Learning Goals: Students will understand the colonial American reactions to British policies from 1763-1776. Students will understand the structure, content, and consequences of the Declaration of Independence. Tues-Fri, November 14-17 1. make up Test: Conflict in the Colonies and/or Folder Check 2. Conflict in the Colonies Socratic Seminar (Wed: 2, 4, 6. Thurs: 1, 3, 7) How did the changing relationship between the American colonists and Britain lead to the colonists feeling justified in waging war and declaring independence from Britain? Step 3. Socratic Seminar Discussion: After the documents have been analyzed, the whole class will discuss the seminar question using the inside-outside circles method. You will be using a "Socratic Seminar Feedback Form" during the discussion to help keep track of what is being discussed. Important guidelines to remember:
Mon, November 13 1. Test: Conflict in the Colonies 2. Conflict in the Colonies Socratic Seminar How did the changing relationship between the American colonists and Britain lead to the colonists feeling justified in waging war and declaring independence from Britain? ***You need to complete steps 1 and 2 for HW. Due Tues/Wed.*** * Document Analysis:
*After document analysis: Write 5 discussion questions/prompts related to the individual documents or the documents as a whole. These questions will be used to prompt discussion during the seminar. The Seminar will be in class on Tues/Wed. Make sure you are ready to discuss all of the documents! Thurs/Fri, November 9 and 10 ***Folder Check #'s 18-25 on Thursday/Friday*** ***Test: Conflict in the Colonies on Monday!!!*** 1. Folder Check #'s 18-24 2. Finish Declaration of Independence Rephrase #25 •Preamble: read 1st paragraph on 172. Read excerpt 1 on page 175 and match it with the rephrased sentence on the card. Write down the rephrase. •Natural Rights: read paragraphs on 172. Read excerpts 2-4 on page 175 and match them with the rephrased sentences on the cards. Write down the rephrases. •Grievances: read paragraphs on 172. Read excerpts 5-7 on pages 176-177 and match them with the rephrased sentences on the cards. Write down the rephrases. •Dissolving the Bonds: read paragraph on 172. Read excerpt 8 on pages 178 and match it with the rephrased sentence on the cards. Write down the rephrase. If you are absent use this form for the Declaration of Independence excerpts. 3. Hamilton Musical "Farmer Refuted"
4. Conflict in the Colonies Socratic Seminar How did the changing relationship between the American colonists and Britain lead to the colonists feeling justified in waging war and declaring independence from Britain? * Document Analysis:
*After document analysis: Write 5 discussion questions/prompts related to the individual documents or the documents as a whole. These questions will be used to prompt discussion during the seminar. The Seminar will be in class on Tues/Wed. Make sure you are ready to discuss all of the documents!
Mon., November 6 1. Finish John Adams video #24 Finish Episode 1 "Join or Die" Answer questions 6 and 7. (If you are absent, you can watch the video on HBO on demand or Amazon Prime or come in during lunch to watch in my classroom.) 1. What caused the shooting to begin? 2. Why did 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 was Boston punished after the “tea party?” 7. After the trial, Adams was presented with multiple job offers. Which job did he choose? 2. Review From Protests to Rebellion Summaries #21 Thurs/Fri, November 2 & 3 1. John Adams video #24 Continue Episode 1 "Join or Die" Answer questions 2-5. (If you are absent, you can watch the video on HBO on demand or Amazon Prime or come in during lunch to watch in my classroom.) 1. What caused the shooting to begin? 2. Why did 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 was Boston punished after the “tea party?” 7. After the trial, Adams was presented with multiple job offers. Which job did he choose? Tues/Wed, October 31 & November 1 1. Review/Check Quiz 2. Review Colonial Protests Timeline #20 and From Protests to Rebellion Summaries #21 3. HW: The War Begins #23 (Due Thurs/Fri) AHON chapter 5.4 pages 156-161 1. Second Continental Congress: What steps did Congress make to prepare for war? 2. Patriots Against Loyalists: Make a t-chart that contrasts Patriots and Loyalists 3. Petitioning the King: What was the Olive Branch Petition and how did the King respond to it? 4. Battle of Bunker Hill: Even though the battle was lost, what positive result about the American troops came from the battle? 4. John Adams video #24 start Episode 1 "Join or Die" Answer questions 1-2 today. (If you are absent, you can watch the video on HBO on demand or Amazon Prime or come in during lunch to watch in my classroom.) 1. What caused the shooting to begin? 2. Why did 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 was Boston punished after the “tea party?” 7. After the trial, Adams was presented with multiple job offers. Which job did he choose? Vote for Mr Turner and Milwee to receive a $100,000 grant to build a new outside classroom! https://www.farmers.com/thank-americas-teachers/vote-for-a-teacher/vote-100k-proposal/ Mon, October 30 1. History Handbook Scale Checkpoint 1 and answer Central Questions that you know at this point. 2. Trouble on the Frontier Quiz #22 3. Finish Colonial Protests Timeline #20 Read Chapter 5.2, AHON pages 145-149 and fill in the blanks on the timeline worksheet. 4. Finish From Protests to Rebellion Summaries #21 Read Chapter 5.3, AHON pages 150-153 (Finish for HW, due by Tues/Wed) 5. Review/Check Quiz Thurs/Fri, October 26 & 27 Reminder: French and Indian War/ Proclamation of 1763 Quiz on Monday! 1. Colonial Protests Timeline #20 Read Chapter 5.2, AHON pages 145-149 and fill in the blanks on the timeline worksheet. 2. From Protests to Rebellion Summaries #21 Read Chapter 5.3, AHON pages 150-153 (Finish for HW, due by Tues/Wed) A. Read “A Dispute Over Tea.” Then write a multiple sentence summary that includes the following key terms: 1. Tea Act of 1773 2. Tax 3. Sons of Liberty 4. Boston Tea Party 5. Protest (UNDERLINE the terms in your summary. You can use the terms in a different order in your summary) B. Read “The Intolerable Acts.” Then write a multiple sentence summary that includes the following key terms: 1. Boston Tea Party 2. Punish(ment) 3. Laws 4. First Continental Congress 5. Repeal 6. Militias (UNDERLINE the terms in your summary. You can use the terms in a different order in your summary) 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. Underline the terms you chose. D. “Violent Protests,” page 155 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
Monday, October 23 1. English Colonies Test 2. "Join, or Die" #19 political cartoon: page 141. answer questions A and B. Finish for HW. 3. French and Indian War Scramble and 4. Proclamation of 1763 (#18 Backside). Finish if needed. Thursday/Friday, October 19 & 20
1. In the “History Handbook” give yourself a final rating for UNIT 2 English Colonies and answer the “Central Questions” on the right side page. 2.Then turn the page in the “History Handbook” to UNIT 3 Conflict in the Colonies. Give yourself a beginning rating for UNIT 3 "conflict in the Colonies.". 3. French and Indian War Scramble (#18.) Read over the F&I War scramble worksheet and “Read America History of Our Nation textbook pages 140-144. The events that are out of chronological order. Unscramble them and write them down in the correct sequence of events. 4. Proclamation of 1763 (#18 Backside) “Read pages 145- 146 and answer the attached questions in sentence format.” Finish for HW if needed.
0 Comments
Learning Goal: Students will understand the characteristics of the New England, Middle, and Southern English Colonies. (1607- c1750) Vote for Mr Turner and Milwee to receive a $100,000 grant to build a new outside classroom! https://www.farmers.com/thank-americas-teachers/vote-for-a-teacher/vote-100k-proposal/ English Colonies Test: Postponed to Monday. Here is the study guide. Tuesday/Wednesday, October 17 & 18 1. Salem Witch Trials Mini-DBQ What Caused the Salem Witch Trial Hysteria in 1692? B. Background Essay and Questions: Finish C. Bucketing D. Document Analysis: In you group, examine one document and complete a doc analysis form. 2. Review Slavery in the Colonies #15 (was due on Monday) 3. Colonial region sales pitch: Present Monday, October 16 1. Turn in A. Colonial region sales pitch B. Slavery in the Colonies #15 2. Salem Witch Trials Mini-DBQ What Caused the Salem Witch Trial Hysteria in 1692? A. Examine the painting. What do you see and what do you think is happening? B. Background Essay and Questions Salem Background Essay Questions:
Caption: "Examination of a Witch" Thompkins H. Matteson, 1853. Description: Generally supposed to represent an event in the Salem witch trials, an earlier version of this painting was exhibited by the artist in New York in 1848 with a quotation from John Greenleaf Whittier's book Supernaturalism of New England, 1847: "Mary Fisher, a young girl, was seized upon by Deputy Governor Bellingham in the absence of Governor Endicott, and shamefully stripped for the purpose of ascertaining whether she was a witch, with the Devil's mark upon her." See, "A Study of the Life and Work of the Nineteenth Century Artist Tompkins Harrison Matteson (1813-1884), by Harriet Hocter Groeschel, M.A. thesis, Syracuse University, 1985, pp. 37-38. Source: Peabody Essex Museum, Salem, MA Thurs/Fri, October 12 & 13 1. History Handbook Unit 2 Checkpoint 1 2. English Colonies Booklet due 3. Colonial Region Sale Pitch
4. HW. Slavery in the Colonies #15 Read AHON Textbook Chapter 4.3 (pages 113-117) and then answer the questions in the attachment. ***You can also find the America History of Our Nation eTextbook in ePassport in the "Pearson" tile. DUE Monday, 10/16 Thurs-Wed, October 5-11 1. Folder Check: assignment #'s 1-12 (Thurs/Fri) 2. 1st Quarter Exam ("Pre-Test") ***Periods 2, 4, 6 on Friday. ***Periods 1, 3, 7 on Tuesday. 3. English Colonies Booklet
4. History Handbook Unit 2 Checkpoint 1 Reminder: The PSAT will take place on Wednesday, October 11 during 2nd and 4th periods. Tues/Wed, Oct. 3 & 4 ***Folder Check on Thurs/Fri. Assignments 1-12. Make sure that every assignment is numbered and titled and is in the prongs in order. (I still have #'s 7 and 10) 1. Choices: high school magnet school presentation in media center. More information can be found on the SCPS website. 2. English Colonies Booklet
Thursday/Friday, Sept. 28 & 29 1. Gold, God & Glory! Review for the quiz. History Handbook Unit 1 Checkpoint 3 and Unit 1 assessment (right side page) 2. New World Quiz #11 3. History Handbook, Unit 2: English Colonies Checkpoint 1 4. English Colonies Map #12 Use the maps on AHON pages 74, 80, and 86 as a guide while coloring and labeling your map 5. Jamestown and Plymouth Video: Watch the first 20 minutes of “Rebels” from America: Story of Us (first episode) and answer these questions on your Venn Diagram:
Jamestown 1. What was motivation for the first Jamestown settlers to migrate to America? 2. What New World resources did the early Jamestown settlers use turn the colony into a success? 3. Who was Pocahontas and what was her role in the success of the settlement? Learning Goal: The student will understand why Europeans explored and colonized the Americas in the 15th - 16th centuries and the impact of their settlement on Native American societies. New World Quiz: Thursday/Friday. Here is the study guide. Tuesday/Wednesday, Sept. 26 & 27 1. Columbus Trial #10
3. Study guide for the New World Quiz.
Tues/Wed, Sept. 19 & 20 1. Wrap up Centennial, A novel by James Michener. Chapter 4 "The Many Coups of Lame Beaver." Jigsaw & book chat. 2. American Indians Bartering: The image below depicts people from two different cultural regions. Use your #6 Native American Cultural Regions Chart to help you identify the regions and support your claims with at least 3 details from the image. Write your answer in complete sentences on the backside of your chart worksheet. 3. U.S. History Handbook: Unit 1 The New World, Checkpoint 1. (the handbook should be in the pocket of your history folder.) 4. Preview: Examine the annotated map on AHON textbook page 34-35. Based on the map, What will you learn about in this chapter? 5. Columbus: Read about Columbus on AHON textbook pages 36-39 and watch the video. This background info will help you when we put Columbus on trial next week. 6. HW: European Exploration Policies. #8 DUE THURS/FRI For the explorer assigned to you in class, read his "Explorer Fact Sheet" (biography) and answer these questions on the backside of your “Exploration Policy Chart” 1. Explorer’s Name: 2. Country Represented: 3. Years of the expedition(s): 4. Goal(s) of the Explorer (What was he hoping to achieve?) 5. Describe the contact with Indians (friendly, trade with Indians, violence, etc.) 6. Results. Were the goals met (all, some, none) and how do you know this? ***The underlined words in the Explorer Facts Sheets are defined here. (DO NOT write anything on the front side of the "European Policy Chart." You will do the activity on the front side IN CLASS on Thursday/Friday!) Schools were closed Friday 9/8- Friday, 9/15 due to Hurricane Irma. As a result of our school closures stemming from Hurricane Irma, Seminole County students will be making up two of the six days missed. The student make-up dates are: · Monday, October 16, 2017 · Tuesday, October 17, 2017 Thurs, Sept. 7 and Monday, Sept. 18 ***If you are absent, here is a copy of the scanned novel pages. HW Due: “Cultures of North America” worksheet #6 1. Centennial, A novel by James Michener. Chapter 4 "The Many Coups of Lame Beaver." Jigsaw & book chat. A. Finish reading your assigned mini-story and answer the questions. Prepare to explain your mini-story to the other students in the class. B. Lame Beaver Mini Stories book chat
Current Event articles related to the lesson content. *"Found: One of the Oldest North American Settlements" The discovery of the 14,000-year-old village in Canada lends credence to the theory that humans arrived in North America from the coast *"Skeleton plundered from Mexican cave was one of the Americas’ oldest" Rock-encased bone shard left behind by thieves allowed researchers to determine that the remains are probably more than 13,000 years old.
Thurs-Wed, August 31 -September 6 ***HW Due: The First Americans #5 www.treeofed.com/the-new-world.html ***Checkout textbook: America History of Our Nation. Hard copy goes & stays at home until the end of the school year. 1. HW: “Cultures of North America” worksheet #6 A. Read AHON Textbook pages 10-11 and answer these questions on the back of the worksheet: 1. What is a culture area? 2. How did the development of agriculture improve people’s lives? B. Read pages 12-15 and examine the Infographic on p13. Then fill in the culture group chart. *due by Tues/Wed (no school Monday!) 2. Centennial, A novel by James Michener. A. Finish overview of the setting and characters in the novel. B. Start reading chapter 4: “Human Migration” Pages 139-141 (non-fiction) Read together and answer verbally. 1. The land bridge mentioned in the first paragraph connected which two continents? 2. What date range was the land bridge opened for humans to cross it? 3. What caused this land bridge to open and close? Explain. 4. According to the book, why did humans probably cross the land bridge? What might be some other causes of human migration that are not mentioned in the story? 5. Why is there so little definitive proof of when humans arrived in the Americas? Tues/Wed, August 29 & 30 HW: The First Americans #5 *Go to: The New World http://www.treeofed.com/the-new-world.html *Module 1: American Indians *Task A: The First Americans Use the map, reading and video to answer the 3 questions ***Due Thursday/Friday 1. Review Challenge 3: "Where in North America?" #4 2. U.S. History Handbook *Write your name on your new “U.S. History Handbook” *On the inside cover, cross out the text and write “SEE HISTORY SYLLABUS, page 2 in history folder” *Read over “Table of Contents” and “Directions…” *Turn to “Unit 1: The New World” and complete your 1st check point rating ***You will keep your U.S. History Handbook in the pocket of your history folder. DO NOT LOSE IT.*** 3. Le Moyne Image Analysis: Identify 5 things in this image. Then make one claim about the people. (Click on the links to view other engravings by Le Moyne) (Link 1) (Link 2) French Description: "In order that the game lasted longer, they prepared it in the following way. They pushed four large wooden forked stakes into the earth and laid sticks over these like a grate onto which they laid out the game and fish. Beneath this they build a fire, the smoke from which hardens all the food. They were very careful to ensure it was dried out really well so that it would not rot, as can be seen in this picture. I believe these food supplies were prepared in this way to help them through the winter during which they lived in the woods." Friday & Monday, August 25 & 28 1. HW due Friday: class syllabus signed 2. North America Mapping Lab -Challenge 1: Physical Geography Map #3 Find the following physical locations on the map using the latitude and longitude coordinates. Draw a dot on the location and write the name of the physical feature. -Challenge 2: Political Geography Map #3 Find the following political locations on the map using the latitude and longitude coordinates (in image to the right). Write the name of the location. -Challenge 3: "Where in North America?" #4 *On notebook paper: label your name, date, period, #4. Title: Challenge 3: Where in North America? *Draw lines across your paper to create 5 sections on the front and 5 on the back. •About every 5-6 lines *For each of the 8 question (Skip 7 & 9) cards (see images below): •Identify the map type (placard, see images below) used to answer the question. •Figure out the answer, using the political map transparency, if needed. •Write the answer in a complete sentence in the box for that question number on your notebook paper. • Repeat 7 more times. (Skip questions 7 and 9.) ***Finish Challenge 3 for HW! The maps and questions are below. Wednesday/ Thursday, August 23 & 24 ***Review lessons from Monday for students absent for the solar eclipse ***HW get the class syllabus signed by Friday. 1. Discipline/ Student Code of Conduct assembly with the Deans in the Media Center. 2. North America Mapping Lab -Challenge 1: Physical Geography Map #3 Find the following physical locations on the map using the latitude and longitude coordinates (in image below). Draw a dot on the location and write the name of the physical feature. The Great American Solar Eclipse, as seen from Oregon. 8/21/17 www.manderstudio.com Mon/Tues, August 21 & 22 1. Primary Source Proof of a Summer Adventure: show and tell 2. Create title page for you folder Write the following: •#1 Title page •Your name • U.S. History •Ms. Day • Period 3. Read over the class syllabus (view in tab above) and get it signed for HW, due Friday. #2 4. Review Community Service requirement and log. (view in tab above) Thurs/Fri, August 17 & 18 1. Homework: Due *Folder cover decorated 2. Artifact Bags *At the teacher’s signal, open your bag and examine the items within. *All of the items in the bag are artifacts from one person’s life. Try to determine what the person is like based on the evidence in their bag. •A man or woman •Old or young •Married or single •Parents or childless •Race religion Homeowners or renters What type of job do they have Hobbies & other interest Etc. Make 5 claims about the person. For each claim you make, provide supporting evidence related to the objects in the bag. •example: “This person has a pet because they have a postcard reminder to schedule a vet appointment for their pet.” Tues/Wed, August 15 & 16 1. Homework: Due *Quiz about you * class supplies 2. Primary and Secondary Sources review 3. HW: Primary Source Proof of a Summer Adventure Think of something that you did this past summer. How can you prove that you did this? What primary sources were created? For HW due Monday, find and bring in one example of p.s. proof and answer the following questions on notebook paper. In sentence format answer the following questions. 1.Describe your evidence/ what is it? (receipt, photo, etc) 2.What type of information is included in the evidence? (Who made it, what is it, when made, where made and why made, etc.) 3.Explain why your evidence an example of a primary source. 4.One a scale of 1 to 10, how informative is your evidence? •1 is very little information is included. •10 is very informative, you have no doubt about the who, what, when, where and why this document was made.) 5.Explain your rating for #4. Friday & Monday, August 11 & 14, 2017 1. Homework: Due by Friday 8/18 Decorate your history folder’s cover with •“your name” •“History” •Pictures that represent “My Favorite…” find pictures in magazines, online, old books, photographs…. 2. Due: Historical Geography of Us birthplace map 3. Milwee Code of Conduct 4. The Sacred Rac of the Asu Tribe *Read the article as a group *As a group, write •Make a claim about the article. (Sentence format) •Evidence: Give at least 3 details/facts from the story that support your claim. Cite paragraph # •Interpretation: Explain how your evidence supports your claim. Connect the claim and the evidence. (paragraph format, 4+ sentences) If you found the Asu Tribe to be interesting, read about the "BODY RITUAL AMONG THE NACIREMA." Thursday, August 10, 2017 (1st day of school)
|
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
May 2018
Categories |