8th grade U.S. History & Geography (Period 2,4,6 ) Assignments

Instructors

Term

Fall 2014

Department

Description

8/12 Aim: Intro. To 8^th Grade U.S. History

Welcome to Ms. Kampschroer's U.S. History class, Rm. 29. Email is [email protected]. Make sure you check daily my Millikan website for classwork , homework, links, etc.

WARMUP-

Course Philosophy

Who we are as a nation of people today has everything to do with the history of this vast, diverse country. It is my belief that it is necessary for students to explore where we started as a nation, to explore how decisions by both individuals and our leaders have affected who we are as a nation, and to explore the flow of events that have led to the year 2014. The keyword for 8^th grade U.S. history is EXPLORE! Through exploration and critical analysis of a sense of place and purpose, it is my hope that you will become better citizens of the United States and even more importantly, better citizens of the world.

Course Overview

Students will study why the U.S. was founded, by analyzing the Founding documents and looking at the rights, freedoms, responsibilities outlined in these documents. You will then study events in U.S. history and analyze how the actions of the nation have aligned (supported) or not aligned with its founding principles.

Course Objectives

The main purpose is to make history come alive for you. The history of the U.S. covers a huge amount of info. that is impossible to cover in a school year; therefore this course will be an “exploration survey.” We will make stops along the way to help history come alive by delving into particular topics and events. Content is a major element of a course such as this, but a more important element will be the development of students as social scientists or amateur historians. I want you students to THINK like historians. The course will also be a course in problem solving. It will challenge you, hopefully, to use your imaginations, go beyond the text, question, interpret primary and secondary sources and to make thoughtful decisions. Students will be risk takers to share their point of view and will have to use empathy to put themselves into “someone else's shoes.” A major outcome that I hope to achieve is that students understand the importance of ACCURATE information before forming their opinions. Specific skills such as critical reading, analysis(examination), synthesis (combining), and evaluation (judge) will you students to develop into historians. At times, our study will connect to the 8^th grade English and Science curriculum to provide a cross disciplinary evaluation of history.

Rationale (reason for the class)

This class will be concerned with understanding the role that history has played in forming the community of the U.S. and the world community where different cultures, ethnic backgrounds, and religiouns must work to find a way to live harmoniously. Students can affect positive chanage and they have an obligation to learn to live with and respect all people. Students must know how to conduct research, be open to new ideas, question everything, and be effective oral and written communicators.

Classwk=
1. Why should we study history?

2a. Living timeline...Students will get cards (please return at end of activity) with names of events in U.S. history. Stand up, put yourselves into chronological orer as a living timeline. Reach a consensus as to what happened first, next, etc.

b. Look to your right/left. Is there some connection with the event you have in your card and the one in front of or behind you? Make an educated guess ( I do know you may not know much about U.S. history, but you did take U.S. history in 5^th grade , so draw from your memories there).

Why did I start this class with this activity? Make an educated guess here.

Always look at the timeline at the beginning of the chapter in Creating America. Not for the sake of Memorizing dates or the ordering of events, but to realize, there's something more COMPLEX going on!!

e. Citizenship Test?

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Assignment Calendar

April 2026

No upcoming assignments.

Due: Tuesday, December 16

Assignment

12/18 Aim: In the Constitution

warmup= Using letters from the word Constitution, try and solve the clues

1._________________ a synonym for fat or overweight

________________to name numbers in order
______________metal pieces of money
______________person sent to go in search of something
______________2 thousand pounds
______________charges for entry at a college
______________impassive or detached
_______________a negative word
______________a kind of collapsible bed
__________involuntary contraction of muscles
__________the son or daughter of your aunt or uncle
__________a type of thread or cloth
_________having to do with the speed of something
_________a standard basic quantity of measurement
_________a shade or gradation of a color
_________to shock or surprise someone
_________the price charged for something
_________in combination or grouping together
_________hard-shelled fruits such as pecans
_________a small place of lodging

Classwk=

Share your Preamble's
Review p. 2 of the handout and COLLECT
School House Rock- 3 branches of gov't.

________________________________

12/17 Aim: Preamble to the Constitution

HW=

Make sure you have the handout from Monday and have done side 2 of the page. It will be collected tomorrow.

Holiday newsgroups prepare!

Warmup=

Take out Monday's handout to review p. 2 from Monday's hw

Classwk=

Modernize the Preamble! Turn to p. 248... Put the Preamble in more contemporary words. Add other items you think are important, delete. Must be in own words. Write title 2014 Preamble on plain white paper, mount on construction paper....but...prepare to share by reading , rapping, singing Preamble or doing a skit demonstration.

You will be given ½ hr...

2. Share with class!

_______________

12/16 Aim: The Preamble

e.c.- write Preamble in a foreign language (with English translation), large enough and mount on quality paper so I can post in class.

HW=

If you didn't finish group Preamble, do it tonight!
If you didn't do Monday hw, do it tonight!!!
Holiday newsgroups prepare

Warmup=

Take out handout, let's review meaning behind the Preamble

Classwk=

1. Get into group of no more than 3 and put the Preamble into new contemporary wordage! Put onto white paper and mount on construction paper and rap it if you'd like.... or...do a skit representing all the goals of the Preamble.

___________________

12/15 Aim: The Constitution

HW=

Read pp 248-255. Preamble & Article 1. Complete both sides of first sheet of handout!

Warmup=

Scan the Preamble on p. 248. Which goal do you think is most important? Why? 248
How does the Preamble reflect the principle of “popular sovereignty”? 248/244

Classwk=

Take a quick tour of Washington D.C.
School House Rock- Preamble
Work with partner and RE-READ carefully p 248 Preamble and answer side 1 on handout. Remember, finish BOTH sides for tomorrow.

________________

12/12 Aim: Review of 7 principles of the Constitution

warmup=

1. get into groups, look at feedback from your peers regarding the oral presentations you did last week.

Classwk=

1. Newsgroups/cnn student news

2. Score 7 Principles of Constitution test

_______________

12/11 Aim: Federalist v Anti-Federalist

HW=

Those who are doing the extra credit newsgroup, please prepare!

Warmup=

You have 10 min. to get back into your group (don't move chairs) and exchange your rough drafts and edit them! Make sure the papers have used evidence to show the differences between the 2 groups of men.

Classwk=

Write your essay. Make it 3-4 paragraphs.

In paragraph 1- into. (give background):

After the Constitution was written, fierce debates broke out in America as to whether the new form of government created was best suited to the needs of the people. Those who supported the new Constitution were called Federalists and those who opposed it were called Anti-Federalists. The following 2 paragraphs will explain the differences between the two groups.

(skip line)

One paragraph to discuss the Federalists ( key phrases and your

your own words, providing evidence from Doc 1,2

(skip line)

One paragraph to discuss the Anti-Federalist (using key

key words/phrases and providing proof from Doc 1,3

(skip line)

Optional: write a concluding sentence

When finished, put papers up front (staple together w/ worksheet) and read Scholastic magazine 'til others finish.
Get into groups, pass back evaluations from presentations/discuss.
Score tests?

________________________________________________________

12/10 Aim: Federalist v Anti-Federalist

hw=

write rough draft of essay

warmup=

none

classwk=

Work on the District Assessment papers.

****prompt: Using evidence from the documents, explain the differences between the Federalists and the Anti-Federalists.

a. Re-read the documents silently & orally w/ partner

b. Circle any word/phrase you do not know and define

c. Put the passages into your own words

d. Answer the questions

e. Make a tchart for:

Federalist Anti-federalist

_________________________________________________

12/9 Aim: Federalists v Anti- Federalists

Warmup=

What were 4 criticism raised by Anti-Federalists against the Constitution? p. 235
How did the Federalists address those fears about the Constitution? 235

Classwk=

Briefly review the homewk
District Assessment: Get into group to do a CLOSE of the handouts!

a. read silently

b. read aloud w/ group; circling & defining unfamiliar terms

c. paraphrasing the sentences or paragraphs

d. answering the questions

e. outlining thoughts on prompt : Using EVIDENCE from the documents, explain the differences between Federalists and Anti-Federalists? YOU MUST CITE DOCUMENT 1, FEDERALISTS PAPER #51 AND CENTINEL #1.

------------------------------------------------------------

12/8 Aim: The Constitution

HW=

Prepare for District Assessment test essay...review pp 234-237. Read pp 238-9. Do #1,2 p 239. Due tomorrow!

Warmup=

Turn in missing work. No more work accepted!

Classwk=

Take out your notebk and take quiz regarding the '7 Principles of the Constitution'.
When finished, start reading your textbk...know who the Federalists, Anti-Federalists were and then quietly read 238-9 and do the assigned questions.

_________________________________________

12/5 Aim: The 7 Principles of the Constitution

HW=

Make up all assignments

Warmup=

Based on what you've read/studied/and presented, which of the 7 principles of the Constitution is the most important? Why?

Classwk=

Finish presentations.
Time for test?
Cnn student news?
School House Rock=Preamble?
Brief tour of Washington DC
Smart songs Washington DC Rap?

From 1-10: Score each

Delivery: holds attention of audience w/ use of direct eye contact, seldom looking at notes; speaks with fluctuation in volume & inflections to maintain audience interest to emphasize key points

Content/organization: demonstrates full knowledge of topic, provides clear knowledge of subject with pertinent examples, facts to support their principles. The poster helped you to understand the principle of the Constitution much better than the book. Does the group show mastery?

Enthusiasm/audience awareness: demonstrates strong enthusiasm about topic; increases audience understanding and knowledge of the topic; convinces the audience to recognize the importance of the subject

Comments:________________________________________________________________________________________________________________________________________________________________

________________________________________

12/4 Aim: The 7 Principles of the United States

HW=

Quiz tomorrow on the 7 principles of Constitution

Make up all missing assignments NOW!!!

Warmup=

Which parts of the Constitution embodies the principle of “separation of powers”? “Checks & balances”? 246
What do you think is the purpose of the division of power between the national & state governments? Look at your Venn diagram from yesterday/or go to 262

Classwk=

Prepare for your presentation
Get out a series of scratch paper: you are going to be assessing the groups:

From 1-10: Score each

Delivery: holds attention of audience w/ use of direct eye contact, seldom looking at notes; speaks with fluctuation in volume & inflections to maintain audience interest to emphasize key points

Comments:________________________________________________________________________________________________________________________________________________________________

Due: Tuesday, December 2

Assignment

12/18 Aim: In the Constitution

warmup= Using letters from the word Constitution, try and solve the clues

1._________________ a synonym for fat or overweight

________________to name numbers in order
______________metal pieces of money
______________person sent to go in search of something
______________2 thousand pounds
______________charges for entry at a college
______________impassive or detached
_______________a negative word
______________a kind of collapsible bed
__________involuntary contraction of muscles
__________the son or daughter of your aunt or uncle
__________a type of threat or cloth
_________having to do with the speed of something
_________a standard basic quantity of measurement
_________a shade or gradation of a color
_________to shock or surprise someone
_________the price charged for something
_________in combination or grouping together
_________hard-shelled fruits such as pecans
_________a small place of lodging

Classwk=

Share your Preamble's
Review p. 2 of the handout and COLLECT
School House Rock- 3 branches of gov't.

_________________________

12/17 Aim: Preamble to the Constitution

HW=

Make sure you have the handout from Monday and have done side 2 of the page. It will be collected tomorrow.

Holiday newsgroups prepare!

Warmup=

Take out Monday's handout to review p. 2 from Monday's hw

Classwk=

Modernize the Preamble! Turn to p. 248... Put the Preamble in more contemporary words. Add other items you think are important, delete. Must be in own words. Write title 2014 Preamble on plain white paper, mount on construction paper....but...prepare to share by reading , rapping, singing Preamble or doing a skit demonstration.

You will be given ½ hr...

2. Share with class!

______________________

12/16 Aim: The Preamble

e.c. write Preamble in another language with translation, neatly and on quality paper so I can post around the room

HW=

If you didn't finish group Preamble, do it tonight!
If you didn't do Monday hw, do it tonight!!!
Holiday newsgroups prepare

Warmup=

Take out handout, let's review meaning behind the Preamble

Classwk=

1. Get into group of no more than 3 and put the Preamble into new contemporary wordage! Put onto white paper and mount on construction paper and rap it ....or...do a skit representing all the goals of the Preamble.

________________________

12/15 Aim: The Constitution

HW=

Read pp 248-255. Preamble & Article 1. Complete both sides of first sheet of handout!

Warmup=

Scan the Preamble on p. 248. Which goal do you think is most important? Why? 248
How does the Preamble reflect the principle of “popular sovereignty”? 248/244

Classwk=

Take a quick tour of Washington D.C.
School House Rock- Preamble
Work with partner and RE-READ carefully p 248 Preamble and answer side 1 on handout. Remember, finish BOTH sides for tomorrow.

_________________

12/12 Aim: Review 7 principles of the Consitution

warmup=

1. Get into groups and look at the feedback from your classmates regarding your oral presentations last week.

classwk=

1. Score 7 principles Test

2. Newsgroups for extra credit/ cnn student news

_______________________

12/11 Aim: Federalist v Anti-Federalist

HW=

Those who are doing the extra credit newsgroup, please prepare!

Warmup=

You have 10 min. to get back into your group (don't move chairs) and exchange your rough drafts and edit them! Make sure the papers have used evidence to show the differences between the 2 groups of men.

Classwk=

Write your essay. Make it 3-4 paragraphs.

In paragraph 1- into. (give background):

After the Constitution was written, fierce debates broke out in America as to whether the new form of government created was best suited to the needs of the people. Those who supported the new Constitution were called Federalists and those who opposed it were called Anti-Federalists. The following 2 paragraphs will explain the differences between the two groups.

(skip line)

One paragraph to discuss the Federalists ( key phrases and your

your own words, providing evidence from Doc 1,2

(skip line)

One paragraph to discuss the Anti-Federalist (using key

key words/phrases and providing proof from Doc 1,3

(skip line)

Optional: write a concluding sentence

When finished, put papers up front (staple together w/ worksheet) and read Scholastic magazine 'til others finish.
Get into groups, pass back evaluations from presentations/discuss.
Score tests?

_____________________

12/10 Aim: Federalist v Anti-Federalist

HW= write rough draft of essay ...due tomorrow

warmup=

none

classwk=

Work on the District Assessment papers.

****prompt: Using evidence from the documents, explain the differences between the Federalists and the Anti-Federalists.

a. Re-read the documents silently & orally w/ partner

b. Circle any word/phrase you do not know and define

c. Put the passages into your own words

d. Answer the questions

e. Make a tchart for:

Federalist Anti-federalist

______________________

12/9 Aim: Federalists v Anti- Federalists

Warmup=

What were 4 criticism raised by Anti-Federalists against the Constitution? p. 235
How did the Federalists address those fears about the Constitution? 235

Classwk=

Briefly review the homewk
District Assessment: Get into group to do a CLOSE of the handouts!

a. read silently

b. read aloud w/ group; circling & defining unfamiliar terms

c. paraphrasing the sentences or paragraphs

d. answering the questions

e. outlining thoughts on prompt : Using EVIDENCE from the documents, explain the differences between Federalists and Anti-Federalists? YOU MUST CITE DOCUMENT 1, FEDERALISTS PAPER #51 AND CENTINEL #1.

______________________________________

12/8 Aim: The Constitution

HW=

Prepare for District Assessment test essay...review pp 234-237. Read pp 238-9. Do #1,2 p 239. Due tomorrow!

Warmup=

Turn in missing work. No more work accepted!

Classwk=

Take out your notebk and take quiz regarding the '7 Principles of the Constitution'.
When finished, start reading your textbk...know who the Federalists, Anti-Federalists were and then quietly read 238-9 and do the assigned questions.

_________________________________

12/5 Aim: The 7 Principles of the Constitution

HW=

Make up all assignments

Warmup=

Based on what you've read/studied/and presented, which of the 7 principles of the Constitution is the most important? Why?

Classwk=

Finish presentations.
Time for test?
Cnn student news?
School House Rock=Preamble?
Brief tour of Washington DC
Smart songs Washington DC Rap?

From 1-10: Score each

Delivery: holds attention of audience w/ use of direct eye contact, seldom looking at notes; speaks with fluctuation in volume & inflections to maintain audience interest to emphasize key points

Comments:________________________________________________________________________________________________________________________________________________________________

________________________________________

12/3 Aim: The 7 Principles of the Constitution

HW=

Make up all missing work by next Monday! (last day)
Turn in grade sheet SIGNED!
* prepare for quiz on Friday on 7 principles

Warmup=

1. Name the 3 branches of the U.S. govt.

What is the term to identify the fact that in this country "people have the power"?
Copy:

Federalism

Powers of Nat. gov Shared Powers Powers of States

*foreign trade collect taxes est. local government

*declare war est. courts set up schools

*protect copyrights provide welfare regulate st. trade

*maintain army/navy punish criminals make marriage req.

*est. standard weights reg. Interstate trade regulate corps.

& measures

Classwk=

1. Work with your groups on the illustrated 'metaphor' poster on the assigned 'principle of the Constitution'. You must have a title to your poster. You should also define it ...Prepare to teach your 'principle' to the class. Due towards end of the period. You may also extend the assignment for more credit by creating a skit, rap, song, etc. Have fun! Due by end of the period.

2. Class will evaluate your presentation.

______________________________

_________________________________________

12/2 Aim: The 7 principles of the Constitution

HW=

1. Make up all missing work now!

WARMUP=

1. Read the questions under headings 1-7 on pp 244-247. What important word occurs in 5 of the questions? Does this word also relate to the other 2 headings? If so, how?

Classwk=

1. Review hw on p 247

2. You are being divided into groups (of my choice) and you will take a closer look at the basic ideas that the Founders believed were important to include in the creation of the new U.S. government. These Founders wrote these principles into the U.S. Constitution. What basic ideas or principles govern the actions of doctors, teachers, writers, etc?

a. Your group will be given one particular principle & will visualize it in an Illustrated Metaphor. Read the card I will be giving your group, brainstorm ideas on ways to draw your principle into an illustrated analogy or metaphor using symbols or labels. Once you are ready, use paper (on table) to illustrate your principle in a way that will help explain it to others in the class. Make sure you label your principle on your poster.

b. You will share your mini poster and teach the rest of the class the main points about your constitutional principle. Take notes on other group's illustrated metaphors. As we share, do you have questions to ask a particular group?

c. Extension= create a tableaux (freeze frame...props/tags, etc. on your principle) or more fun, a short skit! (for more credit, of course!)

d. Which group did the best at explaining their principle in your opinion, why? Which 3 were the most important points you learned today?

________________________

12/1 Aim: The 7 principles of the Constitution
HW=
1. Review the 7 principles of the Constitution pp 242-247. Do # 1,2 on p. 247. Please write questions & answers out in complete, detailed sentences.
2. Make up ALL missing work NOW!

Warmup=
1. Compare the people shown in the photos with those in the painting. What groups of people took part in the Constitutional Convention of 1787? Which groups were not present?
2. Write 3 - 5 questions you'd ask one or more people in the photographs or painting?
3. Read Madison's quote on p 242. What does this mean? Study the photo's and captions. What political changes would Madison notice that's different from his own time?

Classwk=
1. Constitution rap- youtube (smart songs). You can hear it again, I've posted link.
2. Brainpop- YOU NEED TO TAKE NOTES
3. Check out pp. 244-247 on the Seven Principles of the Constitution. You are working in your rows and you must read the placard I've given you and create a mini-poster that 'metaphorically' or 'literally' explains 1 of the 7 seven principles of the Constitution. Prepare to share .

_____________________________

11/20 Aim: The Founders and the Slave Trade

*bring canned food for extra credit

HW=

Essay due tomorrow!! Click on "see all" for explanation of the assignment!

Make up all missing work

Warmup=

How are the Declaration of Independence and Constitution different? What idea in them might be similar?

Classwk=

Get out your papers for your essay. You should have worked on it last night. With your draft, exchange it with your neighbor and have them read it (feel free to read aloud)! Are you on point(this is about the slave trade, NOT slavery or your thoughts on it)? Is your thesis statement in the first paragraph and clear? Concise? Have at least 2 sources (Doc. 1, Doc.2, Doc 4 and even “Creating America”).
Read Play about the Constitutional Convention

Due: Tuesday, November 18

Assignment

12/4 Aim: The 7 Principles of the United States

HW=

Quiz tomorrow on the 7 principles of Constitution

Make up all missing assignments NOW!!!

Warmup=

Which parts of the Constitution embodies the principle of “separation of powers”? “Checks & balances”? 246
What do you think is the purpose of the division of power between the national & state governments? Look at your Venn diagram from yesterday/or go to 262

Classwk=

Prepare for your presentation
Get out a series of scratch paper: you are going to be assessing the groups:

From 1-10: Score each

Delivery: holds attention of audience w/ use of direct eye contact, seldom looking at notes; speaks with fluctuation in volume & inflections to maintain audience interest to emphasize key points

Comments:________________________________________________________________________________________________________________________________________________________________

___

12/3 Aim: The 7 Principles of the Constitution

HW=

Make up all missing work by next Monday! (last day)
Turn in grade sheet SIGNED!
* prepare for quiz on Friday on 7 principles

Warmup=

1. Name the 3 branches of the U.S. govt.

What is the term to identify the fact that in this country "people have the power"?
Copy:

Federalism

Powers of Nat. gov Shared Powers Powers of States

*foreign trade collect taxes est. local government

*declare war est. courts set up schools

*protect copyrights provide welfare regulate st. trade

*maintain army/navy punish criminals make marriage req.

*est. standard weights reg. Interstate trade regulate corps.

& measures

Classwk=

2. Class will evaluate your presentation.

____________________________

12/3 Aim: The 7 principles of the Constitution

HW=

Make up all missing work;

Grade sheet for people with C or less going home; get parent sig.

Warmup=(without using book)

1. Name the 3 branches of the U.S. govt.

2. What is the term to identify the fact that in this country "people have the power"?

Classwk=

1. Work with your groups on the illustrated 'metaphor' poster on the assigned 'principle of the Constitution'. You must have a title to your poster. You should also define it ...Prepare to teach your 'principle' to the class. Due towards end of the period. You may also extend the assignment for more credit by creating a skit, rap, song, etc. Have fun!

2. Class will evaluate your presentation.

________________________________

12/2 Aim: The 7 principles of the Constitution

HW=

1. Make up all missing work now!

WARMUP=

1. Read the questions under headings 1-7 on pp 244-247. What important word occurs in 5 of the questions? Does this word also relate to the other 2 headings? If so, how?

Classwk=

1. Review hw on p 247

c. Extension= create a tableaux (freeze frame...props/tags, etc. on your principle) or more fun, a short skit! (for more credit, of course!)

d. Which group did the best at explaining their principle in your opinion, why? Which 3 were the most important points you learned today?

___________________________

12/1 Aim: The Constitution

HW=

1. Review the 7 principles of the Constitution pp 242-247. Do # 1,2 on p. 247. Please write questions & answers out in complete, detailed sentences.

2. Make up ALL missing work NOW!

Warmup=

1. Compare the people shown in the photos with those in the painting. What groups of people took part in the Constitutional Convention of 1787? Which groups were not present?

2. Write 3 - 5 questions you'd ask one or more people in the photographs or painting?

3. Read Madison's quote on p 242. What does this mean? Study the photo's and captions. What political changes would Madison notice that's different from his own time?

Classwk=

1. Constitution rap- youtube (smart songs). You can hear it again, I've posted link.

2. Brainpop- YOU NEED TO TAKE NOTES

3. Check out pp. 244-247 on the Seven Principles of the Constitution. You are working in your rows and you must read the placard I've given you and create a mini-poster that 'metaphorically' or 'literally' explains 1 of the 7 seven principles of the Constitution. Prepare to share .

__________________________________

11/21 Aim: The Constitution

Turn in all essays

Pass back papers

HW=

Make up all missing work!

Warmup=

1. Look at the quote from Alexander Hamilton on p. 235. Paraphrase and determine whether he's a Federalist or an Anti-Federalist.
2. If you had been alive in 1787, would you have been a Federalist or Anti-Federalist? Why? 235
3. What was the significance of the Bill of Rights? 237

Classwk=

1.Read play on Constitutional Convention and perhaps read the Thanksgiving Play

2.Cnn student news or news groups

3. Begin w/ partner examining the Preamble to the Constitution

__________________________________

11/20 Aim: The Founders and the Slave Trade

HW=

Make up all missing work

Warmup=

How are the Declaration of Independence and Constitution different? What idea in them might be similar?

Classwk=

Get out your papers for your essay. You should have worked on it last night. With your draft, exchange it with your neighbor and have them read it (feel free to read aloud)! Are you on point(this is about the slave trade, NOT slavery or your thoughts on it)? Is your thesis statement in the first paragraph and clear? Concise? Have at least 2 sources (Doc. 1, Doc.2, Doc 4 and even “Creating America”).
Read Play about the Constitutional Convention

________________________________________________________

11/19 Aim: The Founding Fathers and Slave Trade
hw=
1. Get organized for writing an essay IN CLASS tomorrow! Complete sheets
Subject: The Founders and the Slave Trade
Main idea: The Founders were for/against the slave trade because (reason 1______, reason 2______, and reason 3_______.
Explanation of reason 1 ________________________________________________________________________________________________________________________________________________________________________
Explanation of reason 2 _______________________________________________________________________________________________________________________________________________________________________EExplanation of reason 3
____________________________________________________________________________________________________________________________________________________________________________
Concluding thought: This shows that the Founders were_________________________________________________________________________________________________________________

warmup= (8 minutes)
1. Sit next to your partner, get out your handout and look at the Census chart of 1790. Answer these questions:
a. What does the chart show?
b. What is a census?
c. Which states had a large slave population? See map, which region of the nation were they found?
d. Which states had a small slave population?
e. What might have happened to the “small” states if all states with large slave populations didn't approve the Constitution?
2. If you finish, then see last page, Doc.4 ( Article 1, Section 9)....p.254 in textbook. Who might “such persons” be ? Why do you think it was phrased this way. Is Article 1, Section 9 for or against slavery? Explain. What does Article 4 say about slavery? How can you use this document to answer the focus question?
Classwk=
Review the Founders statements/spectrum/Student handout 3 practice

Due: Thursday, November 6

Assignment

_________________________________________________________________

11/19 Aim:The Founders & the Slave Trade

* We are going to put all your research & analysis into action today by writing an essay.

If you should finish early turn to p. 248 and begin reading and use the graphic organizer to complete side 1 of the handout or you may read scholastic magazine.

The Founders and the Slave Trade
Background:
In 1787 twelve states sent delegates to Philadelphia for a Constitutional Convention. The delegates at the Constitutional
Convention disagreed about many issues. One issue that they disagreed about was the slave trade. By reading the debates on the slave trade and Article 1 Section 9 of the Constitution, you can see what the Founders thought and decided about the slave trade. Based on these sources, answer the following question.

Prompt:
Were the Founders for or against the slave trade?

Task

Write an essay in which you:
1.
Write a clear thesis statement that addresses the question.
2.
Provide at least three pieces of evidence from the documents to support your
argument.

Suggested Vocabulary:

slave trade
compromise
economic(s)
northerners
southerners
founders
political or politics
prohibited
importation
union

Subject (The Founders and the Slave Trade)
Topic Sentence
(Main Idea) The Founders were for/against the __________ because (reason 1)__
________, (reason 2) ________________________________, and (reason 3 _________________________.

Explanation of Reason 1 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Explanation of Reason 2
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explanation of Reason 3
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concluding Thought.
This shows that the Founders were ____________________________________________________________________________________________________________________________________.

*Luther Martin of Maryland exclaimed that perpetuating the slave trade ran counter to “the principles of the revolution” and was “dishonorable to the American character.” (Doc. 1). Further explain this quote.

_______________________________________________________________

11/18 Aim: The Founders & the Slave Trade

HW=

Make up ALL missing work NOW!

Warmup=
Place Names of delegates who fall into these categories w/ regard to the debate on the slave trade.

Totally Against Moderately For/ Against Totally For

Classwk=

1. Finish discussing the summary of delegate statements from the Convention.
2. Review the Warmup
3. Role Play : The Constitutional Convention meets in rm 29 to discuss slave trade.
4. W/ partner discuss, which side has a stronger argument. Also practice in citing the pieces of evidence you will use.
5. Begin writing the essay....
The Founders were for/against the Slave Trade.

________________________________________________________________

11/17 Aim: The Founding Fathers and Slave Trade
hw=
1. Get organized for writing an essay IN CLASS tomorrow! Complete sheets
Subject: The Founders and the Slave Trade
Main idea: The Founders were for/against the slave trade because (reason 1______, reason 2______, and reason 3_______.
Explanation of reason 1 ________________________________________________________________________________________________________________________________________________________________________
Explanation of reason 2 _______________________________________________________________________________________________________________________________________________________________________EExplanation of reason 3
____________________________________________________________________________________________________________________________________________________________________________
Concluding thought: This shows that the Founders were_________________________________________________________________________________________________________________

warmup= (8 minutes)
1. Sit next to your partner, get out your handout and look at the Census chart of 1790. Answer these questions:
a. What does the chart show?
b. What is a census?
c. Which states had a large slave population? See map, which region of the nation were they found?
d. Which states had a small slave population?
e. What might have happened to the “small” states if all states with large slave populations didn't approve the Constitution?
2. If you finish, then see last page, Doc.4 ( Article 1, Section 9)....p.254 in textbook. Who might “such persons” be ? Why do you think it was phrased this way. Is Article 1, Section 9 for or against slavery? Explain. What does Article 4 say about slavery? How can you use this document to answer the focus question?
Classwk=
Review the Founders statements/spectrum/Student handout 3 practice

________________________________________________________

11/14 Aim: Slave trade and the Constitution

hw=

make up all missing assignments NOW!

warmup=

Newsgroup/Cnn student news/ Talk Show

classwk= Were the Founding Fathers for or against the slave trade?

1. Continue w/ partner(s) reading Doc. 1.Keep in mind these questions:

* What does Notes from August mean?

*Who are the people listed? Where are they from?

*What do we know about the delegates in general?

*What kind of source is this?

*Do these notes capture everything that was said?

* What might be some limitations of this source?

2. REview the different statements made by the delegates.

*Why do the delegates disagree about the slave trade (political, economic, practical, moral reasons)

3. See Document 2. Take a couple minutes and look at the population chart and identify 3 things the chart shows...write at bottom of the page.

*What does the chart show?

*What is a census?

*Which states had large slave populations (numbers or percentages)

*How might the number of slaves in a state influence the way that state argued on slave related issues. (Mason-Dixon Line)

*What might happen to 'slave' states if the slave trade was outlawed? What would happen if all the states with large slave populations didn't approve & support the Constitution? (again there was potential ratification problems or threat of Southern states leaving the Union.

4. Spectrum: (identify those delegates who you feel were "for" and "against the slave trade. Who was in the "middle"?

The Founders, the Constitution and the Slave Trade

Totally against Slave Trade Totally for Slave Trade

3 of you students will get up before the class and become one of those delegates and state your case in first person!

my name is (delegate) and I believe _____about the slave trade because

________________________.

5. Look at Document 4. The Founders wrote Article 1, Section 9 of the Constitution as a result of the debate on the slave trade.

*What did the Founders decide to do about the slave trade?

*Why do you think they decided to do that?

*Does this show that they were more for or against the slave trade?

*Why didn't the Founders use the word Slave in this or any part of the Constitution?

____________________________________

11/13 Aim: Slavery & the Constitution

hw=

1. Newsgroups prepare

Warmup=

1. What were some criticisms raised by the Anti-Federalists against the Constitution? 234

2. How did the Federalists address fears about the Constitution? 235

3. What kinds of arguments did the Federalists and Anti-Federalists use in debating ratification of the Constitution? 235

4. If you had lived in 1787, which side (Federalist or Anti-Federalist) would you have supported? Explain.

Classwk=

1. Review the hw from last week/ last night

2. Slavery & the Constitution Activity

a. quick write- Why do people disagree? discuss

b. We will read Document 1 from Constitutional Convention on the discussion over the slave trade from August 21, 1787. As you read, please keep this question in mind: Were the Founders FOR or AGAINST the slave trade?

* What does tNOTES from August 21, 1787 mean?

*Who are the people listed? Where are they from?

*What do we know about the delegates in general?

*What kind of source is this?

*Do these notes capture everything that was said?

*What might be some limitations of this source?

*Why are some terms in bold or underlined?

*What are the boxes in the left margin for?

Know the vocab!

Make sure you can identify whether each speaker was for (+) or against (-) the slave trade. Underline supporting evidence from the text and be able to cite PROOF!

3. Document 2- take a couple minutes to identify 3 things that the chart shows.

a. What does the chart show?

b. What is a census?

c. Which states had large slave populations (numbers or percentages?Which states had small slave populations?

d. In what area of the country are those states found?

* What might happen to "slave" states if the slave trade was outlawed?

Per 3- You will do in depth guided reading handout, vocabulary and analyzing points of view. DUE AT THE END OF THE PERIOD!

___________________________________________________________

11/12 Aim: The Constitutional Convention (1787) and Compromises

HW=

1. Read pp234-237. Do #1,2,3 p. 237.

2. Newsgroups prepare

3. Make up any missing wk! NOW!!!

* check out links on my website....Liberty Kids , Constitutional Convention. All worth it.

warmup= (You may work with your neighbor; take no more than 10 minutes to complete).

1. Draw a diagram or illustration showing the proposal:

a. The Virgina Plan (p. 230)

b. The New Jersey Plan (p. 231)

c. The Great Compromise (p. 232)

2. How did the states resolve the debate over representation of the slaves? (232)

3. How did the states resolve the debate over the SLAVE TRADE? (233)

4. (orally) If you were from Virginia, how would you feel about these compromises? role play...

Classwk=

1. Review with video clip on Constitutional Convention

2. Take notes on this section

3. Begin reading p. 234. Look at the quotation of Hamilton & the illustration on p 235-6. Did Hamilton support or oppose the Constitution? Explain why he thinks it's a good option or not..

________________________________________

11/11 Veteran's Day

No school, but don't lose sight of why you have the day off. See below for the extra credit you can get from observing/participating in Veteran's Day memorials.

__________________________________________________

11/10 Aim: The Constitutional Convention

hw=

Re-read ch. 8 section 228-235

Extra credit=

see below or link for Veteran's Day

warmup=

A. Chart of Articles of Confed. v Constitution

B. Answer the following

1. What were some challenges faced by the delegates at the Constitutional Convention? Which challenge do you think would be the most important?229

2. How well do the characteristics of the founders serve as models of civic (virtue) goodness? 229 Who are some of your present day classmates that would have been excellent representatives at this convention?

3.Why did the delegates vote to make the discussions at the convention secret? 229

4. Why did the delegates select George Washington as the president of the Convention? Who might have made a better president? 230

5. According to Madison, what is the problem in framing )a government? What do you think about his statement? (voice in the past) 230

Classwk=

1. youtube clip of Constitutional Convention 1787- take notes!

__________

VETERANS’ DAY, NOVEMBER 11TH
Extra credit Poetry Assignment

In Flanders Fields
By: Lieutenant Colonel John McCrae, MD (1872-1918)
Canadian Army
Veterans’ Day has been a federal holiday in the United States since 1938; originally called Armistice Day, it commemorated the end of World War I on November 11, 1918. After World War II, the name was changed to Veterans Day. Congress declared it a day to honor all veterans in 1954.

IN FLANDERS FIELDS the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
This poem was written to commemorate the soldiers who died in battle.

There are many ways that people can honor those who have fought for our country, including family members who have given so much of their lives so that you may enjoy the freedoms of the life you lead.
Your assignment is to:
• Choose one of the suggestions below
• Write a poem based on your selection

Suggestions:
• Interview a family member who is a Veteran-find out where he or she was stationed, what specific battles he or she saw, the names and descriptions of people whom he or she fought alongside. Write a poem using the format on the back.
OR
• Write a free-verse poem based upon what you learn from your interview.
• Research Veteran’s Day from internet resources. Some sites that you may want to visit are:

• http://www1.va.gov/vetsday/

• http://www.patriotism.org/veterans_day/

• http://www.holidayinsights.com/other/veteran.htm

One format that you may consider using for your interview poem is as follows:

LINE 1: I am _________________________________ (your name goes here)

Line 2: _________________________________ of ________________________
(your relationship to the veteran you interviewed) (name of the veteran)

line 3: Who fought in _________________________________(write the name of the war he/she fought in)
line 4: alongside _________________________________ (write the names of people he/she was in battle with)
line 5: and felt ___________________________________ (write three adjectives to describe how he/she felt during their time of service)
line 6: Who remembers laughing when _________________________________ (write one event that made the veteran laugh)
line 7: and remembers crying when ____________________________________ (write one memory that made him/her sad)
line 8: and can still hear the sounds of __________________________________ (what sounds does he/she remember while they were overseas?)

line 9: who hopes that _________________________________________.( what would your relative like us to learn form him/her?)
line 10: I am proud of my _________________________________(your relationship to the veteran)

line 11: Please remember (his/her) service to our great nation.

Example:

I am Jimmy Johnson
Grandson of Sergeant Thomas J. Johnson
Who fought in Korea
Alongside his friends Billy Sherwood and Walter “shortstuff” Kelly
And felt scared, tired and homesick
Who remembers laughing when a skunk crawled into his foxhole
And remembers crying when his best friend was killed
And can still hear the sounds of crickets and mortar fire
Who hopes that we realize the sacrifices that our veterans made.
I am proud of my grandfather.
Please remember his service to our great nation.

--------------

11/6 Aim: The Weaknesses of the Articles of Confederation

warmup=

Imagine you are Daniel Shays. Write the legislators (lawmakers) of Massachusetts and explain how post Revolutionary War taxes are hurting you and many other farmers in your state. Let them know you are a War veteran who served at Bunker Hill and Battle of Saratoga until you sustained a leg injury. You are a hero. You might want to threaten the lawmakers unless they hear you and your 1500 followers .

Classwk=

1. Review handout if we didn't finish up (Articles of Confed)

2. Take notes on Articles

3. Newsgroups/Cnn student news

4. Trashball

__________________________

11/5 Aim: The Weaknesses of the Articles of Confederation

HW=

Read ch. 8 section 2 , pp 228-233. Do #1 on p. 235 AND write your own 5 questions/answers from the section. Please have questions like WHY ? Why did? How did? Explain?

And finish the handout from today!

Warmup=

Why have laws? (see cartoon)

'Ours is a government of liberty, by, through, and under the law. No man is above it, no man is below it.”---Franklin D. Roosevelt

Classwk=

Begin reading and answering the next series of questions IN YOUR NOTEBK on the Articles Of Confederation.
Begin working with a partner on the handout- Analyzing the Articles of Confederation.

_______________________________________________

11/4 Aim: The Confederation Government

Warmup=

Name a situation where there is mandatory attendance?
Name other examples that are mandatory in life (excluding eating/drinking).
What would happen if attendance was voluntary?
What would happen if taxes became voluntary?

Classwk=

Five min. clip on government during/after the Rev. War
Brainpop- Articles of Confederation
Handout- Weaknesses of the Articles of Confederation

__________________________________________

11/3 aim: Legacy of the Revolution War

Hw=

1. Read ch 8 ... Pp218-225.Do #1,2,3 on225

2. make up missing assignments

warmup=

1. Which part of the Declaration of Independence do you think is the most meaningful? 182-5

classwk=

1. Copy notes

2. Begin reading ch 8

3. Film clip - history channel on legacy or Rev War

__________________________________________

10/31 Aim: Haunted US History

HW=

1. Make up any missing work. Monday is deadline.

Warmup=

1. Brainpop- History of Halloween

1. Spooky word puzzle

Classwk=

1. Creepy Current Events

2. Most haunted historical places in United States

3. The Morbid Anatomy Museum website

4. Dia De Los Muertos- Day of the Dead history

____________________________________

10/30 Aim: Declaring Independence

HW=

Newsgroups prepare for news
Make up ALL missing work

Warmup=

Work in groups to finish the Analysis of Dec. of Indep.
If you finish: with your partner, discuss and write:

a. On a number scale of 1-10, rate the grievances (complaints) to the King (p. 283) and plain. Choose 5 complaints.

b. Which part of the Declaration do you think is the most meaningful for today? Explain.

Classwk=

Review handout/book hw from Monday
Per 1- chapt 6 review game

Per 2,3,4-finish film

__________________________________________________

Please be near complete with the analysis of the Declaration of Independence. Read it once more, pp 182-185.

Due: Thursday, November 6

Assignment

11/6 Aim: The Articles of Confederation

HW=
Per. 2,4, 6 Newsgroups prepare
Make up all missing work

Warmup=
1. What issues divided the Continental Congress as it developed a plan for a national government? 222
2. How did state claims to western lands affect the acceptance of the Articles of Confederation? Why did states without western land claims want the other states to give up their claims? 223
3. How did the Land Ordinance of 1785 state that the western lands should be divided? What was this land to be known as? Which states would be carved out of this land? 223 (see p. 226-7)
4. How were the western territories to be governed under the Northwest Ordinance? Why was it important to the growth of the U.S.?223-4
5. Who would you have supported during Shay's Rebellion---farmers of officials who called out the militia? Explain. 224-5

Classwk=
1. Get out the Articles of Confederation handout- let's review
2. Imagine you are interviewing James Madison about the beginning of the Constitutional Convention. Write 5 questions you might ask him, and 5 answers to those questions.

______________________________________________________

Please scroll down or click on old assignments to find current assignments too.

HW=

Read ch. 8 section 2 , pp 228-233. Do #1 on p. 235 AND write your own 5 questions/answers from the section. Please have questions like WHY ? Why did? How did?Explain? **For 3 of questions I want more than a 1-2 word answer.

And...FINISH handout on Articles from today

Due: Tuesday, November 4

Assignment

read ch 8 , section 1 on Articles of Confederation, pp 218-225. do # 1,2,3 in 225

Due: Tuesday, October 28

Assignment

Read pp 182-185 the Declaration of Independence. Do questions 1-2 on p. 185. For extra credit, do the 8 questions in the margin, viewing history.

If you did poorly on the recent test, create your own 20 q/a test PLUS 1 extended question and answer to buffer points lost.

Due: Tuesday, October 21

Assignment

10/30 Aim: Declaring Independence

HW=

Newsgroups prepare for news
Make up ALL missing work

Warmup=

Work in groups to finish the Analysis of Dec. of Indep.
If you finish: with your partner, discuss and write:

a. On a number scale of 1-10, rate the grievances (complaints) to the King (p. 283) and plain. Choose 5 complaints.

b. Which part of the Declaration do you think is the most meaningful for today? Explain.

Classwk=

Review handout/book hw from Monday
Per 1- chapt 6 review game

Per 2,3,4-finish film

__________________________________

10/29 Aim: Declaration of Independence

HW=

1. Newsgroups prepare

**Get grade print out SIGNED by your parents! Everyone...turn in as a grade.

Warmup=

1. Turn to p 182-185. Write down key points and things you notice about the document.

2. Write down any questions that come to mind as you look at the document.

3. Is the document easy to read? What is different about the text, fonts and spelling in the document?

Classwk=

1. Work with a partner and translate the excerpts from the handout. You are analyzing it. Make sure you define words like:

alter, abolish, principles, disposed, usurpation,evinces, pursuing invariably, constrains, candid, magnanimity, conjured, disavow, consanguinity, acquiesce.

I- According to the Preamble what is the goal of the writer? Why is he writing this document? Make a prediciton of what will come next after the preamble.

II-What rights are the writers claiming they have? According to this paragraph, what is the purpose of govt?

III-Take 5 complaints. What are they each about? Write a brief description of those 5 complaints in your own words. Who is "" that the colonists refer to in the grievances

IV-How did the colonists try to address these grievances earlier? Why did they feel this was necessary to state in the document?

V-What words from this paragraph actually declare the colonists independence? What rights and powers do they state that they now have?

VI- Which names on the list of signatures do you recognize? Would you have signed the document? Why/why not? What might have happened if the Americans had lost against the British? What were the risks associated with writing the document?

Activity: choose "1" of the 5 sections of the document and get into a group of 5 and create a skit that demonstrates your understanding of the text.... You can use vocab of the lesson, just remember to explain it...Be creative. You can be modern day or past....This is to be done QUICKLY....15 min max. Prepare to perform. OR.....you may do a political cartoon (only 2 people), or storyboard to illustrate your mastery of the Dec. of Indep.

__________________________________

10/28 Aim: Declaration of Independence

* stamp homewk from Monday

Hw=

1. Newsgroups prepare for your Haunted News!

Warmup=

1. What does it mean to be an American?

2. Wat are some things that kids your age complain about?

3. "Read the 'break up letter' . What is each section of the letter trying to convey to the reader. Please note, that the letter is written in the form of the Dec. of Indep.

Classwk=

1. With a partner, read the Dec of Indep. Make sure you define ALL words you do not know. You realize I will be asking you vocab! With the handout I've given you, translate the sections of the Dec of Indep. on the paper I've given you.

2. Once you've done that you can do the following: create a skit, storyboard, cartoon

if time allows us this week.

3. Discuss some of the ideas about govt' that are implied in the Dec. of Indep.

__________________________________________________________

10/27 Aim: Declaration of Independence

HW=

Read pp 182-185, the Declaration of Independence and answer #1,2 on p 185. Extra credit= do 1-8 questions “a closer look”.
Haunted/spooky newsgroups prepare for Friday.

Warmup=

The word “resolution”mean? In May 1776 the Continental Congress adopted a resolution, Richard Henry Lee introduced a resolution. Pp179-180
Was Jefferson a good choice to write the bulk of the Declaration? Explain.
What is the core philosophy of the Declaration? 180-1
According to the Decl. Of Indep., when I it ok for people to overthrow an established gov't? 181

Classwk=

Finish America, Story of US- per. 2,3,4
Score Tests from last week
Brainpop- Declaration of Indep.

________________________________________

10/24 Aim: Road to Revolution

HW=

Complete missing work

warmup=(from dvd)

1.What are “inalienable” rights? Why was the Declaration of Independence important to Patriot (rebel) soldier?

Why was being a POW and being put into a British prison ship like the HMS Jersey considered “hell”?
What is different about the Patriot like Daniel Morgan fighter as opposed to the British soldier?

Classwk=

Score test
Newsgroups
Watch DVD “Story of US”

_________________________________________

10/23 Aim: Road to Revolution (1775-1776)

HW=

Visual summary on p. 186 “Road to Revolution” (timeline & 3 bullet points per year) is due tomorrow!
Newsgroups prepare

Make up all missing work

warmup=

Take 3 minutes to review for ch. 6 test and get out 1 sheet of paper & pen or pencil

Classwk=

Take test. Be legible. Write on any '2' extended response questions for a total of 10 points if correct.
When done: Read Scholastic Magazine. Cool info on Pandamonium”
Once you've scanned it, read article “All Alone”.

There was 63,000 children last year who entered the U.S. illegally. These unaccompanied minors are coming from El Salvador, Guatemala, and Honduras. Many of the children make the perilous journey north through Mexico to try to reunite with family already in the U.S., while others are fleeing gang violence and poverty in their home countries. The surge of unaccompanied minors at the U.S. border has been calleda “humanitarian crisis” by Pres. Obama and has sparked debate over how- and whether- to help the kids.
Answer questions on p. 9 (in your notebk)...

5. If done, read “This teen fought for your rights”.

____________________________________________

10/22 Aim: Road to Revolution (1763-1776)

HW=

1. Study for TEST TOMORROW, Thurs! (see below for list of what you need to know). See classzone.com for flipword/crossword puzzle, quiz questions.

2. P. 186 Visual Summary due Friday

3. Newsgroups prepare

Warmup=

1. Take 5 minutes and complete handout(building vocab & recognizing propaganda)/discuss.

Classwk

1. School House Rock (No more kings/ Shot heard around the world); if time allows - Story of Us- Revolution

2.Extended responses:(choose 2 to write on tomorrow. worth 5 points each)

a. Why might a boycott be a good way for people to protest a law or other action they do not like?

b. Explain why the committees of correspondence were helpful in organizing colonial resistance to British policies?

c. Why do you think many colonists remained Loyalists after the first fighting with British troops broke out?

d. Why did the Second Continental Congress wait for more than a year after the fighting began to declare the colonists independent from Great Britain?

Know also:

Ethan Allan, T. Jefferson, Benedict Arnold, inalienable, Declaration of Independence, Coercive (Intolerable )Acts, militia, minutemen, Patriot, Paul Revere, Lexington, Concord, Crispus Attucks, Boston Massacre, Townshend Acts, Boston Tea Party, Sam Adams, writs of assistance, John Adams, Patrick Henry, Stamp Act, Sons of Liberty, Quartering Act,Proclamation of 1763, revenue, Olive Branch Petition, boycott, Loyalist.

______________________________________________________

10/21 Aim: Road to Revolution (1763-1776)

HW=

Visual summary on pp 186
Study for test, ch. 6- Thurs or Fri
Turn in all missing/late work NOW!
Newsgroups prepare

Warmup=

What points did Paine make in “Common Sense”? 179

Get out your handout from last week to review 'headlines'.

Classwk=

Watch “America: the Story of US” and take notes. Be prepared to answer the following:

a. Where did the biggest land invasion of America take place?

b. Who was commander of the Continental Army?

c. When was the Declaration of Independence ratified (approved)?

d. Who was Daniel Morgan, and what role did he play in the Revolution?

e. List 3 ways General Von Steuben changed the soldiers at Valley Forge.

f. Why was it important for the Americans to win the support of France during the Revolution?

g. What change in the construction of rifles helped the Americans during the Revolutionary War?

h. What were some of the innovative ways Americans fought disease during the Revolution? What were the risks and potential rewards of these methods?

I. What are 3 major reasons the Americans won the Revolutionary War? Give specific examples.

____________________________________________________________

10/20 Aim: Road to Revolution (1763-1776)

HW=

1. Study for ch 6 test on Thurs or Friday (see classzone.com)

2. Newsgroups prepare

3. Do the visual summary on p 186...Basically, it's a timeline and you will fill it in with info. You may use bullet points of explanation (at least 2) for each date. Due on Friday.

Warmup=

1. What was the purpose and outcome of the Olive Branch Petition? 178

2. Why did King George III reject the petition? 178

3. What was the purpose & outcome of the colonial attack on Quebec? 178

4. Why did so many loyalist flee Boston with the British? 179 Did the loyalist deserve punishment? your opinion

5. What is Common Sense? 179

Classwk=

1. Review the handout that was due last Friday

2. Brainpop- Causes of the Revolutionary War

____________________________________________________

10/17 Aim: Road to Revolution

HW=

Make up all missing assignments!

Pass up the ch. 6 handout from Monday. Put your NAME on it!

Warmup=

For what reason did General Gage move his troops to Boston after the battle of Lexington & Concord? 176 (see map 172)
What did the Second Continental Congress accomplish? 177
Why was the Battle of Bunker Hill considered an important on for the colonists? 177

Classwk=

Newsgroups
Finish political cartoons, due first thing Monday
Brainpop? Powerpoint
Period 3-

a. Why did British General Gage send troops to Lexington & Concord? 172

b. Ralph Waldo Emerson, a poet, wrote in 1837 a poem (Concord Hymn) which included the famous phrase, “shot heard 'round the world.” What is meant by that phrase? Your own , 173

c. Could fighting between the British & colonists have been avoided? Explain.

______________________________________

10/16 Aim: The Road to Revolution (1763-1776)

HW=

Read ALL chapt 6. Do vocab on p. 173 & 181 AND both sides of handout. A & B.
Newsgroups prepare

Make up all missing assignments

*Extra Credit= Look up Dr. Benjamin Church , a double spy during the Revolutionary War and/or more on spying during this time and turn in your findings IN YOUR OWN WORDS.

****recite/sing (make up own melody) the “Concord Hymn” by Ralph Waldo Emerson

***recite/sing (rap) poem by Henry Wadsworth Longfellow, “Paul Revere's Ride”...Or look up Israel Bissell....he' s the real hero!`

Warmup=

Why did British General Gage send troops to Lexington & Concord? 172
Ralph Waldo Emerson, a poet, wrote in 1837 a poem (Concord Hymn) which included the famous phrase, “shot heard 'round the world.” What is meant by that phrase? Your own , 173
Could fighting between the British & colonists have been avoided? Explain.

Classwk=

1. work on political cartoon. Make sure you are including devices that make your audience think about your message. Make it simple, but not just a drawing of the event, idea, person.

____________________________________________

10/15 Aim: Road to Revolution (with political cartoons)

HW=

1. Be completing ch. 6 reading, vocab AND handouts by reading pp 170-181.

2.Newsgroups prepare

3. Per. 3-4 prepare for earthquake preparedness drill which will be tomorrow.

warmup=

1. Write Ms. Lessner a short thank you for the lovely lecture we had yesterday at the Connecting Cultures exhibit.

2. What effect did the Intolerable Acts have on the colonists? 170-171

classwk=

1. Get into your groups and create your cartoons but please consider the following AND answer the following on an attached paper. You may also consult the back side of the handout I gave you yesterday on analysis of the political cartoon.

Creating Political Cartoons

You will apply your knowledge of the causes of the Revolutionary War by

creating a political cartoon based on a tax, law, or event, person from our reading of chapter 6. It is important that you know the difference between a regular cartoon and a political cartoon so that you do not create simple drawings; instead, create cartoons representing opinion, irony, commentary, etc. Make sure to discuss the definition and characteristics of the political cartoons, and use examples to enforce this . As you work on this project ask yourself:

*What do I see? (simply point out all symbols, characters, objects, text, etc.

that are in your cartoon)

*What do I think? What message am I trying to convey? What do the symbols represent?

*What techniques have I used and why? (exaggeration, caricatures, humor, sarcasm, etc. Be prepared to explain)

* If I were an American Patriot, would I agree with this cartoon? Why?

*If I were a Loyalist, would I agree with this cartoon? Why?

Show other examples of cartoons and discuss:

"Poor old England"

"Britannia Reduced"

"America's horse"

Use quotes from the book "No taxation without representation", "If this be treason, let's make the most of it", etc.

Remember, King George was not the smartest man, and he was often portrayed as a fool. He is losing control of his colonies.

The colonists on the other hand are acting like 'spoiled' children.... the era of 'salutary neglect' has ended.

_______________________________________________ Aim: Connecting Cultures at the Library

HW=

1.Read ch 6 section 3,4 (pp 170-181); Do vocab for both sections & graphic organizers

2. Think about your political cartoon

3. Newsgroups prepare

Connecting Cultures ultimate goal is a tolerant and just society.

CCMM broadens world views by exploring the shared needs, values, and practices of the people of the world. Through its educational programs and resources, CCMM develops student awareness and acceptance of the diversity within our increasingly interconnected global community.

__________________________________________

10/13 Aim: Road to Revolution (1763-1776)

HW=

Read pp 170-181. Do vocab #1 on 173 AND 181 AND BOTH sides of handout which will be collected first thing on Friday!
Newsgroups prepare-

per 1.- Nathan, Lenard, Jovan, Armen, Nic M

per 2.- Brent, Jason, Sean, David, Tom J

per 3.- Shavon, Alia, Jakelyn, Kristina, Briana, Trinadee

per 4.- Simone, Daniella

per 6.- extra credit group

Make up all missing work!

***meet at Library TOMORROW for “Traveling Cultures”. Bring a pencil.Warmup=(write a cohesive paragraph)

Imagine you are a member of Boston's Committee of Correspondence and write a short letter to someone in another colony describing some of the events going on in your city ( Tea Party, Massacre, Stamp Act, activities of Sons of Liberty, etc...choose 1) and rally support for a next plan against the British...what might that be?

Classwk=

Work in your assigned groups to create 2 cartoons. One showing the American point of view, the other, the British point of view. You may do any one of these events/ideas. Cartoons MUST HAVE TITLE OR CAPTION. Make sure that you include devices we discussed last week (in your notes, or see below):

Sugar Act, Stamp Act, Sons & Daughters of Liberty, Stamp Act Congress, Declaratory Act, Townshend Acts, Boston Massacre, Tea Act, Committees of Correspondence, Boston Tea Party, ***Intolerable Acts (p. 170), First Continental Congress (p. 171), Thomas Gage (Br. general who acted as royal governor of Mass. colony), Patrick Henry, John Adams, Sam Adams, James Otis, Paul Revere, etc. Look at images on p 168-9, 164, 162, and think about cartoons we interpreted last week. ***** YOU WILL ALSO USE THE CARTOON ANALYSIS WORKSHEET TO GUIDE YOU ALONG...PLEASE FILL OUT THE QUESTIONS AND ATTACH TO YOUR POLTICAL CARTOON.

Think about the other cartoons in ch. 6...as well as 'join or die'.

elements to think about & include:

1. Political cartoons express an opinion and try to provoke a reaction whether you agree or not! The goal is to get you to think. Devices to help get the cartoonists point of view across are:

a. analogy- comparing 2 things that are mostly different from each other but have some traits in common. ("she was as quiet as a mouse")

b. caricature-a drawing that makes someone look foolish or funny by exaggerating a part of person's physical appearance. (Einstein is shown with wild crazy white hair/big bushy mustache; Tom Cruise with big teeth; Obama with big ears)

c. hyperbole- deliberate exaggeration of a problem/idea used for comic effect

(I am so hungry I could eat a horse)

d. irony- use of words or images to convey opposite of their usual or expected meaning. (robbing the poor and giving to the rich; preaching democracy but practicing dictatorship; you are sneezing and I ask how you feel, you say 'great')

e. symbolism- use of objects or images to represent a person, place, event or idea.($ may stand for economy; octopus for powerful corporation)

________________________________________

10/10 Aim: Road to Revolution (1763-1776)

HW=

make up any missing assignments

Warmup=

1. Finish discussing ch. 6 section 2 (Boston Massacre/Tea Party)

Classwk=

1. Newsgroups

2. Create political cartoons for one of the Parliamentary Acts or events that led to the Revolution from ch. 6 section 1-2. The catch is, that you are showing BOTH British and American perspectives. Therefore you are creating 2 cartoons. You are working with a group of 4; but, 2 of you will be drawing the British sentiments and 2 will show the American colonial side. Please rely on the political cartooning 'devices' we looked at earlier in the week. You also have a reference guide on 'how to create a political cartoon.' This should also assist you. BTW, the groups have already been pre-determined by me. Have fun.

________________________________________________________________

10/9 Aim: Road to Revolution (1763-1776)

HW=

Newsgroups prepare

Make up missing work

warmup=

Imagine you are a Son or Daughter of Liberty. Explain why you are giving support to people like James Otis or Patrick Henry over the Stamp Act issue. 160-161
Why was it important for Parliament to pass the Declaratory Act? 162
Look at political cartoon on p. 162. How would you respond if you were a person living in England and you saw this in the newspaper?

classwk=

Review handout (graphic organizer)
Discuss Paul Revere's “Bloody Massacre” engraving It uses PROPAGANDA- using information that's biased, slanted, or misleading in order to promote or publicize a point of view
Work w/ partners (my selection) on a political cartoon. See guide.

____________________________________________________________

HW=

Read pp 163-167 and Do #1 on p.167 AND back side of graphic organizer you were given Monday!

Newsgroups prepare

Due: Tuesday, October 21

Assignment

10/20 Aim: Road to Revolution (1763-1776)

HW=

1. Study for ch 6 test on Thurs or Friday (see classzone.com)

2. Newsgroups prepare

3. Do the visual summary on p 186...Basically, it's a timeline and you will fill it in with info. You may use bullet points of explanation (at least 2) for each date. Due on Friday.

Warmup=

1. What was the purpose and outcome of the Olive Branch Petition? 178

2. Why did King George III reject the petition? 178

3. What was the purpose & outcome of the colonial attack on Quebec? 178

4. Why did so many loyalist flee Boston with the British? Did the loyalist deserve punishment? 179

5. What is Common Sense? 179

Due: Friday, October 17

Assignment

Read pp 170-181. Do vocab on p 173 and 181 AND both sides of handout (graphic organizer).

Political cartoon due Thurs. 10/16

Due: Tuesday, October 7

Assignment

10/8 Aim: Road to Revolution (1763-1776)

HW=

Read pp 163-167. Do #1 on p. 167 AND back side of Monday's handout!
Make up missing work!
Newsgroups prepare

E.c. Political Cartoon analysis on my website

warmup=

1. Analyze cartoon by answering questions below.

Pennsylvania Gazette, May 9, 1754-Ben Franklin

a. Who created this cartoon? What is the source?

b. List the objects you see in the cartoon.

c. Identify the cartoon caption or title.

d. What device is the cartoonist using? (consult yesterday's sheet)

e. Explain the message of the cartoon. What special interest groups would agree/disagree with the cartoon's message? Explain.

f. which devices would you have used?

Turn to p. 23 in Jr. Scholastic, let's look at last 2 cartoons and answer questions

Classwk=

Review homewk from the other day.....
Consider these questions:

a. How did Britain's policy toward it's American colonies change after the French & Indian War? 159-160

b. Why did the Proclamation of 1763 anger the colonists? What did the colonists choose to do about it (Proclamation)?160

c. What was the Stamp Act?160-1

d. How did the Stamp Act differ from previous taxes imposed on the colonies? What were the objections to the act? How did the colonists challenge the Stamp Act? 161

___________________________________________________________

10/7 Aim: Road to Revolutionary War

Hw=

1. Make up missing work

2. Newsgroups prepare

Warmup=(copy)

1. Political cartoons express an opinion and try to provoke a reaction whether you agree or not! The goal is to get you to think. Devices to help get the cartoonists point of view across are:

a. analogy- comparing 2 things that are mostly different from each other but have some traits in common. ("she was as quiet as a mouse")

b. caricature-a drawing that makes someone look foolish or funny by exaggerating a part of person's physical appearance. (Einstein is shown with wild crazy white hair/big bushy mustache; Tom Cruise with big teeth; Obama with big ears)

c. hyperbole- deliberate exaggeration of a problem/idea used for comic effect

(I am so hungry I could eat a horse)

d. irony- use of words or images to convey opposite of their usual or expected meaning. (robbing the poor and giving to the rich; preaching democracy but practicing dictatorship; you are sneezing and I ask how you feel, you say 'great')

e. symbolism- use of objects or images to represent a person, place, event or idea.($ may stand for economy; octopus for powerful corporation)

When you see a political cartoon, ask yourself: What's happening or being discussed? What people or objects are in the illustration? What point is the cartoonist trying to make? Do I agree or disagree? Why?

2. Analysis of Cartoon

a. Who created this cartoon?

b. List the objects or people you see in the cartoon.

c. Identify the cartoon caption or title.

d. What do you think these symbols mean?

e. Explain the message of the cartoon. What special interest groups would agree/disagree with the cartoon's message? explain.

_________________________________________________________

10/6 Aim: Road to Revolutionary War

Hw=

1. Read pp 159-162. Do #1 on p. 162 (put in notebk) AND side 1 of handout that mentions Proclamation of 1763. Due Tues.

2. Newsgroups prepare

Classwork=

1. Newsgroup (or Cnn student news)

2. French/Indian War play

Due: Tuesday, September 30

Assignment

10/3 Aim: French & Indian War (1754-1763)

HW=

Make up any missing work

Warmup=

Why was the attempt for an Albany Plan of Union important ? 149
What do you think of General Jefferey Amherst's strategy to deal with Native Americans? 151(voice from past)

Classwk=

Take test....take out your own paper and start numbering...

Section 1 (1-6), Section 2 (1-6), Section 3 (1-6)...Choose any 1 of the extended responses to write on. Only 1...answers only!! Explain who 'they' 'it' are...complete, detailed sentences.
When finished, put test sheet, answer sheet on table up front, and take the Jr. Scholastic to read. You are free to read any article, but...you must take notes as you read. Write title of article. I'll be asking you about it.
Newsgroups (if we don't get through it today, then Monday!

___________________________________________________________

10/2 Aim: The French & Indian War (1754-1763)

HW=

1. Study for test (see below for questions/terms to know); go to classzone.com. (ch. 5) See link.

2.Newsgroups

e.c= make a very easy "patriotic dump cake" (for your family or class).

1 1/2 c cherry pie filling

1 c fresh blueberries

19 oz white cake mix

1c melted butter

1 c chopped nuts

In 9x12" greased pan, layer ingredients in order listed above, bake at 345F for 45 minutes. Voila.

warmup=

1. Turn to p 150. Which countries had land claims in North America before the French & Indian War? After? Before the French & Indian War, which country posed the biggest threat to British colonies? After?

2. Review rights English citizens /colonists gained/lost from British.

Classwk=

1. Brainpop- French & Indian War

2. Review handout/questions/classzone.com

_____________________________________________________

10/1. Aim:the roots of am gov & French & Indian War

hw=

1. read pp146-149 .Do #1and finish handout both sides!

2. Newsgroups prepare

3. Test Fri ch 5... Refer to class zone. Com ***see below for test concerns.

***10 week report card window opens for me Thursday to start recording grades. Get work in!

warmup=

1. H=s-f. (Happiness equals smiles minus frowns); as said by Steve Wozniak

2. Turn to p 150. Which countries had land claims in North America before the French & Indian War? After? Before the French & Indian War, which country posed the biggest threat to British colonies? After?

Classwk=

1.. Review pp 141-145 (Roots of Am. Gov) and work on categorizing the rights won(+) or rights lost (-) for English citizens & colonists. Name the rights connected with the term. Do B as well.

2. When finished, start reading pp 146-151 , identify vocab. from lesson in detail AND complete the guided reading assignment from the handout.

Ch. 5 test- know the following:

John Peter Zenger

Glorious Revolution

Parliament

Magna Carta

salutary neglect

Albany Plan

Treaty of Paris

Proclamation of 1763

French & Indian War

Battle of Quebec

Pontiac's Uprising

Jonathan Edwards

George Whitefield

Great Awakening

John Locke

Charles Louis Montesquieu

Ben Franklin

Enlightenment

essays: answers must be detailed...worth 5 points each or more!

1.Explain how apprentices contributed to the economy of the English Colonies. p. 136-7 and entire lesson

2.What effect do you think the policy of salutary neglect had on the colonists' respect for British laws and authority? see also p. 112 to answer question besides p. 143 and read through entire lesson

3.What the French & Indian War, Pontiac's Uprising, and the Proclamation of 176all have in common? entire lesson & p. 151

-------------------------------------------------------------------------------------------

Read p. 141-145 Roots of American Gov't and do #1,3 in notebk. Complete sentences and DETAILED otherwise, no credit.

Test ch. 5 Friday

Due: Friday, September 26

Assignment

9/30 Aim: The roots of American Gov't

HW=

1. review section 1-2 and finish handout side

2. Study for test ch. 5 for Friday; Newsgroups present Fri.

warmup=

1. What was the maxim Ms. Greene , the A.P. said yesterday on the PA system.

2. Share your maxim

Classwk=

1. Review ch. 5 sect. 2 Questions 3,4

a. Why is Magna Carta so important? 141

b. What are 3 rights given to nobles because of it? 141

c. What is English lawmaking body? 142 How is it similar to our present day lawmaking body? Parliament- 2 houses: House of Lords/ House of Commons. Parliament made laws that applied to Britain & the colonies, even though colonies didn't have representation there.King was too far away to manage every detail in colonies, so English colonists were able to set up assemblies and elect representatives to them. King appointed a royal governor to rule the colony on his behalf.

d. Navigation Acts (1651): passed by Br. Parliament (p. 112) said: all shipping had to be done in English ships of ships made in English colonies, products like tobacco, wood, sugar could only be sold to Eng. or its' colonies; English imports to the colonies had to first be passed through English ports; England could tax colonial goods not shipped to England.

e. James 2 , being upset with New England's lack of following the Navigation Acts decided to exert control by suspending the representative assembly there (Massachusetts) and appointing a royal governor, Edmund Andros, who jailed people, taxed people without giving them a voice.

f. James2, a Catholic was not respected by Parliament. Parliament overthrew him w/ help of his protestant daughter, Mary & her husband William of Orange (Netherlands) and she restored Britain to it's political glory of representation. She upheld the English Bill of rights free elections/frequent mtgs of Parliament; no excessive fines/cruel unusual punishment , like our amendment #8; people had right to complain about government without arrests, like our amend. #1. SALUTARY NEGLECT ...SALUT(HEALTH/BENEFICIAL), NEGLECT (IGNORE). For a time, Parliament passed trade laws on colonies, but royal officials didn't enforce them...this was of benefit to colonists...salutary neglect.

g. Shared power in colonies: Royal governor appointed by king overseas colonial trade, approves laws made by colonial assembly. A council advises him, while colonial assembly is elected by adult males with property, can make laws, tax.

h. John Peter Zenger, 1735, is a publisher for ny newspaper who criticizes NY governor, William Cosby , for removing a judge and trying to fix a jury. Zenger is put to jail for 10 months. His attorney defends him on the right to speak (write ) the truth. All people have a right to know the truth. Freedom of Press, amendment #1.

2. How did Zenger trial help lead to freedom of the press? 145

3. How did the colonial govt differ from present day government?

4. What democratic ideas did American's inherit from England?

5. COMPLETE HANDOUT WITH PARTNER (+ rights won, - rights lost, explain)...P. 141-145 Rights won/lost for English colonists.

___________________________________________________

9/29 Aim: Forging an American Identity

HW=

1. Read pp 141-145 (Roots of Am. Gov't) and do # 1,3 on p. 145. Details needed, otherwise no credit. Do in notebk.

2. Newsgroups prepare for Friday.

3. Period 2- notebooks will be collected tomorrow! Make sure you have ALL warmup/classwk/homewk in the notebk.

4. Test ch. 5 Friday. CHECK OUT WWW.CLASSZONE.COM for help in reviewing for test.

Warmup=

1. What was the Great Awakening & how did it change colonial culture? 139

2. Who's sermon would you rather attend...Jonathan Edwards or George Whitefield? Explain why? 139

3. Was was the Enlightenment & what ideas influenced the colonies? 140

4. How did Ben Franklin improve colonial society? 140

Classwk=(do with partners, quickly)

1.Read Maxims from Ben Franklin's Poor Richard's Almanac. A maxim is a well known phrase that expresses a rule/truth about life or behavior. It's a wise saying. We will be looking at some of Ben Franklin's maxims. Distribute handouts, don't write on them. Will be collected at end of period.

Here are some of his better known ones:

"Early to bed, early to rise, makes a man healthy, wealthy and wise."

"God helps those who help themselves."

"A penny saved is a penny earned."

a. What is Franklin's attitude toward eating?

b. What was Franklin's advice for those who criticize?

c. What does Franklin think about use of time?

d. What kind of person was Ben Franklin in your opinion?

2. Choose 1 of Franklin's maxims that interests you. How has that shown up in your life? Have you applied the advice or not? explain. If you have time, write 1-3 maxims on your own (with partner)and think about your own rules for life and express them as simply as possible.

__________________________________________________

9/26 Aim: The 13 English Colonies

return papers & discuss quality of work being turned in

HW=

make up any missing assignments

warmup=

Write 3 questions you'd like to as a colonial student. Write down answers they might give you. Consider clothing, pastimes, manners, chores, typical day. P 136-8
What were some types of colonial literature? 137

classwk=

Newsgroups
Read about colonial life- health/religion & education . Discuss

______________________________________

9/25 Rosh Shoshana- Jewish New Year- holiday

___________________________________

9/24 Aim: The English Colonies

HW=

Read p. 135-140 Do #1,3,4 on p. 140 Due Friday!
Newsgroups prepare!
Show your spirit on Freedom Fri.

Warmup=

1. Which of the colonial regions would be the most appealing to migrate to (New England, Middle, or Southern colonies)? Explain. p 94-103

2. How are the colonists reasons for coming to America similar to those of today who immigrate here?

Classwk=

1. Copy chart below

New England Middle Southern

climate	long, cold winters, short growing season	shorter winters & longer growing season	nearly yr-round growing season
resources	rocky soil	fertile soil	fertile soil
people	English settlers	diverse population	English & slaves
econ. development	small farms, fishing, trade	*larger farms & cash crops of grain bread colonies**	plantation economy (rice, tobacco, indigo)

Review HW
Read/ discuss handouts on:

a. Family life & customs in colonial times

b. Religion & education

c. Health

While reading, THINK about these quesitons:

Family life=

a.What do y u think a young person from the 18^th c. might say about work and

romantic relationships?

b. What is a dowry? Do we still have them?

Why were children considered a blessing?

How were gender roles different?

e. What types of diseases did young people die from?

f. What are the differences between disciplining children in 18thc & 21^st

g. What purpose did the Tithingman serve in New England?

Religion & education=

a. Were Puritans an example of good Christians? Explain.

b. Explain the expectations of Sundays for the Puritans.

Was Puritan justice anything like what we have today? Explain

What was the purpose of the ducking stool? How were offenders of the law dealt with in Puritan society?

e. Who were the Quakers?

f. What were 'dame' schools? Common schools? What subjects were emphasized there? What were methods schoolmasters disciplined kids?

___________________________________

9/23 Aim: the English Colonies

Warmup=

1. Which of the colonial regions would be the most appealing to migrate to (New England, Middle, or Southern colonies)? Explain. p 94-103

2. How are the colonists reasons for coming to America similar to those of today who immigrate here?

Classwk=

1. Analyze the Mayflower Compact-

2. Brainpop- 13 colonies

3. Review homework

New England Middle Southern

climate	long, cold winters, short growing season	shorter winters & longer growing season	nearly yr-round growing season
resources	rocky soil	fertile soil	fertile soil
people	English settlers	diverse population	English & slaves
econ. development	small farms, fishing, trade	larger farms & cash crops of grain *bread colonies	plantation economy (rice, tobacco, indigo)

_______________________________________________________________

9/22 Aim: The Mayflower Compact

HW=

Read pp 100-103 on the colonies. Do #1,3,4 in complete sentences in notebk.

Due: Friday, September 19

Assignment

9/22 Aim: The Mayflower Compact

HW=

1. Read pp 100-103. Do # 1,3,4 on p. 103 in notebk; make up any other work

2. Newsgroups prepare for Friday:

Per. 1= Conner, Nic, Nicole

Per. 2= Tom, Riley, Michael

Per. 3= Brittney, Jordyn P. , Talat, Jasmine

Per. 4= Tanatzin, Nicole, Kadie

Per. 6= Will, Josh

warmup=

Draw Venn Diagram (2 intersecting circles) and fill it out. See p. 93-94. Think about attitude towards Church; reasons to come to New England, early experiences as colonial settlements.

Pilgrims Puritans

Define:

a. Great Migration -94

b. commonwealth-94

c. New England Way- 94-5

Classwk=

Mayflower Compact analysis- Get out handout from last week, or turn to pg. 98. Read/answer questions on compact and discuss it's impact on American government.
Brainpop or crash course history

Pilgrims___________________Puritans

separatists Purify (reform) church

financed by Virginia Co. given permit by Mass. Bay Co.

came 1620 came between 1630-40

102 members 20,000 great migration

starving time came well prepared

help from Nat. Am. John Winthrop- government

Mayflower Compact New England Way

_______________________________________

9/19 Aim: The Pilgrims Mayflower Compact

* return papers; grade sheets

HW=

1. Complete Mayflower Compact questions (refer to p. 98, or your paper on Mayflower, or online)

Make up ANY assignments you are missing

Warmup=(copy quote & answer in complete sentences)

“You must do what you cannot do.” --Eleanor Roosevelt (wife of 32^nd President, FDR)

a. Why is that inspirational? What are some challenges you must DO? How might you begin to overcome them?

Classwk=

Get out the handout-1-20 questions, let's review.
Newgroups
Analysis of Mayflower Compact (handout questions)-complete for hw

_______________________________________________________

HW=

Review pp 92-99

Label/color code map and complete (colonial products )other side. Due Friday. Period 1, please note, I changed assignment

Due: Tuesday, September 16

Assignment

9/18 Aim: Mayflower Compact and visit from your counselor

HW=

1. Newsgroups

2. Map-102 & backside. Due tomorrow. Review Pp. 92-99 on Pilgrims/Puritans

*make sure you've turned in Mayflower questions & also given me the Iroquois confed. handout that you worked on w/ partner if you haven't already.

Warmup=(copy and answer)

1. "You must do what you cannot do". Eleanor Roosevelt (FDR's wife)

a. What did she mean by that? do you agree? disagree? why?

b. Write down 1-2 challenges you are facing. What MUST you do to overcome them?

Classwk=

1. Visit from Ms. Torrejos

2. If time permits, let's review story of Pilgrims

_______________________________________

9/17 Aim: Mayflower Compact and it's tie-in to

Constitution Day!

e.c.

See links on my webpage to Constitution Day activities

HW=

Label/color map on 13 English colonies. See p. 102 and then do backside as well. Due Friday
Newsgroups prepare

Warmup=

Look at and answer questions about the 2 cartoons.
Look at the illustration of the Pilgrims signing the Mayflower Compact. What do you notice. What's a ''compact''? Why did the Pilgrims need to create the Mayflower Compact? (specifics)

Classwk=

We looked at the Iroquois Constitution- Great Law of Peace, the House of Burgesses, and now the Mayflower Compact. These were most influential in helping the Founding Fathers back in 1787 create a new, efficient government.

** take out your handout from MONDAY, and REAd the compact once again on the backside, and answer the questions w/ your neighbors.

Also think about this:

a. What is the guiding purpose of the colonist in signing the compact?

b.What does that suggest about the relationship between the individual and the community?

c. Good gov't is pleasing to God in the eyes of the colonists. How would you define good gov't today?

2. Which Founding Father (game) are you?

________________

HW-

1.Read pp 92 -99 about the English first establish colonies in No. America. Complete handout (1-20) in complete sentences on your own paper. due tomorrow (Tues)

2. Newsgroups prepare for Friday

Due: Monday, September 15

Assignment

9/17 Aim: Mayflower Compact and it's tie-in to

Constitution Day!

e.c.

See links on my webpage to Constitution Day activities

HW=

Label/color map on 13 English colonies. See p. 102 and then do backside as well. Due Friday
Newsgroups prepare

Warmup=

Look at and answer questions about the 2 cartoons.
Look at the illustration of the Pilgrims signing the Mayflower Compact. What do you notice. What's a ''compact''? Why did the Pilgrims need to create the Mayflower Compact? (specifics)

Classwk=

We looked at the Iroquois Constitution- Great Law of Peace, the House of Burgesses, and now the Mayflower Compact. These were most influential in helping the Founding Fathers back in 1787 create a new, efficient government.

a. take out your handout from MONDAY, and REAd the compact once again on the backside, and answer the questions w/ your neighbors.

Also think about this:

a. What is the guiding purpose of the colonist in signing the compact?

b.What does that suggest about the relationship between the individual and the community?

c. Good gov't is pleasing to God in the eyes of the colonists. How would you define good gov't today?

2. Which Founding Father are you?

___________________________________________

9/16 Aim: The English Colonies (1585-1732); Jamestown/Plymouth

E.C.

a. check out links on my webpage for Jamestown and/or Plymouth. Read, make recipes, practice speaking Pilgrim English for fun. Provide me with writeup of what you learned.

b. Check out pbs Orange County (Ch. 25 Time Warner) and watch the series, "The Roosevelts". Absolutely fascinating. The narrators continually mention the "energy", family dedication to "public service"...Why are the Roosevelts (TR, Ellenor, Franklin) so captivating? How did they make the nation a better place to live (accomplishments)? What were their challenges, heartbreaks? How did they overcome them? etc. Series began Sunday and continues for another several nites from 8-10pm.

Read article about cannibalism at Jamestown, see link

HW=

1. Review pp 92-99 in Creating America

2. Newsgroups prepare

Warmup=

(orally from yesterday, what was an indentured servant? House of Burgesses? dissenter? joint stock company?

1. Take The Mayflower Compact handout. Re-read first 2 paragraphs. What does the word 'dissenter' mean? 'joint stock company'?

collect the homework for a 'stamp'- return later

Classwk=

1. Watch clips from 'America: Story of U.S.' Be prepared to answer & discuss:

a. What was the Powhattan Confederacy and how did this group interact with the British settlers?

b. What were the most difficult challenges faced by the Plymouth and Jamestown settlers. Do you think they could have done anything to prepare more adequately for life in the Americas?

c. What role did disease play in encounters between native groups and the first British settlers?

__________________________________________

9/15 Aim: The English Colonies (1585-1732)

HW=

Complete the handout #1-20 writing COMPLETE sentences on your own paper. We will exchange papers in class tomorrow to correct. Read pp. 92-99. (see ch. 3, section 2-3 if you go online). For those not here, we read pp 86-88.
Newsgroups prepare:

Per. 1- Zyasia, Daisy, Alyna

Per. 2- Kyler, Jesse, Ryan

Per. 3- Manny, Natalia, Miles

Per. 4- Artush, Griffin, Nic

Per. 6-Srikar, Kyle, Stephane

Warmup=

Why were English interested in starting colonies in America? What are reasons why individuals went to America? p.86
What is mercantilism? p.62, 86
What was the first 'successful' English colony in America? 87

Classwk=

Brainpop- Jamestown/Pocahantas
Define: indentured servant

House of Burgesses p.88

_________________________________________

9/12 Aim: Comparing Iroquois/U.S. Constitutions

HW=

1. Finish up the Iroquois Assignment

Warmup=

1. Newsgroups

Classwk=

1. Work on the assignment (see earlier entries on my class timeline)

_________________________________________

9/11 Aim: Comparing Iroquois/U.S. Constitutions

Hw=

Newsgroups prepare for tomorrow
Work on project- bring materials tomorrow to complete

Warmup=

Watch cnn news on President's Speech and 9/11; see if you can figure out these vocab words from context: resolve, coalition, ISIS, ISIL, first-responders

Classwk=

Work on your project! Due Monday, first thing!

You get a work habits /cooperation/letter grade for your assignment today as well!
Make sure you have:

a. YOUR IROQUOIS EXCERPT # AND EXPLANATION (elaborate!!!!)

b. Include your PREAMBLE GOAL COMPARISON AND EXPLANATION

c. Write the 6 tribes of the Iroquois Confederacy (see back of first handout given)

d. Explain why you chose that particular Iroquois excerpt of the '8'.

e. Use other words /phrases that reflect the law (see below as I have other pages in U.S. Constitution that also reflect that Iroquois law)

f. Be creative

g. Be neat
For more enriched project also consult below (Iroquois/U.S. Constitutions)

#54 Amendment 25 p. 275, 277 for Amendment 26; elections

#93 Amendment 9; people can also petition the gov't

#98 Article 1, section 2, #5; Article 2, section 4; impeachment

#68 Amendment 14 p 270; more perfect union

#107 Amendment 4-p. 267 right to privacy;

#23 Amendment 9-p268; rights of the people

#16 Article 5, p.263; making changes to make govt' more perfect

#73-boundaries, peace, alliances, peace & war

_________________________________________________

9/10 Aim: Comparing Iroquois & U.S. Constitution

Extra Credit=

1. Tonite President Obama is giving a speech on U.S. strategy in dealing with ISIS...Watch/read/listen to speech (or excerpts) and summarize and then give me your thoughts about this strategy. Do you agree? disagree? Ask adult their thoughts...dialogue with them, report back.

2. Check out cnn student news online...cnn.com/studentnews/

HW=

1. Newsgroups prepare

2. Work on project...projected due date is Friday???

Warmup= (read below and answer)

In the telling of the 'story' of America, we typically emphasize the influence of ancient Rome & Greece on the founding fathers' ideas about the form of gov't the new nation would take. I would be remiss if I didn't discuss the influence that the Iroquois nation had on our gov't as well. As mentioned, Ben Franklin would sit in on Iroquois Councils, he wrote essays on the superiority of Indian foods (corn) and the need for American forces to adopt Indian modes of warfare (which the British successfully did during the French & Indian War).

Franklin also wrote flatteringly of the Iroquois political system. He observed that "for all their government is done by the Council, or advice of the sages; there is no force, there are no prisons, no officers to compel obedience, or inflict punishment. He also elaborated on Iroquois government by consensus (agreement) and how Indians had a sense courtesy in Council meetings and compared them to the raucous nature of the British House of Commons (like our senate).

From context, define: compel, consensus, raucous.
Which of the Iroquois articles (laws) have to do with impeachment?
What is Article 5 of the U.S. Constitution about? 263.

Classwk=

1. Review the Articles(laws) of the Iroquois, their meaning, which goal they relate to in the U.S. Preamble.

2. Distribute project handout. Begin working on it.

For more enriched project also consult below (Iroquois/U.S. Constitutions)

#54 Amendment 25 p. 275, 277 for Amendment 26; elections

#93 Amendment 9; people can also petition the gov't

#98 Article 1, section 2, #5; Article 2, section 4; impeachment

#68 Amendment 14 p 270; more perfect union

#107 Amendment 4-p. 267 right to privacy;

#23 Amendment 9-p268; rights of the people

#16 Article 5, p.263; making changes to make govt' more perfect

#73-boundaries, peace, alliances, peace & war

___________________________________________________

9/9 Aim: Comparing the Iroquois & U.S. Constitution

HW=

Newsgroups plan for Friday
Be working on project

Warmup=

Turn to p. 248. Which goal of the Preamble is most important to you? Explain.
How does the Preamble reflect the principle of “popular sovreignty”? See p. 244 for definition & then re-read Preamble.

Classwk=

Spend 10 minutes finishing up your Iroquois Constitution interpretations. THEN... figure out which goal it relates to in the Preamble! Write it down next to your interpretation.
Then...work with your partner on the mini-project.

_______________________________________

9/8 Aim: The Iroquois Constitution

HW=

Be working on Iroquois Constitution explanations. Review U.S./Iroquois Preamble to the Constitution p 248

Warmup=

Read excerpt from the Iroquois Constitution on back side of your handout from Friday. WRITE down in your own words what this means.
Turn to p. 248 in Textbook. Let's read the PREAMBLE to the U.S. Constitution. Let's also look at explanation & examples (as you will be comparing Iroquois/U.S. Constitutions).

Classwk=

Gt. Law of Peace handout. You and your partner are reading the excerpts. You must circle/define words you're not sure of, on separate piece of paper put each passage into your own words. (1 paper per partnership—make sure both names are on each)
When finished, take Great Law of Peace Assignment (see handout). Due Wednesday at beginning of class!

Due: Thursday, September 4

Assignment

9/5 Aim: The Iroqouis League & Great Law of Peace

HW= Make up any missing work NOW!

Warmup=

Answer:

How did membership in the Iroquois Confederacy benefit the member nations?

Copy:

5 great Ideas of the Iroquois Confederacy

a. popular sovereignty- power resides in the people

b. federalism- power in gov't is shared (Gt. Council & tribes)

c. checks & balances – no 1 group gets too much power

d. impeachment- poor leaders can be removed from office

e. caucus-smaller councils get together to discuss issues & make decisions before taking them to the Great Council

Classwk=

a.Review questions from yesterday ; go over homewk from Wed. p. 38.

5.How does the tree serve as a symbol of unity for the 5 (later 6) nations? What purpose do the roots of the tree serve? What purposes do the branches and leaves serve? 38

6. Why might Deganawida believe that it takes strength to be peaceful?38

7. What would happen if the Council's fire were allowed to die?38

8. Why might Deganawieda say that the nature of the roots is peace and strength?38
b. Newsgroups

c. Working with partner, work on the Iroquois Constitution

____________________________________________

Read the Iroquois and the Great Law of Peace. Do #1, 2. Due tomorrow!

Due: Wednesday, September 3

Assignment

9/4 Aim: The Iroquois Confederacy and the Great Law of Peace

HW=

1. Newsgroups prepare

Warmup=Read & Answer

Read: One of the most important events that shaped the Haudenosaunee was the creation of the Great Law of Peace. The Peacemaker brought peace to the 6 nations who were once constantly at war with one another over resaureces. He taught the power of Reason, not force. The great Law of Peace emphasizes 3 principles: Righteousness, Justice, and Health. The Great Law of Peace provides the Haudenosaunee people with instructions on how to treat others, directs them on how to maintain a democratic society and expresses how Reason must prevail in order to preserve peace.

Answer the following: (windows side of room answer 1-4; doors side, answer 5-8). Consult with your neighbor if you're not sure. Two heads are better than one!

1. What is the importance of symbols in any organization?

2. What is the function of team mascots? national flags?

3. How do such symbols promote unity?

4. What were the symbols of unity for the Iroquois Confederacy? 38

5. How doe the tree serve as a symbol of unity for the 5 (later 6) nations? What purpose do the roots of the tree serve? What purposes do the branches and leaves serve? 38

6. Why might Deganawida believe that it takes strength to be peaceful? 38

7. What would happen if the Council's fire were allowed to die? 38

8. Why might Deganawieda say that the nature of the roots is peace and strength?38

Classwk=

1. Review HW

2. Begin reading the Iroquois Constitution with a partner.Why are we reading this? Because many of ideals, principles that are in our U.S. Constitution are in the Great Law of Peace! Ben Franklin sat in on many a Hadenosaunee council mtg. Read alone (circle any word/phrase you don't know, look it up, then read together aloud, then re-write in your own words. Pull out the U.S. Citizenship test you completed 2 weeks ago. Scan. Are there any similarities in US/Iroquois Constitutions? What are the differences? Be prepared to discuss.

________________________________________________

9/3 Aim: Native Americans: Iroquois***

Collect Storyboards

HW=

1a. Read p. 38..Iroquois and the Great Law of Peace. Do # 1 and 2.

b. Check links for better understanding of Iroquois Confederacy , longhouses and culture

2. Newsgroups prepare:

per. 1= Matt, Nick, Itay

per. 2= Lela, David, Eda

per. 3= Angelo, Jeremy, Jose, Pamela, Cristy, Gerson

per. 4= Savi, Diba, Sarah, Margarita

per. 6= Isaiah, Aeden, Zach, Diana, Ben

Warmup=

See map on p. 33, and answer.

a.Which Native American cultural group would you find the Zuni's, Navajo's, and Pueblo? 33

b. Which tribes developed kayaks to paddle the icy seas and hunted whales, seals, walruses? 33-

c. What is a potlatch? 34

d. What did peoples of the West exist on if the land was not suitable for farming? 34

e. Define matrilineal. 36

Classwk=

Watch film- Native Americans-brainpop

Watch Iroquois and take notes/read further info. As we watch, please take notes on their culture and the type of government they had.
copy:

Iroquois Confederacy has 6 nations within it, with similar language/culture:

a. Mohawk

b. Oneida

c. Onondaga

d. Cayuga

e. Seneca

f. Tuscarora

-Haudenosaunee (Iroquois)=people of the long house; NY state region (Eastern Woodlands (p.33)

-matrilineal

-confederation

-Gt . Council of 50 sachems= governing authority of 6 nations; promotes peace power and righteousness.

-have unique style of gov't: constitution/democracy; Gt Law of Peace

-2 leaders= Deganawida (the Peacemaker) & Hiawatha (co-messanger of Peace);

-5 nations (later 6) came together at the Great Tree of Peace

-oral tradition but used wampum as memory aid

-both men/women have = roles

_________________________________________________________

9/2 Aim: 3Worlds Meet

HW=

Newsgroups prepare

Finish up assignment

Warmup=

none

Classwk=

Work on storyboard,

If you finish, turn to pp 33-38 and start reading about Native American cultures . Be prepared to discuss differences among them and specifically the Iroqouis. Lets look at their Great Law of Peace and perhaps begin comparing it to our own Constitution.

Due: Thursday, August 28

Assignment

8/28 Aim: Three Worlds Meet

HW=

Be working on the Storyboard. Consult with group members by way of email/text over the holiday

E.C.

Do mini assignment and find out info (write I out) on California Admissions Day and/or Labor Day. Why should we celebrate these holidays.... What is their significance? Have they lost their meaning through the years? Find out the number of national holidays we celebrate, compare perhaps to another country? Make an inference about the importance of the 'work' ethic here in the U.S.

Warmup=

none

Classwk=

1. Newsgroups

2. Work on Storyboard....worth 30 points. Your message should be clear/creative/ leave a lasting impression on the reader. Make sure you have the title, 7 topics and summary paragraphs that include the main idea for each and a few details that are comprehensive and connected to the message (or purpose), include images. Be creative. Worth 30 points....count as test grade. You should be authorities on this lesson, you may be asked to grade another groups submissions.

_________________________________________________

8/27 Aim: Three Worlds Meet

Extra credit=

you may see me after class for Dream Catcher pattern to make/hang. You need to write a couple paragraphs about the significance of the Dream Catcher to Native Americans.
Your group may do extra credit debate or write up as to whether we should consider Christopher Columbus a hero or villain. (I page)

HW=

Newsgroups prepare for presentation tomorrow
Work on Storyboards...Due TUESDAY at end of class or first thing Wednesday. This will be worth 30 points and count as a test grade. Make sure you sign your name to everything YOU contribute to the storyboard.

warmup=(read 1a/answer 1b)

1a. We know that Columbus's arrival in 1492 in the Caribbean ended isolation of the Western & Eastern hemispheres. From that moment on, the future of America was linked to those of Europe, Asia and Africa. The encounter between Columbus & No. America signaled the beginning of global dependence that has had monumental effects (both + and -) for world history & the effects continue now.

b. What have been the effects (for good or for bad)? How did Native Americans and even Europeans who stayed home (during the Age of Exploration/colonization) live in a new world?

Classwk=

Finish video Three Worlds Meet
Begin working in groups...ORGANIZE yourselves . Decide who will do the which summaries and graphics ….make sure you write in complete sentences, you have the main idea and supporting details that demonstrates who watched video/read book, correct grammar, spelling, be neat.

* I will have another component for you to write on later

In your textbook, please consult these pages to help you with your storyboards.

a. Native Americans p1, 27-38

b. West Africa 39-44, 76-79

Three Worlds Meet & Europe 44-53

Conquest or Contact 61-66

e. Columbian Exchange 74

f. Europe and North America (Conquest/colonization) 67-69

__________________________________________________

8/26 Aim: Three Worlds Meet

same lesson as yesterday, but we're adding on by watching more of film. Please see warmup...that's different. Be prepared to discuss video after we watch various segments.

HW=

Work on group illustrated Storyboard (my groups of 3) called Three Worlds Meet. Due on Thursday! Worth 30 points. See chap. 1-2 in textbook for any pictures, info. to help make your storyboard “stellar.”
Newsgroups will present on Thursday.

8/26 Aim: Three Worlds Meet

HW=

Work on group illustrated Storyboard (my groups of 3) called Three Worlds Meet. Due on Thursday! Worth 30 points. See chap. 1-2 in textbook for any pictures, info. to help make your storyboard “stellar.”
Newsgroups will present on Thursday.

Warmup=

See p. 62 in bk. Read about Mercantilism and then define it. Under mercantilism, what did a country need to do to become rich?Think about your own family, what do you think might happen if your family collected less money than it paid for goods for several years. Do you think the situation would be the same for a nation as it would be for a family?

Classwk=

1. Continue with watching video and taking notes.

Three Worlds Meet

a. Native Americans p1, 27-38

b. West Africa 39-44, 76-79

Three Worlds Meet & Europe 44-53

Conquest or Contact 61-66

e. Columbian Exchange 74

f. Europe and North America (Conquest/colonization) 67-69

requirements: work with 3 people, my grouping

title: Three Worlds Meet

Topics: see above

Summary: At least 1-2 paragraphs that explain the most important items that were discussed in the film.

Be neat, organized, correct spelling, must demonstrate you watched film, details, complete sentences .

Check my webpage for further help.

Three Worlds Meet

FIRST AMERICANS= Close connection with land, people, all living things, lived in harmony w/ earth. Came to North America 20,000-40,000 years ago by way of land bridge from Asia following the animal like caribou, wooly mammoth. In the 15^th century there were 100 million of these people in North America. They spoke 1000 different languages, had different societies, government, religion, culture. All believed in a spirit force.

WEST AFRICA= Diverse cultures. Very sophisticated as they controlled trade routes that crisscrossed the continent. Gold, ivory, kola nuts, salt, etc. put them on the map as well as Mansa Musa who from West Africa made a pilgrimage to Mecca and visited Cairo on his way to Mecca. The people of West Africa (rain forested) followed an earth based religion, worshiped spirits but Islam appears there in 9^th century and stays a dominant religion in the area.

EUROPE= During the Middle Ages, the Catholic Church is the central influence in peoples lives. The plague helps to reinforce the Catholic church dominance with the people. They interpret the Bible to say that man has dominion (dominance) over life, earth, land, animals. Then later comes the Renaissance and scientific inquiry (questioning), thus a new way of looking at the world. There emerges curiosity about the world. Printing press, new navigation (ships, equipment), desire for spices emerges. This all creates a desire to look for a water route to India. Portugal takes the lead searching for gold, ivory, slaves, trade items, etc. Explorers Diaz and da Gama sail around Africa.

THREE WORLDS MEET= Europeans knew the world was round. In the year 1000 ace, Vikings come to No. America but don't stay. In the 15^th century, Christopher Columbus asks Spanish King & Queen (Ferdinand/Isabella) to finance a trip to find a direct rout to Asia. Instead he runs into No. America (1492). His 4 voyages to the new world spur competition (by European nations) to find gold in the Americas and later on try to seek a Northwest Passage.

COLUMBIAN EXCHANGE= Different ecosystems merge as Europeans explore and colonize the New World (Western Hemisphere). Spanish bring cattle, pigs, horses, oats, barley, wheat, etc. to No. America. The New World has gold, corn and other plants as well as culture of Native Americas which Europeans take back to Europe. Sadly there is a depopulation of Native Americans on the continent by Europeans (smallpox, measles, influenza).

CONQUEST=Europeans led by Cortes and conquistadors subdue Native Americans by force (gunpowder/cannon) and disease. Europeans felt they were superior and began to enslave Native Americans. The Europeans felt they were given the right by God to set up missions and convert/enslave Indians to work in mines/plantations. The Spanish set up missions, pueblos.

EUROPE AND NORTH AMERICA= After seeing the vast amounts of wealth and power that Spain had in the New World, other European nations were going to go after that wealth. The nations of Britain, Holland, Sweden, France now started sending ships and colonists to the new world to fight for land, power, resources and the conversion of Native Americans to their own brand or interpretation of Christianity, be it Catholicism or Protestantism.

Classwk=

1. Continue with watching video and taking notes.

Three Worlds Meet

a. Native Americans p1, 27-38

b. West Africa 39-44, 76-79

Three Worlds Meet & Europe 44-53

Conquest or Contact 61-66

e. Columbian Exchange 74

f. Europe and North America (Conquest/colonization) 67-69

requirements: work with 3 people, my grouping

title: Three Worlds Meet

Topics: see above

Summary: At least 1-2 paragraphs that explain the most important items that were discussed in the film.

Be neat, organized, correct spelling, must demonstrate you watched film, details, complete sentences .

Check my webpage for further help.

Three Worlds Meet

__________________________________________________________

8/25 Aim: Three Worlds Meet

HW=

Work on group illustrated Storyboard (my groups of 7) called Three Worlds Meet. Due on Thursday! Worth 30 points.
Newsgroups will present on Thursday.

*Collect political/physical maps

Warmup=(copy & answer)

Look at the map on p. 28. Where did the first peoples reach the America's come from? (many other theories besides this, scan p. 27-8)
What can you conclude about North America's climate 20,000+ years ago? 28
Define domestication. 28

Classwk=

1. Watch video three worlds meet “Three Worlds Meet” and take notes for storyboard. Illustrate (hand drawn or get pictures from internet) and explain in detail that topic. You can use your book to help you.

Three Worlds Meet

a. Native Americans p1, 27-38

b. West Africa 39-44, 76-79

Three Worlds Meet & Europe 44-53

Conquest or Contact 61-66

e. Columbian Exchange 74

f. Europe and North America (Conquest/colonization) 67-69

requirements: work with 3 people, my grouping

title: Three Worlds Meet

Topics: see above /below

Summary: At least 1-2 paragraphs that explain the most important items that were discussed in the film.

Be neat, organized, correct spelling, must demonstrate you watched film, details, complete sentences . Fold paper according 3 times.

to help you out, but DO NOT COPY, here is some of the topics mentioned in the film.

Three Worlds Meet

FIRST AMERICANS= Close connection with land, people, all living things, lived in harmony w/ earth. Came to North America 20,000-40,000 years ago by way of land bridge from Asia following the animal like caribou, wooly mammoth. In the 15^th century there were 100 million of these people in North America. They spoke 1000 different languages, had different societies, government, religion, culture. All believed in a spirit force.

WEST AFRICA= Diverse cultures. Very sophisticated as they controlled trade routes that crisscrossed the continent. Gold, ivory, kola nuts, salt, etc. put them on the map as well as Mansa Musa who from West Africa made a pilgrimage to Mecca and visited Cairo on his way to Mecca. The people of West Africa (rain forested) followed an earth based religion, worshiped spirits but Islam appears there in 9^th century and stays a dominant religion in the area.

EUROPE= During the Middle Ages, the Catholic Church is the central influence in peoples lives. The plague helps to reinforce the Catholic church dominance with the people. They interpret the Bible to say that man has dominion (dominance) over life, earth, land, animals. Then later comes the Renaissance and scientific inquiry (questioning), thus a new way of looking at the world. There emerges curiosity about the world. Printing press, new navigation (ships, equipment), desire for spices emerges. This all creates a desire to look for a water route to India. Portugal takes the lead searching for gold, ivory, slaves, trade items, etc. Explorers Diaz and da Gama sail around Africa.

Due: Friday, August 22

Assignment

8/25 Aim: Three Worlds Meet

Hw=

1. Illustrated and detailed storyboard based on video "Three Worlds Meet". Due Thurs.

2. Newsgroups prepare for Thursday

Warmup=

Read/answer #1,2 in head; WRITE /Answer #3 in notebk

1. Scan Unit 1 Chapter 1 pp 22-55. Look at pictures/captions/headings.

2. Turn to p. 22,30. Why might you think the Anasazi and Mound Builders were similar? different? What kind of people were they to make such colossus structures?

3. See p 24-5. Look at the picture. Read "Interact with History" and complete questions in "What do you think?"

Classwk=

1. Watch video take notes so you can complete the story board.

Three Worlds Meet (title)

Native Americans West Africa Europe Three world's Meet

pp 1,27-38 pp 39-44, 76-79 pp 61-66 43-53

Columbian Exchange Conquest & Colonization Europe & North America

p 74 pp67-79 67-79

__________________________________________________________

8/22 Aim: US Geography

HW=

Finish BOTH sides of political(states/caps/regions) and Physical (landforms with elevation key) map for MONDAY. Will be collected first thing. See. p A22-23 in Creating America textbk.

Warmup=(Using the political/physical map) answer the following questions:

1.What do you notice that is slightly different between the Rocky Mt. Range and the Appalachian Mt. Range? Atlas 30-31

2. Which part of the country has more varied landforms? How do you think that might have affected land settlement by earlier people to the region. What challenges do you think they had?

Classwk=

1. Nifty-fifty state song and one by Animaniacs (only 3 min. total)

2. Label the landforms on paper I gave you, continue coloring. We shall look at US map in front of room.

3. Newsgroups-

4. If time allows, we'll test your knowledge of where the states are located or you can go to lizardpoint.com/geog/usa-quiz.php

_____________________________________________________

8/21 Aim: US Geography

HW=

1. Finish labeling the Physical Map that we started in class. See pp. A22-23 in Textbook. (see below for place names)

2. Newsgroups prepare

3. American music themes (see yesterday's e.c.)

Warmup= Answer in complete sentences...

1.Turn to p 39 in Classroom Atlas.Which region do we live in? What are some characteristics of our region? What are some stereotypes (over simplified images/ideas) do you think people from other regions have about our region?43. Other than our region, which region might you want to live in? Explain. See some write-ups/photos on p. 40-43.

Classwk=

1. Turn to p 39 in Classroom Atlas. Make a color key for the regions on the map. See examples. Color states according to regions. Examples are all over the room, so LOOK.

2. When finished, label the following on the back side of your map. You may use Classroom Atlas p. 30-31. You will need, however, to use your own book, Creating America, to complete. So turn to p A22-23 in that book to label the following:

Pacific O., Atlantic O., Gulf of Mexico, Colorado River, Rio Grande, Columbia R., Mississippi, Arkansas R., Platte R., Missouri R., Ohio R., St. Lawrence R., Great Salt Lake, L. Superior, L. Michigan, L. Huron, L. Erie, L. Ontario, Appalachian Mt. Range, Rocky Mt. Range, Sierra Nevada Mt. Range, Cascade Range, Coastal Range, Central Valley (San Joqquim), Great Plains, Ozark Plateau, Everglades, Mojave Desert, Continental Divide, Coastal Plains of east/southeast coast, Great Basin, Brooks Range (Alaska), Mauna Kea (Hawaii).

***After doing these maps, you should have a better appreciation and understanding of how geography can affect the history of a region/state/nation.

_____________________________________________________

8/20 Aim: Knowing about citizenship and U.S. geography

Extra Credit= for Friday or Monday, sing 1 of the following songs about America and get a background of it to share the info with the class: "Home on the Range", "America the Beautiful", or "This Land is Your Land".

HW=

1. Finish labeling and coloring your political map of the U.S. You must label states/capitals AND you must color code by region!!!! You must have region color key at bottom of map. Depending on when we start the assignment within the hour, you all should have states/capitals completed for homewk!!!

If using Creating America see map on p 2-3, p 18- and for complete state/ capital, see pp A20, A21. A=Atlas and is found at beginning of book.

Warmup=

1. None. Get out your citizenship test; finish review, turn in for points

Classwk=

1. Draw an outline of the United States from memory. Label: Los Angeles, Pac. O., Atlantic O., Rocky Mts., Gulf of Mex., Southwest, Colorado R. Great Lakes, New York, Mississippi River, Appalachian Mts.

2. What's a region?**** See below

3. Start labeling REGIONS!!! If using Creating America, use regions from pp. 2-3; if using Classroom Atlas see pp. 39-43 (map 2) pp 39.

YOUR JOB IS TO LABEL STATES/CAPTIALS; COLOR CODE REGIONS OF THE NATION...INCLUDE COLOR KEY THAT EXPLAINS THE REGION AT BOTTOM OF THE MAP PAGE.

**** a region is an area of land that has common features. A region can be defined by natural or artificial features like language, government, religion, forest, population, wildlife, culture, climate, etc.

Due: Tuesday, August 19

Assignment

8/19 Aim: What all citizens should know

HW=

Bring colored pencils for tomorrow

Newsgroups prepare

warmup=

Choose 1 of the following quotes, copy it down, along with the person who said it AND answer the question associated with it.

1. "What people want is very simple.They want an American as good as its' promise."---Barbara Jordan, Congresswoman, Tx (1936-1996. What is the American Promise? Is it still attainable?

2. "I believe that every human mind feels pleasure in doing good for one another."--Thomas Jefferson, Founding Father (1745-1826) Give an example on what good you have done for/to someone recently. How would just that small gesture (act) help our country?

3. "A free society is one where it is safe to be unpopular."---Adlai Stevenson II, Governor of Illinois, VP candidate, (1900-1965). Explain this quote. Why is it important to guarantee, and protect people's rights even if they don't hold the same viewpoints of the majority?

4. "I don't like people who are in politics for themselves and not for others. If you want that, you can go into show business."---Elvis Presley, American rock n roll singer (1935-1977). Why must we be active and keep tabs on our elected politicians. What are some things you'd like your Congressmen/women do for you this year?

Classwk=

1. Get into your groups from yesterday. You have 8 minutes to exchange/find answers to questions...last minute.

2. Review as Class the 50 US Citizenship questions.

______________________________________

8/18 Aim: What all citizens should know

HW=

Finish all 50 questions on US CItizenship handout! I will collect first thing and have classmates grade!Due tomorrow. Here is website for online book......http://www.oakparkusd.org/Page/2752. In future, printout the pages of the chapter and bring to class instead of the book.
Newsgroups prepare for Friday presentation (approx 10-12 min.).
Bring book daily.

Warmup=

Review handout on “Why bother with history”? Not everyone who turned the paper in, ANSWERED the questions correctly. READ all questions very carefully!! quick review

Why bother with history?

a. helps to improve judgment

b. provides role models/examples

c. satisfies a need for identity

d. helps us understand /appreciate the past
Turn to p. 280-283 & scan pages and copy/answer following questions:

a. What is a citizen? p.280

b. What are some rights as a citizen? List 4. p.282

c. What are some responsibilities as a citizen? List 3. p. 283

Classwk=

Start answering the questions. You may work in a group of MY choosing. You can pull out your smart phone or use textbk. See index in back to help you. Answer directly on the paper. Answers only.

You may ask your parents the answers to some of these questions as these are very basic questions ALL citizens MUST know about their country & government.

****work quickly and efficiently!!!

________________________________________________________

Due: Thursday, August 14

Assignment

8/13 Aim: Intro. To U.S. History

HW=To get Syllabus read/signed by parent or guardian

Read the handout on “Why bother with history”? Circle words that you are not sure of, define, use symbols ! +-*, etc

Warmup=(copy quote & answer)

“Not to know what happened before I was born is always to remain a child.” ---Cicero

What does Cicero mean? Do you agree or disagree? Why?
What are some topics of U.S. history you'd like to learn about this year?
Sign up for Newsgroups (intro to group, stories on national (U.S.), international (world), local (Ca. or La.), weather (local/U.S. Regions), sports, entertainment, or miscellaneous). Must have who? What? When? Where? Why? How? (specifics) and explain why that story is news worthy.

Classwk=

Review Syllabus
Brainpop-critical reasoning
Why study history? Or citizenship test?

____________

______________________________________________________________________________________________________________________________________

8/14 Aim: Why bother with studying history?

HW= Finish handout (5 questions) for tonite; Bring book Monday

Warmup=( copy quote & explain what you think it means)

“Know yourself.”-- Socrates

He was a man of wisdom because he knew one thing: that he knew nothing. His job so to speak was to question Athenian youth. I was not enough to know something. You had to know why you knew it. He then asked himself: what is knowledge? What can we know? Well, he realized his knowledge, consisted in the realization that he knew nothing. For Socrates, the highest virtue could be summed up in the phrase, “know yourself.”

Classwk=

Get out your handout- Why bother with studying history and consult with your team about your interpretations of the short essay as well as answering the questions. Be sure you understand the vocabulary. I will ask you individually what some of these isolated terms mean, and if you were able to determine the meaning by context or look it up.
Why should we bother to study history?(copy question & a-h)

a. it shows us what it means to be human...it teaches us what man has done and thus what man is.

b. it improves judgment...history doesn't tell us the answers to our questions, but can help us make better decisions in the future.

c. it provides instructive examples/ role models...Galileo symbolized the fight against Church authority for freedom of thought. Hitler personified evil.

d. it makes us better thinkers

e. it supports common cultural understanding and dialogue.

f. it satisfies a need for identity.

g. it gives us pleasure.

h. It helps us in school...knowing the past is required for understanding

present realities.

What is a political cartoon?

An illustration designed to convey a social or political meaning. They date from 1500's Europe and is an important part of visual expression today in the world. The goal is to send a clear message suing images to which people are familiar with. Often times they are controversial like the one below.

Classwork=

Look at Cartoon & answer questions. You may consult your neighbors.

Back to Iraq Cartoon-

Almost three years after U.S. troops left Iraq, the country has descended into chaos. The Islamic State of Iraq and Syria (ISIS), a radical Sunni Muslim group, has captured large chunks of territory in northern Iraq with the goal of establishing a strict Islamic state. Last week, President Obama authorized a series of airstrikes against ISIS to stem its advance. Who is the man in the cartoon, and what does he represent?
What famous American poster does the cartoon parody? Who does the “you” refer to?
What point is the cartoonist trying to make?
America’s most recent war in Iraq lasted eight years and cost the lives of more than 4,000 U.S. troops. Do you agree with President Obama’s decision to launch a series of airstrikes against ISIS? Why or why not?
If ISIS continues to threaten the region, do you think that the U.S. has an obligation to send troops back to Iraq? Why or why not?

The Middle East Mess

-U.S. troops left Iraq 3 years ago. Obama celebrated the end of 8 year war; celebration as a civil war in neighboring Syria broke out between Sunni & Shiite Muslims & violence has spread into Iraq & now threatens to engulf entire region.

Who are the Sunnis and Shiites, Why do they hate on 1 another?

--Islam has 2 sects: Sunnis & Shiites. The rift goes back to death of Muhammad in 632. Struggle as to who would be Islam's next leader.

--There is difference on how they practice Islam such as how, when, where they pray.

– 85% world's Muslims=Sunnis. Shiites are majority in Iraq & Iran.
How did we go from 7^th c. argument to today?

--ME for centuries was part of Ottoman Empire, a Muslim caliphate stretching from No. Africa through present day Iraq. Roots of chaosgo back to the end of WW1 when the Ottoman Empire collapsed and new national boundaries were drawn up by the French & British.

--New borders didn't make sense. In so many cases, Shiites & Sunnis were brought together (they're enemies, remember); but dictators were put into power and they put a lid on the tensions.

--2003 invasion of Iraq by US upset the apple cart. With the ouster of Saddam Hussain tensions that had once been suppressed, exploded.

--2011 Arab Spring, a democratic movement & revolution swept the area starting in Egypt, moving to Libya, then Syria. Protests evolved into a civil war in Syria putting Sunni population against the regime of Bashir al Assad (a Shiite president) & his government has ignored the Sunnis (majority of Muslim population in Syria).

--As violence escalated, it began spilling across into borders of neighboring countries. That's where ISIS comes in.
ISIS. WHAT IS IT?

--short for Islamic State of Iraq & Syria- radical Sunni Muslim group whose goal is to establish a state governed by strict Islamic law without regard for present day borders.

--ISIS has captured territory in northwest Iraq & northen Syria erasing international boundaries.

--ISIS uses terror tactics: beheading prisoners, cutting off hands of civilians accused of offenses, massacring Shiite Muslims.

--Despite $25 billion U.S. spent on training Iraqi military, it is incapable of stopping ISIS. Iraqi troops flee rather than fight.

--Shiite led govt. of Iraq has been hostile to minority of Sunni population.

--ISIS is 1 of richest insurgent (rebelling) groups. It gets its $$ by taxing people it controls & sells oil from captured refineries.

IS THE U.S. DOING ANYTHING?

--June, Obama sent 300 Am. Military advisers to Iraq to help Iraqi army & increase surveillance.

--Have had a couple of airstrikes against ISIS to stifle its' advance & prevent Iraq from collapsing.

--We want to help Iraqi's fight the terrorists.

--Obama will not return forces to Iraq as 4,425 Americans already killed there.

WHY DOES THIS CONFLICT, SO FAR AWAY, MATTER TO U.S.?

--region is fragile.

--2.5 million refugees are leaving Syria & into neighboring countries.

--at cusp of regional war

--Economical implications. Iraq is a major oil producer; if conflict continues, price of oil will soar as oil ouput declines.

--For U.S., it's the problem of terrorism...If Iraq collapses, it creates a vast lawless territory in Middle East , a safe haven for all kinds of terrorist groups like Taliban , Al Queda.

8th grade U.S. History & Geography (Period 2,4,6 ) Assignments

Upcoming Assignments

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