7Y 9-14-2015 Monday Main: Chicken Fajitas with fixings Alternate: Deli Sub Sides: Green Bean, fruit Objectives: Describe the impact of terrorist attacks on September 11, 2001 on American lives. Describe the goals for our new unit. Agenda: Announcements: 1. Computer User Agreement Forms 2. Mass logistics for today Do Now: Finish September 11 questions. Finish discussing September 11. Launch new unit: Pre-Columbian Societies and Pre-colonization. No Homework tonight

Morning Prayers - Monday In the name of the Father, and the Son, and the Holy Spirit. AMEN (Join me in offering our day to God.) My God, I thank you for the gift of another day to praise you. I offer you all my prayers works, joys, and sufferings today. Amen. (Let us pray for the faithful departed) Eternal rest grant unto them, O Lord, and let perpetual light shine upon them. May their souls and the souls of all the faithful departed, through the mercy of God, rest in peace. Amen. (Let us pray.) Dear Heavenly Father, grant me the grace to know the difference between right and wrong, and the courage always to do what is right, Through Christ, our Lord. AMEN (Please stand for the pledge)   I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God, indivisible, with liberty and justice for all.

Read “Remembering September 11” packet with your partner Read “Remembering September 11” packet with your partner. Answer the questions below together. Write down your answers in your notebooks. 1. How has American life changed since September 11, 2001? 2. How has the American government changed since September 11, 2001? 3. How have American Muslims been affected by September 11, 2001? 4. What impact did 9/11 have on American civil liberties (rights)? 5. What do you think about all these changes? Do you agree with the government’s reactions to 9/11? How would you change it?

Unit 1 Pre-Columbian Societies and Pre-Colonization Unit Objectives 5.4.4.15.1 Describe complex urban societies that existed in Mesoamerica and North America before 1500. (Before European Contact) For example: Maya, Aztec, Anasazi, Hohokam, Cahokia, Hopewell. REV 6.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in Minnesota; incorporate the “TODALSS” map basics, as well as points, lines and colored areas to display spatial information. For example: “TODALSS” map basics—title, orientation, date, author, legend/ key, source, and scale. Spatial information--cities, roads, boundaries, bodies of water, regions. REV 6.3.3.6.1 Locate, identify and describe major physical features in Minnesota; explain how physical features and the location of resources affect settlement patterns and the growth of cities in different parts of Minnesota. For example: Physical features— ecosystems, topographic features, continental divides, river valleys, cities, communities and reservations of Minnesota’s indigenous people. REV 6.3.4.10.1 Describe how land was used during different time periods in Minnesota history; explain how and why land use has changed over time. For example: Land use might include agriculture, settlement, suburbanization, recreation, industry. REV 6.4.4.15.1 Compare and contrast the Dakota and Anishinaabe nations prior to 1800; describe their interactions with each other and other indigenous peoples. (Before European Contact) REV 6.4.4.16.1 Describe European exploration, competition and trade in the upper Mississippi River region; describe varied interactions between Minnesota’s indigenous peoples and Europeans in the seventeenth and eighteenth centuries. (Colonization and Settlement: 15851763) For example: The role of missionaries, the transmission of diseases, the domino effect of people being pushed further west due to the fur trade in Great Lakes region.