Learning Goal: The student will be able to explain the course of the Civil War. (1861-1865) AP Human Geography Summer Assignment: If you are taking this class in 9th grade, do this! Wed-Fri, May 23 & 25, 2018 ****I am NOT accepting any late work on Friday!!!! Tues (5/22): 1st Wed: 2nd & 3rd Thurs: 4th & 5th Fri: 6th & 7th (LAST DAY OF SCHOOL!) 1. 4th quarter exam. 2. Clean the classroom. 3. Watch Roots or Glory. 4. Awards Here is the STUDY GUIDE for the 4th quarter exam. Mon/Tues, May 21 & 22, 2018 ***1st period take 4Q exam. 1. Finish Civil War Timeline #34 2.Work on the STUDY GUIDE for the 4th quarter exam. 3. Return "A Quiz About You" answers from the 1st day of school. 4. Watch Roots or Glory. 5. Clean the classroom. 8th Grade Spirit Week: May 14-18
Thurs/Fri, May 17 & 18, 2018 1. Civil War Timeline #34 Start in class and finish in class on Mon/Tues. Put the following events in chronological order. List the date the event occurred, and write a one sentence summary about why the event is significant. A. Ft. Sumter fired upon (page 501) B. Lee surrendered at Appomattox (537) C. 13th Amendment (552) D. New York City draft riots (530) E. 1st Battle of Bull Run (516) F. Emancipation Proclamation (524) G. Battle of Gettysburg (534) H. Sherman’s “March to the Sea” (536) I. Siege of Vicksburg ended (535) J. Lincoln’s assassination (549) Tues/Wed., May 15 & 16, 2018 1. Graphing Civil War Data. #33
2. Gettysburg Address play Mon., May 14, 2018 1. FINISH Video: Civil War #32 (America: The Story of Us, episode 5) 2. Start Graphing Civil War Data. #33
Fri., May 11, 2018 1. Video: Civil War #32 (America: The Story of Us, episode 5) Answer the questions in complete sentences. 1. Describe how the following inventions/innovations affected the course of the Civil War.
3. What is the Emancipation Proclamation, and how did it affect the Civil War? 4. What was the Gettysburg Address? 5. What advantages did the Union have over the Confederacy that led to Union victory? *We'll start the video today and finish on Monday. Learning Goal: The student will be able to explain the social and political events that led to the Civil War starting in 1861. Mon-Thurs, May 7-10, 2018 Due to Math EOC and FSA testing, the schedule is out of whack. Mon: 4*, 6 Tues: 3*, 5, 7 Wed:6*, 4 & 2 Thurs: 7*, 5*, 3 & 1 *If I actually see your class this day, you'll watch the first episode of Roots. DBQ: What Caused the Civil War? A. Socratic Seminar Prep
Friday, May the 4th (be with you), 2018 periods 1-7 DBQ: What Caused the Civil War? ***Finish Document Analysis for documents 1-11
Mon: 6 Tues: 7 Wed:4 & 2 Thurs: 3 & 1 ***In case you haven't figured it out, you are doing a Socratic seminar instead of writing a DBQ essay. Fantastic Folder Check #'s 24-31 on Wed/Thurs, May 2 & 3. Monday-Thursday, April 30-May 3, 2018 Mon: Science tests, 6, club Tues: 7, 5, 3, 1 Wed: HR, 2,*4, *6 (*substitute) Thurs: 1, 3, 5, 7 DBQ: What Caused the Civil War? B. Background Essay: read and summarize
If you don't finish in class on Wed/Thurs/Fri, then you need to finish Doc Analysis for HW. due MONDAY!!!! B. Background Essay: read and summarize
Wed-Thurs, April 25 & 26, 2018 Wed: 6, 4, 2, HR Thurs:7, 5, 3, 1 1. History Handbook: Unit 12 checkpoint 2. Video: "Division" part 2 #28 (episode 4 of America: The Story of Us.) The video is on youtube. Start at 21 minutes and answer these three questions.
3. Review The Nation Divided Timeline #30 -Causes of the Civil War, 1820-1859 4. Presidential Election of 1860 #31 Read “Lincoln-Douglass Debates” (496-497) and 14.4 “The Coming of the Civil War” (499-503.) The following events are the causes and effects of the election of 1860. Put them in chronological order. A. In the Presidential election of 1860, Lincoln ran as the Republican candidate. Democrats and Southerners split their support between 3 other candidates. B. South Carolina seceded from the Union as a protest to Lincoln’s election. Six more states followed South Carolina’s lead. C. On April 12, 1861, South Carolina attacked and took control of Fort Sumter in Charleston harbor from the U.S. Federal government. This marked the beginning of the Civil War between the Union and Confederacy. D. Lincoln won the presidential election. He won 59% of the electoral vote, though he didn’t win in any slave states and only earned 40% of the popular vote. This showed how sectionalized the nation had become. E. Abraham Lincoln debated Stephen Douglas multiple times in the race to represent Illinois in the U.S. Senate. Lincoln argued for the Republican Party’s anti-slavery agenda. He lost the election, though he gained national fame. F. The seven seceded states formed a new nation called the Confederate State of the America and selected Jefferson Davis as president. Mon-Tues, April 23 & 24, 2018 Mon: 2, 4, 6, club Tues: 1, 3, 5, 7 1. Finish North and South Matching Game. For each image (1-8):
2. Finish The Nation Divided Timeline #30 (Due Wed/Thurs, 4/25 & 26) -Causes of the Civil War, 1820-1859 3. Video: "The Election of 1860 & the Road to Disunion:" Crash Course US History episode 18 Fri, April 20, 2018
Periods 1-7 1. Test: Reform Movements and North & South. 2. The Nation Divided Timeline #30 (Due Wed/Thurs, 4/25 & 26) -Causes of the Civil War, 1820-1859 Create a timeline of the events listed. For each event on the timeline provide the following:
Timeline Events: 1. Missouri Compromise (AHON pages 404-405 “The Extension of Slavery”) Key terms: Missouri, Senate, slave state, free state, balance, Maine Read pages 482-485, Section 14.1 “Growing Tensions Over Slavery” 2. Compromise of 1850 (pages 484-487, “ Bitter Debate” and “The Compromise of 1850”) Key terms: debate, California, Mexican Cession, popular sovereignty, Fugitive Slave Act, outrage 3. Kansas-Nebraska Act (489-490, “The Kansas-Nebraska Act”) Key terms: Kansas & Nebraska territories, free states, Missouri Compromise, Kansas-Nebraska Act 4. Bleeding Kansas (pages 489-491 “Bleeding Kansas”) Key terms: Kansas, free/ slave territory, pro & anti slavery, election, violence, John Brown, Bleeding Kansas 5. The Dred Scott Decision (pages 494- 495 “A New Antislavery Party” and “The Dred Scott Decision”) Key terms: Supreme Court, court case, Dred Scott, slavery, decision, Congress, reaction 6. John Brown's Raid on Harper's Ferry (pages 497-498, “John Brown’s Raid) Key terms: John Brown, plot, Harper’s Ferry, revolt, treason, reaction ***We'll finish the North and South Matching Game on Mon/Tues. Learning Goal: Students will be able to compare and contrast the social, geographic and economic aspects of the North and South after the Industrial Revolution. (first half of the 1800’s) ***Test on Friday, April 20. Reform Movements and North & South. Here is a study guide. Wed-Thurs, April 18 & 19, 2018 1. History Handbook unit 10: North and South. checkpoint rating 2. DUE: The South #27 A. The King of Cotton: Read the article and answer the questions. B. African Americans in the North & South: 3. Video: "Division" part 1 #28 (episode 4 of America: The Story of Us.) The video is on youtube. Stop at 20 minutes and answer these three questions.
4. North and South Matching Game. For each image (1-8):
Thurs-Tues, April 12, 13, 16 & 17, 2018 ***Mon/Tues: FSA ELA reading testing. Finish these assignments after the test. 1. History Handbook unit 10: North and South. checkpoint rating 2. Reform Movement Gallery Walk Notes #24: Which of the early 1800's reform movements do you think had the greatest impact on American society at the time? Why? 3. The North #26: review the questions from yesterday and answer this new question. AHON pages 393- 394. Read "A New Wave of Immigrants" and examine the Irish Immigration Graph. Answer the Critical Thinking question in the left margin of 394. 4. The South #27 A. The King of Cotton: Read the article and answer the questions. B. African Americans in the North & South:
Tues/Wed, April 10 & 11, 2018 1. Reform Movement Gallery Walk Notes #24 Set up your paper with 2 t-charts, one of the front and the other on the back. Label the front side with reform topics 1 and 2 and the backside with 3 and 4.
2. The North #26 A. Read "The Industrial Revolution" pages 382-387. (AHON) 1. Define: a. Industrial revolution b. factory system c. mass production d. interchangeable parts 2. Describe the Lowell Mills and how this system impacted women. Give at least 2 examples. B. Read "The North Transformed" pages 390-395. 3. Define: a. Urbanization b. telegraph c. mechanical reaper d. Steamboat 4. How did urbanization and technology affect the lives of people in the North? Give at least 2 examples. Monday, April 9, 2018
1. DUE: Reform Movement Posters. 2. Map: Slavery in the United States in 1860 #25 Use the maps below to help you color and label your map.
( ) Slave State (pink) Slavery Possible due to: (yellow with different patterns) ( ) Missouri Compromise, 1820 ( ) Compromise of 1850 ( ) Kansas-Nebraska Act, 1854 ( ) Dred Scott Decision, 1857 Learning Goal: Students will understand the impact of reform movements in the early 1800's. Thurs/Fri April 5 & 6, 2018
***If you are absent, you need to complete this for HW. Due Monday. 1. History Handbook unit 11 checkpoint 2. Reform Movements introduction.
Learning Goal: Students will understand the causes, course, and consequences of United States westward expansion. (1803-1853) Tues/Wed, April 3 & 4, 2018 ***50th anniversary of the assassination of Dr. Martin Luther King, Jr. on April 4, 1968 1. Test: Westward Expansion 2. Finish Mexican-American War Mingle. #22. 3. History Handbook Unit 11 4. Reform Movements introduction.
TEST: Westward Expansion: Tuesday/Wednesday, April 3 & 4. Here is the study guide. Monday, April 2, 2018 Reminder: There is a Westward Expansion test on Tuesday/Wednesday, April 3 & 4. Here is the study guide. Westward Expansion Scale 1. Due: "Conflict with Mexico" Scramble #21 2. Mexican-American War Mingle. #22.
Mexican-American War Character Interview Questions 1. Find someone who fought in the war—on either side. Who is the person? What was their experience like? 2. Find someone who supports the U.S. war with Mexico. Who is the person? Why do they support the war? 3. Find someone who opposes the U.S. war with Mexico. Who is the person? Why do they oppose the war? 4. Find someone who has an opinion on why the United States is at war with Mexico. Who is the person? What is their opinion about why the United States is at war? 5. Find someone who saw things in the war that shocked them. Who is the person? What shocked them? 6. Find someone who lives in a different part of the country than you do—or lives in another country. Who is the person? What do you agree on about the war? What do you disagree on? 7. Find someone who stands to gain from the war. Who are they? How might they benefit? 8. Find someone who stands to lose from the war. Who are they? How might they suffer? Community Service: ***If you have completed more than 50 hours of community service this year, you are eligible for the Presidential Service Award. Please submit your hours by April 2. ***As a requirement for the SCPS PreIB program, 8th grade students must complete 24 hours of community service. Due by May 18. **** 8th Grade Activities Acknowledgement form. You must turn in a signed form by March 30th to be eligible to participate in any of the 8th grade end -of-year activities (including the 8th grade dance.) Thurs/Fri, March 29 & 30, 2018 1. Due: Life in the West Mini-Project. 2. Wrap up Oregon Trail 3. History Handbook Unit 8 Westward. Next checkpoint 4. Finish "Westward" Video #20 As you watch, take notes on "reasons to go west" and "hardships in the west" and answer questions 3-6. *If you are absent, you can watch the video on Youtube. America: The Story of Us, Episode 3 "Westward" 5. "Conflict with Mexico" Scramble #21 AHON, Chapter 13.3, pages 454-459 Read the section. Then rearrange the 9 events in the link above into chronological order. Write them on your own paper in the correct order. (Hint: E is the 5th event) Tues/Wed, March 27 & 28, 2018 *** Life in the West Mini-Project. (Due Thurs/Fri, March 29/30) 1. Oregon Trail Experiential Exercise
2. Play the original Oregon Trail video game https://archive.org/details/softwarelibrary_msdos_games/v2 Monday, March 26, 2018 Start of 4th Quarter Reminders: ***A. Your Life in the West Mini-Project is Due Thurs/Fri, March 29/30. See the complete directions below. ***B. We'll be outside on Tues/Wed to reenact the Oregon Trail. Dress for the weather! Also, I recommend that you play the video game before you come to class. https://archive.org/details/softwarelibrary_msdos_games/v2 1. "Westward" Video #20 As you watch, take notes on "reasons to go west" and "hardships in the west" and answer questions 1 and 2. We'll finish the video later. *If you are absent, you can watch the video on Youtube. America: The Story of Us, Episode 3 "Westward" Friday, 3/16-Sunday, 3/25, 2018: SPRING BREAK
4. Life in the West Mini-Project. (Due Thurs/Fri, March 29/30)
Topic Groups, Pick One: Activities, Pick One: 1. Create a Comic Strip. Explain your topic in a color comic strip (think Garfield or Peanuts), complete with illustrations and dialogue bubbles/captions. Your comic strip needs to have at least 8 cells (boxes). 2. Monument. Design a monument that commemorates the impact that your group of people had on the West. (Investigate real life 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 your group’s impact on the West 3. Poster. Create a poster that describes your group and their role on the settlement of the West. Include text and illustrations. 4. Poetry. Write poetry that captures the content and feelings expressed by the people associated with your topic. An “Inside/Outside Poem” format would be ideal for this activity. Get the directions page from the teacher if you pick this option. Or write another style of poetry that is appropriate to describe your group. 5. Song. Write the lyrics (words) to a song that describes your group and their role on the settlement of the West. Then set the lyrics to the melody (music) of a well-known song. (Star Spangled Banner, any Disney song, etc.) 6. Digital Presentation. Create a digital presentation (prezi, powerpoint, etc.) that describes your group and their role on the settlement of the West. Include text and illustrations. 3rd Quarter Exam: Wednesday and Thursday, March 14 & 15. Here is a study guide. Mon/Tues, March 12-13, 2018 1. Lewis and Clark QR Expedition #19
2. Study for the 3rd Quarter Exam: Wednesday and Thursday, March 14 & 15. Here is a study guide.
Monday-Wednesday, March 5-7, 2018
(Monday is a 1,3,5,7 schedule. Tuesday is FSA Writes with a modified 1-7, Wednesday is a normal schedule) ***Pass out 8th Grade Activities Acknowledgement form. You must turn in a signed form by March 30th to be eligible to participate in any of the 8th grade end -of-year activities (including the 8th grade dance.) 1. Review Andrew Jackson T/F Statements #15. Turn in. 2. History Handbook Unit 9 Jackson Central Questions. 3. Test: Jackson #16 4. Finish Andrew Jackson: Hero or Villain? double-sided poster about President Andrew Jackson. (See directions below.) Due by Thurs/Fri. 5. Westward Expansion Map. #17 Color and label the outline map using the completed map below as a guide. Use highlighters or color pencils to color the map. Finish for HW, due Thurs/Fri. Learning Goal: Students will understand the key ideas and influences of Jacksonian Democracy. Thurs/Fri, March 1 & 2, 2018 *Midwife Essay due. Hightlight the following
1. Finish Andrew Jackson T/F Statements #15 2. History Handbook: Unit 9. Next checkpoint 3. Andrew Jackson: Hero or Villain? You will create a double-sided poster about President Andrew Jackson. Side 1: Create a hero’s commemorative plaque for President Jackson that emphasizes his positive contributions to America.
Side 2: Create a “Wanted” poster that shows President Jackson's negative impact on Americans.
Your poster can be hand drawn or computer created. Tues/Wed, February 27 & 28, 2018 1. Finish The Federalist Period vs. Jacksonian Democracy #14 2. Andrew Jackson T/F Statements #15
Monday, February 26, 2018 1. Go over the directions for the Midwife essay. Due on Thurs/Fri. 2. Discuss the meaning of this quote by Laurel Thatcher Ulrich: "Well-behaved women rarely make history." 3. History Handbook unit 9: Jackson 4. The Federalist Period vs. Jacksonian Democracy #14
#14
After examining both images and listening to both songs: Write a summary that describes the differences between the Federalist and Jacksonian periods. (3-5 sentences) Benchmark: 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 domestic and foreign policies of the early presidencies. (1789-1823) Wed/Thurs, February 14 & 15, 2018 1. Folder Check #'s 1-10 (on Ecampus) 2. New Nation test #12 (on paper) 3. Finish "New Nation Era Cartoon" #11:
Mon/Tues, February 12 & 13, 2018 ***New Nation Unit Test and folder check (#'s 1-10) on Wed/Thurs. Study Guide 1. Finish reviewing: Foreign Affairs in Early America #10 D. Dilemma 3: What Should President Madison Do to Protect Sailors and Settlers? *Madison *War of 1812 overview *White House afire *"Battle of New Orleans" song E. Dilemma 4: What Should President Monroe Do to Support the New Latin American Nations? *Monroe Doctrine video 2. "New Nation Era Cartoon" #11:
Thurs/Fri, February 8 & 9, 2018 New England Patriots v Philadelphia Eagles skit. Which of the battles listed was not actually a win? 1. History Handbook, unit 7 checkpoint 3 2. North American Territorial Claims in 1796 Map #9 Review 3. Finish and review: Foreign Affairs in Early America #10 The specific directions are in the link above. The videos are extra information. A. Washington's Foreign Policy. (REVIEW) B. Dilemma 1: What Should President Adams Do to Protect American Ships? XYZ Affair Song (Bestest song eva!) C. Dilemma 2: How Should President Jefferson Deal with Pirates? *Jefferson Video *Barbary Wars D. Dilemma 3: What Should President Madison Do to Protect Sailors and Settlers? *Madison *War of 1812 overview *White House afire *"Battle of New Orleans" song E. Dilemma 4: What Should President Monroe Do to Support the New Latin American Nations? *Monroe Doctrine video Finish for HW: You can read the text on TreeofEd under each president's foreign affairs tabs. Congrats! NHD Milwee School fair results Tues/Wed, February 6 & 7, 2018 1. High School Registration info sessions in small groups with your guidance counselor Ms. Wolfrum. 2. North American Territorial Claims in 1796 Map #9 Review 3. Foreign Affairs in Early America #10 The specific directions are in the link above. The videos are extra information. A. Washington's Foreign Policy. (REVIEW) B. Dilemma 1: What Should President Adams Do to Protect American Ships? XYZ Affair Song (Bestest song eva!) C. Dilemma 2: How Should President Jefferson Deal with Pirates? *Jefferson Video *Barbary Wars D. Dilemma 3: What Should President Madison Do to Protect Sailors and Settlers? *Madison *War of 1812 overview *White House afire *"Battle of New Orleans" song E. Dilemma 4: What Should President Monroe Do to Support the New Latin American Nations? *Monroe Doctrine video Finish for HW: Due Thurs/Fri. You can read the text on TreeofEd under each president's foreign affairs tabs.
Tues/Wed, January 30 & 31, 2018 1. Finish NHD Presentations. 2. Review Hamilton and Jefferson Start Political Parties #8 3. Hamilton Cabinet Battle #1. What was the argument about? Who won? Mon, January 29, 2018 1. NHD Presentations. Present to your table groupmates. 2. State of the Union bingo. Thurs/Fri, January 25 & 26, 2018 1. History Handbook Unit 7, Checkpoint 1 2. Review Washington’s Presidency #7 Read the article (Mod 1 Washington, Task B) and answer the 4 questions. 3. Hamilton “One Last Time” Describe the relationship between Hamilton and Jefferson. What advice did Washington include in his Farewell address to the country? 4. Hamilton and Jefferson Start Political Parties #8 -Read the article and answer the 11 questions. For questions 8 and 11, write a topic sentence and provide quotes from the article that support your answer. -finish for HW Tues/Wed, January 23 & 24, 2018 1. Vote for 8th grade dance theme 2. Write your name under the high school that you will be going to next year on the wall. 3. Review the Test: Forming Our Government #6 4. finish Washington’s Presidency: Preview 5. Washington’s Presidency #7 Read the article (Mod 1 Washington, Task B) and answer the 4 questions. 6. Listen to Hamilton "Cabinet Battle 2." What was the argument about? Who won? Why do you think Washington agreed with his opinion? Monday, January 22, 2018 1. Turn in history fair projects. You need to submit a hard copy of the annotated bibliography. On the 1st page of the bib, make sure that you include: *Your name(s) *period(s) *Project title *Presentation category: -Website (also include the website URL. AND make sure you have published your website) -Exhibit -Paper (essay) -Documentary(include script) -Performance (include script) Make sure your name is on EVERYTHING that you submit. 2. Washington’s Presidency: Preview . To preview the new unit, students will read a statement about GW and move to the identified side of the room to answer the question. Some statements are T/F. Others are multiple choice. Student will use previously learned content knowledge or educated guesses to help decide their answers. Afterward, watch a short video about GW and then review the statements and answers.
Learning Goal: Students will understand the causes, course and consequences of the Constitutional Convention of 1787. NHD history fair project is due Monday! You need to submit a hard copy of the annotated bibliography. On the 1st page of the bib, make sure that you include: *Your name(s) *period(s) *Project title *Presentation category: -Website (also include the website URL. AND make sure you have published your website) -Exhibit -Paper (essay) -Documentary(include script) -Performance (include script) Make sure your name is on EVERYTHING that you submit. Thurs/Fri, January 18 & 19, 2018 1. History Handbook Unit 6 "Forming Our Government" central questions. 2. Review assignments 3-5 to help study for the test today. 3. Test: Forming Our Government. #6 4. History Handbook Unit 7 "A New Nation" initial scale rating. 5. NHD: Q&A and time to work on the project. DUE MONDAY! Tues/Wed, January 16 & 17, 2018 ***Forming Our Government Unit quiz on Thurs/Fri. Study the History Handbook unit 6 and assignments 3-5.*** 1. History Handbook Unit 6 "Forming Our Government" next scale rating 2. Update the NHD Excel Sheet and Q&A 3 Review. Constitutional Convention: The Compromises #4 4. finish Ratifying the Constitution #5 for HW, if needed. 5. Constitution Jeopardy. If you are absent answer the attached questions. The Constitution start on page 228 of your AHON textbook. No School Monday 1/15 for MLK Day. Thurs/Fri., January 11 & 12, 2018 1. History Handbook Unit 6 "Forming Our Government" 2nd scale rating 2. Update the NHD Excel Sheet 3. NHD Q&A (Project due Jan. 22) 4. Due: New Folder and review Constitutional Convention Setting and Delegates #4 5. Constitutional Convention: The Compromises #4 Read History Alive! Textbook, sections 8.5 and 6, pages 109-110 (if you are absent, you can find the text on TreeofEd in the "2-The Convention" tab.) Issue: How Should States Be Represented in the New Government? 1. Create a venn diagram that outlines the differences and similarities of the Virginia Plan and the New Jersey Plan. 2. According to the chart, approximately what is population of Massachusetts? 3. Would delegates from Massachusetts more likely to support the New Jersey Plan or the Virginia Plan? WHY? 4. Which states might disagree with Massachusetts (question 3)? WHY? Resolution: The Great Compromise 5. 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." 6. What parts of the Great Compromise satisfied the large states and why? 7. What parts of the Great Compromise satisfied the small states and why? Read History Alive! Textbook, sections 8.7 and 8, pages 111-112 Issue: How Should Slaves Be Counted? 8. Summarize the issue concerning whether or not to count slaves. Why were the delegates debating this issue? 9. Which 2 states would have benefited the most from counting slaves? Why? 10. How did some American's views on slavery begin to change during this time, and why? Resolution: The 3/5 COMPROMISE 11. How did the Three-Fifths Compromise solve the conflict over counting slaves? 12. Why did the southern states worry that Congress would outlaw the slave trade? 13. What did the Fugitive Slave Clause state? Hamilton Mixtape "Cabinet Battle #3" (Demo)
Tues/Wed., January 9 & 10, 2018 1. New seating chart: Line up by birthday- January 1 by door, December 31 by teacher desk 2. History Handbook Unit 6 "Forming Our Government" initial scale rating 3. NHD Q&A (Project due Jan. 22) 4. "What Comes Next?" from Hamilton. 5. Articles of Confederation #3 Directions: Go to the "Forming Our Government" unit on Tree of Ed. Read the Articles of Confederation article and watch the short video. Then answer the questions below about the Articles of Confederation. Be sure that your answers are in complete sentences.
6. Constitutional Convention Setting and Delegates #4 finish for HW Open "2- The Convention" mod on Tree of Ed. Read "WHO WAS AT THE CONVENTION, AND WHAT WAS THEIR PURPOSE?" and answer the 6 questions. 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? Why? 3. List four qualities that the delegates shared in common. (use the picture above, as well as the text.) 4. Who is considered the "father of the Constitution" and why? 5. Explain the rule of secrecy and why it was in place. 6. What were the two main issues to be decided at the Constitutional Convention? 7. New history folder for the 2nd semester. Write "You name" and "history" on the cover with cut out letters from pictures/maps. See examples below. Turn in your old folder. Due by Friday. Assignment #1: Title page. Include you name, U.S. History, period, Ms. Day Assignment #2: NHD Overview. blue paper that was #27 in your 1st semester folder. Scene at the Signing of the Constitution of the United States. by Howard Chandler Christy. oil-on-canvas. Painted April 1940. The painting depicts the Constitutional Convention signing the U.S. Constitution at Independence Hall in Philadelphia on September 17, 1787. Monday, January 8, 2018
Start of the 3rd quarter 1. The paperclip game. 2. New history folder for the 2nd semester. Write "You name" and "history" on the cover with cut out letters from pictures/maps/magazine text. See examples below. Turn in your old folder. Due by Friday. Assignment #1: Title page. Include you name, U.S. History, period, Ms. Day Assignment #2: NHD Overview. blue paper that was #27 in your 1st semester folder. Learning Goal: The student will understand the causes, course, and consequences of the Revolutionary Way from 1776-1783. Monday-Thurs, December 18-21, 2017 (Exam schedule) 1. Work on NHD history fair. 2. Extra Credit: Edible History: celebrate student success (eat!) 2nd Quarter Exam and American Revolution Test: Thurs/Fri, 12/ 14 and 15. Here is the study guide. Thurs-Fri, December 14 and 15, 2017 1. Revolutionary War Quiz 2. 2nd Quarter county exam on edInsight 3. DBQ "Valley Forge: Would You Have Quit?" Write the essay (Due Monday). I prefer that you type it. 4. Review the NHD presentation directions and decide which presentation type you want to do. 5. Extra Credit: Edible History Make an edible example of something that we have learned about in history class so far this year. It can be a cookie, cake, brownie, Rice Crispies treat, or other tasty dish that you decorate. Examples:
Directions for a giant cookie map:
Thurs-Wed, December 7-13, 2017 1. DBQ "Valley Forge: Would You Have Quit?" A. Hook B. Background Essay. C. Document Analysis D. Buckets E. Decide if you are quitting or staying and pick the best evidence to support your position F. Write the essay (Due Monday) NHD Thesis due on T/W, 12/12-13. Tues/Wed, December 5 & 6, 2017 1. NHD: Thesis Statement. Directions in the tab above. Due Next Monday, 12/11 2. HW Due. Revolutionary War Summaries #29. 3. Video: Revolution #30. (episode 2 of America: The Story of Us) Questions 5-7 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 Washington’s spy network. 7. Describe at least 2 major reasons the Americans won the Revolutionary War? 4. DBQ "Valley Forge: Would You Have Quit?" A. Hook B. Background Essay. Monday, December 4, 2017 1. Due: NHD research: Historical Context. Due December 4, 2017. (One per group.) You do not need to use this form, just make sure that all your information is on your paper. 2. HW. Revolutionary War Summaries #29. See the directions attached. Due December 5/6 3. Video: Revolution #30. (episode 2 of America: The Story of Us) questions 1-4 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 Washington’s spy network. 7. Describe at least 2 major reasons the Americans won the Revolutionary War? Thurs/Fri, November 30 and December 1, 2017 1. Capture the Flag: Revolutionary War Style. We'll be outside most of the period reenacting the American Revolutionary War through a scripted game of capture the flag. If you are absent, read the lesson directions to get an idea of what you missed.
Monday, November 27, 2017
1. History Handbook Unit 5: initial rating 2. Revolutionary War Strengths and Weaknesses #28 Read History Alive! Textbook chapter 7, pages 87-89 (also pictured below) and take notes in the graphic organizer. (Finish for HW if needed) 3. NHD Topic Selection. Conference with teacher ***Due T/W 11/28 & 29: overview form with Parent signature and partner selection AND Topic Selection questions.*** |
AuthorMs. Day is a U.S. History teacher at Milwee Middle. She loves the Florida Gators, social studies, Hamilton, Disney, Harry Potter, kitties, and, most of all, students who do their work. Archives
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