Spring Break: Friday, March 18-Sunday, March 27, 2016 Mon/ Tues, March 14-15 Monday, 3/14 (periods 2, 4, 6), Tuesday, 3/15 (periods 1, 3, 5, 7) 1. Folder Check #'s 15-24: on eCampus 2. 3rd Quarter Exam: on EdInsight 3. Play the original Oregon Trail video game: https://archive.org/details/softwarelibrary_msdos_games/v2 *Tip: do NOT click the "Full Screen" option. This often crashes the game. ***We will be outside all period on Wednesday and Thursday. Wear closed toe shoes and dress for the weather. Thurs/Fri, March 10 & 11 1. Finish Westward Video #23 As you watch, take notes on "reasons to go west" and "hardships in the west" and answer the 6 questions. *If you are absent, you can watch the video on Youtube. America: The Story of Us, Episode 3 "Westward" 2. Conflict with Mexico Scramble #24 AHON, Chapter 13.3, pages 454-459 Read the section. Then rearrange the 9 events below into chronological order. Write them on your own paper in the correct order. A. President Antonio Lopez de Santa Anna gave himself more power by overturning Mexico’s democratic constitution. He became a dictator. B. Wanting to gain more territory, the United States provoked Mexico into war in 1846. C. As a result of the Mexican-America War, Mexico was forced to cede land that would become the states of California, Arizona, New Mexico, and 4 additional states. D. The Mexican army and Texans fought multiple battles, including the Alamo and San Jacinto. Santa Anna was captured and forced to sign a treaty that recognized Texan independence. E. Texas wanted the United States to annex it. Southerners supported annexation of Texas as a slave state, but Northerners objected. F. President Polk added Texas and Oregon to the United States. The Texas annexation increased tensions with the Mexican government. G. American armies invaded Mexico and took control of Mexico City, resulting in the U.S. winning the Mexican-American War. H. In 1820, Americans led by Stephen Austin moved into a region of Mexico called Texas. They were required to become Mexican citizens, convert to Catholicism, and to ban slavery. Many colonists ignored the requirements. I. In 1836, Texans declared independence from Mexico and created the Republic of Texas. 3. Study for the Exam on Mon/Tues. 4. Play the original Oregon Trail game: https://archive.org/details/softwarelibrary_msdos_games/v2 Tuesday/Wednesday, March 8 & 9 Past Due: Midwife's Tale Essay 1. Review Lewis and Clark QR Adventure #20 2. Review Indian Removal #22: Read AHON chapter 10.4, pages 355-359. Answer question 1ab and 2ab on page 359. Answer the map master questions a and b on page 356. 3. Westward Video #23 As you watch, take notes on "reasons to go west" and "hardships in the west" and answer the 6 questions. *If you are absent, you can watch the video on Youtube. America: The Story of Us, Episode 3 "Westward" Monday, 3/7 1. Due: Midwife's Tale Essay 2. Opener: Manifest Destiny. Define and explain how the term relates to the #19 map that you drew last week. 3. 3rd Quarter Exam Study Guide #21. for HW. Exam is next week on Monday (2, 4, 6) or Tuesday (1, 3, 5, 7) 4. Finish Lewis and Clark QR Adventure #20 (Links below) 5. Indian Removal #22: Read AHON chapter 10.4, pages 355-359. Answer question 1ab and 2ab on page 359. Answer the map master questions a and b on page 356. Due Monday, 3/7 Midwife's Tale Essay: you will write an essay that compares 3 of the 4 topics to modern day life. Read the directions
*Land surveying tools and process *Sawmills and lumber production *Looms & cloth production
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HW: Read 9.2 "Louisiana Purchase" AHON pages 314-319. Answer questions 1-4 on page 319. Due Monday, February 29. Extra Credit: Due by Friday, 3/4 1. Find a recent political cartoon (2015-2016) that you like. 2. Identify any symbols/ caricatures/ personification/ captions that the cartoonist used in his cartoon to help give it meaning. Explain what they mean. 3. Describe the message of the cartoon. Some sources of political cartoons: http://www.cagle.com/ http://www.politicalcartoons.com/ http://www.orlandosentinel.com/opinion/orl-syn-cartgallery-photogallery.html SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class). Learning Goal: The student will understand the roles of women and children in early America. Monday, February 29 1. Due HW: Read 9.2 "Louisiana Purchase" AHON pages 314-319. Answer questions 1-4 on page 319. 2. Finish watching A Midwife's Tale and taking notes on the topics below and think about how these topics are different and similar today. Medical Care Marriage/Weddings housework pregnancy and birth
*Land surveying tools and process *Sawmills and lumber production *Looms & cloth production These websites have more information about historian Laura Thatcher Ulrich, Martha Ballard, and the making of the video: Thurs/Fri, February 25-26 1. Discuss the quote: "Well-behaved women rarely make history" by historian Laurel Thatcher Ulrich. What does it mean? (Refer to what she said in the video yesterday.) 2. Continue watching A Midwife's Tale and taking notes on the topics below and think about how these topics are different and similar today. Medical Care Marriage/Weddings housework pregnancy and birth
Thurs/Fri, February 11 & 12 *Reminder: No School on Monday, Presidents' Day * Due: 8th Grade Activities Acknowledgement form signed by parent. 1. High School Registration Questions? 2. Foreign Affairs in Early America #14 *See below for complete instructions 3. Go back to each Dilemma and rate the actions that the president actually did to solve the dilemma on the Isolationism to Intervention spectrum. Do you see a pattern? 4. Foreign Affairs in Early America Mini-Project After you finish your Foreign Affairs in Early America dilemmas, pick one of the following topics and do one of the activities below. Read the information in your AHON textbook before you begin. Topics:
Activities: 1. Comic Strip. Explain your topic in a color comic strip, complete with comic-style illustrations and dialogue bubbles/ captions. Your comic strip needs to have at least 7 cells (boxes). 2. Political Cartoon. Create a one cell political cartoon that shows an opinion or analysis about your topic. Include a combination of symbols, dialog, labels, and captions to tell your message. 3. Propaganda Poster. Create a poster that tries to persuade people’s opinions about your topic. Include a slogan and imagery. (Look up propaganda posters from WWI for inspiration.) 4. Poetry. Write an “Inside/Outside Poem” that captures the content and feelings expressed by the president associated with your topic. Get the directions page from the teacher if you pick this option. 5. Presidential Monument. Design a monument that commemorates the one of the presidents in this lesson. (Investigate the current monuments in Washington, DC for inspiration.) Sketch the structure that you would build and write a description of your design. Write a dedication plaque that describes the highlights of his presidency; make sure to include information about foreign affairs. 6. Song. Write the lyrics to a song/rap about your topic and set them to the melody of a well-known song/rap. (ABC song, Star Spangled Banner, a Disney song, pop song, etc.)
If you are absent, do this at home with your AHON textbook: A. Read “French Revolution” and “Washington Retires” on pages 295-297. Summarize Washington’s Foreign Policy. Include these terms in your answer: “Washington, France, Neutral, Farwell Address” B. Read “Troubles with France” on AHON 298. Explain what the XYZ Affair was about and how Adams avoided war. Include these terms in your answer: “Adams, Jay Treaty, XYZ Affair, France, Napoleon” C. Read “Defeating the Barbary States,” “American Neutrality Is Challenged” and “Jefferson Responds with an Embargo” on AHON 322-325. Describe how Jefferson dealt with the problem of foreign ships attacking American ships. Include in your answer: “Jefferson, Impressment, Barbary Pirates, Britain, Embargo” D. Read “The War of 1812” on AHON 327-331. Describe why war was declared in Britain during Madison’s presidency and the results of the war. Include in your answer: “Madison, Britain, War of 1812, White House, ‘Star-Spangled Banner’, Jackson, National Pride” E. Read “Dealing With Other Nations” on AHON 345-347. Explain how the Monroe Doctrine supported newly independent Latin American Nations. Include in your answer: “Monroe, Latin America, Independence, Europe, Monroe Doctrine”
If you are absent, do this at home with your AHON textbook: A. Read “French Revolution” and “Washington Retires” on pages 295-297. Summarize Washington’s Foreign Policy. Include these terms in your answer: “Washington, France, Neutral, Farwell Address” B. Read “Troubles with France” on AHON 298. Explain what the XYZ Affair was about and how Adams avoided war. Include these terms in your answer: “Adams, Jay Treaty, XYZ Affair, France, Napoleon” C. Read “Defeating the Barbary States,” “American Neutrality Is Challenged” and “Jefferson Responds with an Embargo” on AHON 322-325. Describe how Jefferson dealt with the problem of foreign ships attacking American ships. Include in your answer: “Jefferson, Impressment, Barbary Pirates, Britain, Embargo” D. Read “The War of 1812” on AHON 327-331. Describe why war was declared in Britain during Madison’s presidency and the results of the war. Include in your answer: “Madison, Britain, War of 1812, White House, ‘Star-Spangled Banner’, Jackson, National Pride” E. Read “Dealing With Other Nations” on AHON 345-347. Explain how the Monroe Doctrine supported newly independent Latin American Nations. Include in your answer: “Monroe, Latin America, Independence, Europe, Monroe Doctrine” Monday, February 8 ***8th Grade Activities Acknowledgement Form: Signed by Parent, Due by Friday, 2/12/16. ***Bring high school registration information with you to class on Tues/Wed. to work on high school four year plans and 9th grade registration. 1. Vote for Dance theme: http://www.handsonmilwee.com/8th-grade-dance-poll-round-1.html 2. Review John Adams and the "Alien and Sedition Acts" #13. 3. Re-rate yourself on the Domestic and Foreign Policies Scale Tracking sheet. #11 4. Foreign Affair, Mod 1: The Great Seal of the United States. Read the "Symbolism on the $1 Bill" introduction. Then click the link to the "The Great Seal of the United States" article; read and answer the 3 questions verbally in your groups.
Monday, February 1, 2016 1. Make up Constitution Quiz 2. High School registration questions 3. Washington's Presidency #9 backside: Read the article online and answer the questions. Finish for HW Thurs/Fri, January 28-29
1. All NHD Projects are due by this Friday, 1/29. 2. High School registration information session with guidance counselors from Lyman. 3. Quiz: Constitution #10 4. Domestic and Foreign Policies Scale and Tracking Sheet #11: On notebook paper, write the learning goal, and then for each letter A-H, rate your current level of understand on a 0-4 scale. NHD Project is due: *Thurs/Fri, January 21 & 22 (for students wanting to compete in the History Fair) or *Thurs/Fri, January 28 & 29 (for students NOT wanting to compete in the History Fair)
Thurs/Fri, January 21 & 22 1. NHD Projects due! 2. Federalists v. Anti-Federalists #7 *Create a t-chart that contrasts the differences between the Federalists and Anti-Federalists during the Constitution ratification process. *Read HA! page 116 "The Constitution Goes to the Nation" and the "Conversation Dialog" in the attached worksheet to help you fill in your t-chart. 3. Preamble Choral Reading *Memorize the Preamble to the U.S. Constitution. Quiz next week. 4. Constitution Jeopardy: use the primary source text (aka U.S. Constitution) to help you answer questions about the U.S. Constitution.
Thurs/Fri, January 14 & 15 1. NHD Questions? 2.. High School Open House Schedule: On a sticky note, write your name and your high school. Stick it on the wall in the appropriate section. Add your school’s open house to your calendar. 3. State of the Union Bingo, extra credit. due next week, Tues/Wed. Must be signed by a parent to receive extra credit 4. Issue 2: How should Slaves Be Counted? #5 Read History Alive!, Chapter 8, page 111, or online: http://www.treeofed.com/counting-slaves-read.html 1. Summarize the issue concerning whether or not to count slaves. Why were the delegates debating this issue? 2. How does your delegate feel about this issue? Does this surprise you, considering what state they come from? Why or why not? 3. Which four states would have benefited the most from counting slaves? 4. How did some American's views on slavery begin to change during this time, and why? 5. Issue 2 Resolution: The Three-Fifths Compromise #5 Read History Alive!, Chapter 8, page 112 or online: http://www.treeofed.com/the-35-compromise-read.html 1. What did the Three-Fifths Compromise do? Do you think this was a fair compromise? 2. What was the slave trade, and why did the southern states worry that Congress would outlaw it? 3. What did the Fugitive Slave Clause state? 4.Examine the "Thirty Dollars" image below. Is it a primary or secondary source? How do you know?
3. Constitutional Convention Questions #4 Check the "Opening the Convention" and Issue 1: State Representation questions 1-11, turn in. 4. Resolution: The Great Compromise #4 Read History Alive!, Chapter 8, page 110 Or read online: http://www.treeofed.com/a-good-no-a-great-compromise-read.html 1. Why did the majority of the delegates reject the New Jersey Plan? 2. What did Gunning Bedford mean when he threatened "[If the large states continue in their efforts to] crush the smaller states, the small ones will find some foreign ally of more honor and good faith who will take them by the hand and do them justice." 3. What parts of the Great Compromise satisfied the large states and why? 4. What parts of the Great Compromise satisfied the small states and why? Turn in when complete 5. Constitutional Convention Issue 2: Slavery #5 Before the next class period, Read page 111 in History Alive or read online. Monday, January 11 1.Turn in late Valley Forge DBQ's and history folders. 2. NHD Project Overview. Due next week! NHD Project is due Thurs/Fri, January 21 (odd periods) & 22 (even periods) Requirements for all project presentation categories: Presentation:
Thurs/Fri, January 7 & 8 1. Set up your new history folder. Create a title page with the following information on it: #1, Your Name, U.S. History, Ms. Day, 2nd Semester, msjday.weebly.com 2. Review the Articles of Confederation questions from yesterday. 3. Constitutional Convention Delegate Cards: Side A
4. Constitutional Convention Questions #4 History Alive! Textbook, Chapter 8, pages 103-109 Read pages 104-105 in the History Alive! Textbook for questions 1 & 2. Early Quarrels and Accomplishments 1. What was the purpose of the Northwest Ordinance? Shays’s Rebellion and the Need for Change 2. How did Shays’s Rebellion help prove that the Articles of Confederation were a failure? Opening the Constitutional Convention For questions 3-9, read pages 106-108 in the History Alive! Textbook or click this link to read online. 3. When and where did the Constitutional Convention take place, and what were the conditions like? 4. Who did the delegates' elect to oversee the convention? 5. List at least 4 qualities that the delegates shared in common. 6. Who is considered the "Father of the Constitution" and why? 7. Explain the rule of secrecy and why it was created. 8. Define: a. republic b. constitution 9. What were the two main issues to be decided at the Constitutional Convention? Issue 1: How Should States Be Represented in the New Government? For questions 10-11, read page 109 in the History Alive! Textbook or click this link to read online and use your Delegate Card. 10. Create a venn diagram (or a 3 t-chart) that outlines the differences and similarities of the Virginia Plan and the New Jersey Plan. 11. Study the graph (or map online) and consider how your delegate's state's population compares to that of the other state populations. Then, in one paragraph, answer the following questions:
Tues/Wed, January 5 & 6 *You need a new history folder by Friday. Put your name and "History" on the cover and decorate with school appropriate images of your choice. Turn in the old, 1st semester folder. 1. Opener: Examine the Forming Our Government scale #2. What items on the scale did you learn about last year? Rate your current understanding of the items on the scale. 2. Paper Clip game. Your group will be given a envelope with some items and directions. Have fun, but think about why we would be doing this activity today. 3. Articles of Confederation: America's First Government #3 Watch a short video and read the article about the Articles of Confederation and Shays’s Rebellion. Answer questions about how this led to a Constitutional Convention. http://www.treeofed.com/the-constitutional-convention.html#tab3 4. NHD Q&A Monday, January 4, 2016
*Enjoy your last 90 days of being the big fish in the little pond.* *You need a new history folder by Friday. Put your name and "History" on the cover and decorate with school appropriate images of your choice. Turn in the old, 1st semester folder. 1. Valley Forge DBQ essay are due. Proof read and rainbow highlight it. Fill out and attach the scoring guide. 2. NHD History Fair Q & A Exam Week (12/14-18) Schedule: Mon: normal 1-7 schedule Tues:1st exam, 2-7 Wed: 2nd & 3rd* Thurs: 4th & 5th* Fri: 6th & 7th* *early release days, school ends at 1:50pm MAKE SURE THAT YOU BRING YOU HISTORY FOLDER AND VALLEY FORGE DBQ ON YOUR EXAM DAY! Tuesday-Friday, December 15-18, exam periods. 1. NHD Presentation categories. Update the spread sheet with your selection. 2. DBQ: Valley Forge: Would You Have Quit? E. Finish document analysis for A-D F. Post bucket G. Write your essay. You can use the guided essay form to help you. Rainbow highlight when you are done. Review the Scoring Guide to make sure that you included all required parts of your essay. ***If you do not finish in class, finish for hw. The essay is due by January 4, the first day back after Winter Break.
Monday, Dec. 14 HW: Read over the NHD presentation categories and directions. Pick a presentation category by you exam day next week 1. DBQ: Valley Forge: Would You Have Quit? E. Document Analysis: Doc A together as whole class. Docs B-D, work in groups. All docs must be analyzed by your exam day, so finish for HW if needed. You will write the essay in class on your exam day. Thurs/Fri, Dec., 10 & 11 HW: Read over the NHD presentation categories and directions. Pick a presentation category by you exam day next week. 1. Folder Check Quiz #40 2. DBQ: Valley Forge: Would You Have Quit? DBQ Packet #38 B. Background Essay. *In groups, Code the paragraphs. * Individually: On notebook paper: Write a 2-3 sentence summary that includes time, place and major story events. •When is it? •Where are you? •Why are you there? •What are conditions like? •What decision are you facing? C. Clarify the Question/ Identify the Task D. Pre-Bucketing: Create 2 bucket and label them: Reasons to Quit, Reasons to Stay. #39 E. Document Analysis: Doc A together as whole class. Tues/Wed., December 8 & 9 Meet in Ms. Urichko's Room 9-104. HW: organize your history folder assignments for a folder check on Thurs/Fri. I will specifically be checking #'s 25-37. 1. Due: NHD Thesis Statement rough draft. One per group. 2. 2nd Quarter History Exam Valley Forge: Would You Have Quit? 3. Valley Forge DBQ A. Hook Activity (see below, first image, do this in your head and be prepared to share.) DBQ Packet #38 B. Background Essay. *Number the paragraphs and map, 1-10 *Read the essay. As you read, box/circle/underline the text (you can also highlight if you want) *draw boxes around words related to time *circle words related to place/location *underline phrases that relate to the question: "Would you have quit?" *Answer the background essay questions on the backside of the essay. 2nd Quarter Exam will be Tues/Wed, Dec 8 & 9. Here is your study guide. Monday, December 7 Reminders for Tues/Wed: * meet in Urichko's room 9-104 to take the 2nd Quarter Exam. Do the study guide before then. * your NHD Thesis Statement rough draft is due. Due today: Revolutionary War Summaries #37 1. Finish the #36 “Revolution” Video, America: The Story of Us, Episode 2 1. What advantages did the British have over the Americans during the Revolutionary War? 2. Who was Daniel Morgan, and what role did he play in the American Revolution? 3. How did change in the construction of guns help the Americans during the Revolutionary War? 4. Why was it important for the Americans to win the support of France during the Revolution? 5. What were some of the innovative ways Americans fought disease during the Revolution? 6. Describe at least 2 major reasons the Americans won the Revolutionary War? ***If you are absent, you can watch this video on Netflix or Youtube Thurs/ Fri, Dec 3 & 4 Reminders:
1. America Revolution Capture the Flag. Today we will be outside playing a game of capture the flag that simulates the Revolutionary War. Be prepared to run! *absent students, reread chapter 6 to make up this awesome fun activity that you are missing. Tues/Wed, December 1 & 2 Due: NHD basic research: Historical Context and Timeline. One per group. make sure to list all group members' names and periods. Opener: Geo Bee run off. Share what you have learned about your NHD topic with your shoulder partner. HW: Revolutionary War Summaries #37, due Monday 12/7 (See directions below) 1. When is Independence Day: July 2, July 4, or August 2? Read the John Adams/ Declaration of Independence Quote Primary Source Reading and "Impact of the Declaration" on AHON page 173. Which of the dates above should be the one recognized at "independence day?" Complete sentences with supporting evidence from the document(s). (click on the images below to see the documents for this activity.) 2. “Revolution” Video #36, America: The Story of Us, Episode 2 1. What advantages did the British have over the Americans during the Revolutionary War? 2. Who was Daniel Morgan, and what role did he play in the American Revolution? 3. How did change in the construction of guns help the Americans during the Revolutionary War? 4. Why was it important for the Americans to win the support of France during the Revolution? 5. What were some of the innovative ways Americans fought disease during the Revolution? 6. Describe at least 2 major reasons the Americans won the Revolutionary War? ***If you are absent, you can watch this video on Netflix or Youtube HW: Revolutionary War Summaries #37, due Monday 12/7 Read each section and write a summary that includes the provided vocab terms. Read Chapter 6.2 “A Critical Time” on pages 179-184 1. “Surprises for the British” Describe how Washington Surprised the British at Trenton. (retreat, Delaware River, Christmas night, mercenaries, escape) 2. “Saratoga: A Turning Point” Why is Saratoga considered the turning point of the war? (Burgoyne, cut New England off, New York, Battle of Saratoga, turning point, spirits, Europeans) 3. “Help from Overseas” How did Europeans help the Americans after Saratoga?(Saratoga, France, Alliance, Marquis de Lafayette, Friedrich von Steuben, transform) Read Chapter 6.4 “Winning Independence” on pages 191-195 4. “Fighting Moves South” Why were the Americans able to force the British to surrender at Yorktown?(Southern States, General Cornwallis, guerrilla, Yorktown peninsula, surrounded, French fleet, Washington’s army, surrender) 5.“Making Peace with Britain” What were the results of the Treaty of Paris?(Paris, American delegation, Treaty of Paris 1783, independence, boundaries, Florida) Monday, November 30 1. Geography Bee, class competition In preparation, review physical and political maps of the United States and the world. Helpful websites: http://www.sheppardsoftware.com/ Geography Games http://www.nationalgeographic.com/geobee/quiz/today/ Sample questions from more advanced levels ***Absent students: If you want a chance to represent Ms. Day's team in the school wide Geo Bee, let me know when you return to school. Thanksgiving Break: November 25-27 Monday/Tuesday, November 23 & 24 ***Both days are on the 1-7 periods schedule*** ***Bring any NHD materials that you have at home to school We will be working on NHD in class both day. 1. Review NHD directions for research (Historical Context and Timeline) and the annotated bibliography ***Historical Context and timeline are Due Tues/Wed, December 1 & 2, after Thanksgiving (One per group.) You do not need to use the forms on the Research webpage, just make sure that all of the required information is on the paper(s) that is turned in. 2. NHD thesis statement: rough draft due December 8 & 9 Sample NHD Projects: http://www.nhd.org/StudentProjectExamples.htm 3. Independent work time for project *** Study for the Geography Bee, Monday, 11/30. Review physical and political maps of the United States and the world. Helpful websites: http://www.sheppardsoftware.com/ Geography Games http://www.nationalgeographic.com/geobee/quiz/today/ Sample questions from more advanced levels
Learning Goal: Students will understand American colonial reactions to British policies from 1763-1774. Tues/Wed, Nov 17 & 18 Opener: Test Review. No More Kings video 1. Conflict in the Colonies Test 3. A Nation Declares Independence #33 *Examine the visual preview on page 168 (AHON) *Read chapter 6.1 "A Nation Declares Independence", pages 170-173. Answer questions 1ab and 2ab on page 173. Due Thurs/Fri 2. Liberty’s Stand Comic strip. (The goal is to finish today.) Cut apart the comic strip and paste the cells onto a poster or make a booklet. Write captions for each cell telling the story of the events leading up to American Revolution. You must include: *Title *color *captions that explain how the above events led to dad joining the militia. *chronology *your group names *format as a booklet or poster Monday, November 16 *** Conflict in the Colonies Test on Tues/Wed, Nov. 17 & 18 Study assignments 25 -32 and reread chapter 5 in your textbook. 1. Conflict in the Colonies test Kahoot review. Go to Kahoot.it to play in class. 2. Liberty’s Stand Comic strip. Cut apart the comic strip and paste the cells onto a poster or make a booklet. Write captions for each cell telling the story of the events leading up to American Revolution. You must include: *Title *color *captions that explain how the above events led to dad joining the militia. *chronology *your group names *format as a booklet or poster Thurs/Fri, Nov 12 & 13 *** Conflict in the Colonies Test on Tues/Wed, Nov. 17 & 18 Study assignments 25 -32 and chapter 5 in your textbook. 1. NHD Research Overview DUE December 1 & 2, after Thanksgiving 2. Review “From Protest to Rebellion” summaries with accompanying power point. Edit your paper as needed. 3. Liberty’s Stand Comic strip. Cut apart the comic strip and paste the cells onto a poster or make a booklet. Write captions for each cell telling the story of the events leading up to American Revolution. (Number = cartoon cell with major historical event) 4.Boston Massacre 5/6. Tea Party 8. Intolerable Acts 9. Read Coats marching out to confiscate militia weapons 10.Fighting in Concord 14. Dad leaving to joining colonial militia You must include: *Title *color *captions that explain how the above events led to dad joining the militia. *chronology *your group names *format as a booklet or poster Tues/Wed, Nov 10 & 11 *** Conflict in the Colonies Test on Tues/Wed, Nov. 17 & 18 Veterans Day videos: History of the Holiday, Veterans Day Facts and SCPS thank a vet. HW: NHD “Forever HW.” Research Opener: Predict how Adams’ professional and personal life will be affected by the results of the trial. 1. Finish #32 “Join or Die” of John Adams (HBO) that features the Boston Massacre and Trial. As you watch, answer the following questions: focus on 5-7 today. 1.What caused the shooting to begin? 2.Why does John Adams make the very controversial decision to defend the soldiers? 3. Compare and contrast the trial in the movie to modern American court cases. 4.What was the outcome of the trial? 5. What was the purpose of “tarring and feathering?” 6. How is Boston punished by the Crown after the “tea party?” 7. After the trial, Adams is presented with multiple job offers. Which job does he choose? 2. Review “From Protest to Rebellion” summaries with the teacher's Powerpoint. Edit your paper as needed.
Thurs/Fri, Nov 5 & 6 1. NHD Project Topic & summary questions due. Also declaration of intent to work with partner with parent signature due. 2. "From Protest to Rebellion" summaries #31 due. 3. John Adams Video Questions, Part One: “Join or Die” #32.
HBO's John Adams, Part I: "Join or Die" (episode summary)"The first episode opens with a cold winter in Boston on the night of the Boston Massacre. It portrays John Adams arriving at the scene following the gunshots from British soldiers firing upon a mob of Boston citizens. Adams, a respected lawyer in his mid-30s known for his belief in law and justice, is therefore summoned by the accused Redcoats. Their commander, Captain Thomas Preston asks him to defend them in court. Reluctant at first, he agrees despite knowing this will antagonize his neighbors and friends. Adams is depicted to have taken the case because he believed everyone deserves a fair trial and he wanted to uphold the standard of justice. Adams' cousin Samuel Adams is one of the main colonists opposed to the actions of the British government. He is one of the executive members of the Sons of Liberty, an anti-British group of agitators. Adams is depicted as a studious man doing his best to defend his clients. The show also illustrates Adams' appreciation and respect for his wife, Abigail. In one scene, Adams is shown having his wife proofread his research as he takes her suggestions. After many sessions of court, the jury returns verdicts of not guilty of murder for each defendant.. The episode also illustrates the growing tensions over the Coercive Acts ("Intolerable Acts"), and Adams' election to the First Continental Congress." -Wikipedia summary Tuesday/Wednesday, November 3 & 4 1. Review the Colonial Protests Timeline #30 from yesterday. 2. “From Protest to Rebellion” Summaries #31 Read Chapter 5.3, AHON pages 150-153 A. Read “A Dispute Over Tea.” Then write a multiple sentence summary that includes the following key terms:
B. Read “The Intolerable Acts.” Then write a multiple sentence summary that includes the following key terms:
C. Read “The Shot Heard Round the World.” YOU pick 4-5 key terms from the text that you think are the most important to identify, and then write a multiple sentence summary that includes those terms. D. “Violent Protests,” page 155 (for Extra Credit) Examine the image and read the text on the page. Create dialog or thought bubbles with text from the point of view of the following people: a. Tax collector (feathered man) b. Colonist holding the tea pot c. A colonist on the ship 3. Work on NHD Project Explore topics that relate to the theme. Students must decide if they working in a group, pick a topic, and answer the following questions by Thurs/Fri, November 5 & 6, 2015. HW: Topic and short summary
***If you are working a group, you answer these questions together, but EACH student must have a copy of the answers and turn it in separately. Parent signature required. Monday, November 2 Substitute Opener: Ms. Wolfrum (guidance) will be coming in to speak about high school registration stuff. 1. Colonial Protests Timeline: #30. In shoulder partners: Read pages 145-149 in the AHON textbook. For each event on the timeline worksheet, students need to fill in the date and the missing information, either the description or reaction. Finish for homework. Due Tues/Wed. Thursday/Friday, October 29 & 30 Opener: What was the purpose of the fake letter activity from last period? 1.Finish "Rebels" Video Questions #27. (America: The Story of Us, episode 1, starting at 20 minutes. )
2. NHD History Fair Project. A. Review the NHD Project Overview Handout #29 B. Introduce theme "Exploration, Encounter, Exchange in History” Read the Theme Sheet. Read this for HW if your period didn't finish in class. C. Explore topics that relate to the theme. Students must decide if they working in a group, pick a topic, and answer the following questions by Thurs/Fri, November 5 & 6, 2015. *Answer on the back of the #29 pink NHD Overview Handout, or on another paper stapled to the pink overview handout. ***If you are working a group, you answer these questions together, but EACH student must have a copy of the answers and turn it in separately. Parent signature required. HW: Topic and short summary
***If you are working a group, you answer these questions together, but EACH student must have a copy of the answers and turn it in separately. Tuesday/Wednesday, October 27 & 28 Opener: Study for the quiz 1. Quiz: Trouble on the Frontier (French and Indian War & Proclamation of 1763 Quiz) 2."Rebels" Video Questions #27 from yesterday. (America: The Story of Us, episode 1, starting at 20 minutes. )
Monday, October 26 HW: Study for the French and Indian War Scramble & Proclamation of 1763 quiz Tues/Wed Opener: Review. What were the results of the French and Indian War? 1. Due: La Florida Mural HW #26 2. Review: French and Indian War Scramble & Proclamation of 1763 Questions #26 3. "Rebels" Video Questions #27 (America: The Story of Us, episode 1, starting at 20 minutes. )
Learning Goal: Students will understand the characteristics of the 13 New England, Middle, and Southern English Colonies. Tues/Wed, Oct 20 & 21 Opener: Read the "The History of Lawn Bowling" . HW: Finish La Florida Mural #23 (Started Tues/Wed.) Due Monday 10/26 Read the essay and view the mural located at http://www.christopherstill.com/mural_la_florida.htm and answer the questions in the attachment. 1. Lawn Bowling! Now it's time for some fun. Much like we do today, the colonists enjoyed playing games. One of the more popular games was called bowls, or lawn bowling. We will be competing in a lawn bowling tournament today. In preparation, read "The History of Lawn Bowling" and watch the video to learn how the game is played. Tournament Winners each Period 1. Sean K. & Brandon P. 5. Tory B. & Cooper S. 7. Andrew J. & Patrick D. / Alejandro T. & Austin S. / Maya K. & Elianis H. We didn't finish :( Check out the Photo Album
Thurs/Fri, Oct 15 & 16 Opener: Study for Exam, Organize your history folder. #'s 1-22 in prongs. Folder Check! 1. 1st Quarter Exam (county bubble sheet) 2. Exam, part 2 (notebook paper) #24 Chapter 4.3 "Slavery in the Colonies" & "Views on Slavery" DBA, pg 129 3. Student Government Elections 4. La Florida Mural #23 (Started Tues/Wed. Finish for HW if needed) “La Florida” Mural by Christopher Still (This mural is from a collection commissioned by the Florida House of Representatives for the House Chambers in the State Capitol Building in Tallahassee.) Read the essay and view the mural located at http://www.christopherstill.com/mural_la_florida.htm and answer the questions in the attachment. 5. NHD History Fair Project: 2016 Theme: "Exploration, Encounter, Exchange" Start thinking of a topic that you would like to learn more about that is related to the theme. (Sample topics) You do not need to pick one yet, but you'll need to decide within the next 3 weeks or so.
Monday, October 12 Substitute teacher 1. Due:
2. Finish 13 English Colonies Booklet
2. 13 English Colonies Booklet
Tues/Wed, October 6 & 7 1. HW Due: #21 Chapter 3.2 "New England Colonies" pages 71-76. Answer questions 1ab, 2ab, and 3 on page 76. 2. HW Chapter 3.3 "The Southern Colonies" pages 84-89. Answer questions 1ab, 2ab, and 3ab on page 89. Due Monday #21 (same page as New England & Middle Colonies questions) 3. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" I.Grouping the documents: *Post Bucketing: Organize the 5 documents into the 3 buckets. A document can have evidence that fits into more that one bucket. Select the Best Evidence from the documents for each bucket. (Which facts are best to use in your essay body paragraphs?) *Rank the order of the Buckets from strongest examples causing death to weakest examples. (This is the order of your body paragraphs.) J: Writing the Essay: You will have 45 minutes to write your 5 paragraph essay that answers the question: "Early Jamestown: why did so many colonists die?" You can use the following items to help you write your essay *Background summary (#15) *Document Analysis Sheets for Docs A, B, C, D, E (#'s 17, 18, 19) * Jamestown Guided Essay form (Provided in class) * DBQ Scoring Guided (provided in class) ***You may NOT use the Background Essay or the actual documents*** Finish DBQ Essay for HW, due Thurs/Fri
Thurs/Fri, October 1 & 2 Opener: What buckets do Documents B, C, and D, fit into? and/or Get your Choice magnet booklet. 1. HW: Read #21 Chapter 3.2 "New England Colonies" pages 71-76. Answer questions 1ab, 2ab, and 3 on page 76. Due Tues/Wed 2. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" G. Document Analysis: Understanding the Documents *Finish! In groups, analyze documents B, C, and D using the provided Document Analysis Sheets. #18 and #19 H. Document Analysis: Understanding the Documents * Individually, analyze document E #20 using the provided Document Analysis Sheet. #18 and #19 and the Doc E analysis steps shown below. I.Grouping the documents: *Post Bucketing: Organize the 5 documents into the 3 buckets. A document can have evidence that fits into more that one bucket. Select the Best Evidence from the documents for each bucket. *Rank the order of the Buckets from strongest examples causing death to weakest examples. (This is the order of your body paragraphs.) Tues/Wed, Sept 29 & 30 Opener: Choices Booklet handout 1. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" F. Document Analysis: Understanding the Documents *Finish Model document analysis for Document A #16 using the provided Document Analysis Sheets #17. G. Document Analysis: Understanding the Documents * In groups, analyze documents B, C, and D using the provided Document Analysis Sheets. #18 and #19 Monday, Sept 28 Opener. Reread your Background Summary. Make sure that you included the following:
1. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" E. Pre-Bucketing #15: Write down the names of the analytical categories (buckets) that were come up with in class.. F. Document Analysis: Understanding the Documents *Model document analysis for Document A #16 using the provided Document Analysis Sheets #17. Thurs/Fri, Sept 24 & 25 Opener: Add the vocab words and definitions to the back of your English Colonies Scale #13: "Settlement, Colony, Fort." Pass back papers/quiz and organize your history folder. #'s 1-13 should be in the prongs. If you earned a D or F on the quiz, you can study and retake it by Tues., 9/29. 1. Choice high school magnet programs Q & A. (I will post more info as it get it on the home page of this website.) 2. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" B. Background Essay. #14 Team present your assigned paragraph of the reading. Highlight the underlined information that relates to the question. As a group: evaluate your sticky note predictions and make changes as needed. C. Background Summary #15: Individually, write a 2-3 sentence summary that includes time, place and major story events. D. Clarifying the Question #15: Rewrite the question as a statement in your own words. Make sure to include dates. E. Pre-Bucketing #15: Write down the names of the analytical categories (buckets) that were come up with in class. Tues/Wed, Sept. 22 & 23 1. Choice high school magnet programs information session. (I will post more info as it get it on the home page of this website.) 2. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" A. Hook map activity. Finish the map questions with your group and write your predictions on post-it notes. B. Background Essay. #14 Start and finish the reading for HW.
Monday, Sept 21 If needed, finish the Early English Colonies Video/ Make up the Quiz Opener: English Colonies Scale #13: Read over the scale and rate your current level of Understanding. 1. Wrap up the Early English Settlements Video #12 2. Jamestown DBQ "Early Jamestown: Why did so many colonists die?" A. Hook map activity Thurs/Fri, September 17 & 18
Opener: Study for the New World quiz 1. New World Quiz #11 2. English Colonies Visual Preview AHON page 64: look over the map and timeline. Predict what you will be learning about in this new unit. 3. Read the Jamestown section of Chapter 3.1, pages 66-69 (finish reading for HW!) 4. Early English Settlements Video Questions #12 (first 20 minutes of the “Rebels” episode in America: Story of Us) for fun Play the Jamestown Online Adventure at http://www.historyglobe.com/jamestown (use Photon on the iPads) After playing: 1. Explain why were you unsuccessful in your first attempt at settlement in the Jamestown game. 2. Explain what you did differently in subsequent rounds of the game to make your settlement more successful. Learning Goal: Students will understand why European explored and colonized the Americas in the 15th -17th centuries and the impact of their settlement on Native American societies. Tues/Wed, September 15 & 16 Opener: Review the New World scale and rate your current level of understanding on page #3 of your history folder. ***New World Unit Quiz on Thurs/Fri. Study assignments 4-10, focusing on #'s 4, 9, & 10. 1. Wrap up the #9 European Exploration Policies lesson. 2. Columbian Exchange #10: A. Read Columbian Exchange on AHON 40-41 and do the Chart skills activity. B. Watch "The Columbian Exchange: Crash Course in World History." Divide your paper into 4 sections: head the rows "good" and "bad." Label the columns "from New World" and "from Old World." Take notes on the good and bad effects of item transported to the new world and from the new world. C. Do the Columbian Exchange Document-Based Assessment on page 61, questions 1-3. Monday, September 14: No School
Tues/Wed, Sept 8 & 9 Opening Activity: List 5 things that you now know about Columbus. 1. Columbus et al. Mock Trial #7: Go to the TreeOfEd website, New World Unit, Module 4: Scroll down to the "The People v. Columbus, et al":
2. Columbus: Who Dunnit? #8 From your modern day, personal point of view, who is (are) responsible for the slaughter of the Taino Indians? You can pick more than one guilty party. Make sure that you support your answer with evidence from the readings and class debate. Due next class period. Monday, Sept 7: No School Labor Day Thurs/Fri, Sept 3 & 4 1. Wrap up Centennial "Lame Beaver" chapter book chat. #5 2. Lame Beaver Paragraph HW is due. #6 3. Christopher Columbus intro video 4. Columbus et al. Mock Trial #7: Go to the TreeOfEd website, New World Unit, Module 4: Scroll down to the "The People v. Columbus, et al": Read the Part 1 intro article and then set up your paper with the six boxes as shown on my classroom whiteboard. Read the Part 2 information for each person or group that is accused of the crime and and take notes on your paper. You are preparing for a trial.You will be defending one group (that your teacher assigns to you) and accusing the others of the crime. You need to gather evidence to help you with your defense and accusations. A class wide debate will follow. Tues/Wed, September 1 & 2 1. Yearbook Photo day 2. Centennial "Lame Beaver" chapter book chat. #5
3. Lame Beaver Comparison Paragraph #6, Finish for HW, Due Wed/Thurs
Monday, August 31 Yearbook photos will be take on Tues/Wed, September 1 & 2 1. Finish reading your Lame Beaver mini-story and answer the goal questions 2. Meet with the other people who read your mini-story and compare/edit answers 3. Chart HW Due! Examine the painting below and use your #4 HW Native American Culture Regions Chart to answer the culture regions image questions:
Tues/Wed, August 25 & 26 1. Due: Syllabus signed by parent. Class supplies/folder decoration past due. 2. Bellwork: Finish up the Native People image from Monday. #3 back (see image below) 3. Textbook checkout: America History of Our Nation. This book stays at home for the remainder of the school year. 4. Centennial novel introduction 5. Beringia Land-bridge #4 back AHON Ch 1.1 Earliest Americans, Pages 6-7 Read the “Land-Bridge Theory” section and Examine “The First Americans Arrive” map. Answer MapMaster questions a & b on page 7. Write your answers on the back of #4 Chart 6. HW: Cultures of North America Chart #4. Use the textbook to complete this assignment. Due Monday. (Click to see worksheet) Monday, August 24 1. Class supplies (folder, paper, pencil) due for a grade. Folder should be decorated by today. 2. Review course syllabus (signed by parent by Wednesday) and distribute the community service record sheets. 3. Review the New World Unit scale and rate your current knowledge of the topics. #3 4. Native Peoples images #3 back: Identify 5 things in this image. Then make one claim about the people. Click to see more Le Moyne images and descriptions
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AuthorMs. Day is a U.S. History teacher at Milwee Middle. She loves the Florida Gators, social studies, kitties, and, most of all, students who do their work. Archives
February 2016
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