May 22, 23, and 24 2019
1) Finish Final Assessment (DUE TODAY!)
*Blank outline attached.
2) Finish video- "America-Story of Us: Boom"
*Blank outline attached.
2) Finish video- "America-Story of Us: Boom"
u.s._history_from_1603-1877.pdf | |
File Size: | 200 kb |
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u.s._history_from_1603-1877_1.docx | |
File Size: | 16 kb |
File Type: | docx |
May 17, 2019
America: The Story of Us-Boom
We will look at and discuss the oil boom, automobile assembly line, and growth of cities and how it all helped the United States to become a world super power.
We will look at and discuss the oil boom, automobile assembly line, and growth of cities and how it all helped the United States to become a world super power.
May 16, 2019
1) Look at the happenings of the early 1900s and let's see if we can find a common thread as events lead to: industrialization, education reform, civil rights, women's rights, technology, medicine.
www.thepeoplehistory.com/1900to1909.html
2) The 1900s Education: Overview
www.thepeoplehistory.com/1900to1909.html
2) The 1900s Education: Overview
the_1900s_education.pdf | |
File Size: | 405 kb |
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May 15, 2019
Women's Suffrage movement CommonLit
commonlit_address-to-congress-on-women-s-suffrage_student.pdf | |
File Size: | 178 kb |
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May 14, 2019
1) Continue and finish interdisciplinary work on racism after slavery and "To Kill a Mockingbird". (DUE TOMORROW)
www.ushistory.org/more/timeline.htm
*Using primary sources, documents, and the novel, support how the failure of reconstruction (between 1835-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format.
www.ushistory.org/more/timeline.htm
*Using primary sources, documents, and the novel, support how the failure of reconstruction (between 1835-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format.
May 13, 2019
1) Begin interdisciplinary work on racism after slavery and "To Kill a Mockingbird".
*Using primary source documents and the novel, support how the failure of reconstruction (between 1865-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format. (You will need 3 historical sources for each theme you chose in Language and Literature class).
*Using primary source documents and the novel, support how the failure of reconstruction (between 1865-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format. (You will need 3 historical sources for each theme you chose in Language and Literature class).
May 10, 2019
1) Begin interdisciplinary work on racism after slavery and "To Kill a Mockingbird".
*Using primary source documents and the novel, support how the failure of reconstruction (between 1865-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format. (You will need 3 historical sources for each theme you chose in Language and Literature class).
*Using primary source documents and the novel, support how the failure of reconstruction (between 1865-1933) and the effects of institutionalized racism are evident within the novel "To Kill a Mockingbird". Use your theme quotes to help you to fully answer this. You may do this in outline or essay format. (You will need 3 historical sources for each theme you chose in Language and Literature class).
May 9, 2019
1) View "America: The Story of Us-Cities" (Attached below)
2) Finish: Attached Questions
jhs.jeffersondavis.org/apps/video/watch.jsp?v=118269
2) Finish: Attached Questions
jhs.jeffersondavis.org/apps/video/watch.jsp?v=118269
innovator_innovation.pdf | |
File Size: | 402 kb |
File Type: |
May 8, 2019
1) View video "America: The Story of Us-Cities" (Attached below)
2) Do: Attached Questions.
jhs.jeffersondavis.org/apps/video/watch.jsp?v=118269
2) Do: Attached Questions.
jhs.jeffersondavis.org/apps/video/watch.jsp?v=118269
innovator_innovation.pdf | |
File Size: | 402 kb |
File Type: |
May 7, 2019
1) After reading the following articles...Explain: How best to counter/stop racism.
* Is it possible? Explain.
* What steps can be taken to minimize racism?
https://www.npr.org/2019/02/19/695903336/publisher-of-an-alabama-newspaper-calls-for-the-kkk-to-clean-out-washington
https://www.npr.org/2019/02/20/696217158/u-s-hate-groups-rose-sharply-in-recent-years-watchdog-group-reports
* Is it possible? Explain.
* What steps can be taken to minimize racism?
https://www.npr.org/2019/02/19/695903336/publisher-of-an-alabama-newspaper-calls-for-the-kkk-to-clean-out-washington
https://www.npr.org/2019/02/20/696217158/u-s-hate-groups-rose-sharply-in-recent-years-watchdog-group-reports
May 6, 2019
1) CommonLit: AMERICA'S MOST INFAMOUS HATE GROUP: THE KKK by Jessica McBirney2017
CHOOSE ONE OF THE FOLLOWING FROM YOUR COMMONLIT TO ANSWER:
1. In the context of the text, how does prejudice emerge and spread? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
2. In the context of the text, why do people resist change? How was the creation of the KKK a response to change? How does the ideology of the KKK continue to represent a resistance to changes taking place today?
CHOOSE ONE OF THE FOLLOWING FROM YOUR COMMONLIT TO ANSWER:
1. In the context of the text, how does prejudice emerge and spread? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
2. In the context of the text, why do people resist change? How was the creation of the KKK a response to change? How does the ideology of the KKK continue to represent a resistance to changes taking place today?
May 3, 2019
1) Discuss the divide between a "black and white" history.
2) View: "George Washington Carver Tech" from Modern Marvels (History Channel)
3) Do questions over the viewing.
2) View: "George Washington Carver Tech" from Modern Marvels (History Channel)
3) Do questions over the viewing.
george_washington_carver_tech.pdf | |
File Size: | 106 kb |
File Type: |
May 2, 2019
1) Discuss the divide between a "black and white" history.
2) View: "George Washington Carver Tech" from Modern Marvels (History Channel)
3) Do questions over the viewing.
2) View: "George Washington Carver Tech" from Modern Marvels (History Channel)
3) Do questions over the viewing.
george_washington_carver_tech.pdf | |
File Size: | 106 kb |
File Type: |
May 1, 2019
1) Alabama voting test...read and take. (Just do the first 20) (Answer the questions below).
★ Were you upset when you thought this test might harm your grade? How would you feel if it robbed you of your right to vote?
★ Why did Southerners want to keep African-Americans away from the polls? What were they afraid of? (political power, economics, etc.)
★ Nationally, what are the requirements today for registration and voting in any region of the United States?
★ Were you upset when you thought this test might harm your grade? How would you feel if it robbed you of your right to vote?
★ Why did Southerners want to keep African-Americans away from the polls? What were they afraid of? (political power, economics, etc.)
★ Nationally, what are the requirements today for registration and voting in any region of the United States?
1965_alabama_literacy_test.pdf | |
File Size: | 9 kb |
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April 30, 2019
1) Plessy v Ferguson (CommonLit). We will read and do most of this one together.
April 29, 2019
1) Finish "Slavery did not end in 1865".
2) Answer the following: In which ways did the "New South" look like the South prior to the Civil War? Explain what happened (and did not happen) to make this possible.
2) Answer the following: In which ways did the "New South" look like the South prior to the Civil War? Explain what happened (and did not happen) to make this possible.
April 26, 2019
1) Continue with video and discussion.
2) How does the type of "slavery" (shown in this video) still resonate in many communities today?
2) How does the type of "slavery" (shown in this video) still resonate in many communities today?
April 25, 2019
1) Slavery did not end in 1865 (Video)
2) Write down as many instances of "slavery" as you can find from the video.
2) Write down as many instances of "slavery" as you can find from the video.
April 24, 2019
1) Finish up the DBQ from yesterday.
April 23, 2019
1) We will look at how Lincoln's assassination impacted Reconstruction in the South.
2) What would a Johnson presidency look like?
3) 13th, 14th, and 15th Amendments to the Constitution
4) Begin: Reconstruction DBQ (We will finish this tomorrow).
2) What would a Johnson presidency look like?
3) 13th, 14th, and 15th Amendments to the Constitution
4) Begin: Reconstruction DBQ (We will finish this tomorrow).
reconstruction_dbq.pdf | |
File Size: | 1095 kb |
File Type: |
April 22, 2019
CMAS TESTING
April 18, 2019
1) Abraham Lincoln's Assassination
2) Mary Todd-Lincoln (Read and Discuss)
3) DO: (CommonLit) John Wilkes-Booth
2) Mary Todd-Lincoln (Read and Discuss)
3) DO: (CommonLit) John Wilkes-Booth
was_mary_todd_lincoln_mentally_ill.pdf | |
File Size: | 193 kb |
File Type: |
April 17, 2019
CMAS Testing
April 16, 2019
1) We will read the CommonLit "Black Soldiers in the Civil War" together and discuss.
2) Complete the CommonLit "Black Soldiers in the Civil War"
2) Complete the CommonLit "Black Soldiers in the Civil War"
April 15, 2019
1) Sherman's March to the sea.
2) We will read the PDF and discuss how it connects with the modern world.
2) We will read the PDF and discuss how it connects with the modern world.
general_sherman.pdf | |
File Size: | 421 kb |
File Type: |
April 12, 2019
1) Five minutes on "The Story of US" (discuss) 33:27-39:14
2) Look at the Battle of Gettysburg and why it was important for both sides. (CommonLit -READ ONLY).
3) Gettysburg Address (CommonLit- Read and do questions).
2) Look at the Battle of Gettysburg and why it was important for both sides. (CommonLit -READ ONLY).
3) Gettysburg Address (CommonLit- Read and do questions).
April 11, 2019
1) "The Fighting 54th" Robert Gould Shaw and the 54th Massachusetts Regiment (African-American troops fighting for the Union cause during the Civil War).
2) We will watch a short video and read Robert Gould Shaw's final letter to his wife Annie.
3) Answer questions over video and letter (attached).
Video Link: www.pbs.org/video/civil-war-bottom-rail-top/
2) We will watch a short video and read Robert Gould Shaw's final letter to his wife Annie.
3) Answer questions over video and letter (attached).
Video Link: www.pbs.org/video/civil-war-bottom-rail-top/
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April 10, 2019
1) Read and annotate "The Emancipation Proclamation" (handout attached-turn in when finished)
2) DO: CommonLit: The Emancipation Proclamation
For #5 do not answer the question...put your name instead.
2) DO: CommonLit: The Emancipation Proclamation
For #5 do not answer the question...put your name instead.
emancipation_proclamation_anotation_worksheet.pdf | |
File Size: | 194 kb |
File Type: |
April 9, 2019
1) Look at "America-The Story of Us...The Civil War Years"
2) If we have time we will also view some of "The Presidents-Lincoln"
2) If we have time we will also view some of "The Presidents-Lincoln"
america-civil_war.pdf | |
File Size: | 516 kb |
File Type: |
April 8, 2019
CMAS testing all day!
April 5, 2019
1) The first shots of the Civil War
2) What did each side expect to happen?
2) What did each side expect to happen?
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April 4, 2019
1) Finish "The Presidents" from Taylor to Lincoln.
2) DO: DBQ "What Caused Secession?" (The videos below will help with this as well)
www.pbs.org/video/civil-war-thousand-mile-front/
www.pbs.org/video/civil-war-secessionitis/
www.pbs.org/video/civil-war-house-divided/
2) DO: DBQ "What Caused Secession?" (The videos below will help with this as well)
www.pbs.org/video/civil-war-thousand-mile-front/
www.pbs.org/video/civil-war-secessionitis/
www.pbs.org/video/civil-war-house-divided/
dbq_secession.pdf | |
File Size: | 164 kb |
File Type: |
April 3, 2019
1) Watch History Channel video over "The Presidents" from Taylor to Lincoln.
2) Take notes on each president and jot down any information that you think may have led to the U. S. Civil War.
2) Take notes on each president and jot down any information that you think may have led to the U. S. Civil War.
April 2, 2019
1) Discuss your definitions from yesterday and how these events helped to start the Civil War.
2) View: "The Election of 1860 & the Road to Disunion: Crash Course US History #18"
2) View: "The Election of 1860 & the Road to Disunion: Crash Course US History #18"
April 1, 2019
1) Events that helped to spark the U. S. Civil War (Write these down in your notebook (or a share Google Doc) and write a quick explanation of what they are and how they helped spark the Civil War). You may work in groups of three in order to complete these, but each person will need their own copy.
- 1619-1865: Slavery (The Peculiar Institution)
- 1820: Missouri Compromise
- 1831: Nat Turner's Rebellion
- 1846-1850: Wilmot Proviso
- 1850: The Compromise of 1850
- 1852: "Uncle Tom's Cabin" by Harriet Beecher Stowe
- 1854-1859: Bleeding Kansas
- 1857: Dred Scott -v- Sandford
- 1858: Lincoln-Douglas Debates
- 1859: John Brown's Raid
- 1860: The Election of Abraham Lincoln
- How the south felt marginalized by the north and the want for the expansion of "State's Rights".
- Territorial Expansion
- Formation of the "Republican" party
March 20, 2019
1) Take a look at the "Westward Expansion" final exam.
2) Look for corrections and explanations (I will take these into consideration when looking at grade changes).
2) Look for corrections and explanations (I will take these into consideration when looking at grade changes).
March 19, 2019
Westward Expansion Final Exam-Remember...bring the note card that you wrote your essay answer on with you.
March 18, 2019
1) Review: The Monroe Doctrine-Close Reading
2) We will understand how to gain meaning from a close reading
2) We will understand how to gain meaning from a close reading
March 12, 2019
1) Read: The Monroe Doctrine- A Close Reading
2) Do: After reading do the questions on the last page of the handout.
3) I will hand out the written portion of the Final Exam. You are to use your index card to jot down as much information as you can in order to help you answer your chosen question. (All documents attached below).
2) Do: After reading do the questions on the last page of the handout.
3) I will hand out the written portion of the Final Exam. You are to use your index card to jot down as much information as you can in order to help you answer your chosen question. (All documents attached below).
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March 11, 2019
1) Do the CommonLit (The Life of a U. S. Industrial Worker)
2) We will read it together in class, so please pay attention to the discussion as it may help you with the assessment.
2) We will read it together in class, so please pay attention to the discussion as it may help you with the assessment.
March 8, 2019
1) Industrial Revolution: Child Labor (Photograph Analysis)- Attached below
2) Watch video on Child Labor during the Industrial Revolution
2) Watch video on Child Labor during the Industrial Revolution
March 7, 2019
The Story of US: Westward Expansion and Technology...watch video (no notes).
March 6, 2019
1) Go to Google Classroom look at assignment "Westward Expansion: Technology
2) Follow the directions and complete the Google Slide over the technology you chose.
3) Add at least 10 fun facts or a story about your technology.
DUE AT END OF CLASS TODAY!
2) Follow the directions and complete the Google Slide over the technology you chose.
3) Add at least 10 fun facts or a story about your technology.
DUE AT END OF CLASS TODAY!
March 5, 2019
1) Go to Google Classroom look at assignment "Westward Expansion: Technology
2) Follow the directions and complete the Google Slide over the technology you chose.
DUE AT END OF CLASS TOMORROW!
2) Follow the directions and complete the Google Slide over the technology you chose.
DUE AT END OF CLASS TOMORROW!
March 1, 2019
1) We will read about modern day slavery and look at the similarities and differences between it and U. S. slavery during the 1800s.
2) Video over the reading attached below.
www.cnn.com/videos/world/2019/02/28/cfp-troubled-waters-ghana-documentary.cnn (VIDEO)
www.cnn.com/interactive/2019/02/africa/ghana-child-slaves-intl/
2) Video over the reading attached below.
www.cnn.com/videos/world/2019/02/28/cfp-troubled-waters-ghana-documentary.cnn (VIDEO)
www.cnn.com/interactive/2019/02/africa/ghana-child-slaves-intl/
February 28, 2019
1) We read the what President James K. Polk had to say about Mexico, now let's read Congressman Giddings' response.
2) Read and highlight the keywords.
3) Summarize the meaning of the text in your own words.
2) Read and highlight the keywords.
3) Summarize the meaning of the text in your own words.
lesson_2_giddings_speech_abridged.pdf | |
File Size: | 55 kb |
File Type: |
February 27, 2019
1) Read and highlight the keywords.
2) Summarize the meaning of the text in your own words.
I WILL SPLIT THE READING UP INTO SECTIONS TO MAKE IT A BIT MORE MANAGEABLE
2) Summarize the meaning of the text in your own words.
I WILL SPLIT THE READING UP INTO SECTIONS TO MAKE IT A BIT MORE MANAGEABLE
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February 26, 2019
Manifest Destiny:
What was it?
Was it moral?
Was it ethical?
Was it legal?
Think about these questions and answer them both in the context of 19th century America and 21st century America. Would there be a difference?
What was it?
Was it moral?
Was it ethical?
Was it legal?
Think about these questions and answer them both in the context of 19th century America and 21st century America. Would there be a difference?
February 25, 2019
1) Continue to work and discuss "Manifest Destiny" Reading and Activity
manifest_destiny.pdf | |
File Size: | 3456 kb |
File Type: |
February 22, 2019
1) Do: Manifest Destiny Activity
manifest_destiny.pdf | |
File Size: | 3456 kb |
File Type: |
February 21, 2019
1) History Channel Video: "The Presidents"- Van Buren, Harrison, Tyler, Polk
February 20, 2019
1) Go to Google Classroom
2) Do the Texas Independence DBQ and turn in on Google Classroom
2) Do the Texas Independence DBQ and turn in on Google Classroom
texas_independence_dbq.docx | |
File Size: | 280 kb |
File Type: | docx |
February 19, 2019
1) Texas Revolution and Independence
February 13, 2019
1) I will let you draw for your debate partner.
2) You will have the class period to discuss your opinion and come up with rebuttals for tomorrow's debate.
2) You will have the class period to discuss your opinion and come up with rebuttals for tomorrow's debate.
February 12, 2019
1) Continue with research for your debate.
* You need 5 pieces of factual evidence to help you in your debate, which can come from any trusted and reliable source.
DEBATE: TOMORROW!!!
* You need 5 pieces of factual evidence to help you in your debate, which can come from any trusted and reliable source.
DEBATE: TOMORROW!!!
February 11, 2019
Go to Google Classroom and work on the debate topic. Follow the directions.
DEBATE: WEDNESDAY!!!
DEBATE: WEDNESDAY!!!
February 8, 2019
1) Do both of the Achieve 3000 articles. Read the article, do the activity, and do the math.
* "Westward Expansion: New States, New Troubles"
* "The Native American Way of Life"
PLEASE DO YOUR BEST...THESE WILL BOTH GO INTO THE GRADE BOOK.
* "Westward Expansion: New States, New Troubles"
* "The Native American Way of Life"
PLEASE DO YOUR BEST...THESE WILL BOTH GO INTO THE GRADE BOOK.
February 7, 2019
Finish video over Native Americans
February 6, 2019
1) Presidency of Andrew Jackson
2) Jackson's Presidency (Read attached document below)
3) Give one main fact under each of the headings over the reading: (on your own paper)
*Andrew Jackson’s Early Life
*Andrew Jackson’s Military Career
*Andrew Jackson In the White House
*Bank of the United States and Crisis in South Carolina
*Andrew Jackson’s Legacy
2) Jackson's Presidency (Read attached document below)
3) Give one main fact under each of the headings over the reading: (on your own paper)
*Andrew Jackson’s Early Life
*Andrew Jackson’s Military Career
*Andrew Jackson In the White House
*Bank of the United States and Crisis in South Carolina
*Andrew Jackson’s Legacy
andrew_jackson_-_history.pdf | |
File Size: | 742 kb |
File Type: |
February 5, 2019
1) Continue the video from yesterday. Discuss students' take on the part of the video from yesterday.
2) 6th period will need to to the DBQ located below.
2) 6th period will need to to the DBQ located below.
indian_removal_dbq_1785_-_1838_copy.pdf | |
File Size: | 90 kb |
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February 4, 2019
1) Play attached video (Stop at 31:00). Use the rest of class to answer the following prompt: What is the most significant part of the video thus far? Why do you think this? Please answer in a well prepared P.E.E.L. paragraph. Turn in when finished (Due Tomorrow).
February 1, 2019
1) "The Presidents" (James Monroe) Begin at 37:17
2) View "Crash Course-Westward Expansion" and do questions on Google Classroom
2) View "Crash Course-Westward Expansion" and do questions on Google Classroom
January 31, 2019
1) Share out: What it means to be an American
2) DO: CommonLit-Missouri Compromise (Google Classroom)
2) DO: CommonLit-Missouri Compromise (Google Classroom)
January 30, 2019
1) Work on Slavery DBQ in Google Classroom
2) Share out: What it means to be an American
2) Share out: What it means to be an American
January 29, 2019
1) How westward expansion breathed new life into slavery (Read attached document and discuss)
TERMS/KNOW: (Add these to your notes)
*Missouri Compromise
*Kansas-Nebraska Act
*Slave Codes
*Manifest Destiny
2) List 5 items on what it means to be American. Think about this one. Don't put things like language, birthplace, name, etc. List things like moral, ethics, beliefs and explain those in 1-2 sentences each.
TERMS/KNOW: (Add these to your notes)
*Missouri Compromise
*Kansas-Nebraska Act
*Slave Codes
*Manifest Destiny
2) List 5 items on what it means to be American. Think about this one. Don't put things like language, birthplace, name, etc. List things like moral, ethics, beliefs and explain those in 1-2 sentences each.
how_u.s._westward_expansion_breathed_new_life_into_slavery_-_history.pdf | |
File Size: | 1454 kb |
File Type: |
January 28, 2019
1) Slavery in the Americas
2) Fugitive Slave Act of 1793 (Complete in Google Classroom)
3) How westward expansion breathed new life into slavery
2) Fugitive Slave Act of 1793 (Complete in Google Classroom)
3) How westward expansion breathed new life into slavery
slavery_in_america_-_history.pdf | |
File Size: | 1008 kb |
File Type: |
how_u.s._westward_expansion_breathed_new_life_into_slavery_-_history.pdf | |
File Size: | 1454 kb |
File Type: |
January 25, 2019
Continue Treaties Notes
January 24, 2019
1) Look at treaties that expanded the U.S. land mass.
2)Growth through treaties/war
We will begin looking at growth in several different ways:
*Growth through treaties
*Growth of the Federal Government
*Growth of slavery
*Growth of Industry/Inventions
*Growth into Native American Lands
2)Growth through treaties/war
We will begin looking at growth in several different ways:
*Growth through treaties
*Growth of the Federal Government
*Growth of slavery
*Growth of Industry/Inventions
*Growth into Native American Lands
us_expansion_through_treaties.ppt | |
File Size: | 1418 kb |
File Type: | ppt |
January 23, 2019
1) Finish map...DUE TODAY!!!
January 18, 2019
Complete work from yesterday
January 17, 2019
1) Westward expansion and the plight of Native Americans:
*cdn.vox-cdn.com/thumbor/pqwXThWD0i4Sh2fPNYDogOQaRc4=/800x0/filters:no_upscale()/cdn.vox-cdn.com/uploads/chorus_asset/file/3702464/native-american-land__.0.0.gif
Major Native American Tribes 1800s: www.loc.gov/resource/g3701e.ct003648r/?r=-0.181,0.046,1.355,0.584,0
Loss of Native American Lands: https://www.google.com/imgres?imgurl=http%3A%2F%2Fwww.slate.com%2Fcontent%2Fdam%2Fslate%2Fblogs%2Fthe_vault%2F2014%2F06%2F17%2Fnewmap.gif&imgrefurl=http%3A%2F%2Fwww.slate.com%2Fblogs%2Fthe_vault%2F2014%2F06%2F17%2Finteractive_map_loss_of_indian_land.html&docid=2EZmW_sbA5VHkM&tbnid=McgusY486TN5dM%3A&vet=10ahUKEwjG-NKlkfXfAhUi_4MKHSfVBosQMwg-KAEwAQ..i&w=1047&h=542&safe=strict&bih=657&biw=1366&q=native%20tribal%20lands%201800%20and%20today&ved=0ahUKEwjG-NKlkfXfAhUi_4MKHSfVBosQMwg-KAEwAQ&iact=mrc&uact=8
*Plot on "student" created map: (Pick a different color where possible)
*Indian lands prior to 1800- USE Map (loc.gov) and use the linguistic areas for tribes.
*Lewis and Clark's Expedition Trail (jot down at least 5 important points/experiences of their expedition.)
*The Oregon Trail (important stops along the way)
*Santa Fe Trail
*Two digit state abbreviation for each state
*Mississippi River
*Missouri River
*Arkansas River
*Colorado River
*Ohio River
*Columbia River
*Rio Grande River
*Appalachian Mountains
*Rocky Mountains
*Ouachita Mountains
*Outline slave states as of 1815
*The Great Lakes
* Compass Rose with directions: N, S, E, W, NW, SW, NE, SE, NNW, SSW, NNE, SSE, ENE, SSW, ENW
*cdn.vox-cdn.com/thumbor/pqwXThWD0i4Sh2fPNYDogOQaRc4=/800x0/filters:no_upscale()/cdn.vox-cdn.com/uploads/chorus_asset/file/3702464/native-american-land__.0.0.gif
Major Native American Tribes 1800s: www.loc.gov/resource/g3701e.ct003648r/?r=-0.181,0.046,1.355,0.584,0
Loss of Native American Lands: https://www.google.com/imgres?imgurl=http%3A%2F%2Fwww.slate.com%2Fcontent%2Fdam%2Fslate%2Fblogs%2Fthe_vault%2F2014%2F06%2F17%2Fnewmap.gif&imgrefurl=http%3A%2F%2Fwww.slate.com%2Fblogs%2Fthe_vault%2F2014%2F06%2F17%2Finteractive_map_loss_of_indian_land.html&docid=2EZmW_sbA5VHkM&tbnid=McgusY486TN5dM%3A&vet=10ahUKEwjG-NKlkfXfAhUi_4MKHSfVBosQMwg-KAEwAQ..i&w=1047&h=542&safe=strict&bih=657&biw=1366&q=native%20tribal%20lands%201800%20and%20today&ved=0ahUKEwjG-NKlkfXfAhUi_4MKHSfVBosQMwg-KAEwAQ&iact=mrc&uact=8
*Plot on "student" created map: (Pick a different color where possible)
*Indian lands prior to 1800- USE Map (loc.gov) and use the linguistic areas for tribes.
*Lewis and Clark's Expedition Trail (jot down at least 5 important points/experiences of their expedition.)
*The Oregon Trail (important stops along the way)
*Santa Fe Trail
*Two digit state abbreviation for each state
*Mississippi River
*Missouri River
*Arkansas River
*Colorado River
*Ohio River
*Columbia River
*Rio Grande River
*Appalachian Mountains
*Rocky Mountains
*Ouachita Mountains
*Outline slave states as of 1815
*The Great Lakes
* Compass Rose with directions: N, S, E, W, NW, SW, NE, SE, NNW, SSW, NNE, SSE, ENE, SSW, ENW
January 16, 2019
1) Westward Expansion after "The War of 1812"-Define Terms and answer questions. (Google Classroom).
*Oregon Trail (what was it and why was it important?)
*Era of Good Feelings
* Tariff of 1816 (What was its significance? Is there anything comparable to it today?)
* Clay's American System (How would this system, according to Clay, benefit the U.S. economy?)
* Zebulon Pike (What was Pike's real contribution to the U. S.?)
When finished you make take a trip on the Oregon Trail:
fourthgradegingerich.weebly.com/oregon-trail-game.html (OREGON TRAIL GAME)
*Oregon Trail (what was it and why was it important?)
*Era of Good Feelings
* Tariff of 1816 (What was its significance? Is there anything comparable to it today?)
* Clay's American System (How would this system, according to Clay, benefit the U.S. economy?)
* Zebulon Pike (What was Pike's real contribution to the U. S.?)
When finished you make take a trip on the Oregon Trail:
fourthgradegingerich.weebly.com/oregon-trail-game.html (OREGON TRAIL GAME)
January 15, 2019
1) Go over 1812 DBQ and discuss the 5 paragraph essay. DUE TOMORROW!
January 14, 2019
1) Read the DBQ on the War of 1812
2) Do the questions (on your own paper), and answer them fully. (This is an individual assignment).
3) Turn in when finished. Due Today!
2) Do the questions (on your own paper), and answer them fully. (This is an individual assignment).
3) Turn in when finished. Due Today!
war-of-1812-dbq.pdf | |
File Size: | 513 kb |
File Type: |
January 11, 2019
1) Lewis and Clark expedition-video-part 2
2) DBQ- Lewis and Clark (attached below)
2) DBQ- Lewis and Clark (attached below)
dbq-lewis___clark.pdf | |
File Size: | 355 kb |
File Type: |
January 10, 2019
1) Lewis and Clark expedition-video-part 1
January 9, 2019
1) Louisiana Purchase (DBQ below)
2) Look at Westward Expansion/Manifest Destiny
3) What would it have been like?
2) Look at Westward Expansion/Manifest Destiny
3) What would it have been like?
la_purchase_dbq.pdf | |
File Size: | 290 kb |
File Type: |
December 18, 2018
Present "Choice Projects" today.
December 17, 2018
Present "Choice Projects" today.
December 14, 2018
CHOICE PROJECTS DUE TODAY.
1) Students will take a citizenship based civics test.
*Discuss
* Is the test fair?
*What if Americans can't pass it? What would this say about our culture?
www.800citizen.org/us_citizenship_test/citizenship_practice_test/
my.uscis.gov/prep/test/civics
1) Students will take a citizenship based civics test.
*Discuss
* Is the test fair?
*What if Americans can't pass it? What would this say about our culture?
www.800citizen.org/us_citizenship_test/citizenship_practice_test/
my.uscis.gov/prep/test/civics
December 13, 2018
WORK ON "CHOICE" PROJECT! (DUE FRIDAY)
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
December 12, 2018
WORK ON "CHOICE" PROJECT! (DUE FRIDAY)
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
December 11, 2018
WORK ON "CHOICE" PROJECT! (DUE FRIDAY)
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
Remember: Your paper should follow the details below and also have the following:
1) State what your topic is.
2) What is your opinion?
3) Come up with a solution with compromise.
4) What does the "other side" think about your topic? State their opinion.
choice_project_details.pdf | |
File Size: | 700 kb |
File Type: |
December 10, 2018
1) Judicial review and treason (Read and work on questions)
2) Executive Branch-Impeachment (Read and work on questions)
3) Work on "Choice" Project.
2) Executive Branch-Impeachment (Read and work on questions)
3) Work on "Choice" Project.
December 7, 2018
1) Achieve 3000 "Shaping a Government"
*Read Article
* Do Activity
* Do Thought Question: You don't have to do 5 paragraphs....just answer the question.
*Do Math problem
2) Work on "Choice Project"
*Read Article
* Do Activity
* Do Thought Question: You don't have to do 5 paragraphs....just answer the question.
*Do Math problem
2) Work on "Choice Project"
December 6, 2018
1) The War of 1812
www.khanacademy.org/humanities/us-history/the-early-republic/politics-society-early-19th-c/a/the-war-of-1812
* Battle of Tippecanoe: www.ohiohistorycentral.org/w/Battle_of_Tippecanoe
2) Work on your "Choice Project": Remember to do the things listed below as well as what is listed on the instructional PDF (below). (Due Friday, December 14)
State the topic
State your opinion
Create a solution with compromise
What is the opposition's perspective?
www.khanacademy.org/humanities/us-history/the-early-republic/politics-society-early-19th-c/a/the-war-of-1812
* Battle of Tippecanoe: www.ohiohistorycentral.org/w/Battle_of_Tippecanoe
2) Work on your "Choice Project": Remember to do the things listed below as well as what is listed on the instructional PDF (below). (Due Friday, December 14)
State the topic
State your opinion
Create a solution with compromise
What is the opposition's perspective?
choice_project_details.pdf | |
File Size: | 700 kb |
File Type: |
December 5, 2018
1) James Madison (Video: Begin on 30:24 and end on 36:51).
2) Use the rest of class to work on your "Choice Project" (Due Friday, December 14)
2) Use the rest of class to work on your "Choice Project" (Due Friday, December 14)
December 4, 2018
1) Geography Bee
2) Work on "Choice Project"
2) Work on "Choice Project"
choice_project_details.pdf | |
File Size: | 700 kb |
File Type: |
December 3, 2018
1) Thomas Jefferson and the Louisiana Purchase
*Was it Constitutional and does it matter if it was/wasn't?
*Was it Constitutional and does it matter if it was/wasn't?
November 30, 2018
1) Thomas Jefferson's Administration
*Read and discuss the DBQ on Thomas Jefferson
*DO: Look at Jefferson's Core Beliefs and put into your own words
*DO: Take those beliefs and answer (after reading all the articles) if you believe that he lived up to his
ideals and beliefs. Do all 4.
*Read and discuss the DBQ on Thomas Jefferson
*DO: Look at Jefferson's Core Beliefs and put into your own words
*DO: Take those beliefs and answer (after reading all the articles) if you believe that he lived up to his
ideals and beliefs. Do all 4.
jefferson_dbq.pdf | |
File Size: | 612 kb |
File Type: |
November 29, 2018
1) Continue working on "Choice" project (Due Friday, December 14)
2) Use the "Project Planning Worksheet" to help you.
3) The worksheet will be turned in for a grade at the end of the project. (Attached below).
2) Use the "Project Planning Worksheet" to help you.
3) The worksheet will be turned in for a grade at the end of the project. (Attached below).
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November 28, 2018
1) Continue work on "Choice Project"
November 27, 2018
1) Thomas Jefferson- video and discussion
**www.youtube.com/watch?v=K7fKFvZKZtQ&list=PLA5e6wnPHowgXgpNC9gDSq1E6gVftuNKh
2) Marbury vs Madison-video and discussion
www.youtube.com/watch?v=wNlilK7uuT4
**Judicial Review
**www.youtube.com/watch?v=K7fKFvZKZtQ&list=PLA5e6wnPHowgXgpNC9gDSq1E6gVftuNKh
2) Marbury vs Madison-video and discussion
www.youtube.com/watch?v=wNlilK7uuT4
**Judicial Review
November 26, 2018
1) Discuss and work on "Choice Projects".
REMEMBER: PERMISSION SLIPS NEED TO BE TURNED IN NO LATER THAN TOMORROW!
www.isidewith.com/polls
REMEMBER: PERMISSION SLIPS NEED TO BE TURNED IN NO LATER THAN TOMORROW!
www.isidewith.com/polls
choice_project_details.pdf | |
File Size: | 700 kb |
File Type: |
November 16, 2018
1) Finish watching part 1 of "The Founding Fathers"
*www.youtube.com/watch?v=nTBgsQeBZ88
2) Take the remaining class time to look at the website for the final project.
*www.isidewith.com/polls
*www.youtube.com/watch?v=nTBgsQeBZ88
2) Take the remaining class time to look at the website for the final project.
*www.isidewith.com/polls
November 15, 2018
1) View and discuss "The Founding Fathers" video
www.youtube.com/watch?v=nTBgsQeBZ88
www.youtube.com/watch?v=nTBgsQeBZ88
November 14, 2018
Read through and work on the DBQ: "How did the Constitution guard against tyranny?"
how_did_the_constitution_guard_against_tyranny_dbq.pdf | |
File Size: | 6162 kb |
File Type: |
November 13, 2018
Read through and work on the DBQ: "How did the Constitution guard against tyranny?"
how_did_the_constitution_guard_against_tyranny_dbq.pdf | |
File Size: | 6162 kb |
File Type: |
November 12, 2018
SNOW DAY!!! NO SCHOOL!!!
November 9, 2018
1) Class time to discuss and work on quiz (attached below). Complete in Google Classroom (DUE TODAY)!
Look at Alien and Sedition Acts
millercenter.org/president/john-adams/key-events
Look at Alien and Sedition Acts
millercenter.org/president/john-adams/key-events
bill_of_rights_quiz.pdf | |
File Size: | 39 kb |
File Type: |
November 8, 2018
1) Class time to discuss and work on quiz (attached below). Complete in Google Classroom
bill_of_rights_quiz.pdf | |
File Size: | 39 kb |
File Type: |
November 7, 2018
1) View: History Channel's "The Presidents"
*We will view and talk about John Adams
John Adams (13:15-21:21)
*Compare the French and American Revolutions
*XYZ Affair:
***www.john-adams-heritage.com/the-xyz-affair/
*Quasi War
*Alien and Sedition Acts:
*** www.ushistory.org/us/19e.asp
***www.history.com/topics/early-us/alien-and-sedition-acts
*Were these acts justified? Explain.
*Do you agree with these acts? Why or why not?
*How do these acts, or way of thinking, impact us today?
*Are there any parallels to today's world? If so, explain.
*Virginia and Kentucky Resolutions: billofrightsinstitute.org/founding-documents/primary-source-documents/virginia-and-kentucky-resolutions/
*We will view and talk about John Adams
John Adams (13:15-21:21)
*Compare the French and American Revolutions
*XYZ Affair:
***www.john-adams-heritage.com/the-xyz-affair/
*Quasi War
*Alien and Sedition Acts:
*** www.ushistory.org/us/19e.asp
***www.history.com/topics/early-us/alien-and-sedition-acts
*Were these acts justified? Explain.
*Do you agree with these acts? Why or why not?
*How do these acts, or way of thinking, impact us today?
*Are there any parallels to today's world? If so, explain.
*Virginia and Kentucky Resolutions: billofrightsinstitute.org/founding-documents/primary-source-documents/virginia-and-kentucky-resolutions/
QUIZ: ATTACHED BELOW-DUE FRIDAY
bill_of_rights_quiz.pdf | |
File Size: | 39 kb |
File Type: |
November 6, 2018
1) View: History Channel's "The Presidents"
* We will view and talk about George Washington's Presidency.
* Answer the questions below related to the video.
George Washington (00:00-13:11)
* We will view and talk about George Washington's Presidency.
* Answer the questions below related to the video.
George Washington (00:00-13:11)
- What made this new office of president so different in the world?
- The Founding Fathers established strong courts, a strong legislature, but planned for a weak executive. Why?
- Why did the Founding Fathers create the Electoral College?
- Why did Washington create a cabinet of advisers?
- Why was the location of the new nation’s capital city controversial?
- Washington wanted to leave the presidency after his first term. Why?
- War broke out in Europe, prompting Washington to respond. What did he choose to do and why do you think he chose that action?
- What were the unique circumstances of George Washington’s presidency?
- How do you think Washington set the stage for later presidents?
- List two precedents that Washington created.
November 5, 2018
Do: Achieve 3000 "Limiting Power"
*Read Article
*DO: Activity, Thought Question, and Math Problem
*Please do your best (Remember: Do your best...nothing under 75% counts.
QUIZ OVER Articles and Constitution/George Washington's Presidency NOTES ON THURSDAY!
*Read Article
*DO: Activity, Thought Question, and Math Problem
*Please do your best (Remember: Do your best...nothing under 75% counts.
QUIZ OVER Articles and Constitution/George Washington's Presidency NOTES ON THURSDAY!
November 2, 2018
1) Continue with notes over PowerPoint (attached below)
2) Learn about George Washington's tenure as President and the decisions that were made during that time to ensure our country's survival.
NOTES BELOW WILL BE ON THE TEST THIS THURSDAY:
*Battles in/and for Indian Territories
*The Whiskey Rebellion
*The French Revolution
*Loose and Strict Interpretation of the Constitution.
*Elastic Clause
*Alexander Hamilton's Economic system
*Bank of the United States(Constitutional)?
*George Washington's Farewell Address
*No political parties
*No foreign entanglements
2) Learn about George Washington's tenure as President and the decisions that were made during that time to ensure our country's survival.
NOTES BELOW WILL BE ON THE TEST THIS THURSDAY:
*Battles in/and for Indian Territories
*The Whiskey Rebellion
*The French Revolution
*Loose and Strict Interpretation of the Constitution.
*Elastic Clause
*Alexander Hamilton's Economic system
*Bank of the United States(Constitutional)?
*George Washington's Farewell Address
*No political parties
*No foreign entanglements
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November 1, 2018
1) Takes notes on PowerPoint (attached below)
2) Learn about George Washington's tenure as President and the decisions that were made during that time to ensure our country's survival.
2) Learn about George Washington's tenure as President and the decisions that were made during that time to ensure our country's survival.
washingtonspresidency.ppt | |
File Size: | 1369 kb |
File Type: | ppt |
October 31, 2018
Present skits today. Please make sure they are complete and ready to present to the class.
October 30, 2018
1) First part of class finishing up skits. (Due Today)
2) Second part of class presenting skits.
2) Second part of class presenting skits.
October 29, 2018
1) Continue working on skits (DUE TOMORROW)
* They should be 2 minutes in length.
* They should completely show that you understand the topic you are working on.
* Have fun with this.
* They should be 2 minutes in length.
* They should completely show that you understand the topic you are working on.
* Have fun with this.
October 26, 2018
1) Begin working on skits
* They should be 2 minutes in length.
* They should completely show that you understand the topic you are working on.
* Have fun with this.
* They should be 2 minutes in length.
* They should completely show that you understand the topic you are working on.
* Have fun with this.
October 25, 2018
Finish up work from yesterday.
October 24, 2018
1) Articles of Confederation and Constitution PowerPoint
*Read directions on the PowerPoint (Do: Wednesday section of the PowerPoint) If you finish you may
work on the Thursday section as well).
*Write down all information before creating your class skits. -We are not working in pairs until
Tomorrow or Friday!
*Read directions on the PowerPoint (Do: Wednesday section of the PowerPoint) If you finish you may
work on the Thursday section as well).
*Write down all information before creating your class skits. -We are not working in pairs until
Tomorrow or Friday!
October 23, 2018
1) Articles of Confederation and Constitution PowerPoint
*Read directions on the PowerPoint (Do: Tuesday section of the PowerPoint)
*Write down all information before creating your class skits.
*You will divide into pairs and draw for your topic.
TO HELP WITH FEDERALISM: www.thoughtco.com/federalism-powers-national-and-state-governments-3321841
*Read directions on the PowerPoint (Do: Tuesday section of the PowerPoint)
*Write down all information before creating your class skits.
*You will divide into pairs and draw for your topic.
TO HELP WITH FEDERALISM: www.thoughtco.com/federalism-powers-national-and-state-governments-3321841
articles_and_constitution_biggs.pptx | |
File Size: | 99 kb |
File Type: | pptx |
October 22, 2018
1) Articles of Confederation and Constitution PowerPoint
*Read directions on the PowerPoint
*Write down all information before creating your class skits.
*Read directions on the PowerPoint
*Write down all information before creating your class skits.
articles_and_constitution_biggs.pptx | |
File Size: | 99 kb |
File Type: | pptx |
October 18 & 19, 2018
NO SCHOOL (P/T Conferences)
October 17, 2018
1) Discuss both the Senate and House of Representatives
2) What makes them so different?
2) What makes them so different?
senate_and_house.pdf | |
File Size: | 136 kb |
File Type: |
October 16, 2018
1) Talk about the Executive and Legislative Branches
2) Answer questions on both
2) Answer questions on both
executive_and_legislative_branches.pdf | |
File Size: | 143 kb |
File Type: |
October 15, 2018
1) Look at Articles I, II, and III of the U. S. Constitution. Why are they important?
- Article I – The Legislative Branch: The principal mission of the legislative body is to make laws. It is split into two different chambers – the House of Representatives and the Senate. Congress is a legislative body that holds the power to draft and pass legislation, borrow money for the nation, declare war and raise a military. It also has the power to check and balance the other two federal branches.
- The Senate has how many members?
- The House of Representatives have how many members?
- How long are each elected?
- What are the requirements to be a Senator?
- What are the requirements to be a Representative?
- Article II – The Executive Branch: This branch of the government manages the day-to-day operations of government through various federal departments and agencies, such as the Department of Treasury. At the head of this branch is the nationally elected President of the United States.
- How is this branch of government elected/selected?
- Who makes up the Executive Branch?
- What are the requirements to be the President?
- Article III – The Judicial Branch: Article III outlines the powers of the federal court system. Determines that the court of last resort is the US Supreme Court and that the US Congress has the power to determine the size and scope of those courts below it. All judges are appointed for life unless they resign due to bad behavior. Those facing charges are to be tried and judged by a jury of their peers.
- How are the Justices selected?
- How long are they elected for?
- What are the requirements to be a justice?
October 12, 2018
1) Types of Government
2) On the list below:
*Look at the types of government with an asterisk.
*Find 2 countries that display the type of governments with an asterisk and write them down.
2) On the list below:
*Look at the types of government with an asterisk.
*Find 2 countries that display the type of governments with an asterisk and write them down.
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October 11, 2018
1) Continue reading the U. S. Constitution
2) Understand the Bill of Rights and what they mean to us.
3) Prepare for a Constitutional Amendment Debate
U. S. Constitution: constitutionus.com/
2) Understand the Bill of Rights and what they mean to us.
3) Prepare for a Constitutional Amendment Debate
U. S. Constitution: constitutionus.com/
October 10, 2018
1) Read the U. S. Constitution
2) Understand the Bill of Rights and what they mean to us.
3) Prepare for a Constitutional Amendment Debate
U. S. Constitution: constitutionus.com/
2) Understand the Bill of Rights and what they mean to us.
3) Prepare for a Constitutional Amendment Debate
U. S. Constitution: constitutionus.com/
October 9, 2018
1) Discuss the U. S. Constitution
2) Read about the Constitutional Convention
3) Shays Rebellion and its link to the downfall of the Confederation.
4) Compromise
U.S. Constitution:
constitutionus.com/
2) Read about the Constitutional Convention
3) Shays Rebellion and its link to the downfall of the Confederation.
4) Compromise
U.S. Constitution:
constitutionus.com/
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October 8, 2018
1) Look at how/why the U. S. Constitution was created.
2) Discuss the Articles of Confederation and how they led to the U.S. Constitution.
Do: Documents listed below over the Articles of Confederation.
Treaty of Paris:
www.history.com/topics/american-revolution/treaty-of-paris
Articles of Confederation:
www.ushistory.org/documents/confederation.htm
U.S. Constitution:
constitutionus.com/
2) Discuss the Articles of Confederation and how they led to the U.S. Constitution.
Do: Documents listed below over the Articles of Confederation.
Treaty of Paris:
www.history.com/topics/american-revolution/treaty-of-paris
Articles of Confederation:
www.ushistory.org/documents/confederation.htm
U.S. Constitution:
constitutionus.com/
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October 4, 2018
1) Discuss student declarations
2) Give time to work on all I/S assignments.
FINAL ASSESSMENT DUE: TUESDAY, October 9
2) Give time to work on all I/S assignments.
FINAL ASSESSMENT DUE: TUESDAY, October 9
October 3, 2018
1)Discuss Battle of the Revolution.
2) Give time to work on Declaration and/or Final Assessment.
2) Give time to work on Declaration and/or Final Assessment.
October 2, 2018
1) Look at 'Common Sense' by Thomas Paine (discuss)
2) Battles of:
Trenton Saratoga
Concord Yorktown
Lexington Bunker Hill
Princeton Ticonderoga
Cowpens Charleston
(Look at site below to help you answer these questions)
*What was the reason for the conflict?
* Why was the battle important/significant?
* Where was it located
* Plot this information on your Google Map (different color and icon)
(DUE Friday, October 5)
www.landofthebrave.info/revolutionary-battles.htm
2) Battles of:
Trenton Saratoga
Concord Yorktown
Lexington Bunker Hill
Princeton Ticonderoga
Cowpens Charleston
(Look at site below to help you answer these questions)
*What was the reason for the conflict?
* Why was the battle important/significant?
* Where was it located
* Plot this information on your Google Map (different color and icon)
(DUE Friday, October 5)
www.landofthebrave.info/revolutionary-battles.htm
October 1, 2018
1) Create a student Declaration of Independence (Due Friday, October 5)
2) Work on Final Assessment (time providing)
2) Work on Final Assessment (time providing)
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September 28, 2018
1) Causes of the American Revolution Final Assessment
causes_of_the_american_revolution_project.docx.pdf | |
File Size: | 121 kb |
File Type: |
September 27, 2018
1) Read: The Declaration of Independence (below)
2) Discuss what it still means to us.
2) Discuss what it still means to us.
declaration_of_independence.pdf | |
File Size: | 663 kb |
File Type: |
September 26, 2018
1) Battle of Lexington (Work together on DBQ below)
2) Declaration of Independence (read aloud and discuss)
**How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence?
2) Declaration of Independence (read aloud and discuss)
**How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence?
battle_of_lexington_dbq.pdf | |
File Size: | 126 kb |
File Type: |
September 25, 2018
1) Read aloud the conspiracy theories and let the class decide.
2) How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence?
DEFINE/UNDERSTAND THE WORDS BELOW:
Sons/Daughters of Liberty
Boycott
Olive Branch Petition
Common Sense
Declaration of Independence
Second Continental Congress
Boston Massacre
Boston Tea Party
“Give Me Liberty or Give Me Death”
No Taxation without Representation
Committees of Correspondence
2) How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence?
DEFINE/UNDERSTAND THE WORDS BELOW:
Sons/Daughters of Liberty
Boycott
Olive Branch Petition
Common Sense
Declaration of Independence
Second Continental Congress
Boston Massacre
Boston Tea Party
“Give Me Liberty or Give Me Death”
No Taxation without Representation
Committees of Correspondence
September 24, 2018
1) Beginnings of the American Revolution
2) You have to create a conspiracy theory.
You will pretend that you are the "merchant class" of the colonies and your are trying to convince the other colonists (who love Britain) that they must unite with you in order to teach Britain a lesson. Create a conspiracy theory (based on truth) that will get the colonists on your side.
2) You have to create a conspiracy theory.
You will pretend that you are the "merchant class" of the colonies and your are trying to convince the other colonists (who love Britain) that they must unite with you in order to teach Britain a lesson. Create a conspiracy theory (based on truth) that will get the colonists on your side.
September 21, 2018
1) DBQ: Read the DBQ documents attached below and be able to answer the question:
***Were the Colonists justified in rebelling against Britain?
YOU WILL ANSWER THIS QUESTION (WITH TEXT EVIDENCE) ON GOOGLE CLASSROOM!!!
***Were the Colonists justified in rebelling against Britain?
YOU WILL ANSWER THIS QUESTION (WITH TEXT EVIDENCE) ON GOOGLE CLASSROOM!!!
causes_of_the_rev_dbq.pdf | |
File Size: | 899 kb |
File Type: |
September 20, 2018
1) Book: Read p. 145-153
*Look at the incidents that helped to cause the American Revolution
*Look at the incidents that helped to cause the American Revolution
September 19, 2018
1) Finish read outs of anti-slavery speeches.
2) Begin working on understanding the Enlightenment Thinkers and how they contributed to the ideas of the American Revolution.
3) DO: #1 & 2 for each philosopher (these are at the end of the DBQ reading). DUE FRIDAY
2) Begin working on understanding the Enlightenment Thinkers and how they contributed to the ideas of the American Revolution.
3) DO: #1 & 2 for each philosopher (these are at the end of the DBQ reading). DUE FRIDAY
enlightenment_thinkers_dbq.pdf | |
File Size: | 759 kb |
File Type: |
enlightenment_thinkers_dbq.doc | |
File Size: | 92 kb |
File Type: | doc |
September 18, 2018
1) Read out your anti-slavery idea to the class. (DUE TODAY)
2) Begin working on understanding the Enlightenment Thinkers and how they contributed to the ideas of the American Revolution.
2) Begin working on understanding the Enlightenment Thinkers and how they contributed to the ideas of the American Revolution.
enlightenment_thinkers_dbq.pdf | |
File Size: | 759 kb |
File Type: |
September 17, 2018
1) How and why did Britain attempt to increase its control over the colonies?
2) How and why did colonists resist British control?
DEFINE:
Quartering Act John Locke
Sugar Act “Natural Rights”
Coercive Acts Zenger Trial
Enlightenment Townshend Acts
Printing Press Montesquieu
3) Continue working on Anti-Slavery defense. (DUE TOMORROW)
2) How and why did colonists resist British control?
DEFINE:
Quartering Act John Locke
Sugar Act “Natural Rights”
Coercive Acts Zenger Trial
Enlightenment Townshend Acts
Printing Press Montesquieu
3) Continue working on Anti-Slavery defense. (DUE TOMORROW)
September 14, 2018
1) Continue working on your argument:
***You are a United States senator who is trying to pass a bill that will abolish the slave trade. Write a 1 to 2 page plea/argument that will convince your fellow senators to vote for the act abolishing the importation of slaves. (12 font, Times New Roman, Double Spaced). Be sure to include the following:
• the benefits of the trade to all traders
• the consequences of trading people and the horrors of the Middle Passage
• the benefits of outlawing the trade.
DUE TUESDAY, SEPTEMBER 18 (Turn in to Google Classroom)
***You are a United States senator who is trying to pass a bill that will abolish the slave trade. Write a 1 to 2 page plea/argument that will convince your fellow senators to vote for the act abolishing the importation of slaves. (12 font, Times New Roman, Double Spaced). Be sure to include the following:
• the benefits of the trade to all traders
• the consequences of trading people and the horrors of the Middle Passage
• the benefits of outlawing the trade.
DUE TUESDAY, SEPTEMBER 18 (Turn in to Google Classroom)
September 13, 2018
1) Slave trade in the colonies (we will read from the attached document below)
2) Argue the case against slavery...use text evidence to support your stance. (DUE TUESDAY, September 18)
***You are a United States senator who is trying to pass a bill that will abolish the slave trade. Write a 1 to 2 page plea/argument that will convince your fellow senators to vote for the act abolishing the importation of slaves. (12 font, Times New Roman, Double Spaced). Be sure to include the following:
• the benefits of the trade to all traders
• the consequences of trading people and the horrors of the Middle Passage
• the benefits of outlawing the trade.
2) Argue the case against slavery...use text evidence to support your stance. (DUE TUESDAY, September 18)
***You are a United States senator who is trying to pass a bill that will abolish the slave trade. Write a 1 to 2 page plea/argument that will convince your fellow senators to vote for the act abolishing the importation of slaves. (12 font, Times New Roman, Double Spaced). Be sure to include the following:
• the benefits of the trade to all traders
• the consequences of trading people and the horrors of the Middle Passage
• the benefits of outlawing the trade.
slavery_in_the_colonies.pdf | |
File Size: | 137 kb |
File Type: |
September 12, 2018
1) Review what we have covered concerning the French and Indian War
2) George Washington: The Soldier Through the French and Indian War
www.ushistory.org/valleyforge/washington/george1.html
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
VOCABULARY:
Mercantilism
Ben Franklin Join or Die
Navigation Laws of 1763
Salutary Neglect
Royal Veto
Proclamation of 1763
Writs of Assistance
2) George Washington: The Soldier Through the French and Indian War
www.ushistory.org/valleyforge/washington/george1.html
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
VOCABULARY:
Mercantilism
Ben Franklin Join or Die
Navigation Laws of 1763
Salutary Neglect
Royal Veto
Proclamation of 1763
Writs of Assistance
September 11, 2018
1) Go over French and Indian questions from yesterday and discuss.
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
September 10, 2018
1) Review the causes of the French and Indian War
2) Work on French and Indian DBQ
3) Students should be able to pull out evidence from a text in order to back up their answers.
2) Work on French and Indian DBQ
3) Students should be able to pull out evidence from a text in order to back up their answers.
french_and_indian_war_dbq_docs.doc | |
File Size: | 1065 kb |
File Type: | doc |
September 7, 2018
1) What events lead up to the French and Indian/Seven Years War?
history.state.gov/milestones/1750-1775/foreword
history.state.gov/milestones/1750-1775/incidents
DO: Read both articles. Then you will take the place names from the "incidents" file and plot them on your map. (i.e. Eerie, PA; Pittsburgh, PA; etc.) Remember to change the icon and the color of your place markers so that they are different than your last two.
***Choose a different color for these than you did for your explorers and the 13 colonies.
***ANSWER: Why was this place important?
*Lake Eerie
*Pittsburgh, PA
*Eerie, PA
*Ohio River Valley
*Fort Duquesne
*Fort Le Boeuf
*S.W. Pennsylvania
If you are unable to add to your map go to the three dots on the left hand side, copy map, and then rename it French and Indian War...you should then be able to add markers to your map.
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
history.state.gov/milestones/1750-1775/foreword
history.state.gov/milestones/1750-1775/incidents
DO: Read both articles. Then you will take the place names from the "incidents" file and plot them on your map. (i.e. Eerie, PA; Pittsburgh, PA; etc.) Remember to change the icon and the color of your place markers so that they are different than your last two.
***Choose a different color for these than you did for your explorers and the 13 colonies.
***ANSWER: Why was this place important?
*Lake Eerie
*Pittsburgh, PA
*Eerie, PA
*Ohio River Valley
*Fort Duquesne
*Fort Le Boeuf
*S.W. Pennsylvania
If you are unable to add to your map go to the three dots on the left hand side, copy map, and then rename it French and Indian War...you should then be able to add markers to your map.
Questions we will look at and be able to answer by the end of this unit:
1) How did the French and Indian War impact Native Americans, French settlers and British colonists? 2) In what ways did the French and Indian War alter the political, economic, and ideological relations between the British and the Colonies?
September 6, 2018
1) Why did Europeans settle in the English Colonies? How did their motivations influence their settlement patterns and colony structures? What role did religion play in the founding of the colonies? Explain each answer fully.
bacons-rebellion.pdf | |
File Size: | 448 kb |
File Type: |
September 5, 2018
1) Listen and Exchange- You will listen to the answers from the other colonies (Middle, Southern, New England) in order to complete your colony chart.
2) View and discuss the following video.
2) View and discuss the following video.
September 4,2018
Colonies Introduction Activity:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/13colonieswhowhenwhy.pdf
Southern Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/southern_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/southern_colonies_-_regional.pdf
Middle Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/middle_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/middle_colonies_-_regional.pdf
New England Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/new_england_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/new_england_col._-_regional.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/13colonieswhowhenwhy.pdf
Southern Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/southern_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/southern_colonies_-_regional.pdf
Middle Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/middle_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/middle_colonies_-_regional.pdf
New England Colonies:
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/new_england_colonies_reading.pdf
https://mmsamericanstudies8.weebly.com/uploads/1/3/6/8/13689381/new_england_col._-_regional.pdf
August 31, 2018
www.landofthebrave.info/13-colonies-list.htm
NEW DUE DATE: WEDNESDAY, SEPTEMBER 5
Plot these out on your Google Map:
New England Colonies=Blue
Middle Colonies= Yellow
Southern Colonies= Green
Information to answer about each:
WHERE: States and major cities, if mentioned
WHO: What people moved to this region?
WHEN: In what time period did people start moving here?
WHAT: What is this place like? What are the positives and negatives?
WHY: Why did people move here? What were some push and pull factors?
HOW: What is the importance of people moving to this location? What were consequences? This is typically a prediction based on reasoning
1)New Hampshire
Portsmouth
2)Massachusetts
Boston, Salem
3)Rhode Island
Newport
4)Connecticut
Hartford
5)New York
Albany, New York
6)New Jersey
Perth Amboy
7)Pennsylvania
Philadelphia, Harrisburg
8)Delaware
New Castle
9)Maryland
Baltimore
10)Virginia
Richmond, Williamsburg, Jamestown
11)North Carolina
Winston-Salem, New Bern, Wilmington
12)South Carolina
Camden, Charleston
13)Georgia
Savannah
NEW DUE DATE: WEDNESDAY, SEPTEMBER 5
Plot these out on your Google Map:
New England Colonies=Blue
Middle Colonies= Yellow
Southern Colonies= Green
Information to answer about each:
WHERE: States and major cities, if mentioned
WHO: What people moved to this region?
WHEN: In what time period did people start moving here?
WHAT: What is this place like? What are the positives and negatives?
WHY: Why did people move here? What were some push and pull factors?
HOW: What is the importance of people moving to this location? What were consequences? This is typically a prediction based on reasoning
1)New Hampshire
Portsmouth
2)Massachusetts
Boston, Salem
3)Rhode Island
Newport
4)Connecticut
Hartford
5)New York
Albany, New York
6)New Jersey
Perth Amboy
7)Pennsylvania
Philadelphia, Harrisburg
8)Delaware
New Castle
9)Maryland
Baltimore
10)Virginia
Richmond, Williamsburg, Jamestown
11)North Carolina
Winston-Salem, New Bern, Wilmington
12)South Carolina
Camden, Charleston
13)Georgia
Savannah
August 30, 2018
www.landofthebrave.info/13-colonies-list.htm
Plot these out on your Google Map:
New England Colonies=Blue
Middle Colonies= Yellow
Southern Colonies= Green
Information to answer about each:
WHERE: States and major cities, if mentioned
WHO: What people moved to this region?
WHEN: In what time period did people start moving here?
WHAT: What is this place like? What are the positives and negatives?
WHY: Why did people move here? What were some push and pull factors?
HOW: What is the importance of people moving to this location? What were consequences? This is typically a prediction based on reasoning
1)New Hampshire
Portsmouth
2)Massachusetts
Boston, Salem
3)Rhode Island
Newport
4)Connecticut
Hartford
5)New York
Albany, New York
6)New Jersey
Perth Amboy
7)Pennsylvania
Philadelphia, Harrisburg
8)Delaware
New Castle
9)Maryland
Baltimore
10)Virginia
Richmond, Williamsburg, Jamestown
11)North Carolina
Winston-Salem, New Bern, Wilmington
12)South Carolina
Camden, Charleston
13)Georgia
Savannah
Plot these out on your Google Map:
New England Colonies=Blue
Middle Colonies= Yellow
Southern Colonies= Green
Information to answer about each:
WHERE: States and major cities, if mentioned
WHO: What people moved to this region?
WHEN: In what time period did people start moving here?
WHAT: What is this place like? What are the positives and negatives?
WHY: Why did people move here? What were some push and pull factors?
HOW: What is the importance of people moving to this location? What were consequences? This is typically a prediction based on reasoning
1)New Hampshire
Portsmouth
2)Massachusetts
Boston, Salem
3)Rhode Island
Newport
4)Connecticut
Hartford
5)New York
Albany, New York
6)New Jersey
Perth Amboy
7)Pennsylvania
Philadelphia, Harrisburg
8)Delaware
New Castle
9)Maryland
Baltimore
10)Virginia
Richmond, Williamsburg, Jamestown
11)North Carolina
Winston-Salem, New Bern, Wilmington
12)South Carolina
Camden, Charleston
13)Georgia
Savannah
August 29, 2018
1) Discuss the treatment of natives. Can we put a modern day lens on past events?
2) Share out explorer answers.
3) Take a quick look at where we are headed as a class (colonization..middle, southern, and New England)
2) Share out explorer answers.
3) Take a quick look at where we are headed as a class (colonization..middle, southern, and New England)
August 28, 2018
Map of Explorers is DUE!!! Turn in to Google Classroom!
1) We will view a short video about Christopher Columbus and have a brief discussion on how he has been traditionally looked at throughout the years.
2) You will pick one of the 10 explorers you researched and decide:
1) Which one would you like to join?
2) Why would you like to join them? Be specific and use evidence to back up your claim.
THIS ASSIGNMENT IS IN GOOGLE CLASSROOM!!!
1) We will view a short video about Christopher Columbus and have a brief discussion on how he has been traditionally looked at throughout the years.
2) You will pick one of the 10 explorers you researched and decide:
1) Which one would you like to join?
2) Why would you like to join them? Be specific and use evidence to back up your claim.
THIS ASSIGNMENT IS IN GOOGLE CLASSROOM!!!
August 27, 2018
Continue and Finish working on New World Explorers Google Map.
DUE TOMORROW...TURN IN TO GOOGLE CLASSROOM!
Terms labeled with "map" need to be outlined in your Google Map. You will use the same fill-in color as you did with your explorers.
DUE TOMORROW...TURN IN TO GOOGLE CLASSROOM!
Terms labeled with "map" need to be outlined in your Google Map. You will use the same fill-in color as you did with your explorers.
- Anasazi (map)
- Bering Strait Land Bridge (map)
- Incas (map)
- Aztecs (map)
- Mississippians (Mound Builders) (map)
- Irrigation System
- Adobe (map) where might have this style of housing been used in ? Place icon
- Clan
- Civilization
- Culture
August 24, 2018
Begin working on New World Explorers Google Map.
Early New World Explorers (I have done 3 for you as examples)
1) Where were they from or who(m) did they work for?
2) What was their mission?
3) What is their importance?
4) What impact did they have on the native populations they came in contact with?
YOU WILL PUT ALL OF THESE FACTS (PLUS A PICTURE OF THE EXPLORER) ON A GOOGLE DRIVE MAP. THE PLACEMENT OF THE WAY-POINT CAN BE ANYWHERE THAT THIS EXPLORER TRAVELED WITHIN THE NEW WORLD.
1) Hernando Cortez(s):
2) Francisco Pizarro
3) Vasco de Balboa
4) Ferdinand Magellan:
**He was born in Portugal and worked for Spain.
**His mission was to find wealth (the king promised him 1/5 of any profits that he could amass. He also wanted to complete the work that Columbus had failed to do...find a quicker route to Asia from Europe.
**Ferdinand Magellan was famous for leading the first expedition around the world, sailing through the, now known, Straits of Magellan and entering the Pacific Ocean.Magellan was the first to reach Asia by sailing westward from Europe. This showed the true circumference of the world and opened it up to global trade.
**He treated them well, but he did take sides in a Philippine battle between two native factions. He was killed during
this battle.
5) Hernando de Soto:
** He was born in Spain and worked for the King of Spain.
** His mission was to find gold and riches in the interior of America.
** He was the first explorer to cross the Mississippi River (heading west)
** Hernando de Soto had a vindictive streak and treated the natives harshly and killed many of them for little or no reason.
6) Álvar Núñez Cabeza de Vaca
7) Vasco de Gama
8) Francisco Vasquez de Coronado
9) Amerigo Vespucci
**He was born in Italy and worked for the Spanish.
** He was sent on a voyage of discovery...basically, he was sent to find whatever he could and report back. Hopefully with riches.
**Vespucci was famous for demonstrating that the New World was not Asia but an unknown new continent. His name became part of history when cartographer Martin Waldseemuller used a spelling of his name for the New World...he called it America.
**He did not treat the natives one way or another, but he did believe that the Native Americans were abnormal and disgusting because religion was nonexistent in their culture.
10) Bartholi Diaz
11) Robert de La Salle
12) Henry Hudson
13) Jacques Cartier
Early New World Explorers (I have done 3 for you as examples)
1) Where were they from or who(m) did they work for?
2) What was their mission?
3) What is their importance?
4) What impact did they have on the native populations they came in contact with?
YOU WILL PUT ALL OF THESE FACTS (PLUS A PICTURE OF THE EXPLORER) ON A GOOGLE DRIVE MAP. THE PLACEMENT OF THE WAY-POINT CAN BE ANYWHERE THAT THIS EXPLORER TRAVELED WITHIN THE NEW WORLD.
1) Hernando Cortez(s):
2) Francisco Pizarro
3) Vasco de Balboa
4) Ferdinand Magellan:
**He was born in Portugal and worked for Spain.
**His mission was to find wealth (the king promised him 1/5 of any profits that he could amass. He also wanted to complete the work that Columbus had failed to do...find a quicker route to Asia from Europe.
**Ferdinand Magellan was famous for leading the first expedition around the world, sailing through the, now known, Straits of Magellan and entering the Pacific Ocean.Magellan was the first to reach Asia by sailing westward from Europe. This showed the true circumference of the world and opened it up to global trade.
**He treated them well, but he did take sides in a Philippine battle between two native factions. He was killed during
this battle.
5) Hernando de Soto:
** He was born in Spain and worked for the King of Spain.
** His mission was to find gold and riches in the interior of America.
** He was the first explorer to cross the Mississippi River (heading west)
** Hernando de Soto had a vindictive streak and treated the natives harshly and killed many of them for little or no reason.
6) Álvar Núñez Cabeza de Vaca
7) Vasco de Gama
8) Francisco Vasquez de Coronado
9) Amerigo Vespucci
**He was born in Italy and worked for the Spanish.
** He was sent on a voyage of discovery...basically, he was sent to find whatever he could and report back. Hopefully with riches.
**Vespucci was famous for demonstrating that the New World was not Asia but an unknown new continent. His name became part of history when cartographer Martin Waldseemuller used a spelling of his name for the New World...he called it America.
**He did not treat the natives one way or another, but he did believe that the Native Americans were abnormal and disgusting because religion was nonexistent in their culture.
10) Bartholi Diaz
11) Robert de La Salle
12) Henry Hudson
13) Jacques Cartier
August 23, 2018
1) Students will read aloud their creation stories.
August 22, 2018
1) Look at Native American creation stories.
*We will play "Strong Winds- The Invisible Warrior" as an example (attached below)
2) Locate a creation story from any Native American or Eskimo peoples and translate it into your own words so that you can share it with the class. The story can be about the creation of anything in their culture from mountains, landmarks, bodies of water, trees, food, the heavens, or the people themselves.
3) Define the following terms and know their significance:
Terms to know for this unit:
*We will play "Strong Winds- The Invisible Warrior" as an example (attached below)
2) Locate a creation story from any Native American or Eskimo peoples and translate it into your own words so that you can share it with the class. The story can be about the creation of anything in their culture from mountains, landmarks, bodies of water, trees, food, the heavens, or the people themselves.
3) Define the following terms and know their significance:
Terms to know for this unit:
- Anasazi (map)
- Bering Strait Land Bridge (map)
- Incas (map)
- Aztecs (map)
- Mississippians (Mound Builders) (map)
- Irrigation System
- Adobe
- Clan
- Civilization
- Culture
August 21, 2018
1) Continue looking at the "Land Bridge Theory"
2) We will go over the "Beringia" DBQ as a class. (Attached Below) Do the last page for credit.
Terms to know for this unit:
1) Columbian Exchange
2) Anasazi
3) Bering Strait Land Bridge
4) Incas
5) Aztecs
6) Mississippians (Mound Builders)
7) Irrigation System
8) Adobe
9) Clan
10) Civilization
11) Culture
2) We will go over the "Beringia" DBQ as a class. (Attached Below) Do the last page for credit.
Terms to know for this unit:
1) Columbian Exchange
2) Anasazi
3) Bering Strait Land Bridge
4) Incas
5) Aztecs
6) Mississippians (Mound Builders)
7) Irrigation System
8) Adobe
9) Clan
10) Civilization
11) Culture
dbq_worksheet_beringia__1_.docx | |
File Size: | 31 kb |
File Type: | docx |
August 20, 2018
Objectives
Students will understand the following:
1.The traditional and modern theories about the origins of the first inhabitants of North America.
**We will look at the "Land Bridge Theory" and research other viable options to how the first inhabitants to North America may have migrated here.
Essential Question: How were the lives of Native Americans impacted by European arrival on Northern and Southern America?
Terms to know:
1) Columbian Exchange
2) Anasazi
3) Bering Strait Land Bridge
4) Incas
5) Aztecs
6) Mississippians (Mound Builders)
7) Irrigation System
8) Adobe
9) Clan
10) Civilization
11) Culture
Students will understand the following:
1.The traditional and modern theories about the origins of the first inhabitants of North America.
**We will look at the "Land Bridge Theory" and research other viable options to how the first inhabitants to North America may have migrated here.
Essential Question: How were the lives of Native Americans impacted by European arrival on Northern and Southern America?
Terms to know:
1) Columbian Exchange
2) Anasazi
3) Bering Strait Land Bridge
4) Incas
5) Aztecs
6) Mississippians (Mound Builders)
7) Irrigation System
8) Adobe
9) Clan
10) Civilization
11) Culture
August 17, 2018
1)Create a classroom constitution. (Document attached below).
we_the_students_writing_a_class_constitution.pdf | |
File Size: | 306 kb |
File Type: |
August 16, 2018
1) Why is history important?
2) What is "important"?
2) What is "important"?