August 28, 2006
Monday:
1. Share weather disaster stories and turn in.
2. “Which doesn’t belong” with a partner – complete and go over
***Warm up question – What type of weather condition is most likely to cause the greatest amount of damage to our state – hurricane or tornado? Why?
Tuesday:
1. Power Point – why do we study history? Add in points about primary vs. secondary sources, inferences, generalizations, etc.
2. Examine some primary sources: John Bank’s diary entry (from textbook), Charlie’s family photo
3. Discuss time – have students form a human time line with the dates on pieces of construction paper, then do the same with the events on the backs of the pieces of construction paper.
4. Classwork/homework: chapter review questions – pg. 41 Reviewing Main Ideas #1-7, Sharpen Your Skills #1
***Warm up question – How is understanding dates like understanding a number line?
Wednesday:
1. Time line activity w/partner – students put a list of dates into numerical order.
2. Illustrate chapter 4: look through the chapter, key words, pictures, basic concepts – then students come up with some sort of picture that illustrates the basic theme of the chapter.
***Warm up question: What is the difference between a primary source and a secondary source?
Thursday:
1. Judge illustrations from yesterday.
2. Briefly discuss the science of archaeology
3. Have students complete activity – A Hole In The Head
4. Classwork/homework: read pages 42-47 and answer Locating Main Ideas pages 46 & 47
***Warm up question: Why is it the 21st century vs. 20th century even though it is 2006?
Friday:
1. Quiz over last night’s reading.
2. Go over ?’s from yesterday.
3. Watch first two sections of Georgia Stories I – prog. 2
***Warm up question: What is the difference between a fossil and an artifact? Which are easier for scientists to distinguish its age?
Posted by Jakaitis at 01:21 PM
August 21, 2006
Monday:
1. Finish “Setting the Stage” from Friday and go over.
2. Do a basic introduction to Chapter 2 – physiographic regions, weather, natural resources, etc.
3. Have students fill in the 4 maps of Georgia – map test on Friday, 8/25.
Tuesday:
1. Review maps of Georgia – test on Friday
2. Complete graphic organizer on pages 16-22 – the regions
Wednesday:
1. Review Georgia maps to prepare for Friday’s test
2. Pop quiz on the graphic organizer from yesterday
3. Go over the graphic organizer
4. Briefly discuss the remainder of the chapter – barrier islands, weather, etc.
5. Introduce “Weather Disaster Story” activity – partner off students.
Thursday:
1. Review maps to prepare for tomorrow’s test.
2. Continue working on Disaster story with partner – due by Monday.
Friday:
1. Take map test over 4 maps of Georgia
2. Continue on Disaster story – due Monday
***What are the main characteristics of Georgia’s physiographic regions?
and How does Georgia’s climate effect Georgia’s natural resources?
Posted by Jakaitis at 09:30 AM
August 16, 2006
Monday:
1. Introduce self (and any other teachers in the classroom) and subject
2. Give out and go over syllabus – note to students that the syllabus needs to be signed by their parents, and that there is an email address request.
3. Give out sheet on how to organize notebook sheet – discuss with students how the notebook is to be organized this year…show example of the correct type of spiral notebook (Meade 3 subject works the best)…let them know that they need to have their notebook by Wednesday so that we can glue the first informational worksheets into it.
4. Explain book cover project – while students are waiting to get their textbooks, have them start creating a new cover for the book – they are to be under the impression that the author has made a request for a new book cover that will be used for the next printing edition of the textbook. The students can look over the contents of the book to get some ideas for their “cover” – the cover they need to create needs to be unique (not like the cover that is already on the book) and need to be informative (needs to give the reader an idea of the book’s content). The cover needs to be colorful (or if the child is truly artistic, they can shade). This will be our first project – it will be due on Friday. Any other words besides the title of the text are optional. Student name and class period need to be placed on the back. Students will be using plain white paper for this project.
5. Distribute textbooks. Students need to sign form with homeroom teacher’s name and book number. The books need to be covered – even though they are not brand new…they need to be taken care of until new adoption is made.
Tuesday:
1. Collect any signed syllabi from students – all of these need to be back by tomorrow so that they can be glued into the notebooks.
2. Have students take the Social Studies pre-test. Explain to the students that they need to take the pre-test seriously. Students will be taking the pre-test on scantrons.
3. After they finish their pre-test, they can get back to work on their “cover.”
Wednesday:
1. Glue in first few couple of notebook materials – syllabus and “I Understand” (go over this sheet – it states basic rules for the class).
2. Review some geographical terms – pose the question – “How would you know what to pack if you were going on a trip knowing only the coordinates of your destination?” – discuss with the class. Have students define on their own the following terms: direction, longitude, latitude, intermediate directions, equator, prime meridian, degree, meridians, parallels, and international date line. Have students share answers with the class – and have them correct definitions as necessary.
3. Discuss when you would need absolute vs. relative location.
4. Practice finding places using an atlas and the white boards. Students will be having a quiz over geographic terms and finding places on a map on Friday.
5. Homework: complete “Location” worksheet
Thursday:
1. Go over the Location worksheet.
2. Practice more for finding places using an atlas.
3. Check progress on “Cover” project – remind students that this is due tomorrow. Continue working on projects.
4. Those that need extra help with longitude and latitude can work on this to prepare for tomorrow’s quiz – remind them that terms will be on it as well.
Friday:
1. Judge pictures – class walks around and selects best picture.
2. Collect cover projects
3. Take quiz on longitude and latitude.
4. As we are moving into chapter 2, have students complete Setting the Stage worksheet with a partner. This worksheet helps the students understand how the study of Georgia uses the five themes of geography – where we are, where we have been, and where we are going.
Essential Question(s): What are the 5 themes of geography and how do they affect your life? How can you apply the concept of absolute and relative location in your life?
Posted by Jakaitis at 04:20 PM
Welcome to my blog. I am very excited to get the year started. Through this blog, I will keep everyone informed of all the wonderful things happening in my classroom. Students: Get ready to have some fun and learn about the great state of Georgia.
8th Grade Social Studies
Course Syllabus
Teacher: Brian Jakaitis
Email: brian.jakaitis@cobbk12.org
OBJECTIVE: To develop an understanding of our heritage, with an emphasis on the state of Georgia, and its impact on American culture, and to develop geographic, economic, research, and technological skills. The eighth grade curriculum is entitled “Georgia and the American Experience.” We will focus on how Georgia’s history fits into and influenced American history.
TEXT: The Georgia Studies Book: Our State and the Nation
Selected novels will be integrated into the curriculum. Writing will also be emphasized in social studies; research shows that writing across the curriculum strengthens written expression skills. Students will be given many opportunities to publish their work, so quality will be important. Reading assignments and writing activities will be averaged with other grades for social studies
EXPECTATIONS: I am excited to have the opportunity to challenge students at Mabry. I have set very high expectations and will try to develop each student’s individual potential by providing a differentiated curriculum. My classroom is very interactive and includes instructional activities that address varied ability levels and learning styles. Students will be given many choices for projects that provide authentic learning opportunities. Technology plays a vital role in my lesson plans, and all students will benefit from the use of the Internet for research and activities
We will study the following topics during the year. However, this syllabus is a guide and is subject to change in order to accommodate student progress.
Geography of Georgia 2 weeks
Early Inhabitants of GA 1 week
European Exploration 1 week
Colonial Georgia (1732 – 1776) 1 week
Georgia and the Revolution 1 week
Early Statehood (1776 – 1787) 3 weeks
Foundations of Georgia/Govt. and Legislature 3 weeks
The Governor and Executive Branch 1 week
The Judicial Branch 1 week
Local Government in Georgia 1 week
Georgia’s Westward Movement (1787 – 1865) 3 weeks
The Civil War and Reconstruction (1865 – 1877) 4 weeks
The Rise of Modern Georgia (1877 – 1945) 5 weeks
Georgia Today (1945 – Present) 9 weeks
Grading Policy: Tests/Major Projects 50% Daily 20%
Quizzes 20% Homework 10%
Homework: Homework is an important tool to reinforce concepts from class or introduce new subjects. Experience has shown that inconsistently completed homework leads to overall lower grades in class. The expectation is that homework will be completed by the assigned due date. Late homework will not be accepted for credit.
Make-up work is the responsibility of the student. Three days will be allowed to make-up missed assignments or tests that are missed unless there is an extended illness. Students must schedule a time to make-up tests either before school or after school.
Students:
I have very high expectations for your work. Always strive for excellence in your projects and activities. Try to stretch yourself beyond your comfort limits! Try new things. “I would rather try great things and fail than to try nothing and succeed” is good advice.
If students are to succeed and achieve academic progress, then they must be prepared for class! All students should bring paper, pens/pencils, agenda, textbook, and homework to class each day. DO NOT bring MP3 players or iPods to my classroom. If students have them out during class, they will be taken up and kept until the end of the day.
CODE FOR SUCCESS
Bring all materials needed for class
Be respectful and courteous to teacher and classmates
Participate positively in class activities
Listen attentively to all speakers
Work quietly and enjoy LEARNING!
SUGGESTED SUPPLIES: Spiral notebook, blue or black ink pens, colored pencils or markers, pencil, ruler. Work that is written with any color except blue or black ink will not be accepted!!!! Save the colored pens for posters, etc.
Posted by Jakaitis at 02:17 PM
