Week of 10/7

6th Grade: This week, the 6th-grade students will start by using their geographic knowledge to explain the rise of city-states in Mesopotamia. They will also explore the reasons why these city-states eventually faced problems. Building on this, students will delve into the sociological factors behind social class and its impact on individuals and society. As part of learning about the rise of the first cities, students will be introduced to Cuneiform, the first writing system. They will gain a comprehensive understanding of its importance and engage in hands-on activities by creating their own Cuneiform clay tablets. By the end of the week, students will analyze and describe the connections between social structure, government, and religion in ancient Sumer, preparing for next week's lessons.
 
7th Grade: This week, the 7th-grade students will begin by building on their understanding of social class from Friday’s lesson, focusing on social class within the colonies. This will lead to discussions about the structure and function of government. Students will analyze and compare the ideas and principles of the Magna Carta and the English Bill of Rights, exploring how these documents influenced the Mayflower Compact, which they previously studied. Additionally, students will compare the official government structures of both colonial America and Britain. These discussions will end by discussing how political precedents shaped the evolution of self-governing structures in the colonies as students examine various historical documents.
 
8th Grade: This week, the 8th-grade students will continue their focus on Andrew Jackson and the major events of his presidency, with a particular emphasis on the Indian Removal Act and the Trail of Tears. To begin, students will analyze primary and secondary sources related to the Indian Removal Act of 1830 to understand its impact on Native American communities, as well as the justifications and opposition to the policy. They will also examine accounts from individuals affected by the Trail of Tears. Students will summarize key events and emotions from "Samuel's Memory" during the Trail of Tears, connecting this to their prior knowledge of the Cherokee Nation's forced removal. Finally, they will write a persuasive letter, either supporting or opposing the Indian Removal Act, from the perspective of an Andrew Jackson administration Cabinet member or a Cherokee Nation member. This week’s lessons will continue building students' understanding of Jackson leading up to the Andrew Jackson Mock Trial!!