Friday-Wednesday, May 22-27 (early release days!) Exam Schedule Friday: 1, 3. Tuesday: 4, 6 Wednesday: 5, 7 1. Review study guide 2. Final Exam 3. Letters. Write a letter to a teacher. Explain why that teacher is your favorite, or why that class is your favorite, or describe your favorite activity. 4. Clean the classroom! Tuesday-Thursday, May 19-21 1. The Civil War article and questions 2. Study guide for final exam Friday/Monday, May 15-18 1. Finish the "Division" video 2. Study guide for the U.S. History Final Exam (Schedule) Wednesday/Thursday, May 13 &14
A. Review the "King of Cotton" and "African Americans in the South" activities from last week. B. Video: “Division” from the America: The Story of Us series 1. How did the development of canals impact the U.S.? 2. Describe the impact the cotton gin had on slavery. 3. Describe the social and technological advancements related to the Lowell textile mills. 4. Describe key people involved with the Underground Railroad. 5. Describe John Brown’s role in the Abolition Movement to end slavery. 6. Describe Abraham Lincoln’s role in the start of the Civil War. (if you are absent, you can watch the video on Netflix.)
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Students will understand the different political, social, geographic and economic aspects of the Northern and Southern States. SS.8.A.4.5 - Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy SS.8.A.4.6 - Identify technological improvements (inventions/inventors) that contributed to industrial growth SS.8.A.4.8 - Describe the influence of individuals on social and political developments of this era in American History SS.8.A.4.10 - Analyze the impact of technological advancements on the agricultural economy and slave labor Monday/ Tuesday, May 11 & 12 * Guest Speaker: High School readiness presented by Aspire Health * Math EOCs Wednesday - Friday, May 6-8 (Finish for HW) 1. The King of Cotton #24 Read the article below. Unscramble the questions and answer them, also below. 2. African Americans in the South #24 Read pages 398-400. Create a Venn diagram or T-chart that compares and contrasts the lives of free and enslaved African Americans in the South.
Monday/Tuesday, May 4 & 5 A. Folder check, assignments 17-22. B. Westward Expansion Test #23 C. North and South Map #24. Page 380. Identify 5 differences between the North and South as shown on the map. Sentence format. D. The North #24 1. Read "The Industrial Revolution" pages 382-387. How did new Industrial revolution Technologies change the way Americans lived? 2 examples/sentences Thursday and Friday, April 30 & May 1st
On Monday and Tuesday ***Westward Expansion Test*** and **Folder Check** for assignments # 17-22. A. Finish "Conflict with Mexico" and "Gold Rush" #22 B. Review the Westward Expansion Map on page 442 and then play the Kahoot Review game on Kahoot.it C. North and South Map #24. Page 380. Identify 5 differences between the North and South as shown on the map. Sentence format. D. The North #24 1. Read "The Industrial Revolution" pages 382-387. How did new Industrial revolution Technologies change the way Americans lived? 2 examples 2. Read "The North Transformed" pages 390-395. How did urbanization, technology, and social change affect the North? Learning Goals: The student will understand the causes, course and consequences of U.S. Westward expansion. The students will understand the roles of women and children in early America.
Tuesday & Wednesday, April 28 & 29 (April 30 for 1st period) 1. Finnish coloring your Westward Expansion Map #19 2. Finish Conflict with Mexico #22: Read AHON Chapter 13.3 "Conflict with Mexico." A. For the Texas War of Independence, explain the *CAUSES (American Settlers, Slavery, religion) *major events (Santa Anna, Alamo, San Jacinto) * CONSEQUENCES (Independence, Annex, slavery) B. How did the annexation of Texas increase tensions with Mexico? C. For the Mexican-American War, explain the *CAUSES (President Polk, Rio Grande) *major events (Bear Flag rebellion, Mexico City) * CONSEQUENCES (Treaty of Guadalupe-Hidalgo, Mexican Cession) D. What is the Gadsden Purchase? 3. California Gold Rush: Read 13.1 "A Rush to the West" pages 464-467 and then answer this question: Which group(s) of people benefited most from the discovery or gold in California in 1848. Which group(s) suffered the most. Explain is a paragraph. Westward Expansion Test on Monday/Tuesday, next week. Monday (All day) & Tuesday (1st period): Math FSA testing. If you are taking Algebra or Geometry and are NOT testing today, report to the gym during my class period.
Tuesday & Wednesday, April 21 & 22 HOMEWORK: play Oregon Trail and try to not die. Good luck! Be prepared to go outside on Thursday and Friday. https://archive.org/details/softwarelibrary_msdos_games/v2 ***Tuesday Morning: FCAT Science 1. Finish #21 Florida in the Early Republic and Indian Removal 2. Finish coloring your Westward Expansion Map #19 3. Conflict with Mexico #22: Read AHON Chapter 13.3 "Conflict with Mexico." A. For the Texas War of Independence, explain the CAUSES, major events, & CONSEQUENCES B. How did the annexation of Texas increase tensions with Mexico? C. For the Mexican-American War, explain the CAUSES, major events, & CONSEQUENCES D. What is the Gadsden Purchase? Friday/Monday April 17 and 20 1. Florida in the Early Republic #21 : Read the section in AHON pages FL3-2 to FL 3-7 (between pages 375-376). Answer questions 1, 2, and 6 on page FL3-7. 2. Indian Removal #21 backside: Read pages 355-359. Answer questions 1 a&b, 2 a&b on page 359. HOMEWORK: play Oregon Trail and try to not die. Good luck! https://archive.org/details/softwarelibrary_msdos_games/v2
March 30 & April 2 (Ms. Day has a sub both days) #18 “Westward video.” Draw a t-chart and label the left side “Motivations to move west” and the right side “Hardships on the frontier.” Watch America:Story of Us "Westward" episode and take notes on your t-chart. (YOu can also watch it on Netflix.)
DOMESTIC & FOREIGN AFFAIRS in the New Nation: *Students will understand how the creation of political parties affected Early American Government. *Students will understand foreign policy in early America.
March 30 & April 6 (Ms. Day has a sub both days) #18 “Westward video.” Draw a t-chart and label the left side “Motivations to move west” and the right side “Hardships on the frontier.” Watch America:Story of Us "Westward" episode and take notes on your t-chart..
Spring Break, 3/13-20 Wed/Thurs, 3/11-12 ***Turn in 9th grade registration forms and 4-year plans. (past due) AND 8th Grade Activities Acknowledgement form signed by parent. Remember: Tomorrow starts spring break! 1. Organize your history folder, make sure that you have assignments 11-13. 2. Finish and review Foreign Affairs in the New Nation #13 3. Test: Domestic and Foreign Affairs in the New Nation #14 4. Video: War of 1812
Tues/Wed: FSA Writes Days: Foreign Affairs in the New Nation #13. Do the Map activity below.
Learning Goals: Students will understand the powers and duties of the three branches of federal government. Students will understand the rights of the people protected by the Bill of Rights.
Friday/Monday, February 6 & 9, 2015 1. TEST: The Constitutional Convention 2. Video: Constitution USA, Episode 1 “A More Perfect Union” Watch the DVD and answer the questions. Wed/Thurs, Feb. 4 & 5, 2015 1. "Debating the Constitution" (Chapter 7.4 AHON pages 218-221) Read the section and answer questions 1ab & 2ab on page 221. Examine the political cartoon on page 220 and answer questions a & b. 2. Analyze Cause and Effect (page 222) Answer question 1-4. 3. Video: Crash Course in History: The Constitution. High school Registration forms and 4-year plans will be complete next week in class. Make sure that you have your registration forms and curriculum guides with you every day. ***Please preview the 4-year plan below, so you will know what to expect to do in class next week.*** (Info about transferring from your zone high school is now available.) (Lyman's curriculum guide online) Mon/Tues., February 2 & 3, 2015 1. High School Registration Q&A. (Info about transferring from your zone high school is now available.) 2. Finish Mod 4: Slavery, if needed 3. Mod 5: Electing the Chief Executive 5. Test Review: Kahoot! (The Constitutional Convention test will be next class.) https://play.kahoot.it/#/k/106d1e9d-b7d8-47b8-83d1-c8c8d6b3ff85 Thurs, 1/29- Fri., 1/30 1. High School Registration presentation by high school guidance counselors. (Lyman students will get their 9th grade registration forms. Students going to other high school with receive their registration forms at other times.) 2. 8th grade Dance Theme voting. 3. Finish Mod 4: Counting Slaves. Specifically, Read the 3/5th Compromise and answer the 3 questions. ***There will be a TEST next week on the Constitutional Convention. STUDY the Modules! oREGON tRAIL!!!!! Ms. Day is soooo excited!!! Wed/Thurs Whoo Hoo, NHD Projects are due tomorrow for fair eligibility! Any questions? A. Finish the Meet and Greet , if needed. B. Mod 3 Issue 1: A Great Compromise on How to Count Votes. Go to Module 3 and Do the "Dance Vote: activity and the "The New Jersey Plan vs. The Virginia Plan" activity. (Yes, you need to write the paragraph!) This is Assignment #4 C. Start Mod 4: Issue 2: Should Slaves be Counted as "People?"
A. Finish making your Delegate Name Cards if needed. B. Opening the Constitutional Convention reading & Questions (History Alive text pages 106-108 and/or Online. Opening the Constitutional Convention 1. When and where did the convention take place, and what were the conditions like? 2. Who did the delegates' elect to oversee the convention? The Delegates 3. List five qualities that the delegates shared in common. ( use the picture, as well as the text.) Father of the Constitution 4. Who is considered the "father of the Constitution" and why? The Rule of Secrecy 5. Explain the rule of secrecy and why it was in place. Shared Beliefs and Clashing Views 6. What were the two main issues to be decided at the Constitutional Convention? C. Module 2 Delegates Meet and Greet. Directions: Now it's time to meet your fellow delegates. Put your name tag on and circulate the room. Mingle with the other delegates and get to know them. Be sure to meet the other delegates from your state. Then make sure to meet at least one delegate from (1) a small state, (2) a medium state and (3) a large state. As you meet with each of the delegates, write down the following information:
D. Issue 1: A Great Compromise on How to Count Votes. Go to Module 3 and Do the "Dance Vote: activity and the "The New Jersey Plan vs. The Virginia Plan" activity. Wednesday/ Thursday *Turn in late Career Education Choice Portfolio assignment *You need a new 2nd Semester history folder by Thursday/Fri. 1. Finish the Articles of Confederation Question (#2) Mod 1: A Mock Constitutional Convention.Part 1: Learn Your Delegate Directions: In this project, we will do our best to recreate the actual Constitutional Convention here in class. Each student will be assigned one of the delegates below who attended the Constitutional Convention. Students will then play the role of their delegate as we debate the issues addressed at the Constitutional Convention in 1787. First Things First - Students will need to know and understand who their delegate is, where they are from and what their point of view is, before we can get started. Once you've been assigned your delegate, click on the link above and do the background research on your person. Include this information on you delegate name card: Front (Nice and BIG): · Delegate's name · state they are representing o small, medium or large state. Back (It is for you, so it does not need to be big): · 3-4 sentences describing your personal background o Age, education, career, participate in revolution, etc…. · Your delegate's position on o Issue 1: Representation in National Legislature o Issue 2: Counting Slaves Issue 3: Who elects the executive Mon/Tues, 1/12 & 13
Turn in late Career Education Choice Portfolio assignment NHD Questions? High School Info: Lyman – AP Open House/Information Night - Wednesday, January 14 - 6:00 P.M. 1. America's First Government: Articles of Confederation Directions: Complete the reading in the link above. Then, watch the short video at the bottom and answer the questions on the Articles of Confederation. Be sure that your answers are in complete sentences. 2. Mod 1: A Mock Constitutional Convention.Part 1: Learn Your Delegate Directions: In this project, we will do our best to recreate the actual Constitutional Convention here in class. Each student will be assigned one of the delegates below who attended the Constitutional Convention. Students will then play the role of their delegate as we debate the issues addressed at the Constitutional Convention in 1787. First Things First - Students will need to know and understand who their delegate is, where they are from and what their point of view is, before we can get started. Once you've been assigned your delegate, click on the link above and do the background research on your person.
The finalized NHD history fair project is DUE Friday, January 23, 2015 for students wanting to compete in the school history fair.
ALL projects are due by February 13, 2015. If you turn in a project after January 23, it will NOT be eligible for entry in the school or county history fairs. Tuesday-Friday, January 6-9, 2015 Career Education Back up website if FLChoices is acting silly. http://www.careeroutlook.us/assessment/long.shtml A. Signing up 1. www.flchoices.org 2. Under “Sign in” click on “create an account” 3. Click the “Go” button next to “Middle School or Junior High School Student” 4. Select your date of birth and click on the “find” button to select Milwee Middle School. 5. Fill in your full first and last name. 6. Pick “2019” as your year of graduation. Provide an email address. 7. Account Name: Use your Student number (Example: 0123456) 8. Password: Use your birthday in YYYYYMMDD format. (Example: 19990101 if your birthday was January 1st, 1999) 9. Type in a security question and answer in case you need to reset your password. 10. Click the box next to “I have read and agree to the privacy policy and terms of use of this site.” 11. You have successfully created your account. Click “click here to continue.” B. Assignments 1. Head a piece of paper with your NAME, DATE, TEACHER’S NAME and title it CAREER EDUCATION 2. Click on the “Career Planning” tab and select “Learn About Yourself.” a. Do the “Interest Profiler” survey i. Explore the top careers for you based on the survey. On your paper, write down 3 (or more) careers that you find most interesting. What interests you about each career that you selected. b. Again. click on “Learn About Yourself” and do the “Career Cluster” survey i. Add you top cluster to your online portfolio. On your paper, list your top career cluster(s) 3. Click on the “Career Planning” tab at the top and select “Explore Careers.” a. Explore this section and find careers that fit your “Career Cluster” i. Add careers that you like to your online portfolio. ii.On your paper, list your top careers iii.Predict: What type of classes (in high school and beyond) should you take to prepare for your top careers? 4. When complete, turn in your paper to the teacher. Then go back to the “Learn About Yourself” page and do one of the other surveys. If you do not finish, or would like to explore some more, continue at home. :) C. After you finish Career Ed, work on NHD history fair project. It is DUE Friday, January 23, 2015
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Ms. DayMs. Day is a U.S. History teacher at Milwee Middle. She loves the Florida Gators, social studies, kitties, Mona Lisa, &, most of all, students who do their work. CategoriesArchives
May 2015
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