 0: If you have not already, copy and paste the link to your comic and submit your homework here.

Task 1: If you were Martin Luther and you saw the abuses happening inside the Roman Catholic Church, would you risk standing up for what you believed in, even if it meant you could be burned at the stake?

Task 2: Watch as Mr. Herrera reviews how to take notes on Intro to the Reformation on page 283 of your interactive notebook.

Task 3: Take notes on Corruption in the Roman Catholic Church on page 284 of your interactive notebook. Take notes on Important Figures in the Reformation and Important Figures in the Reformation II on page 285 of your interactive notebook.

Task 4: Watch as Mr. Herrera shows you how to write about what you have just reviewed.

Task 5: Finish writing about your thoughts on the corruption in the Roman Catholic Church and the Protestant denominations created as a result on page 286 of your interactive notebook.

Early Finishers: Visit the class website and check out the early finisher's activities.

The Counter-Reformation: The Catholic Response (5/17/11)

Standard 7.9.5: Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g. St. Ignatius of Loyola and the Jesuits, the Council of Trent).

Objectives: We will define Counter-Reformation. We will identify the Council of Trent. We will explain the Council of Trent's response to the Protestant Reformation.

Task 0: Submit your homework.

Task 1: If you were a Catholic pope during the time of the Protestant Reformation, what would be your response to the arguments that Protestants made against the Catholic church?

Task 2: Read 32.1 The Spread and Impact of the Reformation and 32.5 The Catholic Response: The Counter-Reformation and answer the following questions in this graphic organizer.

Task 3: Based on what you have learned, create a comic to illustrate the ideas and accomplishments of the Council of Trent. Look at Mr. Herrera's example, then create your own. When you are finished, please submit your comix here.

The Spread and Impact of the Reformation II (5/16/11)

Standard 7.9.3: Explain Protestant's new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

Objective: We will identify common Protestant beliefs. We will explain how these beliefs led to practices that prepared people for democracy.


Task 1: Change your Gmail password by logging into your account, clicking on the mechanic wheel at the top right hand corner of the screen, clicking Mail Settings, choosing Accounts and Import, selecting Change Password, and following the directions on the screen. Once you have changed your password, tell me what your new password is here. Remember, your password will remain confidential. That means only you and I will know the password.


Task 2: Finish double checking your slides for both Book 1 and Book 2 of the Books of Hope project. Remember, to find your books, login to Gmail and go to the Documents section. 


Task 3: Have a peer grade you on each of your slides for Book 1 and Book 2. Your peer must fill out a separate form for Book 1 and Book 2. Use the rubric to grade both books.


Task 4: Finish your Prezi on the Spread and Impact of the Reformation. 

The Spread and Impact of the Reformation (5/11/11)

Standard 7.9.3: Explain Protestant's new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

Objective: We will identify common Protestant beliefs. We will explain how these beliefs led to practices that prepared people for democracy.

Task 1: Track Mr. Herrera as he presents The Spread and Impact of the Reformation. Fill out the graphic organizer as you follow along.

Task 2: Track Mr. Herrera as he shows you how to create a Prezi of your own.

Task 3: Create your own Prezi that meets or exceeds the rubric.

Homework:
1. Book #2 is due by Friday, May 13, 2011
2. Start working on your Prezi.

Books of Hope: Day 4 (5/10/11)

Objective: We will create Books of Hope for students at Vienna Boarding School in Uganda, Africa.

Task 1: Check to make sure you have finished your first book by reviewing your assigned research and slides. Your slides should meet or exceed the rubric.

Task 2: Track Mr. Herrera as he shows you how to create a new book and share it with a partner. You will be working with one teammate to finish your second and final book. This book must meet or exceed the rubric and is due by COB (close of business) on Friday, May 13, 2011.

Task 3: Spend the rest of class time creating your second book. I will be walking around to help anyone who needs additional guidance.

Books of Hope: Day 3 (5/6/11)

Objective: We will apply our knowledge of the development of feudalism in Western Europe by creating teaching books for students in Africa.

Task #1: Complete the Do Now.

Task #2: Track Mr. Herrera as he shows you how to collaboratively edit a Google document, edit a Google presentation, and modify it to look professional.

Task #3: Finish your research of Standard 7.6.3 and get Mr. Herrera's approval.

Task #4: Work collaboratively with your group members to create a Google presentation that is historically accurate, organized, and student-friendly. Your presentation must have: (1) 11 slides that each have a historically accurate and organized answer and related image, (2) 12 slides that each have one vocabulary term, definition, and related image. When your group has finished, get Mr. Herrera's approval.

Books of Hope: Day 2 (5/4/11)

Objective: We will apply our knowledge of the development of feudalism in Western Europe by creating teaching books for students in Africa.

Task #1: Track Mr. Herrera as he shows you how to collaboratively edit a Google document, create a Google presentation, and modify it to look professional.

Task #2: Finish your research of Standard 7.6.3 and get Mr. Herrera's signature.

Task #3: Work collaboratively with your group members to create a Google presentation that is historically accurate, organized, and student-friendly.

Welcome to Books of Hope! (5/3/11)

Objective: We will be introduced to Books of Hope and learn how to begin our research project.

Task #1: Track Mr. Herrera as he presents Introduction to Books of Hope. Click on the graphic organizer to answer the questions as your teacher presents.

Task #2: After your teacher has placed you in a collaborative work group, click on the standard you have been assigned and follow the directions to start your research. Standard 7.6.3


Task #3: Track Mr. Herrera as he shows you how to create a Google presentation. Follow directions to learn how easy it is to set up a presentation.


Task #4: Finish your research and get Mr. Herrera's signature before starting your presentation. 

Reformation: In Your Own Words (5/2/11)

Objective: We will apply and synthesize what we have learned about the Reformation.

Task #1: Go back and finish any tasks you have not already completed. If Mr. Herrera has not recorded a grade for you on one or more assignments, this is your chance to make it up! Wait for Mr. Herrera to call you and let you know what you're missing. While you wait, read this story in today's LA Times. Please refrain from watching the video (bandwith), but feel free to view the photo gallery. When you're done reading, fill out this form for extra credit.

Task #2: Review the presentations for the Reformation from last week (Intro to the Reformation, Corruption in the Roman Catholic Church, Important Figures in the Reformation, Important Figures in the Reformation II). Pretend you are a reporter for the LA Times and write a newspaper article summarizing what you have learned. Your newspaper article should have at least 4 summary paragraphs and 1 paragraph where you tell your opinion of the Reformation (5 paragraphs total). Write your article on pages 279-280 of your notebook.

Important Figures in the Reformation II (4/29/11)

Objective: We will describe the ideas of Desidarius Erasmus, Martin Luther, John Calvin, and William Tynsdale in the Reformation.

Task #1: Complete the Do Now.

Task #2: Track Mr. Herrera as he presents Important Figures in the Reformation II. Fill out the graphic organizer as your teacher explains. When you have finished and your work shows excellence, submit it for a grade.

Task #3: On page 275, paste 7.9.1 GP/IP #1 and on page 276, paste 7.9.1 GP/IP #2.

Task #4: On page 277, paste the double bubble map that compares Martin Luther to Desiderius Erasmus.

Task #5: On page 278, paste the tree map and use it to categorize the 4 important figures we have learned about. Write all 4 names. Under each name, describe 2 things they are best known for. Get Mr. Herrera's signature before moving forward.