𝗜𝗺𝗽𝗼𝗿𝘁𝗮𝗻𝘁 𝗡𝗼𝘁𝗲𝘀: 

❶ 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗔𝘀𝘀𝗶𝘀𝘁𝗮𝗻𝗰𝗲 If the class fee is a barrier to your learner's enrollment, message me for more information about payment plan options and scholarship opportunities. 

❷ 𝗘𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁 𝗶𝗻 𝘁𝘄𝗼 𝗰𝗼𝘂𝗿𝘀𝗲𝘀/𝗲𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁 𝗶𝗻 𝗰𝗼𝗻𝘀𝗲𝗰𝘂𝘁𝗶𝘃𝗲 𝘆𝗲𝗮𝗿𝘀 Learners registering for both the social studies and English language arts course in the same school year, or enrolling in one of the courses in the immediate consecutive school year following completion of the other course (for example, taking ELA in 2024-25 and social studies in 2025-26), will be refunded $100 of their course fee. The refund will be made in the week before class meetings begin, at the time workbook links are being distributed to students. For learners on the payment plan, the $100 refund will be applied to the fourth payment. 

❸ 𝗦𝗰𝗵𝗲𝗱𝘂𝗹𝗲 The course will meet twice per week, 45 minutes per meeting, on Mondays and Wednesdays. The fall semester begins on August 12 and ends on December 18 with a one-week Labor Day break the week of September 2, a one-week fall break the week of October 28, and a one-week Thanksgiving break the week of November 25. The spring semester begins on January 27 and ends on May 21 with a one-week spring break the week of March 10. 

❹ 𝗪𝗼𝗿𝗸𝗯𝗼𝗼𝗸𝘀 Students will receive a virtual interactive workbook before the course begins. The workbook is created using Google Slides. Students will complete homework in the workbook and the teacher also provides feedback on homework in the workbook. 

❺ 𝗥𝗲𝗳𝘂𝗻𝗱𝘀 No refunds of course fees are given after the workbooks are distributed. 

❻ 𝗦𝘁𝘂𝗱𝘆 𝗛𝗮𝗹𝗹 Learners enrolled in any of my semester courses are invited to attend study hall, held on Tuesday and Thursday afternoons during the semester, at no additional cost. This is a time when students can get extra help with assignments, ask questions, work with classmates on group projects, or just log in and work on homework with other learners. 

❼ 𝗛𝗼𝗺𝗲𝘄𝗼𝗿𝗸 Homework is assigned following each class meeting. Most students will need some adult assistance with the homework. Students are welcome to attend the course and complete as much or as little homework as they and their adult wish. In order to receive a letter of completion, however, students must complete homework in order to earn at least a 70 percent of better on their final grade. 

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𝗔𝗕𝗢𝗨𝗧 𝗠𝗜𝗗𝗗𝗟𝗘 𝗦𝗖𝗛𝗢𝗢𝗟 𝗦𝗢𝗖𝗜𝗔𝗟 𝗦𝗧𝗨𝗗𝗜𝗘𝗦

Middle School Social Studies is taught to the National Council for the Social Studies (U.S.) standards covering systems of government, U.S. government and history, world geography, and, economics with an emphasis on ecosocial justice. 

Learners will explore systems of government while reading George Orwell's novel 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎 in Unit 1.  In Unit 2, U.S. government will be taught through a historical lens as learners seek to answer the big question: "When did the United States become a democracy?" while reading 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓 𝒇𝒐𝒓 𝒀𝒐𝒖𝒏𝒈 𝑷𝒆𝒐𝒑𝒍𝒆 by Bruce Watson and adapted by Rebecca Stefoff. Unit 3 will focus on world geography with learners focusing on geographic themes, mapping skills, and understandings of physical and human geography, with brief explorations of the languages, music, food, culture, landscapes, and histories of regions of the world. Unit 4 closes the course with an emphasis on economic, environmental, and social justice themes with learners exploring questions such as: What is justice? How do we share resources? What is inequality? This unit will also introduce learners to social movements of the twenty-first century as students consider issues of racial, sexual, LGBTQ, class, ability, age, and religious equality. 

Learners will have two journal writing assignments each week and will complete a research paper. Research paper writing will scaffold throughout the first semester. Teaching will include class discussions, lectures with slides, videos, and other multi-media presentations, learning games and activities, worksheets, and group projects. 

Each class will begin with a discussion of the reading assignment with learners encouraged to share thoughts they may have expressed in response to the assigned journal prompt. Following lecture/discussion about the day's topic, there will be a class or small-group activity. 

This class is for learners who just want to practice their social studies skills, as well as students who want to get a letter of competition. There is 3-4 hours of homework to be completed each week. See the rubric below for how the learner will be evaluated.


𝗨𝗻𝗶𝘁 𝟭: 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝗚𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁
(Students will need a paper or electronic copy of George Orwell's novel 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎)
𝐀𝐮𝐠𝐮𝐬𝐭 𝟏𝟐-𝐎𝐜𝐭𝐨𝐛𝐞𝐫 𝟗

𝗪𝗲𝗲𝗸 𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟭:
Lecture/Discussion-Introductions and Class Agreements
Homework: Reading-Introduction to 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry 

𝗪𝗲𝗲𝗸 𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟮:
Reading Discussion-The Russian Revolution 
Lecture/Discussion-What is government? What is government's purpose? 
Research Paper Scaffold: Research Paper Topic
Small-Group Activity: A Country of Your Own Part 1
Homework: Reading-Chapter 1 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry, Research Paper Topic 

𝗪𝗲𝗲𝗸 𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟯:
Reading Discussion-What is a revolution? 
Lecture/Discussion-What makes a government legitimate? 
Small-Group Activity: A Country of Your Own Part 2
Homework: Reading-Chapter 2 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry

𝗪𝗲𝗲𝗸 𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟰:
Reading Discussion-Propaganda
Lecture/Discussion-How did governments begin? 
Research Paper Scaffold: Preliminary Research
Small-Group Activity: A Country of Your Own Part 3
Homework: Reading-Chapter 3 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry, Research Paper preliminary research

𝗪𝗲𝗲𝗸 𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟱:
Reading Discussion-Seven techniques of propaganda
Lecture/Discussion-Types of government: monarchy 
Small-Group Activity: A Country of Your Own Part 4
Homework: Reading-Chapter 4 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry

𝗪𝗲𝗲𝗸 𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟲:
Reading Discussion-Fake News
Lecture/Discussion-Types of government: oligarchy 
Research Paper Scaffold: Research Question 
Small-Group Activity: A Country of Your Own Part 5
Homework: Reading-Chapter 5 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry, Research Paper question

𝗟𝗔𝗕𝗢𝗥 𝗗𝗔𝗬 𝗛𝗢𝗟𝗜𝗗𝗔𝗬 𝗕𝗥𝗘𝗔𝗞: 𝗢𝗻𝗲 𝗪𝗲𝗲𝗸

𝗪𝗲𝗲𝗸 𝟰: 𝗖𝗹𝗮𝘀𝘀 𝟳:
Reading Discussion-Renaming cities and countries 
Lecture/Discussion-Types of government: theocracy
Small-Group Activity: A Country of Your Own Part 6
Homework: Reading-Chapter 6 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry

𝐖𝐞𝐞𝐤 𝟒: 𝐂𝐥𝐚𝐬𝐬 𝟖:
Reading Discussion-Brainwashing and repetition 
Lecture/Discussion-Types of government: tyranny/dictatorship 
Research Paper Scaffold: Conducting research and citing sources 
Small-Group Activity: A Country of Your Own Part 7
Homework: Reading-Chapter 7 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry, Conducting research for the research paper

𝗪𝗲𝗲𝗸 𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟵:
Reading Discussion-The Hens' confession and Stalin 
Lecture/Discussion-Types of government: Democracy, republic, or both? 
Small-Group Activity: A Country of Your Own Part 8
Homework: Reading-Chapter 8 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry

𝗪𝗲𝗲𝗸 𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟬:
Reading Discussion-Hierarchy and class structure
Lecture/Discussion-Governments and Economic Systems: Communism, Socialism, Capitalism 
Research Paper Scaffold: Conducting research and finding good sources 
Small-Group Activity: A Country of Your Own Part 9
Homework: Reading-Chapter 9 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry, Conducting research for the research paper

𝗪𝗲𝗲𝗸 𝟲: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟭:
Reading Discussion-Corruption
Lecture/Discussion-Political Spectrum: Right, Left, and Center
Small-Group Activity: A Country of Your Own Part 10
Homework: Reading-Chapter 10 in 𝑨𝒏𝒊𝒎𝒂𝒍 𝑭𝒂𝒓𝒎, Journal Entry

𝗪𝗲𝗲𝗸 𝟲: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟮:
Reading Discussion-Wrapping up the novel
Lecture/Discussion-Human Rights, Civil Rights, and Civil Liberties
Research Paper Scaffold: Conducting research and note-taking 
Small-Group Activity: A Country of Your Own Part 11
Homework: Reading-"To Have Power Over Others" by Francis Duggan, Journal Entry, Conducting research for the research paper

𝗪𝗲𝗲𝗸 𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟯:
Reading Discussion-What is power? 
Lecture/Discussion-Common Good
Small-Group Activity: A Country of Your Own Part 12
Homework: Reading-"I Dream a World" by Langston Hughes, Journal Entry

𝗪𝗲𝗲𝗸 𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟰:
Reading Discussion-Comparing "A Country of Your Own" to Hughes' "I Dream a World"
Lecture/Discussion-Rule of Law
Research Paper Scaffold: Writing a Thesis Statement
Small-Group Activity: A Country of Your Own Part 13
Homework: Listening-"John Carey on the Rule of Law" from FacingHistory.org, Journal Entry, Research Paper Thesis Statement

𝗪𝗲𝗲𝗸 𝟴: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟱:
Reading Discussion-Destruction of an Apple
Lecture/Discussion-Threats to Democracy
Small-Group Activity: Prepare "A Country of Your Own" presentations
Homework: Prepare "A Country of Your Own" presentations, Journal Entry

𝗪𝗲𝗲𝗸 𝟴 𝗖𝗹𝗮𝘀𝘀 𝟭𝟲:
"A Country of Your Own" presentations

𝗨𝗻𝗶𝘁 𝟮: 𝗨.𝗦. 𝗚𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁 𝗮𝗻𝗱 𝗛𝗶𝘀𝘁𝗼𝗿𝘆
(Students will need a paper or electronic copy of 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓 𝒇𝒐𝒓 𝒀𝒐𝒖𝒏𝒈 𝑷𝒆𝒐𝒑𝒍𝒆 by Bruce Watson and adapted by Rebecca Stefoff)
𝗢𝗰𝘁𝗼𝗯𝗲𝗿 𝟭𝟰-𝗗𝗲𝗰𝗲𝗺𝗯𝗲𝗿 𝟭𝟴

𝗪𝗲𝗲𝗸 𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟳:
Reading Discussion-Introducing 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓
Lecture/Discussion-Is the U.S. a democracy? When did the U.S. become a democracy? 
Partner Activity: Examining Primary Sources
Homework: Reading-"Before: Mississippi at a Crossroads" in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟴:
Reading Discussion-Freedom Election 
Lecture/Discussion-The Declaration of Independence 
Research Paper Scaffold: Creating an Outline
Partner Activity: Examining Primary Sources
Homework: Reading-Chapter 1 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry, Research Paper Outline 

𝗪𝗲𝗲𝗸 𝟭𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟭𝟵:
Reading Discussion-President Kennedy and the Civil Rights Bill
Lecture/Discussion-The Articles of Confederation
Partner Activity: Examining Primary Sources
Homework: Reading-Chapter 2 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟬:
Reading Discussion-The Civil War, Reconstruction, Lost Cause, and Jim Crow
Lecture/Discussion-Federalists and Anti-Federalists  
Research Paper Scaffold: Writing an Introduction 
Partner Activity: Examining Primary Sources
Homework: Reading-Chapter 3 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry, Research Paper-Write Introduction

𝗙𝗔𝗟𝗟 𝗕𝗥𝗘𝗔𝗞: 𝗢𝗻𝗲 𝗪𝗲𝗲𝗸

𝗪𝗲𝗲𝗸 𝟭𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟭:
Reading Discussion-Police Response to the Missing Civil Rights Workers
Lecture/Discussion-The Constitutional Convention and Constitutional Compromises
Class Activity-The Music of Freedom Summer
Homework: Reading-Chapter 4 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟮:
Reading Discussion-President Lyndon Johnson and Freedom Summer
Lecture/Discussion-The U.S. Constitution 
Research Paper Scaffold: Parenthetical Citations
Class Activity-The Music of Freedom Summer
Homework: Reading-Chapter 5 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry, Research Paper-Write Page 1 of Rough Draft

𝗪𝗲𝗲𝗸 𝟭𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟯:
Reading Discussion-The Civil Rights Act of 1964
Lecture/Discussion-The Bill of Rights
Class Activity-The Art of Freedom Summer
Homework: Reading-Chapter 6 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟰:
Reading Discussion-Freedom School
Lecture/Discussion-The First Amendment 
Class Activity-The Art of Freedom Summer
Homework: Reading-Chapter 7 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Research Paper-Write Page 2 Rough Draft

𝗪𝗲𝗲𝗸 𝟭𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟱:
Reading Discussion-What is a revolution?
Lecture/Discussion-The Second Amendment 
Class Activity: Civil Disobedience and Nonviolence
Homework: Reading-Chapter 8 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟲:
Reading Discussion-The White Folks Project
Lecture/Discussion-The Third through Tenth Amendments
Class Activity: Civil Disobedience and Nonviolence
Homework: Reading-Chapter 9 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry, Research Paper-Write Page 3 Rough Draft

𝗧𝗵𝗮𝗻𝗸𝘀𝗴𝗶𝘃𝗶𝗻𝗴 𝗛𝗼𝗹𝗶𝗱𝗮𝘆 𝗕𝗿𝗲𝗮𝗸: 𝗢𝗻𝗲 𝗪𝗲𝗲𝗸

𝗪𝗲𝗲𝗸 𝟭𝟰: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟳:
Reading Discussion-The 1964 Democratic National Convention 
Lecture/Discussion-13th, 14th, 15th, and 19th Amendments
Small-Group Activity: What Would You Do? 
Homework: Reading-Chapter 10 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟰: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟴:
Reading Discussion-Class Differences in Freedom Summer
Lecture/Discussion-Separation of Powers, Checks and Balances
Small-Group Activity: What Would You Do? 
Homework: Reading-Chapter 11 in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry, Research Paper-Write Page 4 Rough Draft

𝗪𝗲𝗲𝗸 𝟭𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟮𝟵:
Reading Discussion-When did America become a democracy?
Lecture/Discussion-The Three Branches of Government and How a Bill Becomes a Law
Small-Group Activity: When Did America Become a Democracy?
Homework: "After: Ordinary People Make a Difference" in 𝑭𝒓𝒆𝒆𝒅𝒐𝒎 𝑺𝒖𝒎𝒎𝒆𝒓, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟬:
Reading Discussion-What does a good citizen do when their country is wrong? 
Lecture/Discussion-Citizenship, voting rights, elections
Small-Group Activity: When Did America Become a Democracy
Homework: "The Voting Rights Act: Ten Things You Should Know" from the Zinn Education Project, Journal Entry, Research Paper-Complete Rough Draft

𝗪𝗲𝗲𝗸 𝟭𝟲: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟭:
Reading Discussion-How did different levels of government work together and not work together in Freedom Summer? 
Lecture/Discussion-Local, State, and Federal Government
Small-Group Activity: When Did America Become a Democracy?
Homework: Prepare "When Did America Become a Democracy?" presentations, Journal Entry

𝗪𝗲𝗲𝗸 𝟭𝟲 𝗖𝗹𝗮𝘀𝘀 𝟯𝟮:
"When Did America Become a Democracy?" presentations
Homework: Journal Entry

𝗪𝗜𝗡𝗧𝗘𝗥 𝗕𝗥𝗘𝗔𝗞: 𝗦𝗶𝘅 𝗪𝗲𝗲𝗸𝘀

𝗨𝗻𝗶𝘁 𝟯: 𝗪𝗼𝗿𝗹𝗱 𝗚𝗲𝗼𝗴𝗿𝗮𝗽𝗵𝘆 
𝗝𝗮𝗻𝘂𝗮𝗿𝘆 𝟮𝟳-𝗠𝗮𝗿𝗰𝗵 𝟭𝟵

𝗪𝗲𝗲𝗸 𝟭𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟯:
Lecture/Discussion-Introduction to Geography
Partner Activity: Where in the World is ... ?
Homework: Watch-𝑻𝒉𝒆 𝑳𝒐𝒓𝒂𝒙, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟭𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟰:
Lecture/Discussion-Mapping skills, Geography in 𝑻𝒉𝒆 𝑳𝒐𝒓𝒂𝒙 
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Proofreading and Editing 
Homework: Mapping Worksheet, Journal Entry, Research Paper-Proofreading and Editing, mapping project

𝗪𝗲𝗲𝗸 𝟭𝟴: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟱:
Class Activity: Where in the World is ... ?
Lecture/Discussion-Physical Geography 
Homework: Landforms Worksheet, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟭𝟴: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟲:
Lecture/Discussion-Human Geography
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Title Page and Formatting
Homework: Culture Worksheet, Journal Entry, Research Paper-Title Page and Formatting, mapping project

𝗪𝗲𝗲𝗸 𝟭𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟳:
Lecture/Discussion-Asia
Class Activity: Where in the World is ... ?
Homework: Prepare Tourism Guide for a County in Asia, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟭𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟴:
Lecture/Discussion-Africa
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Works Cited Page
Homework: Prepare Tourism Guide for a County in Africa, Journal Entry, Research Paper-Works Cited Page, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟯𝟵:
Lecture/Discussion-Europe
Class Activity: Where in the World is ... ?
Homework: Tourism Guide for a County in Europe, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟬:
Lecture/Discussion-The Middle East
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Prepare Research Paper for Peer Review
Homework: Tourism Guide for a County in the Middle East, Journal Entry, Research Paper-Prepare for Peer Review, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟭:
Lecture/Discussion-North America
Class Activity: Where in the World is ... ?
Homework: Tourism Guide for a County in North America, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟮:
Lecture/Discussion-Central America and the Caribbean
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Prepare Research Paper for Teacher Review
Homework: Tourism Guide for a County in Central America/the Caribbean, Journal Entry, Prepare Research Paper for Teacher Review, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟯:
Lecture/Discussion-South America
Class Activity: Where in the World is ... ?
Homework: Tourism Guide for a County in South America, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟰:
Lecture/Discussion-Oceania 
Class Activity: Where in the World is ... ?
Research Paper Scaffold-Prepare the Research Paper Presentation 
Homework: Tourism Guide for a County in South America, Journal Entry, Prepare Research Paper Presentation, mapping project

𝗦𝗣𝗥𝗜𝗡𝗚 𝗕𝗥𝗘𝗔𝗞: 𝗢𝗻𝗲 𝗪𝗲𝗲𝗸

𝗪𝗲𝗲𝗸 𝟮𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟱:
Lecture/Discussion-The Arctic 
Class Activity: Where in the World is ... ?
Homework: Tourism Guide for a County in the Arctic, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟯: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟱:
Lecture/Discussion-Antarctica  
Research Paper Scaffold-Reviewing Teacher Feedback and Making Changes
Homework: Antarctica Worksheet, Journal Entry, Research Paper-Edits and Revisions Based on Teacher Feedback, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟰: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟳:
Lecture/Discussion-Oceans of the World 
Homework: Oceans Worksheet, Journal Entry, mapping project

𝗪𝗲𝗲𝗸 𝟮𝟰: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟴:
Lecture/Discussion-Unit Wrap-Up  and Trivia Game
Homework: Journal Entry

𝗨𝗻𝗶𝘁 𝟰: 𝗘𝗰𝗼𝗻𝗼𝗺𝗶𝗰, 𝗘𝗻𝘃𝗶𝗿𝗼𝗻𝗺𝗲𝗻𝘁𝗮𝗹, 𝗮𝗻𝗱 𝗦𝗼𝗰𝗶𝗮𝗹 𝗝𝘂𝘀𝘁𝗶𝗰𝗲
𝗠𝗮𝗿𝗰𝗵 𝟯𝟭-𝗠𝗮𝘆 𝟮𝟭

𝗪𝗲𝗲𝗸 𝟮𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟰𝟵:
Lecture/Discussion-What is Justice? 
Partner Activity: Defining Justice
Homework: Reading-"Plastics and Poverty: Why the Whole Things is Connected" by Van Jones, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟱: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟬:
Lecture/Discussion-How do we share resources? 
Small-Group Activity: Imagining the Commons
Homework: Reading-"Stealing and Selling Nature" by Tim Swinehart, Journal Entry, Research Paper-Turn in Final Draft

𝗪𝗲𝗲𝗸 𝟮𝟲: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟭:
Lecture/Discussion-What is inequality?
Class Activity: Is that fair? 
Homework: Reading-"Farewell, Sweet Ice" by Matthew Gilbert, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟲: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟮:
Lecture/Discussion-What is privilege?
Class Activity: Privilege "Walk"
Homework: Reading-"Keep America Beautiful" from 𝑨 𝑷𝒆𝒐𝒑𝒍𝒆'𝒔 𝑪𝒖𝒓𝒓𝒊𝒄𝒖𝒍𝒖𝒎 𝒇𝒐𝒓 𝒕𝒉𝒆 𝑬𝒂𝒓𝒕𝒉, Journal Entry, Finish Preparations for Research Paper Presentations

𝗪𝗲𝗲𝗸 𝟮𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟯:
Lecture/Discussion-What is intersectionality?
Class Activity: Research Paper Presentations
Homework: Reading-"What is intersectionality?" from Teaching Tolerance, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟳: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟰:
Lecture/Discussion-What is a social movement?
Class Activity: Research Paper Presentations
Homework: Reading-"Occupy Wall Street's Legacy Runs Deeper Than You Think" by Astra Taylor in 𝑻𝒆𝒆𝒏 𝑽𝒐𝒈𝒖𝒆, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟴: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟱:
Lecture/Discussion-What are marginalized groups?
Class Activity: Research Paper Presentations
Homework: Reading-"Opinion: As country listens to teens in Florida, black youths feel ignored" from the 𝑪𝒉𝒊𝒄𝒂𝒈𝒐 𝑻𝒓𝒊𝒃𝒖𝒏𝒆, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟴: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟲:
Lecture/Discussion-Racial equality
Class Activity: Research Paper Presentations
Homework: Reading-"How 'Black Lives Matter' Became a U.S. protest cry” from NewsELA, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟳:
Lecture/Discussion-Women's equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: "Amazon 'women warriors' show gender equality, forest conservation go hand in hand" from NewsELA, Journal Entry

𝗪𝗲𝗲𝗸 𝟮𝟵: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟴:
Lecture/Discussion-LGBTQ equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: "How LGBTQIA+ Pride marches spread around the world" from NewsELA, Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟱𝟵:
Lecture/Discussion-Class equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: “Why Chicken Means So Much to me” by Sherman Alexie, Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟬: 𝗖𝗹𝗮𝘀𝘀 𝟲𝟬:
Lecture/Discussion-Ability equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: "Harriet Tubman, Legendary Poet and Civil Rights Activist with Epilepsy, Inspires Generations" from RespectAbility, Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟲𝟭:
Lecture/Discussion-Age equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: "105-year-old Frenchman pedals into history books" from NewsELA and "With teens more politically active, support grows for lowering the voting age to 16" from PBS NewsHour, Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟭: 𝗖𝗹𝗮𝘀𝘀 𝟲𝟮:
Lecture/Discussion-Religious equality
Class Activity: Research Paper Presentations
Homework: Reading-Reading Assignment: "Native Americans and Freedom of Religion" from NewsELA, Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟲𝟯:
Lecture/Discussion-Equality vs. Equity vs. Justice
Class Activity: Research Paper Presentations
Homework: Reading-Listening Assignment: Daniel Beaty's “Knock Knock," Journal Entry

𝗪𝗲𝗲𝗸 𝟯𝟮: 𝗖𝗹𝗮𝘀𝘀 𝟲𝟰:
Lecture/Discussion-Wrapping Up the Course