• Week of March 30-April 3

     

     

    PLEASE READ BELOW - ***UPDATED 4/3****

     

    For the next few months, we are all facing this uncertain time together.  Distance learning is going to become our new normal.  The school district will be using the Canvas learning platform as our go-to for online learning.  Soon teachers will have their Canvas pages set up, but until then we must remain patient.  Teachers, students, and parents will all be receiving training on how to use the Canvas platform. 

    For now I would encourage you to go to the links to the left for information.  If you have not signed up for Remind, I would encourage you to click on that link on the left side of this page.  Remind and email - mswenson@teh.k12.ca.us are the best ways to get ahold of me.  

    If you need information on the ABC Book, please clink on that link on the left side of this page.  At this point the ABC Book for most of you will be turned in digitally.  I will give more information on how to do that as the due date approaches.  If you cannot turn in your book digitally, please contact me and we will make arrangements.

     


     

    Week of March 9-13

     

     

    Monday - 

    Classwork- Students filled out their planners, I will check them later in the week.

    Continued working on the Bill of Rights Blackout Poem.  Students can complete the assignment on Google Classroom or on a hard copy that I provided.  

    Please see the instructions below -

    • Create a poem using the text of the first ten amendments to the U.S. Constitution.
    • Your poem needs to demonstrate your understanding and knowledge of the Bill of Rights.
    • You can focus on key ideas demonstrated, the reason for the creation, why it is important, how it applies to our lives, etc.
    • Be creative with your ideas.
    • Come up with several different ideas before determining the one you will use.
    • Your Blackout poem needs to have some art, it can be created by you or imported. Include a title. Make sure your name is on the page, either at the top or at the bottom.
    • If you would like me to print your poem so you can do your artwork, please let me know.
    • You can use docs, slides, or drawings.
    • Assignment due:  Friday - March 13th

     

     

    Homework- Work on Bill of Rights Blackout Poem

     

    Tuesday - 

    Classwork- Journal #46 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 28 journals and warm-up

    Started reading and discussing Lesson 11 in the textbook - Introduction through Section 2.  Lesson 11 focusing on Political Developments in the Early Republic.  Will continue tomorrow.

       

    Homework-  Work on Blackout Poem, due Friday.

      

    Wednesday - 

    Classwork- Continued reading and discussing Lesson 11 in the textbook - Introduction through Section 2.  Lesson 11 focusing on Political Developments in the Early Republic.  Tomorrow we will start focusing on Alexander Hamilton.

     

     Homework- Bill of Rights Blackout Poem due Friday.

     

    Thursday - 

    Classwork- Warm-up #34 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Students received papers that were glued into their spirals to use while we focus on Hamilton.  Today we started with the early life of Hamilton.  Students listened to - Alexander Hamilton - Clean Version.  Will continue tomorrow.

     

    Homework- Bill of Rights Blackout Poem due tomorrow.

                                                                                                                                            

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #44-47, warm-ups #32-34 and 2 OTDs.   

                                            

    Classwork- Journal #47 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 28 journals and warm-up                  Week 27 journals and warm-ups

    Continued our unit on Hamilton.  Used the following songs from the show - Right Hand Man - cleanGuns and Ships, and The Schulyer Sisters.  Will continue on Monday.

     

     

                                                                                                        

    Homework - If you are submitting your Blackout Poem to Google Classroom, make sure you submit it tonight.

     


     

    Week of February 24-28

     

     

    Monday - 

    Classwork- Students filled out their planners, I will check them later in the week.

    Continued going over the Bill of Rights all classes will continue with this tomorrow except for 2nd period who finished today.

     

     

    Homework- Make sure the the Amendments worksheet that was handed out on Friday is completed - it will be collected tomorrow - Amendments Worksheet

     

    Tuesday - 

    Classwork- Journal #42 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 26 journals and warm-ups

    Collected Amendments Worksheet.

    Periods 1, 3-4 & 6 - Continued going over the Bill of Rights.  Periods 1 & 3 completed them.  Period 3 started the Supreme Court Decision Activity.  They only went over the details of the case and answered questions #1 and 2.

    Period 2 - Started the Supreme Court Decisions Activity.  Students were put into groups and started going over Case #1 - Tinker v. Des Moines.  Will continue tomorrow.

       

    Homework-  no homework

      

    Wednesday - 

    Classwork- Warm-up #30 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

     

     

     

     

     Homework- 

     

    Thursday - 

    Classwork- Journal #43 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

     

     

    Homework- 

                                                                                                                                            

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #40-43, warm-ups #29-31 and 2 OTDs.   

            Week 26 journals and warm-ups                  Week 25 journals and warm-up            

                                    

     

    Classwork- Warm-up #31 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

     

     

                                                                                                        

    Homework - 

     


     

    Week of February 3-7

     

     

    Monday - 

    Classwork- Students filled out their planners, I will check them later in the week.

    Collected ABC Book letter (from the Thinking Maps) if students wrote it on paper.  If they are turning it in via Google Classroom, it is due tonight.

    Completed breaking down the Preamble to the Constitution using "We the Kids" powerpoint.  Students then started working on a Preamble worksheet.  On one side, they answered three questions about the Preamble, on the other side they are working on the Preamble Scramble, where the students find the entire preamble in a word search format - Preamble questions and Preamble Scramble.  I will collect assignment on Wednesday.

     

    Homework- Make sure ABC Book letter rough draft is turned in to Google Classroom tonight.  Preamble worksheet (both sides) is due on Wednesday.

     

    Tuesday - 

    Classwork- High School Counselors will be in Social Studies classes all day today - they will be covering registration for next year as well as planning for their high school career.

       

    Homework-  Preamble worksheet is due tomorrow.  Make sure the questions at the bottom of one page and the Preamble Scramble are completed.  If you did not have an opportunity to highlight the scramble, make sure you do so tomorrow at the beginning of class.

      

    Wednesday - 

    Classwork- Journal #36 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Collected Preamble worksheet.

    Week 22 journals and warm-up

    Introduced the students to the Constitutional Card Sort activity.  We started by going over the text of the Constitution (starts on page 698).  I want the students to see how the U.S. Constitution is orgainized so they can work on the assignment.  

    I then handed out the assignment - Constitutional Card Sort Answer document.  Students can work on this assignment alone or with one partner.  We will be working on this assignment for several days.

     

     

     Homework- Make sure you bring your green high school registration form, it needs to be signed.

     

    Thursday - 

    Classwork- Warm-up #27 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Collected the high school registration form.  Mr Sterk (THS counselor) came by each period to pick them up.

    Students continued working on the Constitutional Card Sort assignment.  Will continue tomorrow.

     

    Homework- no homework

                                                                                                                                            

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #34-37, warm-ups #25-26 and 2 OTDs.   I will also be grading the Thinking Maps for their ABC Book letter.

            Week 22 journals and warm-up                    Week 21 journals and warm-up             

                                    

     

    Classwork- Journal #37 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

     

     

                                                                                                        

    Homework - 

     


     

    Week of January 27-31

     

     

    Monday - 

    Classwork- Students filled out their planners, I will check them later in the week.

    Periods 1,4, & 6 - Students finished reading and discussing -  The Constitution Goes to the states, then answered the prompt in their Interactive Notebooks (page 78).  They then read and discussed The Constitution Goes to the states, answered the prompt in their Interactive Notebooks (page 78). 

    Period 2 - Started working on the ABC Book Thinking Maps.  ABC Book Thinking Maps  Students worked on the Circle Map and started working on the second map.  Will continue tomorrow.

    Period 3 - Handed out the Kindness feathers for the school mural.  Will collect them on Friday.

    Started working on the ABC Book Thinking Maps.  ABC Book Thinking Maps  Students worked on the Circle Map, will continue tomorrow.

     

    Homework- Interactive Notebook pages 74-78 should be completed.  I will start grading them later this week.  Be prepared with the topic you will be working on for the ABC Book Thinking Map - choose one letter and one term for that letter.  Bring information.  Do research if necessary.

     

    Tuesday - 

    Classwork- Journal #34 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

     Week 21 journals and warm-up

    Periods 1, 4 & 6 - Students worked on Drawing Conclusion worksheet where students analyze the state conventions which ratified the Constitution.  I will collect the paper tomorrow.

    Started working on the ABC Book Thinking Maps.  ABC Book Thinking Maps  Students worked on the Circle Map, will continue tomorrow.

    Period 2 -  Continued working on the ABC Book Thinking Maps, completed the second map. ABC Book Thinking Maps  I also went over the write up rubric ABC Book letters rubric and read to them a couple of sample student writings.  

    Period 3 - Collected the Drawing Conclusions worksheet that students started working on on Friday.

    Continued working on the ABC Book Thinking Maps, completed the second map. ABC Book Thinking Maps 

     

    Homework-  Interactive Notebook pages 74-78 should be completed.  I will start grading them later this week.  Complete the portion of the ABC Thinking Maps according to how far your class got - see above.

      

    Wednesday - 

    Classwork- In fulfilling Safe and Inclusive Schools lessons we took survey.

    Periods 1, 4 & 6 - Completed working on the ABC Book Thinking Maps -  ABC Book Thinking Maps 

    Period 2 - Students had time to work on their rough draft using the ChromeBooks.

    Period 3 - Shared with the students the rubric and read an example aloud to them.  Students then had time to work on their rough draft using the ChromeBooks.

     

     Homework- The two Thinking Maps should be completed.  The students now need to write off the map their entry for the letter they have chosen.  This can be done either in Google Classroom or on a piece of paper.  It is due on Monday.

     

    Thursday - 

    Classwork- Warm-up #26 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

    Period 1 - 

    Period 2 - 

    Period 3 - 

    Periods 4 & 6 - 

     

    Homework- 

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #33-35, warm-ups #25-26 and 2 OTDs. 

            Week 21 journals and warm-up         Week 20 journal and warm-up              

                                    

     

    Classwork- Journal #35 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    We started breaking down the Preamble to the Constitution using "We the Kids" powerpoint.  Will continue on Monday.

     

                                                                                                        

    Homework - no homework

     


     

    Week of January 20-24

     

     

    Monday - No School - Martin Luther King Jr. Day

    Classwork- 

     

     

     

    Homework- 

     

    Tuesday - 

    Classwork- Students filled out their planners.

    Periods 1, 4 & 6 - Started the Electoral College Activity where students simulate a presidental election using dice and an electoral map.

    Period 2 - Students completed the Electoral activity, then added up their electoral votes and worked on their Electoral map based on their results.  

    Period 3 - Students completed the Electoral activity, then added up their electoral votes and started working on their Electoral map based on their results.  Students will have about 10 minutes tomorrow to complete their map.

     

     

    Homework-  no homework

      

    Wednesday - 

    Classwork- In fulfilling Safe and Inclusive Schools lessons we did a warm-up activity on Responding to Harrassment.  Students did a fill in the blanks on the definition of Harrassment, they then answered some questions on a scenario provided to them.  Paper is due tomorrow.

    Periods 1, 4 & 6 - Completed the Electoral College Activity.  Students added up their Electoral votes and started working on their Electoral map.

    Period 2 - Using their identities, students signed the Constitution.  We then continued discussing the end  of the Constitutional Convention.  Will continue tomorrow.

    Period 3 - Students had time to complete their Electoral map.  Students then started signing the Constitution, based on their identities.  Will complete tomorrow.

     

     Homework- Complete the Responding to Harrassment paper if needed.  Periods 2 & 3 - complete the Electoral map, it will be collected tomorrow.

     

    Thursday - 

    Classwork- Journal #33 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers. 

    Collected the Response to Harrassment papers for those who did not turn it into me yesterday.

    Week 20 journal and warm-up

    Period 1 - Worked on their Electoral College map - due tomorrow, along with Electoral Activity paper.

    Period 2 - Worked on Drawing Conclusions paper - Drawing Conclusions.  Paper is due tomorrow.  Students can using the textbook to help with some of the information.  Finished reading and discussing The Convention Ends (page 157-158 in the textbook), they then answered the corresponding section in the Interactive Notebook (bottom of page 77).

    Period 3 - Finished signing the Constitution.  Read and discussed The Convention Ends (page 157-158 in the textbook), they then answered the corresponding section in the Interactive Notebook (bottom of page 77).

    Periods 4 & 6 - Worked on their Electoral College map - due tomorrow, along with Electoral Activity paper.  Students then started signing the Constitution, based on their identities.  Will complete tomorrow.

     

    Homework- Periods 1, 4 & 6 - complete the Electoral map, it will be collected tomorrow.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #32-33, warm-ups #24-25 and 2 OTDs. 

             Week 20 journal and warm-up               Week 19 journals and warm-up              

               

    Classwork- Warm-up #25 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Checked planners.

    Period 1 - Signed the Constitution based on their identities.  Started reading and discussing - The Convention Ends.

    Period 2 - Turned in Drawing Conclusions.  Read and discussed The Constitution Goes to the states, answered the prompt in their Interactive Notebooks (page 78).

    Period 3 -  Read and discussed The Constitution Goes to the states, answered the prompt in their Interactive Notebooks (page 78).  Students then worked on Drawing Conclusion worksheet where students analyze the state conventions which ratified the Constitution.

    Periods 4 & 6 - Finished signing the Constitution.  Started reading and discussing - The Convention Ends.

                                                                                                        

    Homework - no homework

     


     

    Week of January 13-17

     

     

    Monday - 

    Classwork- Filled out planner.  Remember I will be checking your planner for Social Studies later in the week.

    Period 1 - Read and discussed The 3/5ths Compromise (textbook - page 154).  Students then answered the questions in the Interactive Notebook (middle of page 76).  We then started reading and discussing How Should the Chief Executive be Elected? (textbook - page 155).

    Period 2 - We completed reading and discussing How Should the Chief Executive be Elected? (textbook - page 155).  Students then answered the questions in the Interactive Notebook for this section (bottom of page 76 and the top of page 77).  We then read and discuss The Electoral College (textbook - page 156).  Students then answered the questions in their Interactive Notebook (top of page 77).

    Period 3 - Finished reading and discussing The 3/5ths Compromise (textbook - page 154).  Students then answered the second question in the Interactive Notebook (middle of page 76).  We then read and discussed How Should the Chief Executive be Elected? (textbook - page 155).  Students then answered the questions in the Interactive Notebook for this section (bottom of page 76 and the top of page 77).  We started reading and discussing The Electoral College (textbook - page 156).  Students then answered the first question in their Interactive Notebook (top of page 77).

    Periods 4 & 6 - Finished reading and discussing The 3/5ths Compromise (textbook - page 154).  Students then answered the second question in the Interactive Notebook (middle of page 76).  We then read and discussed How Should the Chief Executive be Elected? (textbook - page 155).  Students then answered the questions in the Interactive Notebook for this section (bottom of page 76 and the top of page 77).  

     

     

     

    Homework- Make sure you have the Interactive Notebook pages completed from page 75 through the portion indicated above.  I will be grading these pages when we finish the Constitutional Convention.

     

    Tuesday - 

    Classwork- In fulfilling Safe and Inclusive Schools lessons we did a warm-up activity on Spreading Gossip and Rumors.  After a brief discussion students completed an paper where they read statements and determined what they would do in that situation, then drew a comic strip on the topic of gossiping and spreading rumors.  They were given 10 minutes to work.  If they completed it, they could turn it in to be before the end of the period and I will collect the rest tomorrow.  Paper is called - Say It or Stop It.

    Period 1 - We completed reading and discussing How Should the Chief Executive be Elected? (textbook - page 155).  Students then answered the questions in the Interactive Notebook for this section (bottom of page 76 and the top of page 77).  We then read and discuss The Electoral College (textbook - page 156).  Students then answered the questions in their Interactive Notebook (top of page 77).

    Period 2 - Started going into more depth on the Electoral College using a PowerPoint.  Students filled in a few questions as we went along.  Will continue tomorrow.

    Period 3 - Finished reading and discussing The Electoral College (textbook - page 156).  Students then answered the second question in their Interactive Notebook (top of page 77). 

    We then started going into more depth on the Electoral College using a PowerPoint.  Students filled in a few questions as we went along.  Will continue tomorrow.

    Periods 4 & 6 - We read and discussed The Electoral College (textbook - page 156).  Students then answered the questions in their Interactive Notebook (top of page 77). 

    We then started going into more depth on the Electoral College using a PowerPoint.  Students filled in a few questions as we went along.  Will continue tomorrow.

     

    Homework-  Make sure you have the Interactive Notebook pages completed from page 75 through the portion indicated above (Section 9 - top of page 77).  I will be grading these pages when we finish the Constitutional Convention.

      

    Wednesday - 

    Classwork- Journal #32 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 19 journals and warm-up

    Period 1 - Started going into more depth on the Electoral College using a PowerPoint.  Students filled in a few questions as we went along.  Will continue tomorrow.

    Period 2 - Completed the PowerPoint on the Electoral College.  We then watched a video on the Electoral College - Electoral Dysfunction - The Electoral College.  

    Periods 3-4 & 6 - Continued the Electoral College PowerPoint.  Students filled in questions as we went along.  Will complete tomorrow.

     

     Homework- no homework

     

    Thursday - 

    Classwork- Warm-up #24 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

     

    Period 1 - Continued with the Electoral College PowerPoint, will complete tomorrow.

    Period 2 - Did activity on the Electoral College in pairs.  Will continue tomorrow.

    Period 3 - Completed the Electoral College PowerPoint, watched Electoral Dysfunction - The Electoral College. They were then broken up into pairs and started working on the Electoral College activity.  Will continue tomorrow.

    Periods 4 & 6 - Completed the Electoral College PowerPoint, watched Electoral Dysfunction - The Electoral College.  Will start the activity tomorrow.

     

     

    Homework- no homework

     

    Friday - No School - Snow Day

    Spirals Due:  Periods 1-3 - I will be grading Journals #30-33, warm-ups #22-24 and 2 OTDs. 

             Week 19 journals and warm-up              Week 18 journals and warm-ups 

                                    

     

    ClassworkJournal #33 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.    

    Period 1 - 

    Period 2 - 

    Periods 3 & 4 -  

    Period 6 - 

                                                                                                        

    Homework - no homework

     


     

    Week of January 6-10

     

     

    Monday - 

    Classwork- Filled out planner.  Since students have become lax in filling out their planners, I will start checking them again weekly.

    Classes continued debating the issue:  How Should States be Represented?

     

     

    Homework- no homework

     

    Tuesday - 

    Classwork- Journal #30.  Students were writing about resolutions they will be setting for this year.  I did not have students share aloud since some of their answers would be personal.  

    Week 18 journals and warm-ups

    Graded work was handed back.

    Classes continued debating the issue:  How Should States be Represented?

     

     

     Homework-  no homework

      

    Wednesday - 

    Classwork- Warm-up #22 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Classes continued discussing the issue - How Should States be Represented?  All classes were trying to come up with a compromise that the majority of states would approve.  Classes were successful in this endeavor.  Periods 2 & 4 read and discussed The Great Compromise (page 152 in the textbook).  Period 2 then did the corresponding section in the Interactive Notebook (bottom of page 75).

     

     

     Homework- no homework

     

    Thursday - 

    Classwork- Journal #31 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    I checked planners for the week, except for Period 3 which I will do tomorrow since I forget today.

    Periods 1 & 6 - Read and discussed The Great Compromise (textbook - page 152) and answered the questions in the Interactive Notebook (bottom of page 75).

    Period 2 - Read and discussed How Should Slaves be Counted? (textbook - page 153) and answered the questions in the Interactive Notebook (top of page 76).

    Period 3 & 4 - Read and discussed The Great Compromise (textbook - page 152) and answered the questions in the Interactive Notebook (bottom of page 75).  Started discussiong How Should Slaves be Counted? (textbook - page 153).  Students answered the first question in the Interactive Notebook (top of page 76).

     

     

    Homework- no homework

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #30-31, warm-ups #22-23 and 2 OTDs. 

             Week 18 journals and warm-ups 

                                    

     

    Classwork Warm-up #23 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.    

    Period 1 - Read and discussed How Should Slaves be Counted? (textbook - page 153) and answered the questions in the Interactive Notebook (top of page 76).

    Period 2 - Read and discussed The 3/5ths Compromise (textbook - page 154).  Students then answered the questions in the Interactive Notebook (middle of page 76).  We then started reading and discussing How Should the Chief Executive be Elected? (textbook - page 155).

    Periods 3 & 4 -  We finished reading and discussing How Should Slaves be Counted? (textbook - page 153) and answered the second question in the Interactive Notebook (top of page 76). We then started reading and discussing The 3/5ths Compromise (textbook - page 154).  Students then answered the first question in the Interactive Notebook (middle of page 76).

    Period 6 - Read and discussed How Should Slaves be Counted? (textbook - page 153) and answered the questions in the Interactive Notebook (top of page 76).  Started reading and discussing The 3/5ths Compromise (textbook - page 154).  Students then answered the first question in the Interactive Notebook (middle of page 76).

                                                                                                        

    Homework - no homework

     


     

    Week of December 16-20

     

     

    Monday - 

    Classwork- Filled out planner.

    Constitutional Convention - Read and discussed the issues around the Opening of the Constitutional Convention, including those involved, the rules made for the convention, and the issues that united and divided the delegates.  Read pages 148-150 in the textbook, and then answering the corresponding section in their Interactive Notebook (bottom of page 74).

     

     

    Homework- make sure the Geography Challenge (pages 70-72 in the Interactive Notebook).

     

    Tuesday - 

    Classwork- 

    Constitutional Convention - Started discussing the issue of How Should States be Represented in the New Government?  Students completed the corresponding section in their Interactive Notebook (Section 4 - top of page 75).

     

     

     

     Homework- make sure the Geography Challenge (pages 70-72 in the Interactive Notebook).

     

    Wednesday - 

    Classwork- Went over the Constitutional Convention and how the debate portion works.  Discussed the topic we would be debating.  Students reviewed what their individual's position was on the topic.  Started debating.

     

     Homework- no homework

     

     

    Thursday - 

    Classwork- Most of the students were at the movie Incentive Trip, so those that remained periods 1-5 worked on late work.  Period 6 - debated the issue - How Should States be Represented?

    Spirals Due:  Periods 1-3- I will be grading Journals #28-29, warm-ups #20-21 and 2 OTDs.  

               Week 15 journals and warm-up    

     

    Homework- no homework

     

    Friday - No School - Winter Break

    Spirals Due:  Periods 1-3- I will be grading Journals #28-29, warm-ups #20-21 and 2 OTDs.  

               Week 15 journals and warm-up                       

     

    Classwork 

                                                                                                          

     

    Homework - 

     


     

    Week of December 9-13

     

     

    Monday - 

    Classwork- Filled out planner.

    I introduced the students to the ABC Book assignment.  Students had time to put terms into the grid.  I told them that they should go through their spiral and the textbook (Lessons 2-7) to find names, terms, events, key phrases, etc that we have discussed so far this year.

    I then showed the students a sample of what the end product will look like.  Students then shared what they came up with, students were encouraged to add to their grid. 

     

    Homework- Finish your final draft for Spell Out the Articles in Google Classroom.  Make sure it is turned in by tomorrow night.

     

    Tuesday - 

    Classwork- Journal #28 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 16 journals and warm-ups

    We read and discussed Shay's Rebellion and its consequences (page 147 in the textbook).  Students then completed the corresponding section in their Interactive Notebook (top of page 74). 

    If time, we then started working on the Geography Challenge (page 142-143 textbook, pages 70-72 in the I.N.).  Will continue the Georgraphy Challenge tomorrow.

     

     

     Homework- Finish your final draft for Spell Out the Articles in Google Classroom.  Make sure it is turned in tonight by 11:59.  I will collect your rough draft tomorrow in class.

      

    Wednesday - 

    Classwork- Warm-up #20 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    I collected the rough draft for the Spell Out the Articles.

    Students worked on the Geography Challenge (page 142-143 textbook, pages 70-72 in the I.N.).  It needs to be completed by next Wednesday, December 18th.

     

     Homework- If you are completing the Historically Ugly Sweater assignment for extra credit, it is due on Friday.

     

     

    Thursday - 

    Classwork- Journal #29 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Today we started the Constitutional Convention activity/roll play.  Students were assigned identities and started working on their nametags.

     

    Homework- If you are completing the Historically Ugly Sweater assignment for extra credit, it is due tomorrow.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #26-29, warm-ups #19-21 and 2 OTDs.  

               Week 15 journals and warm-up                       

     

    Classwork Warm-up #21 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.    

    Collected Historically Ugly Sweater extra credit assignment.  Students then completed their nametags for the Constitutional Convention.  We then discussed what we would be doing for the convention. 

                                                                                                          

     

    Homework - no homework

     


     

    Week of December 2-6

     

     

    Monday - 

    Classwork- Filled out planner.

    Started discussing the Articles of Confederation, our nation's first constitution.  I used Weaknesses of the Articles of Confederation chart along with placards that correspond with each row - AOC placard A and AOC placards B-H.  We got through row C.  Will continue tomorrow.

     

     

    Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due on Wednesday, December 4th.  That is just two days away.   Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

     

    Tuesday - 

    Classwork- Journal #26 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 15 journals and warm-up

    We compled the chart on the weaknesses of the Articles of Confederation using Weaknesses of the Articles of Confederation chart along with placards that correspond with each row - AOC placard A and AOC placards B-H.  Students did not turn it in yet since it is a resource for what we will be working on tomorrow.

    Period 2 started going over The Critical Period but we did not do any of the work on the back, will continue tomorrow.

     

     Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due tomorrow.   Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

      

    Wednesday - 

    Classwork- Collected the Winter at Valley Forge Commemorative Memorial and Marker project.  Students also turned in their rubric.

    We continued our discussion of the Articles of Confederation by going over The Critical Period.  Students then answered the 17 yes/no scenarios on the back and listed their top 5 weaknesses of the Articles of Confederation.  

    Using the two papers we have worked on over this week, students then started working on their rough draft of the Spell-Out the Articles - Spell-Out the Articles rough draft.  It is similar to an acrostic poem, students use the letters in the word ARTICLES, to write sentences about the Articles of Confederation.  Each sentence is to start with a word that starts with one of the letters in the word ARTICLES.  Students are to focus on the way the Articles were set up and the problems it created.  I told them to make sure they state the problem/aspect as well as including information on how this problem/aspect would impact the nation.  Here is the example I shared with the students - "Strong leadership was not provided because there was no president (chief executive), making the country look like it was lacking direction."  Students had time to work on their rough draft.  I told the students they they needed to finish the rough draft, or to only have 2-3 left by the time class starts tomorrow.  Tomorrow students will start working on the final draft using Google Classroom. 

     

     Homework- Work on the rough draft for the Spell-Out the Articles.  See the instructions above.

     

     

    Thursday - 

    Classwork- Warm-up #19 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Students had time to work on their final draft for Spell Out the Articles.  The final draft was assigned in Google Classroom.  Students are to turn it in by next Tuesday at 11:59 p.m.  Will have more time tomorrow.

     

    Homework- If you did not finish the rough draft it needs to be completed by tomorrow so that you could work on your final draft tomorrow.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #24-27, warm-ups #18-19 and 2 OTDs.  I will also be grading the Winter at Valley Forge Thinking Maps.

               Week 15 journals and warm-up        Week 14 journals and warm-up                      

     

    Classwork-  Journal #27 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.      

    Students had time to work on their final draft for Spell Out the Articles.  The final draft was assigned in Google Classroom.  Students are to turn it in by next Tuesday at 11:59 p.m.                                                                                                           

     

    Homework - Finish your final draft for Spell Out the Articles in Google Classroom.  Make sure it is turned in by Tuesday night.

     


     

    Week of November 25-29

    No School - Thanksgiving Break

     

           No School this week, however, you may want to work on your Winter at Valley Forge Commemorative Memorial and Marker project that is due two days after we get back from break, especially if you did not work on it before break started.                                                                                                                                                

     

    Homework - Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due on Wednesday, December 4th.  That is two days after we return from Thanksgiving Break.  Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

     


     

    Week of November 18-22

     

     

    Monday - 

    Classwork- Filled out planner.

    Watched "America: The Story of US - Revolution".  Students had a worksheet where they filled in the blanks or answered True/False statements.  Will complete tomorrow and turn in.  If students missed part of the episode it is on Amazon Prime or it can be watched using this link - America: The Story of US - Revolution

     

     

    Homework- no homework

     

    Tuesday - 

    Classwork- Journal #24 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 14 journals and warm-up

    We completed the episode of America:  The Story of US - Revolution.   If students missed part of the episode it is on Amazon Prime or it can be watched using this link - America: The Story of US - Revolution. I collected the papers from those who were done.  Tomorrow is the due date for anyone who needed to finish it tonight.

    We then talked about the Battle of Yorktown.

     

     

     Homework- Complete the paper for the episode of America:  The Story of US - Revolution.  See above for information about links if you need to rewatch part of it.

      

    Wednesday - 

    Classwork- Warm-up #18 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    I was at training for Periods 1-3 today, but the students worked on the same assignments as did the afternoon classes.

    Students learned about The Treaty of Paris using - The Treaty of Paris, 1783 powerpoint.  They were then given a reference on the topics covered in the 10 articles of the Treaty of Paris.  Lastly, students received the paper - The "Tweety" of Paris.  Students were instructed to take each article and create a tweet (no more than 140 characters) that would summarize each article.  They were also encouraged to use #hashtags.

     

     

    Homework-  Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due on Wednesday, December 4th.  That is two days after we return from Thanksgiving Break.  Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

    Tweety of Paris due Friday.

     

    Thursday - 

    Classwork- Journal #25 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Most of the students were on a field trip today after 1st period.  Students in other classes had a chance to continue working on the Tweety of Paris assignment, which is due tomorrow.  If they completed it early, they had a chance to work on other assignments, such as their Winter at Valley Forge Marker, OTDs, or late work.

     

     

    Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due on Wednesday, December 4th.  That is two days after we return from Thanksgiving Break.  Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

    Tweety of Paris is due tomorrow.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #22-25, warm-ups #17-18 and 2 OTDs.  I will also be grading the Winter at Valley Forge Thinking Maps.

               Week 14 journals and warm-up                Week 13 journals and warm-up       

     

    Classwork- Collected Tweety of Paris assignment.  Students watched - "The Story of Thanksgiving" from the National Constitution Center in Philadelphia.  They answered 5 questions - The Story of Thanksgiving questions as they watched, then turned in the questions at the end of the period.

                                                                                                                                                         

     

    Homework - Work on your Winter at Valley Forge Commemorative Memorial and Marker Project.  It is due on Wednesday, December 4th.  That is two days after we return from Thanksgiving Break.  Here are the instructions - Winter at Valley Forge Commemorative Memorial and Marker project and the rubric - Commemorative Memorial and Marker rubric

     


     

    Week of November 11-15

     

     

    Monday - No School - Veteran's Day

    Classwork- 

     

     

    Homework-  I will be collecting the Battles of the Revolutionary War map tomorrow.

    Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by Friday.

     

    Tuesday - 

    Classwork- Filled out planner.

    We continued reading and discussing The Winter at Valley Forge using -  The Winter at Valley Forge reading.  Students highlighted examples of the suffereing of the Continental Soldiers as well as the causes of those sufferings.

     

     Homework- Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by Friday.

      

    Wednesday - 

    Classwork- Journal #22 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 13 journals and warm-up

    Periods 1, 3-4, & 6 - Finished reading and discussing The Winter at Valley Forge using -  The Winter at Valley Forge reading.  We then started the Thinking Maps - The Winter at Valley Forge Thinking Maps to set up the project.  I then handed out the project paper - The Winter at Valley Forge project information and Winter at Valley Forge Commemorative Memorial and Marker rubric

    Period 2 - We started the Thinking Maps - The Winter at Valley Forge Thinking Maps to set up the project.  I then handed out the project paper - The Winter at Valley Forge project information and Winter at Valley Forge Commemorative Memorial and Marker rubric.  I then started showing the students examples of memorials and markers so that they could get get ideas for symbolisms.

     

    Homework-  Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by Friday.

     

    Thursday - 

    Classwork- Warm-up #17 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Periods 1 & 3 - Continued talking about memorials and markers using examples.  Spent time going over the directions for the project - The Winter at Valley Forge project information and Winter at Valley Forge Commemorative Memorial and Marker rubric.

    Period 2 - Continued talking about memorials and markers using examples.  Spent time going over the directions for the project - The Winter at Valley Forge project information and Winter at Valley Forge Commemorative Memorial and Marker rubric.  We then went back to the  Thinking Map.  I had the students highlight what reasons/examples (on why we should honor the Continental soldiers) they wanted to focus on for their project.

    Periods 4 & 6 - Handed out the project paper.  We then went over examples of memorials and talked about elements they could use to symbolize the experience of the Continental soldiers.

     

     

    Homework- Due tomorrow - Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook. 

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #20-23, warm-ups #15-17 and 2 OTDs. 

               Week 13 journals and warm-up       Week 12 journals and warm-ups   

     

    Classwork- Journal #23 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers. 

    All students should have turned in their Interactive Notebooks into the crate.

    Periods 1, 3-4, & 6 - Discussed the project.  I then had the students go back to the Thinking Maps in their spiral.  The students looked over the 4-5 reasons why we should commemorate the Continental Soldiers at Valley Forge.  They then wrote ideas for their memorial in the Circle Map.  Look at the slides if you need further direction - The Winter at Valley Forge Thinking Maps.  Showed the students a few examples of memorials and markers.

    Period 2 Gave the students a few more minutes to work on their Circle Map (see the link above if you need to see the slides).  I then showed the students examples.  

    We had a few minutes left, so I had the students start watching America:  The Story of US - Revolution.  We will continue on Monday.                                                                                                                                                         

    Classwork- Journal #23 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers. 

     

     

    Homework - 

     


     

    Week of November 4-8

     

     

    Monday - 

    Classwork- Students filled out their planners. 

    Work day for the Children's Version of the Declaration of Independence.  Today was the last day they would get time in class to work on it.  The assignment is due on Friday.

     

     

    Homework-  Work on your Children's Version of the Declaration of Independence.  It is due on Friday.  I will also be collecting the Declaration of Independence "In Your Own Words" excerpts and the rubric (on the back of the instructions page).

     

    Tuesday - 

    Classwork- Journal #20 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 12 journals and warm-ups

    Periods 1, 3-4, & 6 - Using last week's "Capture the Flag" activity, we started looking at the events during the Revolutionary War and how they parallel the activity.  Students read pages 120-121 in the textbook.  We then worked on page 58 in the Interactive Notebook (#2 only).  Together as a class, we went through the statements and created the parallels.  

    If time allowed, I went through the rest of Lesson 7 in the Interactive Notebook and discussed what they needed to complete.  Will complete tomorrow if needed.

    Period 2Using last week's "Capture the Flag" activity, we started looking at the events during the Revolutionary War and how they parallel the activity.  Students read pages 120-121 in the textbook.  We then worked on page 58 in the Interactive Notebook (#2 only).  Together as a class, we went through the statements and created the parallels.  

    I then went through the rest of Lesson 7 in the Interactive Notebook and discussed what they needed to complete.  Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

    I then gave the students the rest of the period (10 minutes) to start working on  Section 3.

     

     

     Homework- Work on your Children's Version of the Declaration of Independence.  It is due on Friday.  I will also be collecting the Declaration of Independence "In Your Own Words" excerpts and the rubric (on the back of the instructions page).

    Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

      

    Wednesday - 

    Classwork- Warm-up #15 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Periods 1, 4, & 6 - I went through the rest of Lesson 7 in the Interactive Notebook and discussed what they needed to complete.  Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

    I then went over the directions for working on the Battles of the Revolutionary War Map Activity - Rev. War instructions and map portions.  Students had the rest of the period to start working on the map.  They will have more time to work on the assignment tomorrow.

    Periods 2-3 - I went over the directions for working on the Battles of the Revolutionary War Map Activity - Rev. War instructions and map portions.  Students had the rest of the period to start working on the map.  They will have more time to work on the assignment tomorrow.

     

     

    Homework- Work on your Children's Version of the Declaration of Independence.  It is due on Friday.  I will also be collecting the Declaration of Independence "In Your Own Words" excerpts and the rubric (on the back of the instructions page).

    Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

     

    Thursday - 

    Classwork- Journal #21 - Students had time to work on the journal prompt in their spiral after listening to "You'll Be Back" - Hamilton.  I then called on 6 students to share their answers.  

    Students had a work day today.  They could work on their Battles of the Revolutionary War Map Activity - Rev. War instructions and map portions or they could work on the Children's Version of the Declaration of Independence - using Children's Version of the Declaration of Independence instructions.

     

    Homework- Work on your Children's Version of the Declaration of Independence.  It is due tomorrow.  I will also be collecting the Declaration of Independence "In Your Own Words" excerpts and the rubric (on the back of the instructions page).

    Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #19-21, warm-ups #14-16 and 2 OTDs. 

               Week 12 journals and warm-ups            Week 11 journals and warm-up                                                                                                                                                       

    Classwork- Warm-up #16 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    I collected the Declaration of Independence "In Your Own Words" excerpts, along with the Children's Version of the Declaration of Indepence and the rubric.

    We discussed the Battle of Trenton, including the Crossing of the Delaware, along with the Battle at Saratoga, which led to the French signing a Treaty of Alliance with the United States.  I then handed out The Winter at Valley Forge reading, which we then started reading and discussing.

     

     

    Homework - Lesson 7 in the Interactive Noteboook -   Section 3 - I.N. page 59 #4 only, use with pages 122-123 in the textbook.  Section 4 - I.N. page 60 #4 only, use with page 124 in the textbook.  Section 5 - I.N. page 61 #4 only, use with pages 125-127 in the textbook.  Section 6 - I.N. page 62 #4 only, use with pages 128-130 in the textbook.  Section 7 - I.N. page 63 #4 only, use with pages 132-133 in the textbook.  These sections need to be completed by next Friday, November 15th.

     


     

    Week of October 28-November 1

     

     

    Monday - 

    Classwork- Students filled out their planners. 

    Together with Mr. Curiel's class we started the Revolutionary War "Capture the Flag" activity.  We did not finish today, so we will complete tomorrow, then debrief.

     

    Homework-  no homework

     

    Tuesday - 

    Classwork- 

    Completed the Revolutionary War "Capture the Flag" activity.  We then came back into the classroom to debrief.

     

     Homework- no homework

      

    Wednesday - No School - Power Outage

    Classwork- 

     

    Homework- 

     

    Thursday - 

    Classwork- Journal #19 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 11 journals and warm-up

    Periods 1,3-4, & 6 - Complete the Declaration of Independence excerpts - The Declaration of Independence - breaking down the excerpts using The Declaration of Independence "In Your Own Words" excerpts and glossary.  

    Period 2 - Started working on the Children's Version of the Declaration of Independence - Children's Version of the Declaration of Independence.  Will continue tomorrow.

     

     

    Homework- Make sure all of the D of I excerpts are completed.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #17-19, warm-ups #12-14 and 2 OTDs. 

               Week 11 journals and warm-up          Week 10 journals and warm-ups                                                                                                                                               

    Classwork- Warm-up #14 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Work day for the Children's Version of the Declaration of Independence.  We will continue to work on the project during class on Monday.

     

    Homework - You might want to work on part of your Children's Version of the D. of I.  Whether it is coming up with transitions between excerpts, typing excerpts, or coming up with ideas for your illustrations.

     


     

    Week of October 21-25

     

     

    Monday - 

    Classwork- Students filled out their planners. 

    Continued the Second Continental Congress role-play simulation activity.  Period 2 completed the activity, the other periods will complete tomorrow.

     

    Homework-  no homework

     

    Tuesday - 

    Classwork- Journal #17 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 10 journals and warm-ups

     

    Periods 1,3-4, & 6 - Completed the Second Continental Congress.  Discussed what happened to some of the signers of the Declaration of Independence.  

    Period 2 - Discussed what happened to some of the signers of the Declaration of Independence.  Started breaking down excerpts the Declaration of Independence using Declaration of Independence - In Your Own Words.  Will continue tomorrow.

     

     Homework- no homework

      

    Wednesday - 

    Classwork- Warm-up #12 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

    All classes worked on the excerpts from the Declaration of Independence.  Together we went through an excerpt, broke it down into key points, then the students rewrote them in their own words and came up with a simple sketch to demonstrate one of the ideas in picture form.  Will continue tomorrow.

    Periods 1,3-4,& 6 - Need to have excerpts #1-2 completed.  Period 2 - Need to have excerpts #1-6 completed for tomorrow.

     

     

    Homework- Periods 1,3-4,& 6 - Need to have excerpts #1-2 completed.  Period 2 - Need to have excerpts #1-6 completed for tomorrow.

     

    Thursday - 

    Classwork- Journal #18 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Continued working on the Declaration of Independence Excerpts.  Period should have excerpts 1-5 done, Period 2 completed all of the excerpts, and Periods 3-4 & 6 should have excerpts 1-6 completed. 

    Here is the PowerPoint slides I used to work through the excerpts - The Declaration of Independence - breaking down the excerpts 

     

    Homework- Work on the Declaration of Independence excerpts - Period 1 should have excerpts #1-5 done, Period 2 completed all of the excerpts (#1-10), and Periods 3-4 & 6 should have excerpts #1-6 completed.  

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #15-18, warm-ups #9-11 and 2 OTDs. 

               Week 10 journals and warm-ups                 Week 9 journals and warm-up                                                                                                                                 

    Classwork- Completed the Preview for Lesson 7 in the Interactive Notebook and completed a survey in preparation for the Revolutionary War "Capture the Flag" activity.  

    Periods 1,3-4, & 6 - continued the excerpts for the Declaration of Independence.  Period 2 - started talking about the Children's Version of the Declaration of Independence.

     

    Homework - see above

     


     

    Week of October 14-18

     

     

    Monday - 

    Classwork- Students filled out their planners.  Collected Q1 Late Work/Potty Passes.  Handed out Q2 Late Work/Potty Passes.

    Periods 1, 4 & 6 - Completed Strengths and Weaknesses at the Beginning of the Revolutionary War.  Discussed their discoveries.  Turned in paper.

    Periods 2 & 3 - Completed discussing the Strengths and Weaknesses at the Beginning of the Revolutionary War.  Turned in paper.

    Students then got into groups and completed an activity dealing with the Battle of Bunker Hill.  They were to determine what they would do if they were the British General.  Each group got a paper with 4 scenarios and also received maps so they they could map out the troop movements in that scenario.  They were then to write down which scenario they chose, along with their justifications.  Will share decisions in class tomorrow.

     

    Homework-  no homework

     

    Tuesday - 

    Classwork- Journal #15 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 9 journals and warm-up

    Periods 1,4, & 6 - Discussed the Battle of Bunker Hill.  I then did the introduction for the Continental Congress role-play simulation that we will be doing using the following powerpoint - 56 Traitors!.  I started handing out identities for period 1.  Will start with identities for periods 4 & 6 tomorrow.

    Periods 2 & 3 - We reviewed the Bunker Hill activity from yesterday.  Turned in papers.

    I then did the introduction for the Continental Congress role-play simulation that we will be doing using the following powerpoint - 56 Traitors!.  I started handing out identities.  Will complete tomorrow.

     

     Homework- no homework

      

    Wednesday - 

    Classwork- Warm-up #11 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

    I continued to hand out identities for our Continental Congress role play simulation.  I then discussed a little bit about what we will be doing with this simulation.  Periods 1-3 had some time to start working on their speeches, will continue tomorrow.

     

    Homework- no homework

     

    Thursday - 

    Classwork- Journal #16 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Students had time to work on their speech for the Continental Congress which we will start in class tomorrow.  The speech needs to be written on a 4x6 index card. We will start the Continental Congress tomorrow.

     

     

    Homework- Make sure your speech is prepared - Congress starts tomorrow.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #13-16, warm-ups #9-11 and 2 OTDs.  I will also be grading the Toward Independence/Colonial Town Meetings pages in the spiral.

               Week 9 journals and warm-up          Week 8 journals and warm-ups                                                                                                                          

    Classwork- We started the Second Continental Congress role-play simulation.  Some students gave their speeches today, if they did not give their speech today, Monday will be your day!  We will continue the simulation on Monday.  Great job today!!!

     

    Homework - no homework today unless you did not finish your speech.

     


     

    Week of October 7-11

     

     

    Monday - 

    Classwork- Students filled out their planners.

    Period 1 - Finished discussing Section 6 - The Intolerable Acts, filling out the corresponding section in the Interactive Notebook (page 47).  Groups then prepared for Colonial Town Meeting #3, which we will hold tomorrow.

    Period 2 - Held Colonial Town Meeting #4.

    Reminded the class that I would be grading their Interactive Notebooks later this week.  Went over the pages I would be grading.  Told them if they needed to complete any pages, they needed to take their Interactive Notebooks home today.

    I then asked the students what they knew about the Midnight Riders.  I read aloud Longfellow's "The Midnight Ride of Paul Revere".  We talked about how the poem has historically accurate information, but also has some inaccurate info, and especially leaves a great deal of information out.

    We then started looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, will continue tomorrow.

    Period 3 - Handed back graded student work.  Reminded the class that I would be grading their Interactive Notebooks later this week.  Went over the pages I would be grading.  Told them if they needed to complete any pages, they needed to take their Interactive Notebooks home today.

    We continued our discussing on what they knew about the Midnight Riders.  I read aloud Longfellow's "The Midnight Ride of Paul Revere".  We talked about how the poem has historically accurate information, but also has some inaccurate info, and especially leaves a great deal of information out.

    We then started looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened.

    Periods 4 & 6 - Prepared for Colonial Town Meeting #3.  We then held the town meeting with the groups presenting what they decided based on their identity.  

    Groups then started reading and working on Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord.  They then started working on the flow chart in their Interactive Notebook (page 48).

     

     

    Homework-  Periods 2 & 3 - Make sure pages 40-42 and 44-48 in your Interactive Notebooks are complete.

     

    Tuesday - 

    Classwork- Journal #13 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 8 journals and warm-ups

    Period 1 - Held Colonial Town Meeting #3.  Started reading and working on Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord.  They then started working on the flow chart in their Interactive Notebook (page 48).

    Period 2 - Handed out graded work.

    Continued looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened.  Will complete tomorrow.

    Period 3 - Completed looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened.  Turned in the timeline. 

    Started an activity where students determine whether an historial fiction character would have been a Patriot, Loyalist, or a Neutralist.  Will continue tomorrow.

    Periods 4 & 6 - Finished working on Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord, using the flow chart in their Interactive Notebook (page 48).

    They then got into their groups to prep for Colonial Town Meeting #4. 

    Period 4 will start CTM #4 tomorrow, period 6 started in today and will complete tomorrow.

     

     Homework- I told periods 1, 4 & 6 that they needed to make sure pages 40-42 and 44-48 in their Interactive Notebooks were completed by Thursday.

      

    Wednesday - 

    Classwork- Warm-up #9 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

    Period 1 - Finished Section 7 - Lexington and Concort.  We then prepared for Colonial Town Meeting #4 and held the CTM.  Started discussing the Midnight Riders.

    Period 2 - Completed looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened.  Turned in the timeline. 

    We then started an activity where students determine whether an historial fiction character would have been a Patriot, Loyalist, or a Neutralist.  Will continue tomorrow.

    Period 3 - Completed the activity where students determine whether an historial fiction character would have been a Patriot, Loyalist, or a Neutralist. Will turn in tomorrow.

    Periods 4 & 6 - Finished Colonial Town Meeting #4.  Started discussing the Midnight Riders in more detail.

     

    Homework- Periods 1, 4, & 6 - make sure the work in your Interactive Notebooks is complete (pages 40-42 and 44-48) by Friday.

     

    Thursday - 

    Classwork- Journal #14 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Periods 1, 4 & 6- Continued background information on the Midnight Riders. 

    We then started looking at a prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened. 

    Period 2 - Continued the activity where students determine whether an historial fiction character would have been a Patriot, Loyalist, or a Neutralist. Will complete and turn in tomorrow.

    Period 3 - Students watched a video on the Founding Fathers right before the Revolutionary War.

     

    Homework- Periods 1, 4, & 6 - make sure the work in your Interactive Notebooks is complete (pages 40-42 and 44-48) by Friday.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #11-14, warm-ups #7-10 and 2 OTDs.  

               Week 8 journals and warm-ups              Week 7 journals and warm-ups                                                                                                              

    Classwork- Warm-up #10 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Period 1 - Finished the timeline using the prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened. Turned in when completed.

    Periods 2 & 3 - We worked on a paper, looking at the Strengths and Weaknesses at the Beginning of the Revolutionary War.  There were 12 areas of comparison that they students compared what the British had in comparison to the colonists.  We then had a discussion about it.  Will complete on Monday.

    Periods 4 & 6 - Finished the timeline using the prezi The Midnight Riders - the Real Story prezi to get the real story, students followed along with a timeline, writing what really happened. Turned in when completed.

    I then handed out the Strengths and Weaknesses paper.  Will work on it on Monday.

     

    Homework - no homework

     


     

    Week of September 30-October 4

     

     

    Monday - 

    Classwork- Students filled out their planners.

    Period 1 - Together we started examining the Townshend Acts - pages 92-93 (textbook) and answered the questions in their Interactive Notebooks (page 45).   

    Students then started watching "Unsolved History:  The Boston Massacre".  We will continue watching it tomorrow.

    Period 2 - Students started by answering Section 4 in their Interactive Notebooks (top of page 46) based off of what they learned in the film.  I told them they could reference pages bottom of page 93-95 in the textbook if needed.

    Groups then prepared for Colonial Town Meeting #2.  We started CTM #2, will complete tomorrow.

    Period 3 - Held Colonial Town Meeting #2.  Groups then started analyzing Section 5 - The Boston Tea Party, by reading in the textbook (pages 93-top of 95) and answering the corresponding questions in their Interactive Notebook (bottom of page 46).

    Periods 4 & 6 - Discussed The Townshend Act, which they had read and answered in their groups on page 46 in their Interactive Notebook on Friday.  

    Students then started watching "Unsolved History:  The Boston Massacre".  We will continue watching it tomorrow.

     

    Homework-  no homework

     

    Tuesday - 

    Classwork- Journal #11 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 7 journals and warm-ups

    Period 1 -We finished watching Unsolved History:  The Boston Massacre.

    Period 2 - Completed Colonial Town Meeting #2.  Groups then started analyzing Section 5 - The Boston Tea Party, by reading in the textbook (pages 93-top of 95) and answering the corresponding questions in their Interactive Notebook (bottom of page 46).

    Period 3 - Groups worked on the Section 6 - The Intolerable Acts (textbook pages 97-98) and answered the corresponding section in their Interactive Notebooks (bottom of page 46).

    I then had the students follow along with an audio of the last two paragraphs of Patrick Henry's famous "Give Me Liberty, or Give Me Death" speech.  They then answered 4 multiple choice questions at the bottom of the page.  I then collected the paper.

    Periods 4 & 6 - Finished watching Unsolved History:  The Boston Massacre.  Students then answered the section on the Boston Massacre in their Interactive Notebooks (top of page 46).

     

     Homework- Make sure you are caught up with the work in your Interactive Notebook.

      

    Wednesday - 

    Classwork- Warm-up #7 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions. 

    Period 1 - We started the period by reviewing The Boston Massacre.  The students completed section 4 in their Interactive Notebooks (top of page 46).  We then started preparing for Colonial Town Meeting #2, will complete tomorrow.

    Period 2 - Discussed the Tea Act and the Boston Tea Party.  Groups then worked on the Section 6 - The Intolerable Acts (textbook pages 97-98) and answered the corresponding section in their Interactive Notebooks (bottom of page 46).  We ended the period discussing the impact of the Intolerable Acts upon the colonies.

    Period 3 - Groups prepared for Colonial Town Meeting #3.  We then held the town meeting with the groups presenting what they decided based on their identity.  

    Groups then started working on Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord.  They then started working on the flow chart in their Interactive Notebook (page 48).

    Periods 4 & 6 - Groups started the period by preparing for Colonial Town Meeting #2, writing down information in their spirals.  

    Classes then held Colonial Town Meeting #2, where they presented the decisions they made for their identities.  Will complete tomorrow.

     

    Homework- Make sure you are caught up with the work in your Interactive Notebook.

     

    Thursday - 

    Classwork- Journal #12 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Period 1 - Completed preparing for Colonial Town Meeting #2 in their spirals.  We then held Colonial Town Meeting with each group presenting the decisions their group had made about their identity.  

    Period 2 - We started with the students following along with an audio of the last two paragraphs of Patrick Henry's famous "Give Me Liberty, or Give Me Death" speech.  They then answered 4 multiple choice questions at the bottom of the page.  I then collected the paper.

    Prepared for Colonial Town Meeting #3 in their spirals.  Will hold CTM #3 tomorrow.

    Period 3 - Emergency Bus Evacuation Drill during first 1/2 of class period.

    They then had the rest of the period to finish Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord.  They then finished working on the flow chart in their Interactive Notebook (page 48).

    Periods 4 & 6 - Completed Colonial Town Meeting #2.  

    They then worked on Section 5 - The Boston Tea Party, by reading in the textbook (pages 93-top of 95) and answering the corresponding questions in their Interactive Notebook (bottom of page 46).

     

     

    Homework- Make sure you are caught up with the work in your Interactive Notebook.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #10-12, warm-ups #7-8 and 2 OTDs.  

               Week 7 journals and warm-ups               Week 6 journal                                                                                                  

    Classwork- Warm-up #8 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Period 1 - We completed working on Section 5 - The Boston Tea Party, by reading in the textbook (pages 93-top of 95) and answering the corresponding questions in their Interactive Notebook (bottom of page 46).  We then started discussing Section 6 - The Intolerable Acts, will complete on Monday.

    Period 2 - Held Colonial Town Meeting #3. 

    Students then worked in their groups on Section 7 (textbook pages 99-101) about the Midnight Riders and the Battles of Lexington and Concord.  They then finished working on the flow chart in their Interactive Notebook (page 48).

    They then started preparing for Colonial Town Meeting #4.

    Period 3 - Groups prepared for Colonial Town Meeting #4.  We then held CTM #4 where groups shared what they thought their identity would react given the situation occuring around them in 1775.  

    We then started discussing the Midnight Riders in more depth.  Will continue on Monday.

    Periods 4 & 6 - Discussed the Tea Act and the Boston Tea Party.  Students then worked on the Section 6 - The Intolerable Acts (textbook pages 97-98) and answered the corresponding section in their Interactive Notebooks (bottom of page 46).  We ended the period discussing the impact of the Intolerable Acts upon the colonies. 

     

    Homework - Make sure you are caught up with the work in your Interactive Notebook.

     


     

    Week of September 23-27

     

     

    Monday - Minimum Day - Block Schedule - Periods 1-3

    Classwork- Students filled out their planners.

    Period 1We started working on the Toward Independence Response Group Activity.  We went over the terms - Patriot, Loyalist, and Neutralist.  Students took notes and put them in their spirals (next clean page in the Thinking Maps/Notes section).  Page was titled Toward Independence.  

    We then started with background information.  Students read pages 90-92 in the textbook and answered Section 2 in their Interactive Notebooks - page 44.  On Wednesday, they will be assigned a group and an identity.

    Period 2 - Students finished the background information on the Proclamation of 1763, Stamp Act, and the Quartering Act by reading pages 90-92 and answering Section 2 (page 44) in their Interactive Notebook. 

    Students then discussed in their groups how their identity would have reacted to these events and if their identity would comply, oppose, or revolt.  Each group had a spokesperson that reported to the rest of the class on where their identity stood and we charted the decisions.  We didn't get through every group today, will continue on Wednesday.

    Period 3 - Students discussed in their groups how their identity would have reacted to these events (Proclamation of 1763, Stamp Act, and Quartering Act) and if their identity would comply, oppose, or revolt.  Each group had a spokesperson that reported to the rest of the class on where their identity stood and we charted the decisions.  

    Students then started examining the Townshend Acts - pages 92-93 (textbook) and answered the questions in their Interactive Notebooks (page 45).

     

    Homework-  no homework unless you have not finished the Geography Challenge.

     

    Tuesday - Minimum Day - Block Schedule - Periods 4-6

    Classwork- Students filled out their planners.

    Periods 4 & 6 - We finished going over the terms - Patriot, Loyalist, and Neutralist. 

    I then put the students into groups and they were assigned an identity.

    As we work through the unit, students will  look at different events/acts leading up to the Revolutionary War, and analyze the events from the perspective of the individual they have been assigned.  Groups got information about their identity, discussed, and wrote a brief introduction of their identity which they then present to the class.  

    We then started with background information.  Students read pages 90-92 in the textbook and answered Section 2 in their Interactive Notebooks - page 44. 

     

     Homework- no homework unless they haven't finished the Geography Challenge.

      

    Wednesday - Minimum Day - Block Schedule - Periods 1-3

    Classwork-  Journal #10 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 6 journal

    Period 1 - Students were put into groups and each group was assigned an identity.

    As we work through the unit, students will  look at different events/acts leading up to the Revolutionary War, and analyze the events from the perspective of the individual they have been assigned.  Groups got information about their identity, discussed, and wrote a brief introduction of their identity which they then presented to the class. 

    We then started preparing for Colonial Town Meeting #1.  Students discussed in their groups how their identity would have reacted to these events (Proclamation of 1763, Stamp Act, and Quartering Act) and if their identity would comply, oppose, or revolt.  Got through step 2, will finish and hold CTM #1 on Friday.

    Period 2 - We finished Colonial Town Meeting #1.  

    Students then started examining the Townshend Acts - pages 92-93 (textbook) and answered the questions in their Interactive Notebooks (page 45).  We then discussed what they had learned.

    I then started showing the students "Unsolved History:  The Boston Massacre"  Will continue on Friday.

    Period 3 - Students watched "Unsolved History:  The Boston Massacre".  Students then answered Section 4 in their Interactive Notebooks (top of page 46) off of what they learned in the film.  I told them they could reference pages bottom of page 93-95 in the textbook if needed.

       

    Homework- no homework unless you have not included the above work.

     

    Thursday - Minimum Day - Block Schedule - Periods 4-6

    Classwork- Journal #10 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 6 journal

    Periods 4 & 6 - Students finished the background information on the Proclamation of 1763, Stamp Act, and the Quartering Act by reading pages 90-92 and answering Section 2 (page 44) in their Interactive Notebook. 

    We then started preparing for Colonial Town Meeting #1.  Students discussed in their groups how their identity would have reacted to these events (Proclamation of 1763, Stamp Act, and Quartering Act) and if their identity would comply, oppose, or revolt.  

    Each group had a spokesperson that reported to the rest of the class on where their identity stood and we charted the decisions.  Period 4 still has a few groups left to present which we will finish tomorrow.  Period 6 finished.

     

    Homework- no homework unless you haven't finished the above work.

     

    Friday - Minimum Day - All Periods

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #8-10, warm-ups #5-6 and 2 OTDs.  I will also be grading the French and Indian War spiral work.

              Week 6 journal              Week 5 journals and warm-ups                                                                                         

    Classwork

    Period 1 - Finished Colonial Town Meeting #1 preparation, then held CTM #1.

    Period 2 - Finished watching "Unsolved History:  The Boston Massacre".

    Period 3 - Prepared for Colonial Town Meeting #2, will hold CTM #2 on Monday.

    Periods 4 & 6 - Completed Colonial Town Meeting #1.

    Students then started examining the Townshend Acts - pages 92-93 (textbook) and answered the questions in their Interactive Notebooks (page 45). 

     

     

    Homework - no homework

     


     

    Week of September 16-20

     

     

    Monday - 

    Classwork- Students filled out their planners.  Students were called out to do Vision Screening today.

    Continued working on The French and Indian War.

     

     

    Homework-  no homework unless you did not finish what we worked on in class today.

     

    Tuesday - 

    Classwork- Journal #8 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 5 journals and warm-ups

    Periods 1,4, & 6 - Continued discussing The French and Indian War.  Will complete tomorrow and turn in packet.

    Period 2 - Completed discussing The French and Indian War.  Turned in packet of work.

    Period 3 - Collected the packet of work for The French and Indian War.  Started working on The Thirteen Colonies Geography Challenge.  It is on pages 40-42 in their Interactive Notebook (workbook).  Students utilize the maps on pages 84-85 in the textbook.  Will continue tomorrow.

     

     

     Homework- Periods 1, 4, & 6 - make sure you are caught up with your French and Indian War packet papers.

      

    Wednesday -

    Classwork-  Warm-up #5 I gave the students 9 clues that all lead to one American fooklore character

    Periods 1, 4, & 6 - Finished discussing The French and Indian War.  Turned in the packet of work.  I then handed out the Interactive Notebooks to each student.  For the most part, the students will keep the I.N. at school, occasionally taking it home if they need to finish working on an assignment. 

    We started going over the background information to prepare for the Georgraphy Challenge they will be working on tomorrow.

    Period 2I  handed out the Interactive Notebooks to each student.  For the most part, the students will keep the I.N. at school, occasionally taking it home if they need to finish working on an assignment. 

    We then started going over the background information to prepare for the Georgraphy Challenge in their Interactive Notebook.  Student then got a little bit of time to start working on the Geography Challenge, which we will continue tomorrow.  Students utilize the maps on pages 84-85 in the textbook and work on the Geo Challenge (I.N. pages 40-42).

    Period 3 - Students worked on th Geography Challenge.  Students utilize the maps on pages 84-85 in the textbook and work on the Geo Challenge (I.N. pages 40-42).

       

    Homework- no homework

     

    Thursday - 

    Classwork- Journal #9 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Periods 1, 4, & 6 - Went over with the students what they needed to know to complete the Geography Challenge.  Students then got started on the assignment.  Students utilize the maps on pages 84-85 in the textbook and work on the Geo Challenge (I.N. pages 40-42).

    Period 2 - Work day for the Geography Challenge.  Students utilize the maps on pages 84-85 in the textbook and work on the Geo Challenge (I.N. pages 40-42).

    Period 3 - We started working on the Toward Independence Response Group Activity.  We went over the terms - Patriot, Loyalist, and Neutralist.  Students took notes and put them in their spirals (next clean page in the Thinking Maps/Notes section).  Page was titled Toward Independence.  I then put the students into groups and they were assigned an identity.  As we work through the unit, students will  look at different events/acts leading up to the Revolutionary War, and analyze the events from the perspective of the individual they have been assigned.  Groups got information about their identity, discussed, and wrote a brief introduction of their identity which they will present tomorrow.

     

    Homework- no homework

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #6-9, warm-ups #4-6 and 2 OTDs.  I will also be grading Why Were Quakers Considered Progressives? Effect Map (Thinking Map section - back of page 41).  I will also be checking the French and Indian War spiral work.

         Week 5 journals and warm-ups             Week 4 journals and warm-up                                                                             

    Classwork- Warm-up #6 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Period 1 - Students had time to work on the Georgraphy Challenge.  

    Period 2 - We started working on the Toward Independence Response Group Activity.  We went over the terms - Patriot, Loyalist, and Neutralist.  Students took notes and put them in their spirals (next clean page in the Thinking Maps/Notes section).  Page was titled Toward Independence.  I then put the students into groups and they were assigned an identity.

    As we work through the unit, students will  look at different events/acts leading up to the Revolutionary War, and analyze the events from the perspective of the individual they have been assigned.  Groups got information about their identity, discussed, and wrote a brief introduction of their identity which they then present to the class.  

    We then started with background information.  Students read pages 90-92 in the textbook and answered Section 2 in their Interactive Notebooks - page 44.  Will continue Monday.

    Period 3Groups presented information about their identity to the rest of the class.  

    We then started with background information.  Students read pages 90-92 in the textbook and answered Section 2 in their Interactive Notebooks - page 44. 

    Periods 4 & 6 - Had about 25 minutes to work on the Geography Challenge.  

    We started working on the Toward Independence Response Group Activity.  We went over the terms - Patriot, Loyalist, and Neutralist.  Students took notes and put them in their spirals (next clean page in the Thinking Maps/Notes section).  Page was titled Toward Independence. 

     

    Homework - no homework

     


     

    Week of September 9-13

     

     

    Monday - 

    Classwork- Students filled out their planners.

    Periods 1, 4, & 6 - Using the Puritans/Quakers comparison chart, we then started examining how the Quakers were so different from most other religions.  Using Why Were the Quakers Considered Progressives? powerpoint, we defined what it meant to be progressive.  Students then used a highlighter to highlight 4-6 ways in which they felt Quakers were progressive (on the comparison chart).  We then set up an Effect Map in their spiral (see the slides in the powerpoint).  I then had the students circle the one opinion (out of the three on their map) that they felt was their strongest. 

    I then discussed how they would be taking that opinion and developing it into a paragraph.  Will go over the rubric tomorrow.  The rough draft of the paragraph is due on Wednesday.

    Periods 2-3 - I had all of the students log on to Google Classroom using the Chromebooks.  Once they have logged on to the my class, they will be able to access it from device that can access the internet - a phone, tablet, laptop, or desktop.  They simply need to log on and enter their password.  The assignment is posted in my classroom, along with the rubric.  The assignment is due on Wednesday evening by 11:59 p.m.

    Students worked on their paragraphs for Why Were the Quakers Considered Progressives? using Google Classroom for the remainder of the class period.  Here is the rubric - Why .. Quakers..Progressives rubric.  This is the rubric I used last year, since the students have not learned MLA formatting, I am not requiring it to be used.  However, in its place I am asking the students to make sure they have some sort of heading - including name, date, and period; along with a title.

     

    Homework-  Periods 1,4,& 6 - make sure your comparision chart is complete as well as the Effect Map that we worked on today.  If you are done with that, go ahead and start working on your rough draft.  It can be written on the same page as your map (if you have room) or on the next page (front of page 42) in your spiral.  See above for links.

    Periods 2-3 - Work on your paragraph.  When done, turn it in to Google Classroom.

     

    Tuesday - 

    Classwork- Journal #6 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 4 journals and warm-up

    Went over the paragraph assignment with each class.  Answered any questions that they had.

    Started discussing The French and Indian War.  I started with a pre-assessment where students answered True/False on six statements.  We then went over the answers to see what they students already knew and/or assumed.  Students were then given a Conflict in the West paper, where they read about the situation from one of four perspectives.  After reading 3-4 sentences, they answered the two questions at the bottom.  If time we started discussing.

     

     Homework- Periods 1, 4, & 6 - rough draft due tomorrow.  Periods 2-3 - paragraph needs to be turned in via Google Classroom by tomorrow night.

      

    Wednesday -

    Classwork-  Since today is 9/11 we started by watching  Anniversary in the Schools Webinar presented by the 9/11 Memorial and Museum.  I then gave students the opportunity to express their thoughts and the chance to ask questions.  

    Period 1 - had time to work on peer edit for the Quakers paragraph.

      

    Homework- Period 2-3 - make sure your Quakers paragraph is submitted in Google Classroom tonight.

     

    Thursday - 

    Classwork- Journal #7 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    I checked planners for all classes today.  It will be part of their grade every week.

    Period 1 - Reviewed format for Quakers paragraph - final draft.  Continued work on the French and Indian War, discussing the causes of the war.

    Periods 2 & 3 - Continued work on the French and Indian War, discussing the causes of the war.  Period 3 also examined the perspective of Native American tribes and why they made their decision as to which side to support.

    Periods 4 & 6 - Students completed a peer edit on the rough draft of their Quakers paragraph.  Reviewed format for Quakers paragraph - final draft.  Continued work on the French and Indian War, discussing the causes of the war.

     

    Homework- Periods 1,4&6 - Complete the rough draft for your Quakers paragraph.  Needs to be in MLA format,  and include a title.  I would prefer if the paragraph were typed.  You can type it in Google Docs and send it to me if you cannot print it at home.  If you cannot type it, please write it neatly on a lined piece of paper, using black or blue pen only.

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #4-7, warm-ups #3 4 and 2 OTDs.  I will also be grading Why Were Quakers Considered Progressives? Effect Map (Thinking Map section - back of page 41).

         Week 4 journals and warm-up               Week 3 journals and warm-up                                                                

    Classwork- Warm-up #4 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

     

    Periods 1, 4 & 6 - Collected Why Were Quakers Considered Progressives? paragraph.  I also collected the Quaker/Puritan Comparison Chart.

    Continued working on The French and Indian War unit.

    Periods 2-3 - Continued working on The French and Indian War unit.

     

     

    Homework - no homework

     

     


     

    Week of September 2-6

     

     

    Monday - No School - Labor Day

    Classwork- 

     

    Homework-  Tomorrow you will be turning in the one pager for your colony, your research organizer paper - Research Organizer for Colonial One-pager, and your rubric (which I will be using to grade one-pager).  The rubric is on the back of the instructions sheet.

     

    Tuesday - 

    Classwork- Students filled out their planners.

    Collected Colonial  One-pager, their research organizer, and the rubric.

    Periods 1-3 - Discussed the Pilgrims arrival in the New World.  Discussed what the Mayflower Compact was.  Students then received a paper that we will use to break down what each phrase in the compact means.  Started analysis, will continue tomorrow.

    Periods 4 & 6 - Discussed the religious climate in England that led to the Separatists wanting to leave England.  Discussed their voyage to America.  Will start the Mayflower Compact tomorrow.

     

     Homework- no homework

      

    Wednesday -

    Classwork-  Journal #4 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 3 journals and warm-up

    Period 1 - Continued breaking down the Mayflower Compact using The Mayflower Compact analysis and questions.  Here are the slides I used for the analysis - Analysis of the Mayflower Compact powerpoint  Will work on the questions tomorrow.

    Periods 2-3 - Continued breaking down the Mayflower Compact using The Mayflower Compact analysis and questions.  Periods 2 and 3 worked on the questions.  Here are the slides I used for the analysis - Analysis of the Mayflower Compact powerpointThey are due tomorrow.

    Periods 4 & 6 - Started analyzing the Mayflower Compact using The Mayflower Compact analysis and questions.  Here are the slides I used for the analysis - Analysis of the Mayflower Compact powerpointWill complete, then work on the questions tomorrow.

     

    Homework- Periods 2-3 - Make sure the analysis and questions on The Mayflower Compact analysis and questions paper are complete, will turn in tomorrow.  Here are the slides I used for the analysis - Analysis of the Mayflower Compact powerpoint

     

    Thursday - 

    Classwork- Warm-up #3 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Period 1 - I went over the four questions dealing with The Mayflower Compact, students then worked on them.  Students were to complete for homework if they did not finish in the time given during class.

    I then introduced the students to William Penn and the Society of Friends (Quakers).  Students were then given a few minutes to start working on the comparison chart (between the Puritans and the Quakers).

    Periods 2 & 3 - I collected The Mayflower Compact analysis and questions.

    I introduced the students to William Penn and the Society of Friends (Quakers).  Students were then given the remainder of the class time to work on the comparison chart (between the Puritans and the Quakers).  It needs to be completed for class tomorrow.  I sent the resource document via Remind if students needed it to complete.  Some students also took a picture on their phone so they could use that to complete the chart.

    Periods 4 & 6 - Continued breaking down the Mayflower Compact using The Mayflower Compact analysis and questions.  Periods 2 and 3 worked on the questions.  Here are the slides I used for the analysis - Analysis of the Mayflower Compact powerpointThey are due tomorrow.

    I then introduced the students to William Penn and the Society of Friends (Quakers).

     

    Homework- Periods 1,4, & 6 - complete The Mayflower Compact analysis and questions, if not completed in class.  Periods 2-3 - Make sure your Puritans/Quakers comparison chart is completed.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #2-5, warm-ups #2 -3 and 2 OTDs.  I willl also grade the Why Colonize? cause map and color coding (page 41 in spiral)

           Week 3 journals and warm-up                      Week 2 journals and warm-up                                                

    Classwork- Journal #5 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    I checked planners for all classes today.  It will be part of their grade every week.

    Period 1 - Collected The Mayflower Compact analysis and questions paper.  Students continued working on the comparison chart (between the Puritans and the Quakers).  It needs to be completed for class Monday.  I sent the resource document via Remind if students needed it to complete.  Some students also took a picture on their phone so they could use that to complete the chart.

    Periods 2-3 - Using the Puritans/Quakers comparison chart, we then started examining how the Quakers were so different from most other religions.  Using Why Were the Quakers Considered Progressives? powerpoint, we defined what it meant to be progressive.  Students then used a highlighter to highlight 4-6 ways in which they felt Quakers were progressive (on the comparison chart).  We then set up an Effect Map in their spiral (see the slides in the powerpoint).  I then had the students circle the one opinion (out of the three on their map) that they felt was their strongest.  On Monday we will create that into a paragraph using Google Classroom.

    Periods 4 & 6 - I introduced the students to William Penn and the Society of Friends (Quakers).  Students were then given the remainder of the class time to work on the comparison chart (between the Puritans and the Quakers).  It needs to be completed for class Monday.  I sent the resource document via Remind if students needed it to complete.  Some students also took a picture on their phone so they could use that to complete the chart.

     

    Homework - Periods 1, 4, & 6 - make sure your Quaker/Puritans comparison chart is completed.  We will be using it on Monday.

     

     


     

     

    Week of August 26-30

     

     

    Monday - 

    Classwork- Students filled out planner.  

    Periods 1, 4, & 6 - Finished the Why Colonize? Cause map together as a class, where we put all the reasons found in the primary source onto the map.  We then discussed the 3 G's - God, Glory, and Gold (Goods).  I then had them color code all of the reasons into the three categories (3 G's).

    Students were then given the Research Organizer for the Colonial One-Pager.  They filled out their name and period, I then assigned each student a colony.  We went over the organizer, tomorrow they will start researching.

    Periods 2-3 - I gave each student the Research Organizer for the Colonial One-Pager.  They filled out their name and period, I then assigned each student a colony.  We went over the organizer.  Students were then given Chromebooks and started doing research.  Will continue tomorrow.

     

    Homework-  You can research your colony.

     

    Tuesday - 

    Classwork- 

    Periods 2-3 - Students had a work day.  They worked on their Research Organizer for Colonial One-pager.  Towards the end of the period I went over the project that they will be working on - One Pager project.  Students were told to make sure they had their research completed so that they could work on the one-pager tomorrow during class.

    Periods 1,4, & 6 - Students started research on their colony using Research Organizer for Colonial One-pager.

     

     Homework- Research your colony.

      

    Wednesday -

    Classwork-  Journal #2 - Students had time to work on the journal prompt in their spiral.  I then called on 6 students to share their answers.

    Week 2 journals and warm-up

    Work day for research and work on the one-pager.  I went over the one pager assignment with periods 1,4, & 6.  Tomorrow will be the last day we work on it in class.  Due on Tuesday.

     

    Homework- Make sure Research Organizer for Colonial One-pager is complete.  Work on One Pager project if needed.

     

    Thursday - 

    Classwork- Warm-up #2 - Students had a couple of minutes to work on the three questions.  I then called on three students to answer the questions.

    Students had one last day to work on their Colonial one-pager.  It is due on Tuesday.  Students will be turning in the research document, the one-pager, and the rubric (on the back of the One-Page project page.

     

    Homework- Work on Colonial One Pager project.  There won't be anymore classtime to work on this assignment before the assignment is due on Tuesday.  Make sure you look over the elements that need to be on the one-pager and make sure you also look over the rubric.  

    On Tuesday you will be turning in the one pager for your colony, your research organizer paper, and your rubric (which I will be using to grade one-pager).

     

    Friday - 

    Spirals Due:  Periods 4 & 6 - I will be grading Journals #1-3, warm-ups #1 -2 and 2 OTDs.  I willl also grade the Why Colonize? cause map and color coding (page 41 in spiral)

             Week 2 journals and warm-up                       Week 1 journal and warm-up

     

    Classwork- Discussed the History Mystery of the Colonists of Roanoke.  We also discussed the colony of Jamestown.  Lastly we started discussing the Separatists/Pilgrims and why they traveled to the New World.

     

    Homework - 

    Work on Colonial One Pager project.  There won't be anymore classtime to work on this assignment before the assignment is due on Tuesday.  Make sure you look over the elements that need to be on the one-pager and make sure you also look over the rubric.  

    On Tuesday you will be turning in the one pager for your colony, your research organizer paper - Research Organizer for Colonial One-pager, and your rubric (which I will be using to grade one-pager).  The rubric is on the back of the instructions sheet.

     


     

    Week of August 19-23

     

     

    Monday - 

    Classwork- Students filled out planner.  

    We completed the Why Study History? activity.  Students stapled together the 3 different papers we used for the assignment; I then collected them.

    Next we started the Levels of Social Development discussion/activity.  We will continue it on Wednesday.  Tomorrow we will set up the spirals.  Levels of Social Development

     

    Homework-  Students need to have a 70-100 pages spiral with a durable cover that will be used for thie class only by tomorrow.

    Signed parent/student slip (that was attached to Class Expectations page) needs to be turned in by tomorrow.

     

     

    Tuesday - 

    Classwork- Today we set up spirals Spiral Requirements.  Click on the link to see the document.  Students placed the Spiral Requirements on the inside of the front cover.  We then spent time setting up the spiral.  I then instructed the students on how to do an OTD, when they then followed.

    Periods 2-4 - We had some extra time so students started working on the Back to School Survey.  We will continue working on it later in the week.

     

     Homework- no homework

      

    Wednesday -

    Classwork-  Journal #1 - I went over how journals work.  Students had time to answer the prompt.  We then discussed a few of the quotes together as a class.

    Week 1 journal and warm-up

    Continued working on the Levels of Social Development.   Levels of Social Development  Will complete tomorrow.

            

    Homework- no homework

     

    Thursday - 

    Classwork- Warm-up #1 - I instructed students on how warm-ups work.  Students had a few minutes to work on them, then I called on students to answer each of the three questions.

    Completed the Levels of Social Development, including the writing prompt that goes on the back of the paper - Levels of S.D. writing prompt.  Collected student's papers.

    Started discussing why European countries started colonizing the New World.  Periods 2 & 3 started the primary source document - Primary Source - Reasons for Colonizing.  Students read and looked for reasons for colonizing, which they highlighted.

    Periods 1 & 6 worked on the Back to School Survey since they did not have a chance to do so earlier in the week.

     

    Homework- Make sure you have your I.D. tomorrow, you will be checking out textbooks.  I will also collect the Back to School Surveys.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journal #1, warm-up #1 and 1 OTD.

    Week 1 journal and warm-up

     

    Classwork- Students checked out their textbooks that will go home with them.  Continued working on Why Colonize?  All classes read the Primary Source - Reasons for Colonizing We also worked on a Cause map together as a class, where we put all the reasons found in the primary source onto the map.  Periods 2 & 3 then discussed the 3 G's - God, Glory, and Gold (Goods).  I then had them color code all of the reasons into the three categories (3 G's).

     

    Homework - no homework

     


     

    Week of August 12-16

    Welcome Back to School!

     

    Monday - No School - Teacher Work Day

    Classwork- 

     

     

    Homework- 

     

    Tuesday - No School - Teacher Work Day

    Classwork- 

     

     Homework- 

      

    Wednesday - First Day of School/Back to School Night

    Classwork-  As students arrived, they received an index card with a number on it, this number corresponds to the seat the students were to sit in.  Students they flipped over the index card and answered four questions about themselves, which I then collected.

    We started working on the Why Study History? activity which we will continue tomorrow.

            

    Homework- Students need to have a 70-100 pages spiral with a durable cover that will be used for thie class only by next Tuesday, August 20th.

     

    Thursday - 

    Classwork- Students filled out planner.

    I handed out the Class Expectations/Procedures paper with the attached page for signatures today.  The signature page needs to be returned to me by next Tuesday, August 20th.

    We continued working on the Why Study History? activity, will continue tomorrow.

     

    Homework- Students need to have a 70-100 pages spiral with a durable cover that will be used for thie class only by next Tuesday, August 20th.

    Signed parent/student slip (that was attached to Class Expectations page) needs to be turned in by Tuesday, August 20th.

     

    Friday - 

     

    Classwork- Finished going over the Class Expectation and Procedures.  Remember to have your signed parent/student slip turned in by next Tuesday.

    Continued the Why Study History? activity.  Students should have the article that they read and highlighted with their group completed, along with the Doodle Notes (all except for 1st period).  We will complete the activity on Monday and will turn in the various papers we have used.

     

     

    Homework - Students need to have a 70-100 pages spiral with a durable cover that will be used for thie class only by next Tuesday, August 20th.

    Signed parent/student slip (that was attached to Class Expectations page) needs to be turned in by Tuesday, August 20th.

     


     

     

     

    Week of May 20-24

     

    Monday - 

    Classwork- Students filled out planner.

    All Classes - Continued the Life in the U.S. for African Americans before the Civil War using quotations, placards, textbook, and Interactive Notebook.  Quotations - slaves and Placards - slaves.  Today was the last day to work on this in class.  Assignment needs to be completed in you Interactive Notebook by Friday.

     

     

    Homework- Complete the Unit 6 Geography Challenge or the African Americans before the Civil War work in the Interactive Notebook, if not completed in class.  I will start grading the Geography Challenge tomorrow.

     

    Tuesday - 

    Classwork- Journal #65 - Students answered and several were called on to share their response.  

    Week 35 journals and warm-up

    All Classes Started discussing the Missouri Compromise using a packet which covers several compromises dealing with slavery, leading up to the Civil War.  Will continue tomorrow.

     

     Homework- Work on any I.N. work not completed.

      

    Wednesday - 

    Classwork-  Warm-up #48 - Students answered and some were called on to answer. 

    All Classes - All classes completed discussing the Missouri Compromise (if they did not finish tomorrow).  Discussed the Compromise of 1850.   Will continue tomorrow.   

            

    Homework- Work on any I.N. work not completed.

     

    Thursday - 

    Classwork- Journal #66 - Students answered and several were called on to share their response. 

    All classes -  We finished discussing the political compromises dealing with slavery by discussing the Kansas-Nebraska Act.  All classes turned in their packets, except for 3rd period (I will collect tomorrow).  We then discussed "Bloody Kansas" and the attack on Senator Charles Sumner.  1st period started discussing the Dred Scott Supreme Court case.

     

    Homework- 

     

    Friday - 

    Spirals Due:  All Periods - I will be grading Journals #63-66, warm-ups #46-48 and 2 OTDs (Periods 1-3); and Journals #65-66, warm-up #48, and 1 OTD (Periods 4 & 7).  

    Week 34 journals and warm-ups                Week 35 journals and warm-up

    Classwork

    All classes -

     

    Homework - 

     


     

    Week of May 13-17

     

    Monday - 

    Classwork- Students filled out planner.

    Periods 1-3, & 7 - We started working on Unit 6 - Life in America in the 1830's - 1850's.  We started by going over the Geography Challenge.  We read and discussed the intro (pages 337) and examined the two maps (pages 336-337).  Students then started working on the Geography Challenge in their Interactive Notebook (pages 168-170) using the two maps.  

    Period 4 - Finished watching the movie "West to Oregon - Along the Oregon Trail"  "West to Oregon" movie using West to Oregon movie questions.  I then collected their movie questions.  

    We then started working on Unit 6 - Life in America in the 1830's - 1850's.  We started by going over the Geography Challenge.  We read and discussed the intro (pages 337) and examined the two maps (pages 336-337).  Students then started working on the Geography Challenge in their Interactive Notebook (pages 168-170) using the two maps.  Students will have some time tomorrow to finish.

     

    Homework- If you did not get much work done on the Geography Challenge, work on it at home.

     

    Tuesday - 

    Classwork- Journal #63 - Students answered and several were called on to share their response.   

    Week 34 journals and warm-ups  

    Periods 1,4, & 7 - Students had about 10-12 minutes to finish up the Geography Challenge. 

    We then started discussing the differences between the North and the South, examining the landscape, economy, transportation, and way of life.

    Periods 2-3 - We started discussing the differences between the North and the South, examining the landscape, economy, transportation, and way of life.

    Students then had a few minutes to start working on the Sectionalism worksheet, which focuses on the differences between the regions in the U.S. in the years leading up to the Civil War.  Will continue tomorrow.

     

     Homework-  no homework

      

    Wednesday - 

    Classwork-  Warm-up #46 - Students answered and some were called on to answer.              

    Period 1 - Following up on the discussion of the differences between the North and South, students were introduced to the Sectionalism worksheet.  Students had 30-35 minutes to work on it in class.  If they did not finish, it is homework - due on Friday.

    Periods 2 & 3 - Students continued working on the Sectionalism worksheet that they received yesterday.  It is due on Friday, so whatever was not completed in class needs to be done for homework.

    Periods 4 & 7 - We finished discussing the differences between the North and the South, examining transportation and way of life.

    Following up on the discussion of the differences between the North and South, students were introduced to the Sectionalism worksheet.  Students had about 30 minutes to work on it in class.  If they did not finish, it is homework - due on Friday.

     

    Homework- Sectionalism worksheet due on Friday.

     

    Thursday - 

    Classwork- Journal #64 - Students answered and several were called on to share their response. 

    All classes - Life in the United States for African Americans in the years before the Civil was introduced.  We examined a slave quilt and listened to a piece of music - a spiritual.

    We then started the activity that we will be doing for the next couple of days.  Students could work on their own or with a partner.  They recieved a quotation Quotations - slaves that they then needed to read and then find the picture (placard) Placards - slaves that were posted around the room.  Once they had done that, they then answered a couple of questions about the quotation/placard as well as one from the section in the textbook (pages 380-389) discussing that topic.  Students used their Interactive Notebook to record their answers (pages 188-192).  We will continue the activity tomorrow.  

     

     

    Homework- Sectionalism worksheet due tomorrow.

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #61-64, warm-ups #44-47 and 2 OTDs.  

    Week 33 journals and warm-ups             Week 34 journals and warm-ups

    Classwork- Warm-up #47 - Students answered and some were called on to answer.

    All classes - Collected Sectionalism worksheet.

    Continued the Life in the U.S. for African Americans before the Civil War using quotations, placards, textbook, and Interactive Notebook.  Quotations - slaves and Placards - slaves We will continue on Monday (last day).

     

    Homework - 

     


     

    Week of May 6-10

     

    Monday - Server down

    Classwork- Students filled out planner.

     

     

     

    Homework- 

     

    Tuesday - Server down

    Classwork- Journal #61 - Students answered and several were called on to share their response.   

    Week 33 journals and warm-ups

    By the end of class today, all class should have all of the Manifest Destiny work down in their Interactive Notebook - pages 141-145 (Sections 1-5)

     

     

     Homework-  

      

    Wednesday - Server finally back up

    Classwork-  Warm-up #44 - Students answered and some were called on to answer.              

    Periods 1 & 3 - Finished discussing Mexican Cession.  We then discussed the Lewis and Clark Expedition using the primary source document on page 293 in the textbook.  We then started watching the movie "West to Oregon - Along the Oregon Trail"   "West to Oregon" movie using West to Oregon movie questions.  Will continue tomorrow.

    Period 2 - Discussed the Lewis and Clark Expedition using the primary source document on page 293 in the textbook.  We then started watching the movie "West to Oregon - Along the Oregon Trail" "West to Oregon" movie using West to Oregon movie questions.  Will continue tomorrow.

    Periods 4 & 7 - Finished discussing Mexican Cession.  We then discussed the Lewis and Clark Expedition using the primary source document on page 293 in the textbook.  Will start the movie tomorrow.

    Homework- 

     

    Thursday - 

    Classwork- Journal #62 - Students answered and several were called on to share their response. 

    All classes - We watched the movie "West to Oregon - Along the Oregon Trail"  "West to Oregon" movie using West to Oregon movie questions.  Will continue tomorrow.  Periods 4 & 7 started the movie today, Periods 1-3 continued from where they left off yesterday.

     

     

    Homework- no homework

     

    Friday - Assembly Schedule due to Say Something assembly, all periods were shorter in length with the exception of 7th period

    Spirals Due:  Periods 1-3 - I will be grading Journals #59-62, warm-ups #43-45 and 2 OTDs.  I will also be grading the Classifying Map and FOR answers to the questions - analyzing "American Progress" painting by John Gast.

    Week 32 journals and warm-up                Week 33 journals and warm-ups

    Classwork- Warm-up #45 - Students answered and some were called on to answer.

    All classes - Continued watching the movie "West to Oregon - Along the Oregon Trail"  "West to Oregon" movie using West to Oregon movie questionsPeriods 1-3 all finished the movie, Period 4 has a couple of minutes to complete on Monday.  Periods 1-2 turned in their questions, I did not collect papers from Period 3 since we finished the movie at the very end of the period.

     

    Homework - I told students that they needed to make sure they have all of the Manifest Destiny work down in their Interactive Notebook - pages 141-145 (Sections 1-5) by Tuesday.  I will start grading them on that day.

     


     

    Week of April 29-May 3

     

    Monday - 3 days until the ABC Book is due!  

    Classwork- Students filled out planner.

    Periods 1-2 - Continued introducing the concept of Manifest Destiny using a Classifying Map (Tree Map) and Frame of Reference answers we created on Friday, by analyzing the painting "American Progress" painting by John Gast. We broke down the symbolism of the painting to discover the message of the painting.  

    We then went over the introduction in the textbook.  Students then read section 1 of Lesson 15 (pages 280-281) and answered the 4 questions in the Interactive Notebook that corresponds with the section (bottom of page 141 and the top of page 142).

    Periods 3-4 & 7 - Students had set up a Classifying Map (Tree Map) in their spiral on Friday.  It is titled Manifest Destiny with 4 branches (headings) - Groups of People, Types of Animals, New Innovations (Technology/Inventions), and Modes of Transportation.  Students had time to then analyze the painting and placed what they see in one or more of the categories.  Here is a link to the painting "American Progress" painting by John Gast.  Students then answered a prompt about what the message of the painting is and what the artist was trying to tell us.  We then  broke down the meaning/symbolism of the painting.

    We then went over the introduction in the textbook.

     

     

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.

     

    Tuesday - 2 days until the ABC Book is due!

    Classwork- Journal #59 - Students answered and several were called on to share their response.   

    Week 32 journals and warm-up 

    All Classes - Started the Manifest Destiny activity.  We started with Louisana Territory.  Each class performed the Act-It-Out for Louisiana.  If the class had not already read and answered read section 1 of Lesson 15 (pages 280-281) they did so.  After reading classes answered the 4 questions in the Interactive Notebook that corresponds with the section (bottom of page 141 and the top of page 142).  After reading and answering we then briefly reviewed the land acquisition.  If time allowed, they decided in their groups if the land acquisition was justifiable.

     

     Homework-  Work on ABC Book, it is due on Thursday, May 2nd.  

      

    Wednesday - 1 day until the ABC Book is due!

    Classwork-  Warm-up #43 - Students answered and some were called on to answer.              

    Periods 1-2 - Continued Manifest Destiny activity.  Today we focused on the acquisition of Florida.  We started out with the Act-It-Out.  Students then read page 282 in the textbook, then answered the corresponding section in their I.N. (middle of page 142).  We then discussed some of the key pieces of information.  Students, in their groups then discussed the question - Was U.S. expansion into Florida justifiable?  One member from each group then placed their rank on the spectrum and explained the group's reasoning.

    Periods 3 & 7 - Continued Manifest Destiny activity. We completed the section on the Louisiana Territory.

    Next we focused on the acquisition of Florida.  We started out with the Act-It-Out.  Students then read page 282 in the textbook, then answered the corresponding section in their I.N. (middle of page 142).  We then discussed some of the key pieces of information.  Students, in their groups then discussed the question - Was U.S. expansion into Florida justifiable?  One member from each group then placed their rank on the spectrum and explained the group's reasoning.

    Period 4 - Continued Manifest Destiny activity. We completed the section on the Louisiana Territory.

    Next we focused on the acquisition of Florida.  We started out with the Act-It-Out.  Students then read page 282 in the textbook, then answered the corresponding section in their I.N. (middle of page 142).  We then discussed some of the key pieces of information.

    Homework- Work on ABC Book - due tomorrow.

     

    Thursday - ABC Book is due!

    Classwork- Collect ABC Books

    Period 1 - Continued Manifest Destiny activity.  Today we focused on Texas.  We started out with the Act-It-Out.  Students then read pages 283-285 in the textbook, then answered the corresponding section in their I.N. (bottom of page 142 and all of page 143). 

    Periods 2-3 & 7 - Continued Manifest Destiny activity.  Today we focused on Texas.  We started out with the Act-It-Out.  Students then read pages 283-285 in the textbook, then answered the corresponding section in their I.N. (bottom of page 142 and all of page 143).  We then discussed some of the key pieces of information.  

    Period 4 - Continued Manifest Destiny activity.  We continued discussing the acquisition of Floriday.  Students, in their groups discussed the question - Was U.S. expansion into Florida justifiable?  One member from each group then placed their rank on the spectrum and explained the group's reasoning.

    We then started on Texas.  We started out with the Act-It-Out.  Students then read pages 283-5 in the textbook, then answered the corresponding section in their I.N. (bottom of page 142 and all of page 143).   Students will have about 5 minutes to finish this section in their Interactive Notebooks.

     

    Homework- no homework

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #57-60, warm-ups #42-43 and 2 OTDs.  I will also be grading the Classifying Map and FOR answers to the questions - analyzing "American Progress" painting by John Gast.

      Week 31 Journals and warm-up            Week 32 journals and warm-up

    Classwork- Journal #60 - Students answered and several were called on to share their response.

    The school's server went down before I could enter Friday's work.

     

     

    Homework - 

     


     

    Week of April 22-26

     

    Monday - 10 days until the ABC Book is due! - No School 

    Classwork- 

     

     

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.

     

    Tuesday - 9 days until the ABC Book is due!

    Classwork- Students filled out planner.  

     

    Periods 1-3 - Continued discussing and answering questions about Andrew Jackson's Indian Policy.  Students need to finish answering the paper if they did not do so in class today.  I will be collecting the two Jackson papers tomorrow. 

    Tomorrow students will present aloud their Poem for Two Voices.

     

    Periods 4 & 7 - Continued discussing and answering questions about Andrew Jackson's Indian Policy.  Students will have about 5 minutes to finish the paper dealing with Jackson's Indian Policy tomorrow.  I will be collecting the two Jackson papers after that.

    Tomorrow students will present aloud their Poem for Two Voices.

     

     Homework-  Work on ABC Book, it is due on Thursday, May 2nd.  

    Periods 1-3 - make sure both of your Jackson papers are completed.  I will be collecting them tomorrow.

      

    Wednesday - 8 days until the ABC Book is due!

    Classwork-  Journal #57 - Students answered and several were called on to share their response.   

    Week 31 Journals and warm-up         

    Periods 1-3 - Collected both of the Andrew Jackson papers.  Students then presented their Poem for Two Voices aloud to the class.  Period 3 has four more poems that need to be presented.

    Periods 4 & 7 - Classes had about 5 minutes to finish the Jackson paper on his Indian Policy.  If they were finished, they could turn in both papers, if not, they were to take their paper (and the reading) home to finish.  I will collect tomorrow.

    Students then presented their Poem for Two Voices aloud to the class.  Period 4 has seven more poems that need to be presented.

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.  Periods 4 & 7 - make sure both of your Jackson papers are completed.  I will be collecting them tomorrow if you did not already turn them in to be today.

     

    Thursday - 7 days until the ABC Book is due!

    Classwork- Warm-up #42 - Students answered and some were called on to answer.  

    Periods 1-2 - We started Manifest Destiny (Western Expansion).  Read and discussed the introduction to the Unit (page 277 in textbook).  Students then worked on the Geography Challenge (pages 138-140 in the Interactive Notebook), using the maps on pages 276-277 in the textbook.  If they were unable to finish during the time given in class, students need to take their I.N. home to finish by Tuesday.

    Periods 3-4 - Finished presenting A Poem For Two Voices.  

    We started Manifest Destiny (Western Expansion).  Read and discussed the introduction to the Unit (page 277 in textbook).  Students then worked on the Geography Challenge (pages 138-140 in the Interactive Notebook), using the maps on pages 276-277 in the textbook.  Students will have some time tomorrow to finish.  If they are unable to finish tomorrow during the time given in class, students need to take their I.N. home to finish by Tuesday.

    Period 7 - We started Manifest Destiny (Western Expansion).  Read and discussed the introduction to the Unit (page 277 in textbook).  Students then worked on the Geography Challenge (pages 138-140 in the Interactive Notebook), using the maps on pages 276-277 in the textbook.  Students will have some time tomorrow to finish.  If they are unable to finish tomorrow during the time given in class, students need to take their I.N. home to finish by Tuesday.

     

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.

     

    Friday - 6 days until the ABC Book is due!

    Spirals Due:  Periods 1-3 - I will be grading Journals #55-58, warm-ups #41-42 and 2 OTDs.  

      Week 30 journals and warm-up               Week 31 Journals and warm-up

    Classwork- Journal #58 - Students answered and several were called on to share their response.

    Periods 1-2 - Introduced the topic of Manifest Destiny by breaking down the words in the phrase.  We then started analyzing a primary source painting.  Students set up a Classifying Map (Tree Map) in their spiral.  It is titled Manifest Destiny with 4 branches (headings) - Groups of People, Types of Animals, New Innovations (Technology/Inventions), and Modes of Transportation.  Students then analyzed the painting and placing what they see in one or more of the categories.  Here is a link to the painting "American Progress" painting by John Gast.  Students then answered a prompt about what the message of the painting is and what the artist was trying to tell us.  We then started breaking down the meaning/symbolism of the painting.  Will continue on Monday.

    Period 3 - Students had time to complete working on the Geography Challenge.  If they were unable to finish during the time given in class, students need to take their I.N. home to finish by Tuesday.

    I then introduced the topic of Manifest Destiny by breaking down the words in the phrase.  We then started analyzing a primary source painting.  Students set up a Classifying Map (Tree Map) in their spiral.  It is titled Manifest Destiny with 4 branches (headings) - Groups of People, Types of Animals, New Innovations (Technology/Inventions), and Modes of Transportation.  Students then started analyzing the painting and placing what they see in one or more of the categories.  Here is a link to the painting "American Progress" painting by John Gast.  We will continue on Monday.

    Periods 4 & 7Students had time to complete working on the Geography Challenge.  If they were unable to finish during the time given in class, students need to take their I.N. home to finish by Tuesday.

    I then introduced the topic of Manifest Destiny by breaking down the words in the phrase.  We then started analyzing a primary source painting.  Students set up a Classifying Map (Tree Map) in their spiral.  It is titled Manifest Destiny with 4 branches (headings) - Groups of People, Types of Animals, New Innovations (Technology/Inventions), and Modes of Transportation.  We will starte examining the painting on Monday.

     

    Homework - Work on ABC Book, it is due on Thursday, May 2nd. 

     


     

    Week of April 8-12

     

    Monday - 24 days until the ABC Book is due!

    Classwork- Students filled out planner for the week.

    Periods 1-2 - Foreign Affairs in a Young Nation - We read and discussed Section 9 in the textbook about The Monroe Doctrine.  Students then answered the questions in the Interactive Notebook for the section (bottom of page 115 & top of 116).

    Students then started working on the Processing assignment (bottom of page 116 in their Interactive Notebook).  They started the written portion.  Tomorrow I will give them a sheet of printer paper to complete the assignment.

    Periods 3 & 7 - Foreign Affairs in a Young Nation - Students finished Section 7 in their Interactive Notebooks (they started this section on Friday).  We then read and discussed Section 8 (James Monroe's foreign policy regarding Latin America)  in the textbook, and students answered the corresponding question in their Interactive Notebook (page 115).  Students then got in their groups to decide how they would advise Monroe on his decision.  They then presented their decision to the class.  Next we read and discussed The Monroe Doctrine (Section 9).  Students then answered the questions in the Interactive Notebook for the section (bottom of page 115 & top of 116).

    I then discussed the Processing Activity with them.  We didn't have time to start working on it, but I suggested to the students that they might want to start doing the written portion before class tomorrow.

    Period 4 - Foreign Affairs in a Young Nation - Students finished Section 7 in their Interactive Notebooks (they started this section on Friday).  We then read and discussed Section 8 (James Monroe's foreign policy regarding Latin America)  in the textbook, and students answered the corresponding question in their Interactive Notebook (page 115).  Students then got in their groups to decide how they would advise Monroe on his decision.  They then presented their decision to the class.  Next we read and discussed The Monroe Doctrine (Section 9).  

     

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.

     

    Tuesday - 23 days until the ABC Book is due!

    Classwork- Journal #55 - Students answered and several were called on to share their response.

    Week 30 journals and warm-up

    Periods 1-3 & 7 - Foreign Affairs in a Young Nation - I reviewed the directions for the Processing Activity.  Students then had time to work on the assignment. 

    The final draft needs to be completed on a single sheet of printer paper and is due on Thursday.  Students are to complete a headstone for the first 5 presidents. I would like it to look nice, students can use shading and/or color to make it look more polished.

    They need to complete the following:

    • The name of the president
    • the years the president lived
    • one example of how the president became involved in foreign affairs
    • one sentence explain to what extent you think the president should have been involved in world affairs
    • a symbol representing the president's foreign policy decisions

     

    Periods 3-4 & 7 - Foreign Affairs in a Young Nation - We finished the work in the Interactive Notebook (Section 9) dealing with the Monroe Doctrine.  

    I then introduced the directions for the Processing Activity.  Students then had time to work on the assignment. 

    The final draft needs to be completed on a single sheet of printer paper and is due on Thursday.  Students are to complete a headstone for the first 5 presidents. I would like it to look nice, students can use shading and/or color to make it look more polished.

    They need to complete the following:

    • The name of the president
    • the years the president lived
    • one example of how the president became involved in foreign affairs
    • one sentence explain to what extent you think the president should have been involved in world affairs
    • a symbol representing the president's foreign policy decisions

     

     Homework-  Work on ABC Book, it is due on Thursday, May 2nd.  Headstones assignment is due on Thursday. 

      

    Wednesday - 22 days until the ABC Book is due!

    Classwork-  Warm-up #41 - Students answered and some were called on to answer.              

    All Classes -  started discussing Andrew Jackson.  We started by discussing what they believe makes a good leader - traits and experiences.  Students then read some background information on Andrew Jackson and created 3 questions and answers based on what they had read.   We then discussed how Jackson did not fit the typical politician mold.  Next we discussed the Election of 1824 and how Andrew Jackson felt that he had been cheated out of that election.

    Will continue with our discussion on Andrew Jackson tomorrow.

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.  Headstones assignment is due tomorrow.

     

     

    Thursday - 21 days until the ABC Book is due!

    Classwork- Journal #56 - Students answered and several were called on to share their response.

    All Classes - Collected Foreign Policy Headstones assignment.

    Continued discussing Andrew Jackson.  We discussed his inauguration, the Spoils System, and Jacksonian Democracy, including more people getting the right to vote.

     

    Homework- Work on ABC Book, it is due on Thursday, May 2nd.

     

    Friday - 20 days until the ABC Book is due!

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #53-56, warm-ups #39-41 and 2 OTDs.  I will also be grading the Foreign Affairs Preview questions

     Week 29 journals and warm-ups                   Week 30 journals and warm-up

    Classwork

    All Classes - Started discussing Andrew Jackson's Indian Policy.  Will continue when we get back from Spring Break. 

     

    Homework - Work on ABC Book, it is due on Thursday, May 2nd. 

     


     

    Week of April 1-5

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Periods 1-2 - Foreign Affairs in a Young Nation - Discussed Washington's foreign policy.  We then started focusing on Adams.  Students read and answered the questions for section 2 (page 112 in the Interactive Notebook).  Students were then put into groups where they decided what they would do if they were Adam's foreign affairs advisor.  The groups then shared what suggestion they would have made.  We then read, answered (section 3 - bottom of page 112), and discussed what decision Adams made.

    Period 3Foreign Affairs in a Young Nation - Started discussing Foreign Affairs in the Young Nation.  Students answered the Preview Questions (on page 111).  Since there was not room to write their answers in the Interactive Notebook, students answered them in the Thinking Maps section of their spiral (behind their Hamilton notes).  We then discussed the map (which they were referencing in their questions) and discussed the questions.  We looked at the Seal of the United States and analyized the symbolism of the items in the seal.  Students then read Section 1 in the textbook (page 226), and answered the question in the I.N. (bottom of page 111).  We then started discussing Jay's Treaty and students answered the first question on the top of page 112.  Will continue tomorrow.

    Period 4Foreign Affairs in a Young Nation - Started discussing Foreign Affairs in the Young Nation.  Students answered the Preview Questions (on page 111).  Since there was not room to write their answers in the Interactive Notebook, students answered them in the Thinking Maps section of their spiral (behind their Hamilton notes).  We then discussed the map (which they were referencing in their questions) and discussed the questions.  We looked at the Seal of the United States and analyized the symbolism of the items in the seal.  Students then read Section 1 in the textbook (page 226), and answered the question in the I.N. (bottom of page 111).

    Period 7Foreign Affairs in a Young Nation - We finished discussing the Preview questions that they had answered in their spirals.  We looked at the Seal of the United States and analyized the symbolism of the items in the seal.  Students then read Section 1 in the textbook (page 226), and answered the question in the I.N. (bottom of page 111).  We then started focusing on Adams.  Students read and answered the questions for section 2 (page 112 in the Interactive Notebook). Will continue tomorrow.

     

    Homework- Periods 1-2 & 7 - Hamilton and Jefferson:  A Poem for Two Voices due tomorrow.  I will be collecting the rough and final drafts.  Make sure the final draft is on one piece of paper, using 2 columns.

    Work on rough drafts for the ABC Book, remember it is never too early to start.

     

    Tuesday - 

    Classwork- Journal #53 - Students answered and several were called on to share their response.

     Week 29 journals and warm-ups

    Periods 1-2 - Foreign Affairs in a Young Nation - Completed discussion/work on Adams' foreign policy.  Started working on Jefferson's policy dealing with British impressment and the Barbary pirates.  Students should have work for Sections 2-4 completed.

    Periods 3-4 & 7Foreign Affairs in a Young Nation - Complete discussion/activity/work on Adams' foreign policy.  Will start with Jefferson tomorrow.  Students shoud have work for Sections 2-3 completed.

     

     Homework-  Periods 3-4 - Hamilton and Jefferson:  A Poem for Two Voices due tomorrow.  I will be collecting the rough and final drafts.  Make sure the final draft is on one piece of paper, using 2 columns.

    Work on rough drafts for the ABC Book, remember it is never too early to start.

      

    Wednesday - 

    Classwork-  Warm-up #39 - Students answered and some were called on to answer.              

    Periods 1-2 - Foreign Affairs in a Young Nation - Finished Section 5, we then started discussion James Madison's foreign policy leading up to the War of 1812 (Section 6).  Groups met and offered their advice to Madison.

    Periods 3 & 7 - Foreign Affairs in a Young Nation - Completed discussion/work on Adams' foreign policy (Section 3).  Started working on Jefferson's policy dealing with British impressment and the Barbary pirates (Section 4).  Groups offered their advice to Jefferson.  Students then read and answered what Jefferson did (Section 5).

    Period 4Foreign Affairs in a Young Nation - Completed discussion/work on Adams' foreign policy (Section 3).  Started working on Jefferson's policy dealing with British impressment and the Barbary pirates (Section 4).  Groups offered their advice to Jefferson. 

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - 

    Classwork- Journal #54 - Students answered and several were called on to share their response.

    Periods 1-2 - Foreign Affairs in a Young Nation - Discussed the War of 1812, including a few video clips, one on the attack on Washington D.C. - The Burning of Washington D.C. and the Impact of the war - Impact of the War of 1812.  Students then started working on Section 7 in their Interactive Notebooks (pages 114-115).

    Periods 3-4 & 7 - Foreign Affairs in a Young Nation - Finished Section 5 - Jefferson's Foreign Policy decisions in dealing with the Barbary Pirates and the attack on American ships by the French and British.  Started reading and discussion Madison's issues with the British.  Students answered the question for Section 6 (top of page 114 in I.N.).  Students then got in their groups and decided on their recommend to President Madison.  They then shared them with the rest of class.  Periods 3 & 7 then started reading Section 7, will continue tomorrow.

     

    Homework- Work on your ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #51-54, warm-ups #37-40 and 2 OTDs.  I will also be grading the Foreign Affairs Preview questions

    Week 28 journals and warm-ups              Week 29 journals and warm-ups

    Classwork- Warm-up #40 - Students answered and some were called on to answer.

    Period 1 - Foreign Affairs in a Young Nation - Students finished working on the timeline and question for Section 7 in their Interactive Notebook (pages 114-115).  We then read and discussed Section 8 (James Monroe's foreign policy regarding Latin America)  in the textbook, and students answered the corresponding question in their Interactive Notebook (page 115).  Students then got in their groups to decide how they would advise Monroe on his decision.  They then presented their decision to the class.

    Period 2Foreign Affairs in a Young Nation - Students finished working on the timeline and question for Section 7 in their Interactive Notebook (pages 114-115).  We then read and discussed Section 8 (James Monroe's foreign policy regarding Latin America)  in the textbook, and students answered the corresponding question in their Interactive Notebook (page 115).   Since I was not in class (I had to go to the high school for the period) students worked on a map activity for the War of 1812.

    Periods 3-4 & 7 -  Foreign Affairs in a Young Nation - Discussed the War of 1812, including a few video clips, one on the attack on Washington D.C. - The Burning of Washington D.C. and the Impact of the war - Impact of the War of 1812.  Students then started working on Section 7 in their Interactive Notebooks (pages 114-115).

     

    Homework - Work on your ABC Book, remember it is never too early to start.  

     


     

    Week of March 25-29

     

    Monday - Substitute Today

    Classwork- Students filled out planner for the week.

    All Periods - Students had the day to work on their Historical Heads assignment.  4th period was introduced to the assignment and had the majority of the class period to work.  They will also have a work day tomorrow.  Assignment is due on Friday.  Historical Heads Assignment and Historical Heads template 

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.

     

    Tuesday - 

    Classwork- Journal #51 - Students answered and several were called on to share their response.

    Week 28 journals and warm-ups

    All Periods - Students had the day to work on their Historical Heads assignment.  4th period was introduced to the assignment and had the majority of the class period to work.  Assignment is due on Friday.  Historical Heads Assignment and Historical Heads template 

     

     Homework-  Work on rough drafts for the ABC Book, remember it is never too early to start.

      

    Wednesday - 

    Classwork-  Warm-up #37 - Students answered and some were called on to answer.              

    Periods 1-2 & 7 - Started working on Hamilton and Jefferson:  A Poem for Two Voices.  Will continue tomorrow.  A Poem for Two Voices

    Periods 3 & 4 - Since  so many students were tour guides for the 5th grade visit to JMS, I gave those students who were here an extra day to work on the Historical Heads assignment.  Historical Heads Assignment and Historical Heads template 

      

    Homework- Work on the Historical Heads assignment.  I will be collecting both parts of the assignment, along with the Preparation for the Historical Heads assignment on Friday.

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - 

    Classwork- Journal #52 - Students answered and several were called on to share their response.

    Periods 1-2 & 7 - Reviewed with students what is due tomorrow.

    Students had time to continue working on Hamilton and Jefferson:  A Poem for Two Voices.  Most students are working with partners.  If they did not complete the rough draft in the time given (part of yesterday and most of today), they need to communicate with their partner to finish the rough draft.  I will go over formatting the final draft tomorrow (except for 1st period where I did it today).

    Periods 3-4 - Went over the directions for Hamilton and Jefferson:  A Poem for Two Voices.  I also shared some examples with them, so they could see how it works.  Students then had time to start working on the assignment.  Tomorrow they will have more time to work on the rough draft and I will also go over how to format the final draft.

     

    Homework- Work on the Historical Heads assignment.  I will be collecting both parts of the assignment, along with the Preparation for the Historical Heads assignment tomorrow.

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #49-52, warm-ups #36-38 and 2 OTDs.  I will also be grading the Hamilton notes/questions (in the Thinking Map section of your spiral)

     Week 27 journals and warm-up                  Week 28 journals and warm-ups

    Classwork- Warm-up #38 - Students answered and some were called on to answer.

    Period 1-2 - Collected Preparation for the Historical Heads and the Historical Heads assignments.  

    Started discussing Foreign Affairs in the Young Nation.  Students answered the Preview Questions (on page 111).  Since there was not room to write their answers in the Interactive Notebook, students answered them in the Thinking Maps section of their spiral (behind their Hamilton notes).  We then discussed the map (which they were referencing in their questions) and discussed the questions.  We looked at the Seal of the United States and analyized the symbolism of the items in the seal.  Students then read Section 1 in the textbook (page 226), and answered the question in the I.N. (bottom of page 111).

    Periods 3-4 -  Collected the Historical Heads assignment.  I will collect the Preparation for the Historical Heads on Monday, since the students need to use it to help them on their Poem for Two Voices.

    Students had time to continue working on Hamilton and Jefferson:  A Poem for Two Voices.  Most students are working with partners.  If they did not complete the rough draft in the time given (part of yesterday and most of today), they need to communicate with their partner to finish the rough draft.  I went over formatting the final draft.  The final draft (and rough draft) are due on Wednesday. 

     

    Period 7 -  Collected Preparation for the Historical Heads and the Historical Heads assignments.  

    Started discussing Foreign Affairs in the Young Nation.  Students answered the Preview Questions (on page 111).  Since there was not room to write their answers in the Interactive Notebook, students answered them in the Thinking Maps section of their spiral (behind their Hamilton notes).  We then discussed the map (which they were referencing in their questions) and started discussing the questions.  

     

    Homework - The rough and final drafts for A Poem for Two Voices are due on Tuesday (periods 1-2 & 7) or Wednesday (periods 3-4).

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     


     

    Week of March 18-22

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Periods 1-3 & 7 - Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to the "Cabinet Battle #1" and "The Room Where It Happens" questions using the songs in the musical.  To listen to the songs, please clink on these links - Cabinet Battle #1 and The Room Where It Happens.  Will continue Wednesday.

    Period 4 -  Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to the "Non Stop" and "Cabinet Battle #1" questions using the songs in the musical.  To listen to the songs, please clink on these links - Non Stop and Cabinet Battle #1 .  Will continue Wednesday.

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.

     

    Tuesday - High School Counselor - talk to students regarding H.S. registration

    Classwork- Students received their Tehachapi High School Course Description and College & Career Planning Handbook as well as their green Freshman Registration Worksheet.  The handbook is theirs to keep, the green paper needs to be turned in to me on Thursday with a parent signature.  If students want to take Health through TUSD during the summer, they received a blue sheet.  The blue sheet needs to be filled out and turned in to the JMS front office starting on Thursday at 7:00 a.m.  The sooner they turn in their blue sheet, the higher up they are on the list for taking health during summer school.

    If any students were absent today, I have handbooks, as well as the green and blue sheets in my classroom.

     

     Homework-  Work on rough drafts for the ABC Book, remember it is never too early to start.

      

    Wednesday - Freshman Fun Day

    Classwork-  Journal #49 - Students answered and several were called on to share their response. - Periods 1-3 only

    Week 27 journals and warm-up               

     Periods 1-3 - Finished examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to  "The World was Wide Enough" and "Who Lives, Who Does, Who Tells Your Story" questions using the songs in the musical.  To listen to the songs, please clink on these links - The World Was Wide Enough and Who Lives, Who Dies, Who Tells Your Story.

    Period 4 - no class today, we were at Freshman Fun Day at the high school.

    Period 7 - We only had 20 minutes of class, so I did not have the students do the journal today.  

    Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to  "The World was Wide Enough" and  questions using the songs in the musical.  To listen to the songs, please clink on these links - The World Was Wide Enough

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - Substitute Today

    Classwork-  Warm-up #36 - Students answered and some were called on to answer.

    All Periods - Worked on Preparation for the Historical Heads Assignment.  It this assignment students are to gather information on Alexander Hamilton and Thomas Jefferson in seven different categories.  On the page I give the categories, the pages in the textbook where they can find information, and space to jot down the information.  They can also use their Hamilton Notes to help.  Here is the assignment, look in the instructions for further clarification - Preparation for the Historical Heads Assignment.  Tomorrow I will give the instructions for the next part - the Historical Heads assignment.

     

     

    Homework- If you did not complete the Preparation for the Historical Heads assignment today in class, please do so tonight!

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #47-50, warm-ups #34-36 and 2 OTDs.  I will also be grading the Hamilton notes/questions (in the Thinking Map section of your spiral)

    Week 26 journals and warm-ups               Week 27 journals and warm-up   

    Classwork- Journal #50 - Students answered and several were called on to share their response.

    Period 1 - Went over the directions for the Historical Heads assignment.  Students also recieved the paper to complete the assignment on.  Had the rest of the period to work on the assignment.  Will continue on Monday.

    Periods 2-3 & 7 - Completed the last box - Hamilton's Legacy using their notes and listening to Who Lives, Who Dies, Who Tells Your Story.  

    Went over the directions for the Historical Heads assignment.  Students also recieved the paper to complete the assignment on.  Had the rest of the period to work on the assignment.  Will continue on Monday.  Historical Heads Assignment and Historical Heads template

    Period 4 - Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to  "The Room Where It Happened" and "The World was Wide Enough" and  questions using the songs in the musical.  To listen to the songs, please clink on these links -The Room Where It Happens and The World Was Wide Enough

     

    Homework - Work on rough drafts for the ABC Book, remember it is never too early to start.  

     


     

    Week of March 11-15

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Periods 1-3 & 7 - Collected Constitutional Crossword Puzzle from anyone who had it completed - remember it is due tomorrow. - Constitutional Crossword

    Started reading and discussing about the presidency of George Washington - including his choice of cabinet members and the Whiskey Rebellion.

    Period 4 - Students were given 30 minutes to work on their Constitutional Crossword Puzzle.  They need to finish it tonight - it is due tomorrow. - Constitutional Crossword

    We then started reading and discussing about the presidency of George Washington - including his choice of cabinet members.  Will continue tomorrow.

     

    Homework- Constitutional Crossword Puzzle - Constitutional Crossword is due tomorrow.

    Work on rough drafts for the ABC Book, remember it is never too early to start.

     

    Tuesday - Hearing Screening - first 20 minutes of class

    Classwork- Journal #47 - Students answered and several were called on to share their response.

    Week 26 journals and warm-ups

    Periods 1-2 - After hearing screening we completed journal and shared.  I then collected the Constitutional Crossword Puzzle. 

    We then completed reading and discussing Washington's presidency, focusing on our response to the French Revolution and Washington's Farewell Address.

    Periods 3 & 7 - After hearing screening we completed journal and shared.  I then collected the Constitutional Crossword Puzzle. 

    We then continued reading and discussing Washington's presidency, focusing on our response to the French Revolution. We will discuss Washington's Farewell Address tomorrow.

    Period 4 - After hearing screening we completed journal and shared.  I then collected the Constitutional Crossword Puzzle. 

    We then continued reading and discussing Washington's presidency, focusing on the members of Washington's cabinet.  We will discuss the Whiskey Rebellion, the French Revolution and Washington's Farewell Response tomorrow.

     

     Homework-  Work on rough drafts for the ABC Book, remember it is never too early to start.

      

    Wednesday - Modified Schedule due to Panarama Pictures

    Classwork-  Warm-up #34 - Students answered and some were called on to answer.                  

     Periods 1-2 - Set up note pages in their spiral for our unit on Alexander Hamilton, where we will examine his life and his beliefs using a PowerPoint and some of the songs from the musical - Hamilton.

    Started examining the life of Alexander Hamilton.

    Periods 3-4 & 7 - Finished reading about Washington's Presidency.  

    Set up note pages in their spiral for our unit on Alexander Hamilton, where we will examine his life and his beliefs using a PowerPoint and some of the songs from the musical - Hamilton.

    Periods 3 & 7 started examining the life of Alexander Hamilton. Period 4 will start tomorrow.

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - 

    Classwork-  Journal #48 - Students answered and several were called on to share their response.

     Periods 1-3 & 7 - Continued examining Alexander Hamilton using a PowerPoint and songs from the musical.  Students needed to respond the the "Right Hand Man" questions using the song in the musical.  To listen to the song, please clink on this link - "Right Hand Man".  Will continue tomorrow.

    Period 4 - Started examining Alexander Hamilton using a PowerPoint and songs from the musical.   Will continue tomorrow.

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #45-48, warm-ups #32-35 and 2 OTDs.  

    Week 25 journals and warm-ups              Week 26 journals and warm-ups

    Classwork- Warm-up #35 - Students answered and some were called on to answer.

    Periods 1-3 & 7 - Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to the "Non Stop" and "Cabinet Battle #1" questions using the songs in the musical.  To listen to the songs, please clink on these links - Non Stop and Cabinet Battle #1 .  Will continue Monday.

    Period 4 - Continued examining Alexander Hamilton and his beliefs using a PowerPoint and songs from the musical.  Students needed to respond to the "Right Hand Man" and "Non Stop" questions using the songs in the musical.  To listen to the songs, please clink on these links - "Right Hand Man" and Non Stop.  Will continue Monday.

     

    Homework - Work on rough drafts for the ABC Book, remember it is never too early to start.  

     


     

    Week of March 4-8

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Period 1 - Finished Case #3 in the Supreme Court Cases activity.  Started Case #4 - will complete tomorrow.  Students will turn in their packets tomorrow.  Supreme Court Cases activity

    Periods 2 & 7 - Finished Case #2 in the Supreme Court Cases activity.  Started Case #3 - will continue tomorrow.  Supreme Court Cases activity

    Period 3 - Finished Case #2 and Case #3 in the Supreme Court Cases activity.  Started Case #4 - will complete tomorrow.  Supreme Court Cases activity

    Period 4 - Finished Case #1 and Case #2 in the Supreme Court Cases activity.  Started Case #3 - will complete tomorrow.  Supreme Court Cases activity

     

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.

     

    Tuesday - 

    Classwork- Journal #45 - Students answered and several were called on to share their response.

    Week 25 journals and warm-ups

    Period 1  - Completed Case #4 in the Supreme Court Cases activity.  I then collected their packets.

    We then started the Bill of Rights activity.  Will continue tomorrow.

    Periods 2-3 - Completed Case #4 in the Supreme Court Cases activity.  I then collected their packets.

    Period 4 - Completed Case #3 in the Supreme Court Cases activity.  We then started Case #4, will continue tomorrow.

    Period 7 - Completed Case #3, we then started and completed Case #4 in the Supreme Court Cases activity.  I then collected their packets.

     

     Homework-  Work on rough drafts for the ABC Book, remember it is never too early to start.

      

    Wednesday - 

    Classwork-  Warm-up #32 - Students answered and some were called on to answer.                  

     Period 1 - Continued the Bill of Rights Scenarios activity.  Will complete tomorrow - Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

    Periods 2-3, & 7 - Started the Bill of Rights Scenarios activity.  Will continue tomorrow - Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

    Period 4 - Completed Case #4 in the Supreme Court Cases activity.  I then collected their packets.

    We then started the Bill of Rights Scenarios activity.  Will continue tomorrow - Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - 

    Classwork-  Journal #46 - Students answered and several were called on to share their response.

     Periods 1-2 - Students completed the Bill of Rights Scenarios activity.  Papers were collected.  If anyone was absent, here are the documents- Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

    Period 3-4 & 7 - Continued the Bill of Rights Scenarios activity.  Will complete tomorrow.  I will collected their answer documents upon completion - Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #42-46, warm-ups #30-33 and 2 OTDs.   Since we had snow days two weeks ago, we did not have the chance to turn in spirals that first week.  Therefore, I combined twoweeks worth together (see Week 24 below) and last week is on its own (Week 25).

    Week 24 journals and warm-ups               Week 25 journals and warm-ups         

    Classwork- Warm-up #33 - Students answered and some were called on to answer.

    Periods 1-2 - Worked on Constitutional Crossword Puzzle - Constitutional Crossword.  Puzzle is due on Tuesday.

    Periods 3-4, & 7 - Students completed the Bill of Rights Scenarios activity.  Papers were collected.  If anyone was absent, here are the documents- Scenarios Answer Document and Bill of Rights Scenarios - list of scenarios

    We then started working on Constitutional Crossword Puzzle - Constitutional Crossword.  Puzzle is due on Tuesday.  4th period will have about 30 minutes to work on it on Monday, since they didn't have much time today in class.

     

    Homework - Work on rough drafts for the ABC Book, remember it is never too early to start.  

     


     

    Week of February 25- March 1 

     

    Monday - Substitute today

    Classwork- Students filled out planner for the week.

    Students worked on the Amendments Worksheet - Amendments to the Constitution.  Students could use pages 611-621 in the textbook 

     

    Homework- Work on the Amendments to the Constitution paper - due Wednesday.  Complete the First Amendment Thinking Map.

     

    Tuesday - 

    Classwork- Journal #43 - Students answered and several were called on to share their response.

    Week 24 journals and warm-ups

    Period 1  - Students had some questions about the ABC Book, so we spent some time going over it and answering any questions that the students had about it.

    Collected their First Amendment Thinking Maps paper.

    Continued going over Amendments 2-10 using - Amendments 2-10 PowerPoint. Will complete tomorrow.

    Periods 2-3 & 7 - Students completed the First Amendment Thinking Maps using - First Amendment Effect Map. They need to complete what we worked on today in class for homework if they did not finish.

    We then started going over Amendments 2-10 using - Amendments 2-10 PowerPoint. Will complete tomorrow.

    Period 4 - I gave students about 10 minutes to complete the Tree Map.  We then completed the First Amendment Thinking Maps using - First Amendment Effect Map. They need to complete what we worked on today in class for homework if they did not finish.

     

     Homework-  All Periods - Work on the Amendments to the Constitution paper - due Wednesday.    Periods 2-4 & 7 - Complete the First Amendment Thinking Map.

      

    Wednesday - 

    Classwork-  Warm-up #30 - Students answered and some were called on to answer.

    Week 24 journals and warm-ups                      

     Period 1 - Collected the Amendments Worksheet.

    Finished going over Amendments 2-10 using - Amendments 2-10 PowerPoint.

    I then put the students into groups for the Supreme Court Cases Activity - Supreme Court Cases activity.  Students started on Case #1, will continue tomorrow.

    Periods 2-4, & 7 - Collected the First Amendment Thinking Maps and the Amendments Worksheet.

    Continued going through Amendments 2-10 using - Amendments 2-10 PowerPoint.  Will complete tomorrow.

     

    Homework- 

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - 

    Classwork-  Journal #44 - Students answered and several were called on to share their response.

     Period 1- Completed Case #1 of the Supreme Court Cases Activity.  Started Case #2.   Supreme Court Cases activity

    Periods 2-3 & 7 - Finished going over Amendments 2-10 using - Amendments 2-10 PowerPoint.

    I then put the students into groups for the Supreme Court Cases Activity - Supreme Court Cases activity.  Students started on Case #1, will continue tomorrow.

    Period 4 -  Finished going over Amendments 2-10 using - Amendments 2-10 PowerPoint.  Will start the Supreme Court Cases Activity tomorrow.

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #41-44, warm-ups #29-31 and 2 OTDs.  I will also be grading the 2 ABC Book Write up/Rough Draft maps (Period 4 only, since we hadn't finished the second map before we turn in spirals last time).  Since we had snow days last week, we did not have the chance to turn in spirals.  Therefore, I am combining last week and this week into 1 week worth of work.

    Week 23 journal and warm-up                    Week 24 journals and warm-ups               

    Classwork- Warm-up #31 - Students answered and some were called on to answer.

    Period 1 - Completed Case #2, started working on Case #3 - Supreme Court Cases activity.  Will continue on Monday.

    Periods 2-3, & 7 - Completed Case #1, started working on Case #2 - Supreme Court Cases activity.  Will continue on Monday.

    Period 4 - I put the students into groups for the Supreme Court Cases Activity - Supreme Court Cases activity.  Students started on Case #1, will continue Monday.

     

    Homework - Work on rough drafts for the ABC Book, remember it is never too early to start.  

     


     

    Week of February 18-22 

     

    Monday - No School - President's Day

    Classwork- 

     

     

    Homework- 

     

    Tuesday - 

    Classwork- Students filled out planner for the week.

    All Periods - Today was a work day for the First Amendment Tree Map.  For all class periods, except 1st, they will have time tomorrow to work on it.

     

     Homework-  Period 1 - Work on the First Amendment Tree Map if you did not complete during class.  Periods 2-4, & 7 - If you are not at least 60% done, work on it tonight.  

    Resource slides - First Amendment PowerPoint   Use pages 184-187 in the textbook as a resource as well.   Instructions for the assignment - First Amendment Tree Map instructions

      

    Wednesday - 

    Classwork- Journal #42 - Students answered and several were called on to share their response. 

    Week 24 journals and warm-up

     Period 1 - We completed the Effect portion of the First Amendment Thinking Map - using First Amendment Effect Map with Frame of Reference.  Students are to make sure it is completed tonight, will be turned in tomorrow.  A few students turned it in today.

    Started going over the rest of the amendments in the Bill of Rights, will continue tomorrow.

    Periods 2-3, & 7 - Students had time to complete working on the First Amendment Tree Map - see below for resources (under homework).  It is to be completed by tomorrow.  Period 2 - started ranking the five rights - First Amendment Effect Map with Frame of ReferencePeriod 3 - ranked the five rights, then started on the effect map - First Amendment Effect Map with Frame of Reference.

    Period 4 - Work day for the First Amendment Tree Map.  Look below in the homework section for links.

    Homework- Resource slides - First Amendment PowerPoint   Use pages 184-187 in the textbook as a resource as well.   Instructions for the assignment - First Amendment Tree Map instructions

    Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

     

    Thursday - Snow Day - No School

    Classwork-  Warm-up #30 - Students answered and some were called on to answer.

     

    Period 1

    Period  - 

    Periods  -

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  

     

    Friday - Snow Day - No School

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #41-43, warm-ups #29-30 and 2 OTDs.  I will also be grading the 2 ABC Book Write up/Rough Draft maps (Period 4 only, since we hadn't finished the second map before we turn in spirals last time).

    Week 23 journal and warm-up                     Week 24 journals and warm-up

    Classwork- Journal #43 - Students answered and several were called on to share their response. 

     

    Period  - 

     

    Periods  - 

    Period  - 

    Period  -

     

     

    Homework - 

     


     

    Week of February 11-15 

     

    Monday - No School - Snow Day

    Classwork- 

    Period 1 -

    Periods  - 

     Period  -

     

    Homework- 

     

    Tuesday - 

    Classwork- Students filled out planner for the week.

    Period 1 - Finished going over the First Amendment using First Amendment PowerPoint.  Students were then given a sheet of printer paper to start the First Amendment Tree Map.  We did not get far, will continue tomorrow.

    Tomorrow I will collect the rough draft for the first ABC Book letter (the one we mapped).  I will give feedback on their rough draft.

    Periods 2-3, & 7 - Discussed what they needed to do to complete the rough draft for their first letter in their ABC Book (the one we mapped).  Rough draft is due on Thursday so I can give feedback.

    Read and discussed introductory information regarding the Bill of Rights.

    Started getting more in depth with the Bill of Rights using a powerpoint - started with the First Amendment PowerPoint.   Will continue tomorrow.

    Period 4 - Finished working on the second map - the template for each letter.  Students used evidence to back up each of their opinions.  ABC Book Write-up/Rough Draft Maps.  Discussed what they needed to do to complete the rough draft for their first letter in their ABC Book (the one we mapped).  Rough draft is due on Thursday so I can give feedback.

    We then started reading and discussing introductory information regarding the Bill of Rights, will complete tomorrow.

     

     Homework-  Work on rough draft for first letter in the ABC Book (the one we mapped).  It can be typed or written by hand.  Period 1 - due tomorrow.  Periods 2-4 & 7 - due on Thursday.

      

    Wednesday - 

    Classwork- Journal #41 - Students answered and several were called on to share their response. 

    Week 23 journal and warm-up

    Period 1 - Students started working on the First Amendment Tree Map.  I provided the students with the slides we had gone over yesterday - First Amendment PowerPoint as well as the instructions for the assignment - First Amendment Tree Map instructions.  Students can also use the textbook (pages 184-187) as a resource.  Will continue working on assignment tomorrow.

    Periods 2-3, & 7 - Continued going over the First Amendment using the First Amendment PowerPoint.  Period 2 finished the powerpoint.  Periods 3 & 7 will complete tomorrow.

    Period 4 - Completed reading and discussing the introductory information regarding the Bill of Rights.  

    Started getting more in depth with the Bill of Rights using a powerpoint - started with the First Amendment PowerPoint.   Will continue tomorrow.

     

    Homework- Periods 2-4 & 7 - Work on rough draft for first letter in the ABC Book (the one we mapped).  It can be typed or written by hand.  It is due tomorrow.

     

     

    Thursday - 

    Classwork-  Warm-up #29 - Students answered and some were called on to answer.

    Periods 1-3 turn in spirals - look at Friday for information on what i will be grading.

    Period 1- Work day for the First Amendment Tree Map - steps for map - First Amendment Tree Map  Resource - First Amendment PowerPoint  Students can also use pages 184-187 in the textbook as a resource.  Students will have some time on Tuesday to complete.

    Period 2 - Students started working on the First Amendment Tree Map.  I provided the students with the slides we had gone over yesterday - First Amendment PowerPoint as well as the instructions for the assignment - First Amendment Tree Map instructions.  Students can also use the textbook (pages 184-187) as a resource.  Will continue working on assignment on Tuesday.

    Periods 3-4 & 7 - Continued going over the First Amendment using the First Amendment PowerPoint.  

    Students started working on the First Amendment Tree Map.  I provided the students with the slides we had gone over yesterday - First Amendment PowerPoint as well as the instructions for the assignment - First Amendment Tree Map instructions.  Students can also use the textbook (pages 184-187) as a resource.  Will continue working on assignment on Tuesday.

     

    Homework- Work on rough drafts for the ABC Book, remember it is never too early to start.  I sent out the slides for the First Amendment Tree Map via Remind (there are also links above) if you are behind and want to work on it some.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #40-41, warm-up #29 and 2 OTDs.  I will also be grading the 2 ABC Book Write up/Rough Draft maps. 

    Week 22 journal                               Week 23 journal and warm-up

    Classwork

     

    Period  - 

     

    Periods  - 

    Period  - 

    Period  -

     

     

    Homework - 

     


     

    Week of February 4-8 

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Period 1 - Added terms to the ABC Book grid.  We then started working on the Thinking Maps for the ABC Book write-up/Rough Draft.  We completed the Brainstorming map (Circle Map) and then started working on the second map (the one that serves as the template for each letter).  ABC Book Write-up/Rough Draft Maps  Will continue tomorrow.

    Periods 2 -4 - Continued Constitutional Dilemmas, will complete tomorrow.

     

    Period 7 - Completed the Constitutional Dilemmas,  students turned in their group answer document.

    We then started working on the Thinking Maps for the ABC Book write-up/Rough Draft.  We started the Brainstorming map (Circle Map).  Will continue tomorrow.

     

    Homework- Brainstorm what letter and term/name/event you want to use for your rough draft for the ABC Book.  We are going through a sample so that you will know what to expect for the ABC Book which will be due in May.  If you need to do some research so that you are prepared in class, please do so.

     

    Tuesday - Snow Day - no school

    Classwork- 

    Period 1 -

    Periods 2-4 -

    Period 7 - 

     

     

     Homework-  

      

    Wednesday - Snow Day - no school

    Classwork- 

    Period  -

     

    Homework- 

     

     

    Thursday - 

    Classwork- Add words to ABC Book Grid.

    Periods 1 & 7- Continued working on the ABC Book Thinking Maps - ABC Book Write-up/Rough Draft Maps  Period 1 finished the maps and started working on a rough draft based on what they had created in their second map.  I will be collecting the rough draft on Tuesday.

    Periods 2-4 - Completed the Constitutional Dilemmas,  students turned in their group answer document.

    We then started working on the Thinking Maps for the ABC Book write-up/Rough Draft.  We started working on the Brainstorming map (Circle Map).  ABC Book Write-up/Rough Draft Maps  Will continue tomorrow.

     

    Homework- If you don't have enough information for the topic you chose (for the ABC Thinking Maps) do some research tonight.

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #38-40, warm-up #28 and 2 OTDs.  I will also be grading the two Three Branches of Government Thinking Maps, as well as the 2 ABC Book Write up/Rough Draft maps (Period 7, since Period 4 will not have completed the map before the end of the period.

    Week 21 journals and warm-up                           Week 22 journal

    Classwork- Journal #40 - Students answered and several were called on to share their response. 

     Week 22 journal

    Period 1 - Read and discussed introductory information regarding the Bill of Rights.  We then started a PowerPoint were we will get into more depth on each of the first 10 Amendments.  Will continue on Monday.  

    Don't forget to have the rough draft for your first ABC Book entry completed by Tuesday, February 12th.

    Periods 2-3 - Finished the circle map, then started working on the second map which serves as the template for each letter.  Students were to complete the map over the weekend if they did not complete during class.  Make sure you have the information 2-3 details/examples/etc to back up each of your three opinions.  ABC Book Write-up/Rough Draft Maps 

    Period 4 - Continued brainstorming the Circle Map.  We then started working on the second map which serves as the template for each letter.  Will continue on Monday.  Several students were not prepared for the activity today.  ABC Book Write-up/Rough Draft Maps 

    Period 7 -Finished working on the second map - the template for each letter.  Students used evidence to back up each of their opinions.  ABC Book Write-up/Rough Draft Maps 

    I then talked about writing a rough draft off of the map.  Some of the students got to this point, others were finishing their map.  The rough draft for this first ABC Book entry needs to be completed by Wednesday, February 13th.

     

    Homework - All periods except 4th should have the two ABC Book Thinking Maps done.  Period 1 - rough draft due on Tuesday.  Period 7 - rough draft due on Wednesday.

     


     

    Week of January 28-February 1 

     

    Monday - 

    Classwork- Students filled out planner for the week.

    Period 1 - Finished second Thinking Map.  Students then highlighted examples of Checks and Balances in action.  We then reviewed what they had found.  I then collected their Constitutional Card Sort papers.

    Completed Thinking Maps - first 2 maps - Three Branches of Government Thinking Maps

    Students then started working on the Bar Exam Review sheet - Bar Exam Review sheet.  We will be taking the Bar Exam (Constitution test) on Friday.  Students will use this paper to help them review/study for the Bar Exam.  We will go over the answers tomorrow.

    Periods 2 & 3 - Completed the first Thinking Map.  Then started working on the second Thinking Map, which focuses on the Powers of the Three Branches of Government.  Finished second Thinking Map.  Students then highlighted examples of Checks and Balances in action.  We then reviewed what they had found.  I then collected their Constitutional Card Sort papers.

    Completed Thinking Maps - Period 2 (pages 3-4)  Period 3 (pages 5-6) - Three Branches of Government Thinking Maps

    Period 4 - Completed the first Thinking Map.  Then started working on the second Thinking Map, which focuses on the Powers of the Three Branches of Government.  We are nearly done, will complete tomorrow.

    Thinking Maps - pages 7 (completed) & 8 (in progress) - Three Branches of Government Thinking Maps

    Period 7 - Completed the first Thinking Map.  Then started working on the second Thinking Map, which focuses on the Powers of the Three Branches of Government.  Finished second Thinking Map. 

    Completed Thinking Maps - pages 9-10 - Three Branches of Government Thinking Maps

     

    Homework- make sure all of your maps are completed.  Period 1 - finish Bar Exam Review sheet if necessary

     

    Tuesday - 

    Classwork- Journal #38 - Students answered and several were called on to share their response.

    Week 21 journals and warm-up

    Period 1 - Went over the Bar Exam Review sheet.  Students were able to correct any mistakes they had made.  Discussed how they would be taking the Bar Exam of Friday and that they needed to use the review sheet and their Thinking Maps to study.  

    Started the Constitutional Dilemmas activity.  Students were placed in groups and we started the first two dilemmas.  Will continue tomorrow, I will also include more information in tomorrow's update.

    Periods 2-3 - Students were given the Bar Exam Review sheet. After about 10 minutes we went over the review sheet so that they could correct any mistakes.  Discussed how they would be taking the Bar Exam of Friday and that they needed to use the review sheet and their Thinking Maps to study.  

    Started the Constitutional Dilemmas activity.  In period 2 students were placed in groups and I started discussing how the activity would work.  I did not have time to put them in groups for period 3, but we discussed some of how the activity would work.  Will continue tomorrow, I will also include more information in tomorrow's update.

    Period 4 - Finished second Thinking Map.  Three Branches of Government Thinking Maps period 4 Students then highlighted examples of Checks and Balances in action.  We then reviewed what they had found.  I then collected their Constitutional Card Sort papers.

    Students then started working on the Bar Exam Review sheet - Bar Exam Review sheet.  We will be taking the Bar Exam (Constitution test) on Friday.  Students will use this paper to help them review/study for the Bar Exam.  We will go over the answers tomorrow.

    Period 7 - Students highlighted examples of Checks and Balances in action that they found in the second Thinking Map.  We then reviewed what they had found. 

    Students were given the Bar Exam Review sheet. After about 10 minutes we went over the review sheet so that they could correct any mistakes.  Discussed how they would be taking the Bar Exam of Friday and that they needed to use the review sheet and their Thinking Maps to study.  

     

     Homework-  Using the Bar Exam review sheet and the two Three Branches of Government maps, study for the Bar Exam (Constitution test) that we will be taking on Friday.

      

    Wednesday - 

    Classwork- Warm-up #28 - Students answered and some were called on to answer.

    Period 1 - Continued on the Constitutional Dilemmas.  Students are in groups of 2-4.  They are presented with a dilemma with a question at the end.  They must find the answer to the dilemma in the text of the Constitution.  Each group has an answer document where they place the Article/Section they find the answer as well as the answer to the question presented in a complete, through sentence.  When they have found the answer, they check in by raising their group paddle.

    Period 2 - Started the Constitutional Dilemmas.  Students are in groups of 2-4.  They are presented with a dilemma with a question at the end.  They must find the answer to the dilemma in the text of the Constitution.  Each group has an answer document where they place the Article/Section they find the answer as well as the answer to the question presented in a complete, through sentence.  When they have found the answer, they check in by raising their group paddle.

    Periods 3 & 7 - Students were introduced to the Constitutional Dilemmas activity.  They got into groups - all in groups of 3-4 students.  They are presented with a dilemma with a question at the end.  They must find the answer to the dilemma in the text of the Constitution.  Each group has an answer document where they place the Article/Section they find the answer as well as the answer to the question presented in a complete, through sentence.  When they have found the answer, they check in by raising their group paddle.

    Period 4 - Went over the Bar Exam Review sheet.  Students were able to correct any mistakes they had made.  Discussed how they would be taking the Bar Exam of Friday and that they needed to use the review sheet and their Thinking Maps to study.  

    Students were introduced to the Constitutional Dilemmas activity.  They got into groups - all in groups of 2-4 students.  They are presented with a dilemma with a question at the end.  They must find the answer to the dilemma in the text of the Constitution.  Each group has an answer document where they place the Article/Section they find the answer as well as the answer to the question presented in a complete, through sentence.  When they have found the answer, they check in by raising their group paddle. 

     

    Homework- Using the Bar Exam review sheet and the two Three Branches of Government maps, study for the Bar Exam (Constitution test) that we will be taking on Friday.

     

     

    Thursday - B-DOG Status movie trip - majority of students gone periods 2-6

    Classwork- All classes will be taking the Bar Exam (Constitution test) tomorrow.

    Period 1- Class continued working on the Constitutional Dilemmas.  We finished today.  I collected their group's answer document.

    Periods 2-4 - those students who were here worked on a paper dealing with aspects of the presidency.  I will collect those papers tomorrow.

    Period 7 - Class continued working on the Constitutional Dilemmas.

     

    Homework- Using the Bar Exam review sheet and the two Three Branches of Government maps, study for the Bar Exam (Constitution test) that we will be taking tomorrow.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #36-39, warm-ups #27-28 and 2 OTDs.  I will also be grading the two Three Branches of Government Thinking Maps 

    Week 20 journals and warm-up                      Week 21 journals and warm-up

    Classwork- Journal #39 - Students answered and several were called on to share their response.  Students needed to watch "i'm Just a Bill" to answer the journal prompts.  You can watch it on YouTube - I'm Just a Bill.  

    Bar Exam today!  After the journal was discussed, students were given a few minutes to review, then the Bar Exam was handed out.  Students had the remainder of the class period to work on it.

     

    Homework - no homework

     


     

    Week of January 21-25 

     

    Monday - No School - Martin Luther King Jr. Day

    Classwork- 

     

    Homework- 

     

    Tuesday - 

    Classwork- Students filled out planner.

    Students had a work day for the Constitutional Card Sort - answer document - Card Sort answer document and questions - Constitutional Card Sort questions.  Tomorrow will be the last day that any of the card sort will be worked on in class.

     

     

     Homework-  I will be collecting the Constitutional Card Sort answer document most likely on Friday.  If you would like to work on questions at home, please click on the link above.

     

      

    Wednesday - 

    Classwork- Journal #36 - Students answered and several were called on to share their response.

    Week 20 journals and warm-up

    Period 1 - Worked on Constitutional Card Sort for majority of the time. Students were then told to finish the rest of the questions that they did not get done in class at home by Friday - here are the questions Constitutional Card Sort questions.  Students were able to take a hard copy of the questions with them or access this webpage.  I also sent out the link via Remind.

    We then started working on the first of two Three Branches of Government Thinking Map.  This one is a Whole-Part Relationship (Brace) Map.  We will continue working on it tomorrow.

    Periods 2-4 & 7 - All classes worked on the Constitutional Card Sort for the period.  At the end of the period students were then told to finish the rest of the questions that they did not get done in class at home by Friday - here are the questions Constitutional Card Sort questions.  Students were able to take a hard copy of the questions with them or access this webpage.  I also sent out the link via Remind.

     

    Homework- finish the Constitutional Card Sort at home if you did not finish in class.  See above for the link to the questions.  Needs to be done by Friday.

     

     

    Thursday - 

    Classwork-  Warm-up #27 - Students answered and some were called on to answer.

    All classes working on the first of two Three Branches of Government Thinking Map.  This one is a Whole-Part Relationship (Brace) Map.  As we finish the first map tomorrow, I will scan the map and post it on this page.  We will continue working on it tomorrow.  

     

    Homework- finish the Constitutional Card Sort at home if you did not finish in class.  See above for the link to the questions.  Needs to be done by tomorrow.

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #34-37, warm-ups #25-27 and 2 OTDs.   

    Week 19 journals and warm-ups                      Week 20 journals and warm-up

    Classwork- Journal #37 - Students answered and several were called on to share their response.

    Together we worked on Thinking Maps dealing with the Three Branches of Government.  Students were to write them down in their Spirals.  I am linking the class copies for the maps for each individual class.  Period 1 started on the second map.  Please look for your individual class period - in the top left hand corner I wrote the specific class period.  Three Branches of Government Thinking Maps in progress  

    Students did not turn in their Constitutional Card Sort paper today since we need them to finish the maps.

     

    Homework - no homework unless you are not caught up with your map

     


     

    Week of January 14-18 

     

    Monday -

    Classwork- Students filled out planner.

    Periods 1-2 -  Collected the Drawing Conclusions worksheet.  

    We then started discussing the Preamble to the Constitution, reminding that a preamble is a statement of purpose.  I started by showing the students the SchoolHouse Rock clip of Preamble to the Constitution.  After watching the clip, the students were asked how the video showed the purpose of the Constitution.  I then started breaking down the Preamble into pieces so they could understand each part.  Using We the Kids powerpoint (it is a book that graphically shows each section of the Preamble).  As we looked at each slide, we discussed what it meant.

    We then started working on Preamble Meaning and questions.  On the back is the Preamble Scramble which we will work on tomorrow.

    Period 3 - I handed out the Drawing Conclusions worksheet.  Students then had about 12 minutes to work on it.  If they did not finish, it needs to be completed for homework.  It will be collected tomorrow.

    We then started discussing the Preamble to the Constitution, reminding that a preamble is a statement of purpose.  I started by showing the students the SchoolHouse Rock clip of Preamble to the Constitution.  After watching the clip, the students were asked how the video showed the purpose of the Constitution.  I then started breaking down the Preamble into pieces so they could understand each part.  Using We the Kids powerpoint (it is a book that graphically shows each section of the Preamble).  As we looked at each slide, we discussed what it meant.  We will complete breaking it down tomorrow.

    Period 4 - As their Constitutional Convention identities, we finished signing the Constitution.  

    I then handed out the Drawing Conclusions worksheet.  Students then had about 12 minutes to work on it.  If they did not finish, it needs to be completed for homework.  It will be collected tomorrow.

    We then started discussing the Preamble to the Constitution, reminding that a preamble is a statement of purpose.  I started by showing the students the SchoolHouse Rock clip of Preamble to the Constitution.  After watching the clip, the students were asked how the video showed the purpose of the Constitution.  I then started breaking down the Preamble into pieces so they could understand each part.  Using We the Kids powerpoint (it is a book that graphically shows each section of the Preamble).  As we looked at each slide, we discussed what it meant.  We will complete breaking it down tomorrow.

    Period 7 - I gave students about 5 minutes to complete the Drawing Conclusions worksheet.  I then collected it.

    We then read and discussed the section - The Constitution goes to the states (textbook pages 158-159), where we focused on the Federalists and Anit-Federalists.  Students then wrote a paragraph supporting both positions in their Interactive Notebooks (page 78).

    We then started discussing the Preamble to the Constitution, reminding that a preamble is a statement of purpose.  I started by showing the students the SchoolHouse Rock clip of Preamble to the Constitution.  After watching the clip, the students were asked how the video showed the purpose of the Constitution.  I then started breaking down the Preamble into pieces so they could understand each part.  Using We the Kids powerpoint (it is a book that graphically shows each section of the Preamble).  As we looked at each slide, we discussed what it meant.  We will complete breaking it down tomorrow.

     

    Homework- all classes should have the Reading Notes for Lesson 8, Sections 2-11 completed in their Interactive Notebooks (pages 74-78).  I will start grading them tomorrow.

     

    Tuesday - 

    Classwork- Journal #34 - Students answered and several were called on to share their response.

    Week 19 journals and warm-ups

    Periods 1-2 - Continued working on the Preamble.  I went over the Preamble Scramble instructions.  Students then had time to work on it.  I asked them to start in pencil, then go over it with a highlighter when done.  I will collect the paper tomorrow.  They were reminded that both sides - the questions and scramble need to be completed.

    I then started going over the text of the Constitution with them.  We went over how the Constitution is divided up into Articles, then Sections and Clauses.  We examined how each article was broken up.  Tomorrow they will be using this primary source for the Constitutional Card Sort activity.

    Periods 3-4 & 7  - I collected the Drawing Conclusions worksheet from periods 3 & 4.  

    I then continued breaking down the Preamble into pieces so they could understand each part, using the  We the Kids powerpoint.  As we looked at each slide, we discussed what it meant. 

    We then started working on Preamble Meaning and questions. On the back of the page is the Preamble Scramble which students in each class had some time to start.  I will be giving each class a little bit of time tomorrow to complete it.

     Homework-  Work on the Preamble Meaning and questions and the Preamble Scramble.

     

      

    Wednesday - 

    Classwork- Warm-up #25 - Students answered and some were called on to answer.

    Periods 1- 2 - I collected the Preamble Scramble/Preamble Questions.

    We finished reviewing the Constitution, then I handed out their Constitutional Card Sort answer document - Card Sort answer document, and gave directions for the activity.  Students are working individually or with a partner.  For each card, they need to find the answer in the actual text of the Constitution (starts on page 598 in the textbook).  When they find the answer, then need to write down the Article/Section where it is found in the Constitution.  They then need to answer it in a complete sentence in the box - answer needs to be phrased so that one would know the question - for example they would write - "The term for a member of the House of Representatives is ___ years.", instead of just saying - "Their term is ___ years."  We will continue working on the Card Sort tomorrow.

    Periods 3 & 7 - Students were given about 5 minutes to finish working on the Preamble Scramble/Preamble Questions page.  I then collected the papers.

    We then started going over the text of the Constitution with them.  We went over how the Constitution is divided up into Articles, then Sections and Clauses.  We examined how each article was broken up.  This will be the primary source we will be using for the Constitutional Card Sort activity.

    I then handed out their Constitutional Card Sort answer document - Card Sort answer document, and gave directions for the activity.  Students are working individually or with a partner.  For each card, they need to find the answer in the actual text of the Constitution (starts on page 598 in the textbook).  When they find the answer, then need to write down the Article/Section where it is found in the Constitution.  They then need to answer it in a complete sentence in the box - answer needs to be phrased so that one would know the question - for example they would write - "The term for a member of the House of Representatives is ___ years.", instead of just saying - "Their term is ___ years."  We will continue working on the Card Sort tomorrow.

     

    Period 4 - Students were given about 12 minutes to finish working on the Preamble Scramble/Preamble Questions page.  I then collected the papers.

    We then started going over the text of the Constitution with them.  We went over how the Constitution is divided up into Articles, then Sections and Clauses.  We examined how each article was broken up.  This will be the primary source we will be using for the Constitutional Card Sort activity.

    I then handed out their Constitutional Card Sort answer document - Card Sort answer document, and gave directions for the activity.  We will start the activity tomorrow.

     

    Homework- Reminder - if you have a Valley Forge project that you want to take home, please come by my room by Friday to pick it up.  I will start throwing away project this weekend to clear the clutter in my room.

     

     

    Thursday - 

    Classwork-  Journal #35 - Students answered and several were called on to share their response.

    All classes spent the majority of the class period working on the Constitutional Card Sort -  Students are working individually or with a partner.  For each card, they need to find the answer in the actual text of the Constitution (starts on page 598 in the textbook).  When they find the answer, then need to write down the Article/Section where it is found in the Constitution.  They then need to answer it in a complete sentence in the box - answer needs to be phrased so that one would know the question - for example they would write - "The term for a member of the House of Representatives is ___ years.", instead of just saying - "Their term is ___ years."  

    They answer the questions on this page - Card Sort answer document and if you are absent you can get started using these questions - Constitutional Card Sort questions.  

    We will continue working on the Card Sort tomorrow.

     

    Homework- If you need to work on the Card Sort see the information above.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #32-35, warm-ups #24-26 and 2 OTDs.   

      Week 18 journals and warm-up                    Week 19 journals and warm-ups      

    Classwork- Warm-up #26 - Students answered and some were called on to answer.

    All classes continued to spend the class period working on the Constitutional Card Sort -  Students are working individually or with a partner.  For each card, they need to find the answer in the actual text of the Constitution (starts on page 598 in the textbook).  When they find the answer, then need to write down the Article/Section where it is found in the Constitution.  They then need to answer it in a complete sentence in the box - answer needs to be phrased so that one would know the question - for example they would write - "The term for a member of the House of Representatives is ___ years.", instead of just saying - "Their term is ___ years."  

    They answer the questions on this page - Card Sort answer document and if you are absent you can get started using these questions - Constitutional Card Sort questions.  

    We will continue working on the Card Sort Tuesday.

     

     

    Homework - If you need to work on the Card Sort see the information above.

     


     

    Week of January 7-11 

     

    Monday -

    Classwork- Students filled out planner.

    Periods 1-3, & 7 - Constitutional Convention:  Finished the Great Compromise.  Discussed the two houses of Congress.  Together we read and discussed the Issue:  How Should Slaves be Counted? (page 153 in the textbook).  We then discussed the questions in the Interactive Notebook (top of page 76).  At this point students should have pages 74 and 75 in the I.N. totally completed.  They also should have the top of page 76 (section 6) completed.  

    Period 4 - Constitutional Convention:   Finished debating, class came up with a compromise.  Class then read page 152 to themselves and answered the questions in the corresponding section of the Interactive Notebook.  At this point students should have pages 74 and 75 in the I.N. totally completed. We started talking about the bar graph at the top of page 153 in the textbook, but did not get further in the section.  Will start with that tomorrow.

     

    Homework- see above to find out how far you should be in the Interactive Notebook.  I will be collecting the I.N. sometime next week, to grade the whole section.  Make sure you have completed all of the work, even work we may have done when you were absent.

     

    Tuesday - 

    Classwork- Journal #32 - Students answered and several were called on to share their response.

    Week 18 journals and warm-up

    Periods 1-3 & 7 -  Constitutional Convention:  Read and discussed the 3/5 Compromise and the other compromises involving slavery.  Students answered the questions in their Interactive Notebooks dealing with these compromises (middle of page 76).  They then read the section - Issue:  How Should the Chief Executive Be Elected? and answered the questions dealing with this section in the I.N.  (bottom of page 76 and the first question on the top of page 77).  If they did not finish, it is homework tonight.  At this point students should have pages 74 - 76 in the I.N. totally completed.  They also should have the top of page 77 (section 8) completed. 

    Period 4 -  Constitutional Convention:  Together we read and discussed the Issue:  How Should Slaves be Counted? (page 153 in the textbook).  We then discussed the questions in the Interactive Notebook (top of page 76).  We then read and discussed the 3/5 Compromise and the other compromises involving slavery.  Students answered the questions in their Interactive Notebooks dealing with these compromises (middle of page 76).  If they did not finish, it is homework tonight.  At this point students should have page 74-75 completely done, and all of page 77 (except for the very last question) completed.

     

     Homework-  see above to find out how far you should be in the Interactive Notebook.  I will be collecting the I.N. sometime next week, to grade the whole section.  Make sure you have completed all of the work, even work we may have done when you were absent.

     

      

    Wednesday - 

    Classwork- Warm-up #24 - Students answered and some were called on to answer.

     Periods 1-2 - Constitutional Convention:  Read and discussed the Electoral College system.  Students answered the questions for section 9 in the Interactive Notebook (top right-hand side of page 77).  We then went over more information about the Electoral College system using a powerpoint - How Do We Elect Our President powerpoint.  We then watched a short video on the electoral college - Electoral College Dysfunction.  At this point students should have pages 74 - 76 in the I.N. totally completed.  They also should have the top of page 77 (sections 8 & 9) completed. 

    Periods 3 & 7 - Constitutional Convention:  Read and discussed the Electoral College system.  Students answered the questions for section 9 in the Interactive Notebook (top right-hand side of page 77).  We then went over more information about the Electoral College system using a powerpoint - How Do We Elect Our President powerpoint.  At this point students should have pages 74 - 76 in the I.N. totally completed.  They also should have the top of page 77 (sections 8 & 9) completed. 

    Period 4 - Constitutional Convention:  Students read the section - Issue:  How Should the Chief Executive Be Elected? and answered the questions dealing with this section in the I.N.  (bottom of page 76 and the first question on the top of page 77).  We then discussed the section.  Together as a class we read and discussed the Electoral College system.  Students answered the questions for section 9 in the Interactive Notebook (top right-hand side of page 77).  At this point students should have pages 74 - 76 in the I.N. totally completed.  They also should have the top of page 77 (sections 8 & 9) completed. 

     

    Homework- see above to find out how far you should be in the Interactive Notebook.  I will be collecting the I.N. sometime next week, to grade the whole section.  Make sure you have completed all of the work, even work we may have done when you were absent.

     

     

    Thursday - 

    Classwork-  Journal #33 - Students answered and several were called on to share their response.

     Periods 1 & 2 - Constitutional Convention:  Together we read and discussed The Constitution Ends (page 157-158 in the textbook).  Students then completed the section in the Interactive Notebook that corresponds with the section (bottom of page 77).  Students then signed the Constitution, or explained why their identity did not sign.  At this point students should have pages 74-77 completed.  We will be doing the next, and last section tomorrow.  I will be grading the Interactive Notebooks starting next week. 

    Periods 3 & 4  - Constitutional Convention:  I was attending the funeral for Mrs. Tietz's husband - students read The Constitution Ends (pages 157-158 in the textbook) and The Constitution Goes to the States (pages 158-159).  They then did the work in their Interactive Notebook that corresponds with these sections (I.N. - bottom of page 77 and the top 2/3 of page 78).  At this point students should have pages 74-78 completed.  I will be grading the Interactive Notebooks starting next week. 

    Period 7 - Constitutional Convention:  We finished discussing the Electoral College using - a powerpoint - How Do We Elect Our President powerpoint and a short video on the electoral college - Electoral College Dysfunction.

    Together we read and discussed The Constitution Ends (page 157-158 in the textbook).  Students then completed the section in the Interactive Notebook that corresponds with the section (bottom of page 77).    At this point students should have pages 74-77 completed.  We will be doing the next, and last section tomorrow.  I will be grading the Interactive Notebooks starting next week. 

     

    Homework- see above to find out how far you should be in the Interactive Notebook.  I will be collecting the I.N. sometime next week, to grade the whole section.  Make sure you have completed all of the work, even work we may have done when you were absent.

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #31-33, warm-ups #23-24 and 2 OTDs.   

      Week 17 journal and warm-up                           Week 18 journals and warm-up

    Classwork- Added terms/events/concepts to ABC Book grid

    Periods 1 & 2 - Constitutional Convention:  Using the Drawing Conclusions worksheet, students continued examinig the state conventions which would ratify the new constitution.  We then read and discussed the section - The Constitution goes to the states (textbook pages 158-159), where we focused on the Federalists and Anit-Federalists.  Students then wrote a paragraph supporting both positions in their Interactive Notebooks (page 78).

    Period 3 - Constitutional Convention:  We watched a short video on the electoral college - Electoral College Dysfunction, to finish our discussion on the Electoral College.  Students then signed the Constitution, or explained why their identity did not sign. 

    Period 4 - Constitutional Convention:  We finished discussing the Electoral College using - a powerpoint - How Do We Elect Our President powerpoint and a short video on the electoral college - Electoral College Dysfunction.  Students then started signing the Constitution, or explaining why their identity did not sign. Will complete on Monday.

    Period 7 - Constitutional Convention:  Students signed the Constitution, or explained why their identity did not sign. Using the Drawing Conclusions worksheet, students continued examinig the state conventions which would ratify the new constitution.

     

    Homework - see above to find out how far you should be in the Interactive Notebook.  I will be collecting the I.N. sometime next week, probably Tuesday, to grade the whole section.  Make sure you have completed all of the work, even work we may have done when you were absent.

     


     

    Week of December 17-21 

     

    Monday -

    Classwork- Students filled out planner.

    Periods 1 & 2 - Constitutional Convention:  Start debating the Issue - How Should States be Represented in the New Government?  Will continue tomorrow.

    Periods 3-4 & 7 - Constitutional Convention:   Read, discussed and answered section 4 (textbook page 151, I.N. - top of page 75).  Prepared for debate.

    Start debating the Issue - How Should States be Represented in the New Government?  Will continue tomorrow (3rd) or on Wednesday ( 4th and 7th).

     

    Homework- I will be collecting the Interactive Notebook on Thursday.  I will be grading the Unit 3 - Geography Challenge, pages 70-72.  I will also be looking to see that you are caught up with the Lesson 8 Reading Notes that your class has completed so far (starting on page 74).

     

    Tuesday - Minimum Day - Periods 1-3

    Classwork- Journal #31 - Students answered and several were called on to share their response.

    Week 17 journal and warm-up

    Periods 1-3 -  Constitutional Convention:  Handed back corrected work.  All classes then continued debating.  Period 2 started working on section 8 (bottom of page 76 and the top of page 77 in the Interactive Notebook) while we waited for the Spanish students to arrive back from the high school where they were taking their final.

     

     Homework-  I will be collecting the Interactive Notebook on Thursday.  I will be grading the Unit 3 - Geography Challenge, pages 70-72.  I will also be looking to see that you are caught up with the Lesson 8 Reading Notes that your class has completed so far (starting on page 74).

     

      

    Wednesday - Minimum Day - Periods 4, 6-7

    Classwork- Journal #31 - Students answered and several were called on to share their response. 

    Week 17 journal and warm-up

    Periods 4 & 7 - Constitutional Convention:  Handed back corrected work.  Both classes then continued debating.  

     

     

    Homework- I will be collecting the Interactive Notebook tomorrow  I will be grading the Unit 3 - Geography Challenge, pages 70-72.  I will also be looking to see that you are caught up with the Lesson 8 Reading Notes that your class has completed so far (starting on page 74).  

     

     

    Thursday - Minimum Day - All Periods

    Spirals Due:  Periods 1-3 - I will be grading Journals #29-31, warm-ups #21-23 and 2 OTDs.   

     Week 16 journals and warm-ups                       Week 17 journal and warm-up

     

    Classwork-  Warm-up #23 - Students answered and some were called on to answer.

    Periods 1-3, & 7 - Constitutional Convention:  Completed debating.  Started working on Section 5 - The Great Compromise - textbook page 152, Interactive Notebook, bottom of page 75.  Will continue when we get back from break.  Collected I.N. so I can grade the Geography Challenge.

    Period 4 - Constitutional Convention:  Continued debating, will continue when we get back from break.

     

    Homework- no homework

     

    Friday - No School - Winter Break

    Spirals Due:  Periods 1-3 - I will be grading Journals #29-31, warm-ups #21-23 and 2 OTDs.   

     Week 16 journals and warm-ups                       Week 17 journal and warm-up

    Classwork

     

    Homework - 

     


     

    Week of December 10-14 

     

    Monday -

    Classwork- Students filled out planner.

    Period 1 - Asked/answered any questions about the Spell Out the Articles that is due tomorrow. 

    We read page 143 in the textbook and looked at the three maps depicting population of the states in 1790.  Students then started working on Unit 3 - Geography Challenge, using pages 142-143 of the textbook and pages 70-72 in the Interactive Notebook.  Will have more time tomorrow.

    Period 2 - Asked/answered any questions about the Spell Out the Articles that is due tomorrow. 

    Collected the Land Ordinance and Northwest Ordinance papers from Friday.  Finished reading about Shay's Rebellion in the textbook (page 147), then filled in the section in the Interactive Notebook (top of page 44) which corresponds - flow chart.

    We read page 143 in the textbook and looked at the three maps depicting population of the states in 1790.  Students then started working on Unit 3 - Geography Challenge, using pages 142-143 of the textbook and pages 70-72 in the Interactive Notebook.  Will have more time tomorrow.

    Period 3 - Asked/answered any questions about the Spell Out the Articles that is due tomorrow. 

    Finished discussing the Northwest Ordinance, students then answered the 10 True/False statements relating to the Northwest Ordinance.  Collected the Land Ordinance and Northwest Ordinance papers from Friday. 

    Read about Shay's Rebellion in the textbook (page 147), then filled in the section in the Interactive Notebook (top of page 44) which corresponds - flow chart.

    Periods 4 & 7 - Asked/answered any questions about the Spell Out the Articles that is due tomorrow.

    Finished going over PowerPoint with information on the Land Ordinance and the Northwest Ordinance.

    Read about Shay's Rebellion in the textbook (page 147), then filled in the section in the Interactive Notebook (top of page 44) which corresponds - flow chart.

     

     

    Homework- All Periods - Finish your rough draft for Spell Out the Articles.  Tomorrow you will be turning in both the rough and final drafts.  If you have not already turned in the Weaknesses of the Articles or The Critical Period paper, they need to be turned in tomorrow.

     

    Tuesday - 

    Classwork- Journal #29 - Students answered and several were called on to share their response.

    Week 16 journals and warm-ups

     

    Periods 1-2 - Collected The Critical Period and the Weaknesses of the Articles of Confederation for any students who had not already turned it in to me.  I then collected Spell Out the Articles, both the rough and final drafts.

    Students then got time to complete Unit 3 - Geography Challenge, using pages 142-143 of the textbook and pages 70-72 in the Interactive Notebook.

    Periods 3-4, 7 - Collected The Critical Period and the Weaknesses of the Articles of Confederation for any students who had not already turned it in to me.  I then collected Spell Out the Articles, both the rough and final drafts.

    We read page 143 in the textbook and looked at the three maps depicting population of the states in 1790.  Students then started working on Unit 3 - Geography Challenge, using pages 142-143 of the textbook and pages 70-72 in the Interactive Notebook.  Will have 10 more minutes to work tomorrow.  I told them to get pages 70 (map)-71 (geography skills) completed tonight so that they can focus on the Critical Thinking questions on page 72 tomorrow.

     

     

     Homework-  Periods 1-2 - if you did not finish Unit 3 - Geography Challenge (pages 70-72) in the I.N. today in class, work on it for homework.  Periods 3-4, & 7 - get I.N. pages 70 (map)-71 (geography skills) completed tonight so that they can focus on the Critical Thinking questions on page 72 tomorrow.

     

      

    Wednesday - 

    Classwork- Warm-up #21 - Students answered and some were called on to answer.

    Periods 1-2 - Constitutional Convention - Students recieved the identity of the individual that they will be portraying for the convention.  Started working on Nametags.

    Periods 3-4, & 7 - Students had about 10 minutes to continue working on the Unit 3 - Geography Challenge (I.N. pages 70-72).  

    Constitutional Convention - Students recieved the identity of the individual that they will be portraying for the convention.  Started working on Nametags.

     

     

    Homework- Complete the Unit 3 - Geography Challenge (I.N. pages 70-72, corresponding with pages 142-143 in the textbook).

     

     

    Thursday - 

    Classwork-  Journal #30 - Students answered and several were called on to share their response.

    Periods 1-2 - Constitutional Convention - completed Nametags.  With delegates from their state, started going over the Introduction to the Convention in the textbook (Section 3 - pages 148-150).  They then worked on the page in the I.N. that corresponds with that section (I.N. page 74).  Discussed what they had learned.

    Periods 3 & 7 - Constitutional Convention - worked on Nametags for the identity they will be portraying.  With delegates from their state, started going over the Introduction to the Convention in the textbook (Section 3 - pages 148-150).  They then worked on the page in the I.N. that corresponds with that section (I.N. page 74).  Will continue tomorrow.

    Period 4 - Constitutional Convention - worked on Nametags for the identity they will be portraying.  

     

    Homework- Complete the Unit 3 - Geography Challenge (I.N. pages 70-72, corresponding with pages 142-143 in the textbook).

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #27-30, warm-ups #19-22 and 2 OTDs.   

       Week 15 journals and warm-ups                       Week 16 journals and warm-ups

    Classwork- Warm-up #22 - Students answered and some were called on to answer.

    Periods 1 & 2 - Constitutional Convention - Read, discussed and answered section 4 (textbook page 151, I.N. - top of page 75).  Prepared for debate, will start Monday.

    Period 3 - Constitutional Convention - Finished section 3.  Prepped for debate.  Started reading section 4, will continue Monday.

    Period 4 - Constitutional Convention - Worked on Section 3 (textbook pages 148-150, I.N. page 74).  Discussed.

    Period 7 - Constitutional Convention - Finished Section 3.  Discussed, started prepping for Debate.

     

    Homework - Complete the Unit 3 - Geography Challenge (I.N. pages 70-72, corresponding with pages 142-143 in the textbook).  I will be collecting and grading it next Thursday, before we go on break.

     


     

    Week of December 3-7 

     

    Monday -

    Classwork- Students filled out planner.

    Period 1 - Introduced background information on the Articles of Confederation.  Started examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

    Periods 2 & 3 - Compared the treaties that each pairing produced with what was in the actual Treaty of Paris, 1783.  Collected packets and treaties.

    Introduced background information on the Articles of Confederation.  Started examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

    Period 4 - Worked on scoring based off of what each side got included in the treaty.  Compared the treaties that each pairing produced with what was in the actual Treaty of Paris, 1783.  Collected packets and treaties.

    Period 7 - Completed negotiating.  Worked on scoring based off of what each side got included in the treaty.

     

    Homework- no homework

     

    Tuesday - 

    Classwork- Journal #27 - Students answered and several were called on to share their response.

    Week 15 journals and warm-ups

    Period 1 - Completed examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

    Students then worked on The Critical Period, where we further analyzed the Articles of Confederation.

    Periods 2 & 3 - Continued examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

    Period 4 - Introduced background information on the Articles of Confederation.  Started examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

    Period 7 - Compared the treaties that each pairing produced with what was in the actual Treaty of Paris, 1783.  Collected packets and treaties.

    Introduced background information on the Articles of Confederation.  Started examining some of the weaknesses of the Articles, that would lead to the creation of a new constitution. 

    Using - Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

     

     Homework-  Period 1 - make sure both the Weaknesses of the Articles of Confederation paper and the Critical Period paper are completed.  They will be used for our assignment tomorrow.

     

      

    Wednesday - 

    Classwork- Warm-up #19 - Students answered and some were called on to answer.

    Period 1 - Worked on the rough draft for Spell Out the Articles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles  Went over directions for the final draft.  It will be due next Tuesday, the 11th.

    Periods 2 & 3 - Completed the Weakness of the Articles page.  If you need to link, see previous day.  

    Students then worked on The Critical Period, where we further analyzed the Articles of Confederation.

    We then started working on the rough draft for Spell Out the Articiles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles  Students will have more time to work on it tomorrow.

    Period 4 - Completed the Weaknesses of the Articles page.  Link is on previous day. 

    I then handed out - The Critical Period  We started discussing it and will work on it tomorrow.

    Period 7 -  Continued working on Weaknesses of the Articles.  Will complete the last one tomorrow.

    Prompts for the Weaknesses of the Articles and Weakness of the Articles of Confederation paper 

     

    Homework- Period 1 - finish rough draft of Spell Out the Articles if not completed in class.  Periods 2 & 3 - make sure the Weaknesses of the Articles and The Critical Period are both complete.  Periods 4 & 7 - check above to see how much of the Weaknesses of the Articles needs to be done.

     

     

    Thursday - 

    Classwork-  Journal #28 - Students answered and several were called on to share their response.

    Period 1 - Showed students how to put a watermark into their final draft for the Spell Out the Articles.  Started discussing the Land Ordinance 1785 - using PowerPoint and Land Ordinance of 1785 and Northwest Ordinance .  Will continue tomorrow.

    Periods 2 & 3 - Classes had time to work on Spell Out the Articles rough draft.  Went over directions for the final draft.  It will be due next Tuesday, the 11th.  I then showed students how to put a watermark into their final draft for the Spell Out the Articles.   Started discussing the Land Ordinance of 1785.

    Period 4 - Students worked on The Critical Period, where we further analyzed the Articles of Confederation.  We then started working on the rough draft for Spell Out the Articiles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles  Students will have more time to work on it tomorrow.

    Period 7 - Conpleted working on the Weaknesses of the Articles of Confederation.

    We then went over and worked on The Critical Period, where we further analyzed the Articles of Confederation.  We then started working on the rough draft for Spell Out the Articiles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles  Students will have more time to work on it tomorrow.

     

    Homework- Periods 1-3 - make sure the rough draft for Spell Out the Articles is completed.  If completed start working on the final draft - it is due next Tuesday, December 11th.  Periods 4 & 7 - make sure the Features of the Articles and The Critical Period are both completed.  

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #25-28, warm-ups #17-20 and 2 OTDs.   

       Week 14 journals and warm-ups                  Week 15 journals and warm-ups       

    Classwork- Warm-up #20 - Students answered and some were called on to answer.

    Period 1 - Finished reviewing the Land Ordinance 1785, then talked about the Northwest Ordinance - using PowerPoint and Land Ordinance of 1785 and Northwest Ordinance.  Turned in paper.

    Discussed Shay's Rebellion (in textbook, page 147).  They then answered the corresponding work in their Interactive Notebook (top of page 74).

    Periods 2 & 3 - Using PowerPoint and Land Ordinance of 1785 and Northwest Ordinance - we discussed the Land Ordinance of 1785 and the Northwest Ordinance.  Will turn in paper on Monday.

    Period 4 - We continued working on the rough draft for Spell Out the Articiles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles. Went over directions for the final draft.  It will be due next Tuesday, the 11th.  I then showed students how to put a watermark into their final draft for the Spell Out the Articles.  

    Started discussing the Land Ordinance of 1785.

    Period 7 - We continued working on the rough draft for Spell Out the Articiles.  In the assignment, students use what they have already learned about the Articles of Confederation to create a Acrostic style poem of sorts. Spell Out the Articles. Went over directions for the final draft.  It will be due next Tuesday, the 11th.  I then showed students how to put a watermark into their final draft for the Spell Out the Articles.  

     

     

     

    Homework - 

     


     

    Week of November 26-30 

     

    Monday -

    Classwork- Students filled out planner.

    Periods 1 & 2 - Started discussing what would be included in a peace treaty.  We then went over some background information on the Treaty of Paris.  Students then paired themselves up in partners.  Each pairing is either an American or British negotiator.  Together with their partner, they went through possible items to include in the peace treaty.  They then started ranking the items from 1-10, with #1 the item that they most wanted in the treaty.  Three items will not be ranked.  Will continue tomorrow.

    Periods 3-4, & 7 - Classes continued watching - America:  The Story of US - Revolution.  Answered questions - Worksheet - America the Story of US - Revolution.  Finished movie, turned in the paper.  I told students if they missed any of the movie they could watch it either on The History Channel website, YouTube, or if they have Amazon Prime, they can watch it for free.

    Started discussing what would be included in a peace treaty.  We then went over some background information on the Treaty of Paris.  Will continue tomorrow.

     

     

    Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker project - due this Friday, November 30th.  Project DescriptionWinter at Valley Forge project description and rubric -Commemorative Memorial and Marker rubric

     

    Tuesday - 

    Classwork- Journal #25 - Students answered and several were called on to share their response.

    Week 14 journals and warm-ups

    Period 1 - Students had time to finish going over their rankings.  We then went over the negotiation process.  I put them into their pairings and they started negotiating.  Will continue tomorrow.

    Period 2 - Students had time to finish going over their rankings.  We then started going over the negotiation process.  During the last half of the class, students were called out for vision testing, so we could not proceed beyond this.

    Period 3 - Continued discussing background information on the Treaty of Paris.  Students then paired themselves up in partners.  Each pairing is either an American or British negotiator.  Together with their partner, they started going through possible items to include in the peace treaty.  Will continue tomorrow.  The last 15 minutes students were being pulled out for vision testing.

    Period 4 - We started the period with students getting sent up to do vision testing, so all students completed that.  Continued discussing background information on the Treaty of Paris.  Students then paired themselves up in partners. Students will rank tomorrow.

    Period 7 - Continued discussing background information on the Treaty of Paris.  For the last 20 minutes, they were called out for vision testing.

     

     Homework-  Work on your Winter at Valley Forge Commemorative Memorial and Marker project - due this Friday, November 30th.  Project Description - Winter at Valley Forge project description and rubric -Commemorative Memorial and Marker rubric

     

      

    Wednesday - 

    Classwork- Warm-up #17 - Students answered and some were called on to answer.

    Period 1 - Continued negotiating.  The second half of the class period, students were called up for the vision screening.

    Periods 2 & 3 - Completed vision screening.   We then went over the negotiation process.  I put them into their pairings and they started negotiating.  Will continue tomorrow.

    Period 4 - Together with their partner, they started going through possible items to include in the peace treaty.  Started going over the negotiation process.  Tomorrow we will start negotiating.

    Period 7 - Completed vision screening.  Together with their partner, they went through possible items to include in the peace treaty.  

    Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker project - due this Friday, November 30th.  Project Description - Winter at Valley Forge project description and rubric -Commemorative Memorial and Marker rubric

     

     

    Thursday - 

    Classwork-  Journal #26 - Students answered and several were called on to share their response.

    Period 1 - Completed negotiations.  Started working on scoring based off of what each side got included in the treaty.

    Periods 2 & 3 - Continued negotiating.

    Period 4 - We went over the negotiation process.  I put them into their pairings and they started negotiating. 

    Period 7 - Completed ranking with their partners.  Went over the negotiation process.

     

    Homework- Work on your Winter at Valley Forge Commemorative Memorial and Marker project - due tomorrow - Friday, November 30th.  Project Description - Winter at Valley Forge project description and rubric -Commemorative Memorial and Marker rubric

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #23-26, warm-ups #16-18 and 2 OTDs.  I will also be grading your Winter At Valley Forge Project Thinking Maps. 

          Week 13 journals and warm-up                          Week 14 journals and warm-ups              

    Classwork- Warm-up #18 - Students answered and some were called on to answer.

    Collected memorials, markers, and rubrics.

    Period 1 - Finished scoring.  Compared the treaties that each pairing produced with what was in the actual Treaty of Paris, 1783.  Collected packets and treaties.

    Periods 2 & 3 - Completed negotiating.  Started working on scoring based off of what each side got included in the treaty.

    Period 4 - Completed negotiating.

    Period 7 - Completed going over the negotiation process.  I put them into their pairings and they started negotiating. 

     

     

     

    Homework - 

     


     

    Week of November 12-16 

     

    Monday - No School - Veterans' Day commemorated

    Classwork- 

     

     

    Homework- 

     

    Tuesday - 

    Classwork- Students filled out planner.  Collected Interactive Notebooks.

    Continued working on The Winter at Valley Forge Thinking Maps.  Handed out the description - Winter at Valley Forge project description and rubric -Commemorative Memorial and Marker rubric for the project that they will be working on regarding Valley Forge.  Went over what they were required to do.  We then spent some time looking at Memorials/Markers so the students could see how memorials use symbolism.  Period 1 then went back to the circle map and started adding ideas of what they might include in their memorial.

     

     Homework-  no homework

     

      

    Wednesday - 

    Classwork- Journal #23 - Students answered and several were called on to share their response.

    Week 13 journals and warm-up  

     

    Period 1 - Discussed the Battle of Yorktown.  Started watching America:  The Story of Us - Revolution.

    Periods 2 & 3 - Finished the Circle Map (brainstorming ideas for Memorial).  Started discussing the Battle of Yorktown.

    Periods 4 & 7 - Finished discussing examples of memorials.  Worked on the Circle Map (brainstorming ideas for Memorial).  If you did not finish, it is homework tonight.

     

     

    Homework- start working on the Winter at Valley Forge Commemorative Memorial and Marker project.  Make sure you have finished the two Thinking Maps first.

     

     

    Thursday - 

    Classwork-  Journal #24 - Students answered and several were called on to share their response.

    Period 1 - Continued watching America:  The Story of US - Revolution.  Answered questions - Worksheet - America the Story of US - Revolution

    Periods 2-3 - Finished discussing the Battle of Yorktown.  Started watching America:  The Story of US - Revolution.  Answered questionsWorksheet - America the Story of US - Revolution.  Will continue tomorrow.

    Periods 4 & 7 - Discussed the Battle of Yorktown.  Started watching America:  The Story of US - Revolution.  Answered questions - Worksheet - America the Story of US - Revolution.  Will continue tomorrow.

     

     

    Homework- start working on the Winter at Valley Forge Commemorative Memorial and Marker project.  Make sure you have finished the two Thinking Maps first.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #21-24, warm-ups #15-16 and 2 OTDs.  I will also be grading your Winter At Valley Forge Project Thinking Maps. 

    Week 12 journals and warm-up                      Week 13 journals and warm-up  

    Classwork- Warm-up #16 - Students answered and some were called on to answer.

    Periods 1-2 - Collected spirals.  Finished watching America:  The Story of US - Revolution.  Collected worksheet.

    Periods 3-4, & 7 - I collected spirals for period 3.  All classes continued watching - America:  The Story of US - Revolution.  Answered questions - Worksheet - America the Story of US - Revolution.  Will finish on Monday when we get back from Thanksgiving Break.

     

     

    Homework - You may want to work on your Winter at Valley Forge project.  It will be due the Friday we get back after Thanksgiving Break - November 30th.

     


     

    Week of November 5-9 

     

    Monday - 

    Classwork- Students filled out planners. 

    Students used their Interactive Notebooks (I.N.) and the textbook.  We used pages 58-63 in the I.N. and Lesson 7 (starting on page 120) in the textbook.  Drawing parallels between the Capture the Flag activity and what occured during the Revolutionary War, students started working on #2 (I.N. page 58).  They were to complete the sentences with who (individual or group) it applies to and why/how it relates to that group - be specific.  They read pages 120-121 in the textbook, then answer the prompts on page 58 in the I.N.  We then went over them in class so that they know how i wanted them answered.  They had the opportunity to fix their answers.  I then had them work on page 59-63.  All of Lesson 7 (pages 58-63 in the I.N.) are due next Tuesday, November 13th.  This is the only day we are working on it during class.  They need to finish the rest for homework, sometime between today and next Tuesday.

     

     

    Homework- Work on I.N. - page 58 - #2, page 59 - #4, page 60 - #4, page 61 - #4, page 62 - #4, and page 63 - #4.  Complete them as we did in class today.  Make sure you complete the sentences with the who and how/why for each of the sentences.  Pages 58-63 need to be completed by next Tuesday, November 13th.  As you finish the pages, return your Interactive Notebook to the crate on the counter in the back of the classroom.

      

    Tuesday - 

    Classwork- Journal #21 - Students answered and several were called on to share their response

    Week 12 journals and warm-up

    Started working on the Battles of the Revolutionary War Map Activity.  Will continue tomorrow.  The entire map will be due on Friday.

     

     Homework-  Work on I.N. - page 58 - #2, page 59 - #4, page 60 - #4, page 61 - #4, page 62 - #4, and page 63 - #4.  Complete them as we did in class.  Make sure you complete the sentences with the who and how/why for each of the sentences.  Pages 58-63 need to be completed by next Tuesday, November 13th.  As you finish the pages, return your Interactive Notebook to the crate on the counter in the back of the classroom.

     

      

     

    Wednesday - 

    Classwork- Warm-up #15 - Students answered and some were called on to answer.

    Students had 25-30 minutes to continue working on their Battles of the Revolutionary War map activity.  The map is due on Friday. Battles of the Revolutionary War Map Activity

    We then had a class discussion the last 10-15 minutes of class about the Hessians and the Battle of Trenton.

     

    Homework- Work on I.N. - page 58 - #2, page 59 - #4, page 60 - #4, page 61 - #4, page 62 - #4, and page 63 - #4.  Complete them as we did in class.  Make sure you complete the sentences with the who and how/why for each of the sentences.  Pages 58-63 need to be completed by next Tuesday, November 13th.  As you finish the pages, return your Interactive Notebook to the crate on the counter in the back of the classroom.

    If you did not finish the Battles of the Revolutionary War Map Activity today in class, make sure it is completed by Friday.

     

     

    Thursday - 

    Classwork-  Discussed the Battle of Saratoga and how it led to the Treaty of Alliance with France.  

    We then started reading and discussing The Winter at Valley Forge - primary source.  The reading has several primary sources that demonstrate just what it was like for the soldiers who spent the winter there.  I had the students highlight examples of handships/suffering that the soldiers experiences, along with reasons they found that demonstrate why we should remember and honor these soldiers.

     

     

    Homework- Work on I.N. - page 58 - #2, page 59 - #4, page 60 - #4, page 61 - #4, page 62 - #4, and page 63 - #4.  Complete them as we did in class.  Make sure you complete the sentences with the who and how/why for each of the sentences.  Pages 58-63 need to be completed by next Tuesday, November 13th.  As you finish the pages, return your Interactive Notebook to the crate on the counter in the back of the classroom.

    Finish the Battles of the Revolutionary War Map Activity , make sure it is completed.  I will be collecting it tomorrow. 

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #20-22, warm-ups #14-15 and 2 OTDs.  

     Week 11 journals and warm-up                         Week 12 journals and warm-up

    Classwork- Add terms to ABC Book grid.  Focus on terms/events/names/etc that we have discussed since the last time we added words to the grid.

    Collected the Battles of the Revolutionary War Map Activity.

    Finished reading and disucssing - The Winter at Valley Forge - primary source.  We then started working on The Winter at Valley Forge Thinking Maps.  Will continue on Tuesday.

     

     

    Homework - Work on I.N. - page 58 - #2, page 59 - #4, page 60 - #4, page 61 - #4, page 62 - #4, and page 63 - #4.  Complete them as we did in class.  Make sure you complete the sentences with the who and how/why for each of the sentences.  Pages 58-63 need to be completed by next Tuesday, November 13th.  As you finish the pages, return your Interactive Notebook to the crate on the counter in the back of the classroom.

     


     

    Week of October 29-November 2 

     

    Monday - 

    Classwork- Students filled out planners. 

    Periods 1-3, 7 - Work day for the Children's Version of the Declaration of Independence.

    Period 4 - Went over directions for the Children's Version of the Declaration of Independence.  Showed the students some samples of what it should look like.  Had the rest of the period (35 minutes) to start working on the project.

     

    Homework- Work on Children's Version of the Declaration project - Due on Friday.  I will also be collecting the Declaration of Independence excerpts and the rubric. 

    InstructionsChildren's Version of the Declaration of Independence 

    RubricRubric - Children's Version of the Declaration of Independence

      

    Tuesday - 

    Classwork- Journal #20 - Students answered and several were called on to share their response

    Week 11 journals and warm-up

    All Periods - Work day for the Children's Version of the Declaration of Independence.

     

     

     

     Homework-  Work on Children's Version of the Declaration project - Due on Friday.  I will also be collecting the Declaration of Independence excerpts and the rubric. 

    InstructionsChildren's Version of the Declaration of Independence  

    RubricRubric - Children's Version of the Declaration of Independence

      

     

    Wednesday - Minimum Day - Staff Development/B-Dog Status Hangout

    Classwork- All Periods - Prepared for the Capture the Flag Activity tomorrow.  Students answered the three Preview questions in their Interactive Notebooks (page 57).  We then discussed their answers.  We Then went over the objective and rules of the game.  Students then answered a survey and I went over the procedures for tomorrow.

     

    Homework- Work on Children's Version of the Declaration project - Due on Friday.  I will also be collecting the Declaration of Independence excerpts and the rubric.

    Instructions - Children's Version of the Declaration of Independence 

    Rubric - Rubric - Children's Version of the Declaration of Independence

     

     

    Thursday - 

    Classwork-  

    All Periods - Capture the Flag Activity - entire period

     

     

    Homework- Work on Children's Version of the Declaration project - Due tomorrow.  I will also be collecting the Declaration of Independence excerpts and the rubric.

    Instructions - Children's Version of the Declaration of Independence 

    Rubric - Rubric - Children's Version of the Declaration of Independence

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #18-20, warm-ups #12-14 and 2 OTDs.  

    Week 10 journals and warm-ups                Week 11 journals and warm-up

    Classwork- Warm-up #14 - Students answered and some were called on to answer. 

    Collected Children's Version of the Declaration of Independence with the rubric used to grade it.  I also collected the Declaration of Independence excerpts that we worked on last week.

    We then went outside to finish the Capture the Flag activity and debrief.

     

    Homework - no homework

     


     

    Week of October 22-26 

     

    Monday - 

    Classwork- Students filled out planners. 

    Periods 1-2 - The Second Continental Congress Simulation: Completed the Second Continental Congress.  Discussed what had happened to some of the signers afterwards. 

    Started working on The Declaration of Independence:  In your own words!, will continue tomorrow with more explanation.

    Period 3The Second Continental Congress Simulation: Continued the Second Continental Congress, will complete tomorrow.

    Period 4 - The Second Continental Congress Simulation: Started the Second Continental Congress, will continue tomorrow.

    Period 7 - The Second Continental Congress Simulation: Continued with the Congress.

     

    Homework- no homework

      

    Tuesday - 

    Classwork- Journal #18 - Students answered and several were called on to share their response

    Week 10 journals and warm-ups

    Periods 1-2 - Continued working on The Declaration of Independence:  In your own words!.  We are taking excerpts from the declaration, breaking each down into key points (using the glossary list), then rewriting it (like you are explaining it to a 9 or 10 year old.  The students then draw a picture that depicts one of the ideas in that excerpt.  For the first couple of excerpts, I am walking through the key points with the students.  Will continue tomorrow.

    Periods 3 & 7- The Second Continental Congress Simulation:  Completed the Congress.  Will start the excerpts (see above) tomorrow.

    Period 4The Second Continental Congress Simulation: Continued with the Congress, will complete tomorrow.

     

     Homework-  Periods 1 & 2 - make sure you have completed the excerpts we worked on in class.

      

     

    Wednesday - 

    Classwork- Warm-up #12 - Students answered and some were called on to answer. 

    Period 1 - Continued working on The Declaration of Independence:  In your own words!  After the first 4 excerpts, we started discussing them as a whole group, the class then gathered the key points from the discussion, wrote them down, then did the rewrite and sketch on their own.  For the last three excerpts, students worked independently.  They were told to have all 10 completed for class tomorrow.

    Period 2 - Continued working on The Declaration of Independence:  In your own words!  After the first 4 excerpts, we started discussing them as a whole group, the class then gathered the key points from the discussion, wrote them down, then did the rewrite and sketch on their own.  We worked through excerpt #6 in class, told they were to complete #7 at home tonight.

    Periods 3 & 7 - Started working on The Declaration of Independence:  In your own words! We are taking excerpts from the declaration, breaking each down into key points (using the glossary list), then rewriting it (like you are explaining it to a 9 or 10 year old.  The students then draw a picture that depicts one of the ideas in that excerpt.  For the first couple of excerpts, I am walking through the key points with the students.  Got through excerpt #3, will continue tomorrow.

    Period 4 - The Second Continental Congress Simulation: Continued with the Congress, completed simulation. 

    Started working on The Declaration of Independence:  In your own words!  We are taking excerpts from the declaration, breaking each down into key points (using the glossary list), then rewriting it (like you are explaining it to a 9 or 10 year old.  The students then draw a picture that depicts one of the ideas in that excerpt.  For the first couple of excerpts, I am walking through the key points with the students.  We are still working on excerpt #1. will continue tomorrow.

     

     

    Homework- Period 1 - all 10 excerpts need to be completed for class tomorrow.  Period 2 - Excerpts #1-7 need to be completed for class tomorrow.  Periods 3 & 7 - Excerpts #1-3 need to be completed for class tomorrow.

     

     

    Thursday - 

    Classwork- Journal #19 - Students answered and several were called on to share their response.

    Period 1 - Gave directions for the Children's Version of the Declaration of Independence.  Showed the students some samples of what it should look like.  Students had the rest of the period to work on project.

    Period 2 - Finished working on the excerpts from the Declaration of Independence.  Went over directions for the Children's Version of the Declaration of Independence.  Showed the students some samples of what it should look like.  Will start tomorrow.

    Periods 3 & 7 - Continued working on The Declaration of Independence:  In your own words!  After completing excerpt #4, we started discussing them as a whole group, the class then gathered the key points from the discussion, wrote them down, then did the rewrite and sketch on their own.  We worked on excerpt #5 and #8 in class, and told they were to complete #6 and #7 tonight at home.

    Period 4 - Continued working on The Declaration of Independence:  In your own words!  We completed excerpts #1-4.  Will finish excerpts tomorrow.  If they did not finish #1-4 in class, it is homework.

     

    Homework- see above

     

    Friday - 

    Spirals Due:  Periods 4-7 - I will be grading Journals #16-19, warm-ups #11-13 and 2 OTDs.   Additionally, I will also be grading the Second Continental Congress slip and speech.

    Week 9 journals and warm-up                       Week 10 journals and warm-ups

    Classwork- Warm-up #13 - Students answered and some were called on to answer. 

    Periods 1-2 - Work day for Children's Version of the Declaration of Independence

    Periods 3 & 7 - Completed the Declaration of Independence excerpts.  Went over directions for the Children's Version of the Declaration of Independence.  Showed the students some samples of what it should look like.  Had the last 15 minutes of period to start.

    Period 4 - Continued working on The Declaration of Independence:  In your own words! Starting with excerpt #5, we started discussing them as a whole group, the class then gathered the key points from the discussion, wrote them down, then did the rewrite and sketch on their own.  We worked on excerpt #5 and #8 in together in class.  Students then had the last 10 minutes of class to work on excerpts #9 & 10.  They need to be completed by class on Monday.

     

    Homework - 4th period - if you have not completed your excerpts, you need to finish over the weekend.

     

     


     

    Week of October 15-19 

     

    Monday - 

    Classwork- Students filled out planners. 

    Periods 1-3 - Using Comparing Strengths and Weaknesses at the Beginning of the Revolutionary War we examined the two sides (Colonists and the British) at the beginning of the war.  Students compared information, ranked them, and determined what areas would be most important in winning a war.  We then discussed what they had discovered.  Students turned in the paper at the end of the period.

    Period 4 - We discussed Paul Revere and the Midnight Riders.  Discussed the role of the Sons of Liberty.  Students listened to/followed along a telling of Longfellow's "Paul Revere's Ride." - Audio - "Paul Revere's Ride".  As they listened, I showed this PowerPoint - "Listen My Children and You Shall Hear ..." while they listened to the audio.  We then talked about how the poem is not entirely historically accurate.  I then started showing a prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride. 

    Period 7 - Completed the prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride.  They turned in their notes.  

    Introduced the students to the ABC Book assignment, which will be due in May.  Talked about the assignment, showed a quick example.  Students were then prompted to start adding terms to the grid-it can be names, locations, events, quotes, key terms or items.  I told them to start with the topics that we have already studied this year.  The idea is to gather a large list for each letter so they have lots to choose from when they start putting their book together.  

     

    Homework- Period 7 - add words to your ABC Book Grid.

      

    Tuesday - 

    Classwork- Journal #16 - Students answered and several were called on to share their response.

    Week 9 journals and warm-up

    Periods 1-3 - The Second Continental Congress Simulation:  Set the stage for the event using - 56 Traitors! .  Assigned identities.

    Periods 4 & 7 - Using Comparing Strengths and Weaknesses at the Beginning of the Revolutionary War we examined the two sides (Colonists and the British) at the beginning of the war.  Students compared information, ranked them, and determined what areas would be most important in winning a war.  We then discussed what they had discovered.  Students turned in the paper at the end of the period.

     

     Homework-  no homework

      

     

    Wednesday - 

    Classwork- Warm-up #11 - Students answered and some were called on to answer. 

    Periods 1-3 - The Second Continental Congress Simulation: Students prepared their speeches for their identities - in their spiral.  Need to be prepared for starting tomorrow!  If you need to look up info about your identity or colony, please do so tonight!

    Periods 4 & 7 - The Second Continental Congress Simulation: Set the stage for the event using - 56 Traitors! .  Assigned identities.

     

     

    Homework- Periods 1-3 - Make sure your speech is prepared for tomorrow!

     

     

    Thursday - Assembly Schedule/Great Shakeout Drill

    Classwork- 

    Periods 1-3 - The Second Continental Congress Simulation:  Started Second Continental Congress, will continue tomorrow.  

    Period 4 - The Second Continental Congress Simulation:  After the drill, students started to prepare their speeches for their identities - in their spiral.  We will have a little time tomorrow to finish writing the speech.  If you need to do research about your identity or colony, please do so tonight.

    Period 7 - The Second Continental Congress Simulation:  Students prepared their speeches for their identities - in their spiral.  Need to be prepared for starting tomorrow!  If you need to look up info about your identity or colony, please do so tonight!

     

    Homework- Periods 1-3 & 7 - make sure you speech is prepared!  Period 4 - you will have some time tomorrow to finish - make sure you do any needed research tonight.

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #14-17, warm-ups #8-11 and 2 OTDs.   Additionally, I will also be grading the Toward Independence Response Group Activity Spiral Work along with the Second Continental Congress slip and speech.

    Week 8 journals and warm-ups                 Week 9 journals and warm-up            

    Classwork- Journal #17 - Students answered and several were called on to share their response.

    Periods 1-3 - The Second Continental Congress Simulation:  Continued the Congress, will continue on Monday.

    Period 4The Second Continental Congress Simulation:  Students continued to prepare their speeches for their identities - in their spiral.  Went over the debate procedures so that we can start the Second Continental Congress on Monday.

    Period 7The Second Continental Congress Simulation:  Started Second Continental Congress, will continue Monday.  

     

    Homework - Period 4 - make sure you have your speech prepared for Monday.

     


     

    Week of October 8-12 

     

    Monday - 

    Classwork- Students filled out planners. 

     

    Period 1 - Toward Independence Response Activity:  Prepared for Colonial Town Meeting #4.  Held the town meeting.  Told students that they needed to make sure I.N. pages 44-48 are completed, I will start grading them tomorrow.

    Period 2 - Toward Independence Response Activity:  Prepare for Colonial Town Meeting #3.  Held colonial town meeting.  Started reading, discussing and answering Section 7 (I.N. page 48).

    Period 3 - Toward Independence Response Activity:  Prepare for Colonial Town Meeting #3.  Held colonial town meeting.  Told students to make sure I.N. pages 44-47 are done, we will start page 48 tomorrow.

    Period 4 - Toward Independence Response Activity:  Discussed the Tea Act and the Boston Tea Party.  Groups read, discussed and answered Section 6 (I.N. page 47).  Discussed the Intolerable Acts.

    Period 7 - Toward Independence Response Activity:  Discussed Intolerable Acts.  Prepared for Colonial Town Meeting #3.  Started colonial town meeting, we will complete tomorrow.

     

    Homework- see above

      

    Tuesday - 

    Classwork- Journal #14 - Students answered and several were called on to share their response.

    Week 8 journals and warm-ups

    Period 1 - Listened to the last two paragraphs of Patrick Henry's "Give Me Liberty or Give Me Death" speech.  Students answered four questions about the audio/reading.  We discussed the speech, students then turned in their paper.  We then started discussing Paul Revere and the Midnight Riders.  Discussed the role of the Sons of Liberty.  Students read an excerpt from Longfellow's "Paul Revere's Ride."

    Periods 2-3 Toward Independence Response Activity: Students read, discussed and answered Section 7 (I.N. page 48).  Prepared for Colonial Town Meeting #4 which we will hold tomorrow.

    Period 4 - Toward Independence Response Activity:  Prepared for Colonial Town Meeting #3, started meeting, will complete tomorrow.

    Period 7Toward Independence Response Activity: Finished Colonial Town Meeting #3.  Read, discussed and answered Section 7 (I.N. page 48).

     

     Homework-  All classes (except 4th) should have I.N. pages 44-48 completed.  4th period should have 44-47 completed.

      

     

    Wednesday - 

    Classwork- Warm-up #9 - Students answered and some were called on to answer. 

    Period 1 - Using a prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride.  Will complete tomorrow.

    Periods 2-3 - Toward Independence Response Activity:  Held Colonial Town Meeting #4.  Students then turned in their Interactive Notebooks so that I could grade them.

    Listened to the last two paragraphs of Patrick Henry's "Give Me Liberty or Give Me Death" speech.  Students answered four questions about the audio/reading. Will discuss tomorrow.

    Period 4Toward Independence Response Activity:  Finished Colonial Town Meeting #3.  Read, discussed and answered Section 7 (I.N. page 48).  If not complete, finish at home.

    Period 7 - Toward Independence Response Activity:  In groups, prepared for Colonial Town Meeting #4.  Started the town meeting, will complete tomorrow.

     

    Homework- see above

     

     

    Thursday - 

    Classwork- Journal #15 - Students answered and several were called on to share their response.

    Period 1 - Completed the prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride. Students turned in their papers.

    Periods 2 & 3 - Discussed Patrick Henry's speech.  Students then turned in their paper from yesterday.  We then started discussing Paul Revere and the Midnight Riders.  Discussed the role of the Sons of Liberty.  Students listened to/followed along a telling of Longfellow's "Paul Revere's Ride." - Audio - "Paul Revere's Ride".  As they listened, I showed this PowerPoint - "Listen My Children and You Shall Hear ..." while they listened to the audio.  We then talked about how the poem is not entirely historically accurate.  I then started showing a prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride.  We will complete tomorrow.

    Period 4 - Toward Independence Response Activity:  Groups prepared for Colonial Town Meeting #4.  We then started the town meeting, will complete tomorrow.

    Period 7 - Toward Independence Response Activity: Completed Colonial Town Meeting #4.  Students then turned in their Interactive Notebooks so that I could grade them.

    Listened to the last two paragraphs of Patrick Henry's "Give Me Liberty or Give Me Death" speech.  Students answered four questions about the audio/reading. We then discussed the speech, students turned in their questions.

     

    Homework- Period 4 - make sure I.N. pages 44-48 are complete.

     

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #12-15, warm-ups #8-10 and 2 OTDs.   Additionally, I will also be grading the Toward Independence Response Group Activity Spiral Work

    Week 7 journals and warm-up                    Week 8 journals and warm-ups

    ClassworkWarm-up #10 - Students answered and some were called on to answer. 

    Period 1 - Introduced the students to the ABC Book assignment, which will be due in May.  Talked about the assignment, showed a quick example.  Students were then prompted to start adding terms to the grid-it can be names, locations, events, quotes, key terms or items.  I told them to start with the topics that we have already studied this year.  The idea is to gather a large list for each letter so they have lots to choose from when they start putting their book together.  We then shared some of the items they came up with.

    Periods 2-3 - Finished discussing the Midnight Ride - The True Story - Midnight Riders.   

    Introduced the students to the ABC Book assignment, which will be due in May.  Talked about the assignment, showed a quick example.  Students were then prompted to start adding terms to the grid-it can be names, locations, events, quotes, key terms or items.  I told them to start with the topics that we have already studied this year.  The idea is to gather a large list for each letter so they have lots to choose from when they start putting their book together.  

    Period 4 - Finished Colonial Town Meeting #4.  Students turned in their Interactive Notebooks, so that I can grade them over the weekend.

    Listened to the last two paragraphs of Patrick Henry's "Give Me Liberty or Give Me Death" speech.  Students answered four questions about the audio/reading.  We discussed the speech, students then turned in their paper.  

    Period 7 - We then started discussing Paul Revere and the Midnight Riders.  Discussed the role of the Sons of Liberty.  Students listened to/followed along a telling of Longfellow's "Paul Revere's Ride." - Audio - "Paul Revere's Ride".  As they listened, I showed this PowerPoint - "Listen My Children and You Shall Hear ..." while they listened to the audio.  We then talked about how the poem is not entirely historically accurate.  I then started showing a prezi on the Midnight Riders - The True Story - Midnight Riders we followed a timeline of how it occured, who was involved, and why they went on the ride.  We will complete tomorrow.

     

    Homework - 

     


     

    Week of October 1-5 

     

    Monday - 

    Classwork- Students filled out planners. 

     

    Period 1 - Toward Independence Response Activity:  Finished watching "Unsolved History:  The Boston Massacre".

    Periods 2 & 3 - Toward Independence Response Activity:  Groups finished preparation for Colonial Town Meeting #2.  Started the Town Meeting, will finish tomorrow.

    Periods 4 & 7 - Toward Independence Response Activity:  Completed Colonial Town Meeting #1.  In groups, read and worked on Chapter 5, section 3, then answered the questions in the I.N. (page 45).  If they did not complete, it was homework.

     

    Homework- Periods 4 & 7 - finish page 45 in the I.N.

      

     

     

    Tuesday - Assembly Schedule - Bulldog Cards assembly

    Classwork- Journal #12 - Students answered and several were called on to share their response.

    Week 7 journals and warm-up

     

    Period 1 - Toward Independence Response Activity:  In groups, students read, discussed, and answered in I.N. (bottom of page 46) about the Boston Tea Party.

    I collected their Interactive Notebooks (I.N.) so that I could grade their Unit 2:  Geography Challenge (pages 40-42).

     Periods 2-3 Toward Independence Response Activity: Finished Colonial Town Meeting #2.  Started watching Unsolved History:  The Boston Massacre. 

    Periods 4 & 7Toward Independence Response Activity:  Discussed the repeal of the Stamp Act, Townshend Acts, the Sons of Liberty and the Declaratory Act.  Groups worked on Chapter 5, section 4 (I.N. - top of page 46).  We discussed the Boston Massacre. 

     

     Homework- Periods 2-4, & 7 - You should have I.N. Lesson 5, sections 2-4 completed (pages 44-46).  

      

     

    Wednesday - Modified Schedule - 6th grade Bus Evacuation drill

    Classwork- Warm-up #8 - Students answered and some were called on to answer. 

    Period 1 - Toward Independence Response Activity: Discussed the Tea Act and the Boston Tea Party.  Worked in groups on Chapter 5, Section 6 (I.N. page 47). 

    Periods 2-3 - Toward Independence Response Activity:  Finished watching Unsolved History:  The Boston Massacre.

    Periods 4 & 7 - Toward Independence Response Activity: Prepared for Colonial Town Meeting #2.  Period 4 will start Town Meeting tomorrow, Period 7 started the Town Meeting, will continue tomorrow.

     

    Homework- no homework

     

     

    Thursday - Modified Schedule - 7th grade Bus Evacuation drill

    Classwork- Journal #13 - Students answered and several were called on to share their response.

    Period 1 - Toward Independence Response Activity: Prepared for Colonial Town Meeting #3 - will hold town meeting tomorrow.  

    Periods 2-3 - Toward Independence Response Activity:  Worked in groups on Chapter 5, Section 5 (I.N. bottom of page 46).   Discussed the Tea Act and the Boston Tea Party.  Complete the section at home if you did not finish during class time.

    Period 4  - Toward Independence Response Activity:  Colonial Town Meeting #2 - will complete tomorrow.

    Period 7 - Toward Independence Response Activity:  Finished Colonial Town Meeting #2.  Worked in groups on Chapter 5, Section 5 (I.N. bottom of page 46).   

     

    Homework- Period 1 - should be through page 47 in I.N.  Periods 2-4 - should be through page 46 in I.N.  Period 7 - should be through the top of page 46 in I.N.

     

     

    Friday - Modified Schedule - 8th grade Bus Evacuation drill

    Spirals Due:  Periods 1-3 - I will be grading Journals #11-13, warm-ups #7-8 and 2 OTDs.   

    Week 6 Journal and warm-up                      Week 7 journals and warm-up 

    Classwork

    Period 1 - Toward Independence Response Activity:  Held Colonial Town Meeting #3.  Groups then read, discussed and answered the questions for section 7 (I.N. page 48).

    Periods 2-3 - Toward Independence Response Activity:  Groups read, discussed and answered the questions for section 6 (I.N. page 47).  They then started preparing for Colonial Town Meeting #3.

    Period 4 - Toward Independence Response Activity:  Finished Colonial Town Meeting #2.  Worked in groups reading, discussing and answering the questions for Section 5 (I.N. bottom of page 46).

    Period 7 - Toward Independence Response Activity:  Discussed the Tea Act and the Boston Tea Party.  Groups then read, discussed and answered the questions for section 6 (I.N. page 47). 

     

    Homework - 

     


     

    Week of September 24-28

    Parent Conference Week - Minimum Days all week

     

     

    Monday - Block Schedule - Periods 1-3

    Classwork- Students filled out planners.  

    Journal #11 - Students answered and several were called on to share their response.

    Week 6 Journal and warm-up

    Period 1 - Toward Independence Response Activity:  We held Colonial Town Meeting #1.  Students presented their opinions and we voted.  Groups started reading Chapter, section 3 in the textbook, and answering the questions for the section in the I.N. (page 45).

    Periods 2 & 3 - Toward Independence Response Activity:  Groups finished reading and answering Chapter, section 2 in their I.N. (page 44).  They then started preparing for the Colonial Town Meeting #1.  

     

     

    Homework- Period 1 - finish page 45 in the I.N. by Wednesday.

      

     

     

    Tuesday - Block Schedule Periods 4, 6-7

    Classwork- Students filled out planners. 

    Journal #11 - Students answered and several were called on to share their response.

    Week 6 Journal and warm-up

    Period 4 - Toward Independence Response Activity:  Students got back into their groups.  Class continued reading about their identity and wrote down a couple of sentences in their spiral about their individual.  Each group then introduced their identity to the rest of the class.  As groups, they then started working together by reading Section 2 (pages 90-92 in their textbook) and answering questions for that section in their I.N. (page 44).  Will continue on Thursday.

     

    Period 7 - Toward Independence Response Activity:  Students were grouped together in groups of 3 and provided an identity.  Their identity was an individual who lived and participated in these events.  As a group, they read about their person, wrote down a couple of sentences in their spiral, as prompted by me.  Then they decided on their spokesperson, who introduced their individual verbally to the rest of the class.  As groups, they then started working together by reading Section 2 (pages 90-92 in their textbook) and answering questions for that section in their I.N. (page 44).  Will continue on Thursday.

     

     Homework- no homework

      

     

    Wednesday - Block Schedule Periods 1-3

    Classwork- Warm-up #7 - Students answered and some were called on to answer. 

    Period 1 - Toward Independence Response Activity:  Discussed the repeal of the Stamp Act, Townshend Acts, the Sons of Liberty and the Declaratory Act.  Groups worked on Chapter 5, section 4 (I.N. - top of page 46).  We discussed the Boston Massacre.  Groups then prepared for Colonial Town Meeting #2 in their spirals.

    Periods 2-3 - Toward Independence Response Activity:  Held Colonial Town Hall Meeting #1.  Discussed the repeal of the Stamp Act and the Declaratory Act.  Groups then worked on Chapter 5, section 3 (I.N. - page 45). 

     

    Homework- make sure you have finished the I.N. pages that your class has worked on.

     

     

    Thursday - Block Schedule Periods 4, 6-7 

    Classwork- Warm-up #7 - Students answered and some were called on to answer.

    Periods 4 & 7 - Toward Independence Response Activity:  Groups finished working on Chapter 5, section 2 (I.N. - pages 44).  Started prepping in spiral for Colonial Town Meeting #1.

     

    Homework- make sure you have completed page 44 in your I.N.

     

     

    Friday - Regular Minimum Day Schedule

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #9-11, warm-ups #6-7 and 2 OTDs.    I will also be grading the French and Indian War spiral work.

    Week 5 journals and warm-up                         Week 6 Journal and warm-up

     

    Classwork- 

    Period 1 - Toward Independence Response Activity:  Held Colonial Town Meeting #2.  Started watching Unsolved History:  The Boston Massacre, will continue on Monday.

    Periods 2 & 3  - Toward Independence Response Activity:  Discussed what a massacre was.  Talked about the Sons of Liberty.  Groups worked on Chapter 5, section 4 (I.N. - top of page 46).  Groups then started prepping for Colonial Town Meeting #2.  Will complete and hold C.T.M. #2 on Monday.

    Period 4 - Toward Independence Response Activity:  Held Colonial Town Meeting #1 - will complete on Monday.

    Period 7 - Toward Independence Response Activity:  Completed the prep for Colonial Town Meeting #1.  Started Colonial Town Meeting #1 - will complete on Monday.

     

    Homework - make sure you have completed work in your Interactive Noteboook.  Check above to see how far your class has progressed.

     


     

    Week of September 17-21

     

     

    Monday - 

    Classwork- Students filled out planners.

    Period 1 - Started the class by discussing a little bit about the Constitution, since today is Constitution Day.  I didn't spend too much time with it today since we will spend over a month later in the year going over the Constitutional Convention and the Constitution itself. 

    Next we completed the cause (review) and effect map on their papers.  We focused on the consequences of the war and decisions that the British made that angered and started to turn some of the colonists away from the British.  Students then went back to their spirals to the page where they had their other work for the French and Indian War work, and answered the prompt - Is War Worth the Cost?  Defend your positon.  We then stapled all of the French and Indian War papers together and turned them in.

    Periods 2 & 3 - Started the class by discussing a little bit about the Constitution, since today is Constitution Day.  I didn't spend too much time with it today since we will spend over a month later in the year going over the Constitutional Convention and the Constitution itself. 

    We finished the In What Ways Might a War Affect a Country? chart.  Students then colored coded it by determining which were positive, negative, or could be either positive or negative.  I then showed them a short clip depicting a battle in the wilderness during the French and Indian War.  Next we started the cause (review) and effect map on their papers.  We focused on the consequences of the war and decisions that the British made that angered and started to turn some of the colonists away from the British.  Will complete tomorrow.

    Periods 4 & 7 - Started the class by discussing a little bit about the Constitution, since today is Constitution Day.  I didn't spend too much time with it today since we will spend over a month later in the year going over the Constitutional Convention and the Constitution itself. 

    Started the page entitled Homework.  I told the students to start by reading the paragraph above #4, then answering #4 and 5.  For #5 I told them to list (using bullets) 4-5 reasons.  We then discussed #4, then they went to their spiral.  In their spiral (same page as the True/False statements for the French and Indian War), students wrote the question - In What Ways Might a War Affect a Country?  As a group we started generating a list.  After finishing the list, the students color coded their list.

     

    Homework- Periods 2-4, 7 - make sure all of The French and Indian War papers are complete, except for the very last page, which we will finish tomorrow.  

      

     

     

    Tuesday - 

    Classwork- Journal #9 - Students answered and several were called on to share their response.

    Week 5 journals and warm-up

    Period 1 - Each student received their Interactive Notebook (textbook workbook) today.  For the most part, this will be kept in class, they will only take it home if they need to complete something that they did not get done during class.  Students used the class set of textbooks (pages 84-85) and their Interactive Notebook (I.N. - pages 40-42) to start working on the Unit 2 Georgraphy Challenge.  Will continue tomorow.

    Periods 2 -3 - Finished the French and Indian War papers.  Stapled the pages together - I collected.  Students then went back to their spirals to the page where they had their other work for the French and Indian War work, and answered the prompt - Is War Worth the Cost?  Defend your positon.  We then read the intro on page 85 in the textbook.  Period 2 received their Interactive Notebooks, period 3 will get them tomorrow.

    Periods 4 & 7 - I showed them a short clip depicting a battle in the wilderness during the French and Indian War.  Next we started the cause (review) and effect map on their papers.  We focused on the consequences of the war and decisions that the British made that angered and started to turn some of the colonists away from the British.  Will collect all of the French and Indian War papers tomorrow.

      

     Homework- no homework

      

     

    Wednesday - Assembly Schedule

    Classwork-  

    Period 1 - Students checked out textbooks (ones they will keep at home) at the end of the period - so they should be arriving home today. 

    The rest of the period they continued to work on the Geography Challenge - I.N. pages 40-42 Textbook pages 84-85.

    Periods 2-3 - Students checked out textbooks (ones they will keep at home) at the end of the period - so they should be arriving home today.  

    Each student received their Interactive Notebook (textbook workbook) yesterday (2nd) or today (3rd).  For the most part, this will be kept in class, they will only take it home if they need to complete something that they did not get done during class.  Students used the class set of textbooks (pages 84-85) and their Interactive Notebook (I.N. - pages 40-42) to start working on the Unit 2 Georgraphy Challenge.  Will continue tomorow.

    Periods 4 & 7 - Students checked out textbooks (ones they will keep at home) at the end of the period - so they should be arriving home today.  

    Finished the French and Indian War papers.  Stapled the pages together - I collected.  Students then went back to their spirals to the page where they had their other work for the French and Indian War work, and answered the prompt - Is War Worth the Cost?  Defend your positon.

    Each student received their Interactive Notebook (textbook workbook) yesterday.  For the most part, this will be kept in class, they will only take it home if they need to complete something that they did not get done during class. 

     

    Homework- Period 1 - if you did not finish the Georgraphy Challenge - I.N. pages 40-42, please do so.  I will be check it next week.

     

     

    Thursday -  

    Classwork- Warm-up #6 - Students answered and some were called on to answer.

    Period 1 - Read page 87 (Intro to Lesson 5) and discussed the painting depicting colonists tearing down a statue of King George III.  We then started the Toward Independence Response Group Activity.  Students were grouped together in groups of 3 and provided an identity.  Their identity was an individual who lived and participated in these events.  As a group, they read about their person, wrote down a couple of sentences in their spiral, as prompted by me.  Then they decided on their spokesperson, who introduced their individual verbally to the rest of the class.  To get background information for the first Colonial Town Meeting, students started reading Section 2 (pages 90-92 in their textbook) and answered questions for that section in their I.N. (page 44).  Will continue tomorrow.

    Period 2 - Students had about 20 minutes to finish the Geography Challenge.  If they did not finish, they need to complete it for homework.  I will be checking it next week.

    We then started the Response Activity - They read page 87 (Intro to Lesson 5) and we discussed the painting depicting colonists tearing down a statue of King George III.  We then started the Toward Independence Response Group Activity.  Students were grouped together in groups of 3 and provided an identity.  Their identity was an individual who lived and participated in these events.  As a group, they read about their person, wrote down a couple of sentences in their spiral, as prompted by me.  We will finish this tomorrow.

    Period 3Students had about 25 minutes to finish the Geography Challenge.  If they did not finish, they need to complete it for homework.  I will be checking it next week.

    We then started the Response Activity - They read page 87 (Intro to Lesson 5) and we discussed the painting depicting colonists tearing down a statue of King George III. Will continue tomorrow.

    Periods 4 & 7 - Read and discussed the paragraphs on page 85.  Students used the class set of textbooks (pages 84-85) and their Interactive Notebook (I.N. - pages 40-42) to start working on the Unit 2 Georgraphy Challenge.  They will have about 15 minutes tomorrow to finish.

      

    Homework- Periods 2-3 - if you did not finish the Georgraphy Challenge - I.N. pages 40-42, please do so.  I will be check it next week.

     

     

    Friday - Progress Reports go home

    Spirals Due:  Periods 1-3 - I will be grading Journals #7-10, warm-ups #5-6 and 2 OTDs.  I will also be grading the Why Were Quakers Considered Progressives? effect map/Rough Draft paragraph, and peer-edit sheet (all in spiral).  I will also be grading the French and Indian War spiral work.

    Week 4 journals and warm-up                             Week 5 journals and warm-up

     

    Classwork- Journal #10 - Students answered and several were called on to share their response.

    Period 1Toward Independence Response Activity:  Continued reading Section 2 (pages 90-92 in their textbook) and answered questions for that section in their I.N. (page 44).  We then briefly discussed the Proclamation Line of 1763, the Stamp Act, and the Quartering Act.  Groups then started preparing for the first Colonial Town Meeting by establishing their identity's position on these three acts.  They will finish on Monday, then we will have the town meeting.

    Period 2 - Toward Independence Response Activity:  Class continued reading about their identity and wrote down a couple of sentences in their spiral about their individual.  Each group then introduced their identity to the rest of the class.  As groups, they then started working together by reading Section 2 (pages 90-92 in their textbook) and answering questions for that section in their I.N. (page 44).  Will continue on Monday.

    Period 3 - Toward Independence Response Activity:  Students were grouped together in groups of 3 and provided an identity.  Their identity was an individual who lived and participated in these events.  As a group, they read about their person, wrote down a couple of sentences in their spiral, as prompted by me.  Then they decided on their spokesperson, who introduced their individual verbally to the rest of the class.  As groups, they then started working together by reading Section 2 (pages 90-92 in their textbook) and answering questions for that section in their I.N. (page 44).  Will continue on Monday.

    Period 4Students had about 15 minutes to finish the Geography Challenge.  If they did not finish, they need to complete it for homework.  I will be checking it next week.

    We then started the Response Activity - They read page 87 (Intro to Lesson 5) and we discussed the painting depicting colonists tearing down a statue of King George III.  We then started the Toward Independence Response Group Activity.  Students were grouped together in groups of 3 and provided an identity.  Their identity was an individual who lived and participated in these events.  As a group, they read about their person, wrote down a couple of sentences in their spiral, as prompted by me.  We will finish this Tuesday.

    Period 7Students had about 15 minutes to finish the Geography Challenge.  If they did not finish, they need to complete it for homework.  I will be checking it next week.

    We then started the Response Activity - They read page 87 (Intro to Lesson 5) and we discussed the painting depicting colonists tearing down a statue of King George III.  Handed out progress reports.  Will receive their identities on Tuesday.

    Homework - Periods 4 & 7 - if you did not finish the Georgraphy Challenge - I.N. pages 40-42, please do so.  I will be check it next week.

     


     

    Week of September 10-14

     

     

    Monday - 

    Classwork- Students filled out planners.

    Period 1 - Discussed the Why are Quakers considered Progressives? rough draft paragraph.  We will be doing a peer edit on Wednesday.  Discussed Triangular Trade and the Middle Passage.  Showed the students the Middle Passage annimation so they could see the impact the Middle Passage made on the American continents.

    Periods 2 & 3 - Students wrote a rough draft paragraph based on the paragraph they had chosen on Friday from their Why are Quakers considered Progressives? effect map.  We then discussed the Why are Quakers considered Progressives? rough draft paragraph.  We will be doing a peer edit on Wednesday.  Discussed Triangular Trade and the Middle Passage.  Showed the students the Middle Passage annimation so they could see the impact the Middle Passage made on the American continents.

    Periods 4 & 7 - We finished the map using - Why Were Quakers Considered Progressives? PowerPoint .  Students chose the one reason which they felt was most persuasive.  They then had time to work on a rough draft paragraph based on this reason.  We will be doing a peer edit on Wednesday.  Started discussing Triangular Trade, will continue tomorrow.

     

    Homework- I will be collecting the Puritan/Quaker Comparison charts from Periods 2-4, & 7 tomorrow - I wanted them to have the opportunity to use them if they haven't finished their paragraph yet.

      

     

     

    Tuesday - 

    Classwork- Journal #7 - Students answered and several were called on to share their response.

    Week 4 journals and warm-up

    Periods 1-3 - Discussed 9/11 for a little while.  Started discussing and working on The French and Indian War.  Will continue tomorrow after we do the peer edit.

    Periods 4 & 7 - Discussed 9/11 for a while.  Completed discussing Triangular Trade and the Middle Passage.  Will start The French and Indian War tomorrow after we do the peer edit.

      

     Homework- Make sure you have completed the paragraph in your spiral for - Why were Quakers Considered Progressives? - Why Were Quakers Considered Progressives? 

      

     

    Wednesday - Minimum Day - Staff Development

    Classwork-  Using a peer edit sheet students edited another's work.  Spirals were then returned to them and we went over the criteria for the final draft which will be due on Friday.  Here is the rubric I will be using to grade the paragraph - Rubric - Why Were Quakers Considered Progressives?

    Periods 1 - 3 - Continued discussing the Causes of the French and Indian War - using conflicts paper and the Causes of the War chart.  Will continue tomorrow.

    Periods 4 & 7 - Started discussing The French and Indian War.  Will continue tomorrow.

     

    Homework- Look over the peer edit sheet for the paragraph you wrote.  Review the Rubric - Why Were Quakers Considered Progressives?.  Start working on your final draft for your paragraph.  Remember it needs to be typed or written in black or blue ink.  Final draft needs to be in MLA format.

     

     

    Thursday -  

    Classwork- Warm-up #5 - Students answered and some were called on to answer.

    Period 1 - Completed the Causes of the French and Indian war chart.  Answered and discussed Which side would You choose?.  Started the Homework page, will continue tomorrow.

    Periods 2-3 - Completed the Causes of the French and Indian war chart.  Answered Which side would You choose?. We will discuss they decision tomorrow.

    Periods 4 & 7 - Continued discussing the Causes of the French and Indian War - using conflicts paper and the Causes of the War chart.  Will continue tomorrow.

     

    Homework- Work on the final draft for your paragraph.  Review the requirements in the Rubric - Why Were Quakers Considered Progressives?.  Remember it needs to be typed or written in black or blue ink.  Final draft needs to be in MLA format.  It is due tomorrow!

     

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #5-8, warm-ups #4-5 and 2 OTDs.  I will also be grading the Why Were Quakers Considered Progressives? effect map/Rough Draft paragraph, and peer-edit sheet (all in spiral)

    Week 3 journals and warm-up                        Week 4 journals and warm-up

     

    Classwork- Journal #8 - Students answered and several were called on to share their response.

    Period 1 - In their spiral (same page as the True/False statements for the French and Indian War), students wrote the question - In What Ways Might a War Affect a Country?  As a group we then generated a list.  Students then colored coded it by determining which were positive, negative, or could be either positive or negative.  I then showed them a short clip depicting a battle in the wilderness during the French and Indian War.

    Periods 2-3 - Discussed their answers to Which Side Would You Choose?  In their spiral (same page as the True/False statements for the French and Indian War), students wrote the question - In What Ways Might a War Affect a Country?  As a group we started generating a list. Will continue on Monday.

    Periods 4 & 7 - Finished the Causes of the French and Indian War chart.  Students then answered the Which Side Would You Choose? prompt.  Some students then shared their answers.  Discussed.

     

    Homework - no homework unless you are behind with your French and Indian War papers.

     


     

    Week of September 3-7

     

     

    Monday - Labor Day - no school

    Classwork- 

     

    Homework- 

      

     

     

    Tuesday - 

    Classwork- Planners filled out. 

    Periods 1-2 - Finished breaking down The Mayflower Compact using - The Mayflower Compact.  Students took notes on The Mayflower Compact breaking down phrases and analysis questions.  When completed, I orally went over the four analysis questions at the bottom.  Students had time to work on them.  Papers will be collected tomorrow.

    Periods 3-4, & 7 - Continued looking at the Pilgrims.  Discussed The Mayflower Compact - what it was and why it was important.  I used The Mayflower Compact powerpoint.  Students all received The Mayflower Compact breaking down phrases and analysis questions.  As we went through each phrase of the compact we discussed what it meant.  Students then wrote down on their paper what the phrase meant in their own words.  Will continue tomorrow.

     

     Homework- no homework unless you need to finish the work above.  

      

     

    Wednesday - 

    Classwork-  Journal #5 - Students answered and several were called on to share their response.

    Week 3 journals and warm-up

    Periods 1 & 2 - Collected The Mayflower Compact paper.  We started discussing the Puritans and Quakers in more depth.  Students read a reading on each of the groups, which we then discussed.  I then handed out the Puritan and Quakers comparision chart.  We then started placing information on each group by analyzing the two groups over 2 different areas.  We will continue tomorrow.

    Periods 3 & 7 - Finished breaking down The Mayflower Compact using - The Mayflower Compact.  Students took notes on The Mayflower Compact breaking down phrases and analysis questions.  When completed, I orally went over the four analysis questions at the bottom.  Students had time to work on them.  Papers will be collected tomorrow.

    Period 4 - Finished breaking down The Mayflower Compact using - The Mayflower Compact.  Students took notes on The Mayflower Compact breaking down phrases and analysis questions.  When completed, I orally went over the first two analysis questions at the bottom.  Students need to finish these two questions for homework.  We will then do the last two questions in class tomorrow.

     

    Homework- Periods 3-4 & 7 - work on the Mayflower Compact analysis questions.  See above for clarification on how far you need to get.

     

     

    Thursday -  

    Classwork- Warm-up #4 - Students answered and some were called on to answer.

    Period 1 - Students had 15 minutes to complete their Puritan/Quaker Comparison Chart.  We then started the Why are Quakers Considered Progressive? portion of the lesson - see the slides in the PowerPoint - Why Were Quakers Considered Progressives? PowerPoint.  We got through slide #7.

    Periods 2-3 - Using the Puritan/Quaker Comparison Chart, students went through the You Might be a Quaker if ... and You Might be a Puritan if... .  Students added the information they found onto their chart.  Should be completed before class tomorrow.

    Period 3 turned in The Mayflower Compact paper.

    Period 4 - We went over the last two analysis question on The Mayflower Compact paper.  Students had time to work, paper was then turned in.  We then started using the Puritan/Quaker Comparison Chart, students went through the You Might be a Quaker if ... and You Might be a Puritan if... .  Students added the information they found onto their chart. Students will have 10-15 minutes tomorrow to finish before we move on to the next step.

    Period 7 - Collected The Mayflower Compact paper.  Using the Puritan/Quaker Comparison Chart, students went through the You Might be a Quaker if ... and You Might be a Puritan if... .  Students added the information they found onto their chart.  Should be completed before class tomorrow.

     

     

    Homework- If you are connected to Remind, I sent out the Puritan/Quaker Comparison and the two You Might Be ... pdf files.  To sign up for remind text to the number 81010 and send the message @swensonss  

     

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #3-6, warm-ups #2-4 and 2 OTDs.  I will also be grading the Colonial Regions maps

    Week 2 journals and warm-ups                           Week 3 journals and warm-up

     

    Classwork- Journal #6 - Students answered and several were called on to share their response.

    Period 1 - We finished the map using - Why Were Quakers Considered Progressives? PowerPoint .  Students chose the one reason which they felt was most persuasive.  They then had time to work on a rough draft paragraph based on this reason.  Students then turned in their spirals.

    Period 2 & 3 - Started the Why are Quakers Considered Progressive? portion of the lesson - see the slides in the PowerPoint - Why Were Quakers Considered Progressives? PowerPoint.  We got through slide #7.

    Periods 4 & 7 - Students had 10 minutes to finish the Puritan/Quaker Comparison chart.  We then started the Why are Quakers Considered Progressive? portion of the lesson - see the slides in the PowerPoint - Why Were Quakers Considered Progressives? PowerPoint.  We got through slide #6.

     

     

    Homework - make sure you have completed what is discussed above.  If you haven't finished, then do so over the weekend!

     


     

    Week of August 27-31

     

     

    Monday - 

    Classwork- Continued working on the Colonial Regions map(s) that we started on Friday.  All classes finished the New England Colonial Region.  If you did not finish, click on the link to finish your notes.  If time allowed, started the Middle (Mid-Atlantic) region.  Will continue tomorrow.

     

    Homework- no homework unless you need to finish the work above.  Anyone who has been absent is responsible for the notes taken that day.

      

     

     

    Tuesday - 

    Classwork- Journal #3 - Students answered and several were called on to share their response.

    Week 2 journals and warm-ups

    Continued working on the Colonial Regions map(s).  I am posting sections of the PowerPoint as we finish or get close to finishing each region so that students have access to it.  Here is the section for the Middle (Mid-Atlantic) Region - Middle (Mid-Atlantic) Region.  Will continue tomorrow.

     

     Homework- no homework unless you need to finish the work above.  Anyone who has been absent is responsible for the notes taken that day.

      

     

    Wednesday - 

    Classwork-  Warm-up #2 - Students answered and some were called on to answer.

    Continued working on the Colonial Regions map(s).  I am posting sections of the PowerPoint as we finish or get close to finishing each region so that students have access to it.  Here is the section for the Southern Region - Southern Region.  Will continue tomorrow.

     

     

    Homework- no homework unless you need to finish the work above.  Anyone who has been absent is responsible for the notes taken that day.

     

     

    Thursday -  

    Classwork- Journal #4 - Students answered and several were called on to share their response.

    Periods 1 & 2 - Finished going over the colonial regions.  Started talking about the Pilgrims and why they decided to come to the New World - used Who are the Pilgrims?.  Will continue tomorrow.

    Periods 3-4, & 7 - Continued with the colonial regions.  Will finish tomorrow, then start with the Pilgrims.

     

    Homework-  Make sure your colonial regions notes are done.  If you are missing any use - New England Colonial RegionMiddle (Mid-Atlantic) Region, and Southern Region 

     

     

    Friday - 

    Spirals Due:  Periods 4 & 7 - I will be grading Journals #1-4, warm-ups #1-3 and 2 OTDs.  I will also be grading the Colonization Cause/Effect Map, along with the Colonial Regions maps

    Week 1 journals and warm-ups                           Week 2 journals and warm-ups

     

    Classwork- Warm-up #3 - Students answered and some were called on to answer.

    Periods 1 & 2 - Continued looking at the Pilgrims.  Discussed The Mayflower Compact - what it was and why it was important.  I used The Mayflower Compact powerpoint.  Students all received The Mayflower Compact breaking down phrases and analysis questions.  As we went through each phrase of the compact we discussed what it meant.  Students then wrote down on their paper what the phrase meant in their own words.  Will continue on Tuesday.

    Periods 3-4, & 7 - Finished going over the colonial regions.  Started talking about the Pilgrims and why they decided to come to the New World - used Who are the Pilgrims?.  Will continue Tuesday.  Periods 4 & 7 turned in spirals.

     

    Homework - Everyone should be done with the Colonial Regions notes.

     


     

    Week of August 20-24

     

     

    Monday - 

    Classwork- Continued working on the Levels of Social Development activity.  We finished Levels B and C and are finishing up on Level D.  Here are the last slides for those three levels.  Levels of Social Development last slide for bossing and bullingLevels of Social Development last slide for cooperation and conformity, and Levels of Social Development last slide for democracy.  Period 1 started working on the writing prompt on the back of their page - Levels of Social Development writing prompt.  The other periods will do the prompt tomorrow.  All class will then turn in their papers.

     

    Homework- Signed Parent and Student Signature page is due tomorrow.  

    Each student needs to have a 70-100 page college ruled notebook with a durable cover that will be used for this class only by tomorrow - Tuesday, the 21st.  We will start using the spirals tomorrow.

      

     

     

    Tuesday - 

    Classwork- All class completed the Levels of Social Development activity.  Periods 2-4,7 all completed the Levels of Social Development writing prompt on the back of their pages.  We then turned the papers in.

    Next we set up the Social Studies spiral.  Students started by putting their name of the front, along with the spiral # that I assigned each student.  I then handed out the Spiral Requirements and had the students tape it onto the inside of the front cover or onto the first page.  I then had the students number each page (up to page 70).  The front and back of each paper is the same page #, so there is a front and back to page 1, 2, 3, etc.

    After they had completed that, I went over the requirements for OTDs (On This Day in History).  I had 5 different events on the board that they could choose from.  I went over each event first.  Then I had the students write OTD on the top of page 1.  They then put the date August 21, (and the year of the event they chose).  Next they wrote a one sentence summary of the event.  After doing that, they wrote a minimum of two sentences of additional information or opinion about the event - see the Spiral Requirements for more information on how this works.  If they did not finish, students need to do this for homework.

     

     Homework- Finish your OTD if you did not have time in class to do so.

      

     

    Wednesday - 

    Classwork-  Journal #1 - We discussed as a class the four history related quotes.

    Week 1 journals and warm-ups

    We started by discussing explorers and colonists.  I also introduced primary sources.  I handed out Primary Source reasons for colonizing.  Students highlighted examples they found in the reading of reasons a country should establish colonies.  Period 1 started setting up the Cause and Effect Thinking Map in spiral, will continue tomorrow.  Other classes will start tomorrow.

     

    Homework- Make sure you have finished highlighting all of the reasons for colonizing in the primary source.  They will be used for the Thinking Map tomorrow.

     

     

    Thursday -  

    Classwork- Warm-up #1 - Students answered and some were called on to answer.

    We created a Cause and Effect map in the Thinking Map section of the spiral.  Students took the portions that they had highlighted in the Primary Source reasons for colonizing and shared them with the class.  I then wrote them on the left side of the map.  Students were expected to copy it onto their map in the spiral.  We also brainstormed what would be reasons why individuals would be willing to be colonists in the New World.

    Next students read and highlighted Primary Source realities of colonization.  This time I had them look for what life was really like for colonists, they highlighted what they found.  They they then completed the right side of the map with what they had found in the reading they had just highlighted.  We will discuss their findings tomorrow.

     

     

    Homework-  Make sure both of the readings above are highlighted with your findings.

     

     

    Friday - 

    Spirals Due:  Periods 1-3 - I will be grading Journals #1-2, warm-up #1 and 1 OTD.  I will also be grading the Colonization Cause/Effect Map

    Week 1 journals and warm-ups

     

    Classwork- Journal #2 - Students answered and several were called on to share their response.

    Reviewed the Colonization cause/effect map.  Discussed what the students had discovered.

    Started a review of the colonial regions and looking at three of the colonies in each region.  Students are taking notes on a classifying map on each of the three regions.  We are looking at the following categories:  founders, settlers, climate, geography, economy/occupation, religion, and government.  We started on the New England region today.  Will continue on Monday.  As we finish each region I will post the section of the PowerPoint we have covered.  Will post first one on Monday.

    Periods 1-3 turned in their spirals.

     

    Homework - no homework

     

     

     


     

    Week of August 13-17

     

     

    Monday - No School - Teacher Work Day

    Classwork- 

     

    Homework-   

     

     

    Tuesday - No School - Teacher Work Day

    Classwork- 

     

     Homework- 

      

     

    Wednesday - First Day of School!  Welcome back!

    Classwork- Students received a seat they will be assigned for a couple of weeks.  Students were handed out Class Expectations Letter and Parent and Student Signature page.  Using a PowerPoint - First Day of School Student presentation I went over what they can expect in class this year.  The signature page needs to be signed and returned by next Tuesday, August 21st.  

    We then started the Student Hunt for Diversity activity.  We will continue it tomorrow.  

     

    Homework- Signed Parent and Student Signature page is due by next Tuesday.  It can be turned in starting tomorrow. 

    Each student needs to have a 70-100 page college ruled notebook with a durable cover that will be used for this class only by next Tuesday, the 21st.  We will start using the spirals next week.

     

     

    Thursday -  

    Classwork- Handed out Late Work/Potty Passes.  Collected the Parent and Student Signature page for anyone who had it signed and ready to turn in.  Completed the Student Hunt for Diversity activity.  Went over their findings/knowledge about the activity.  Started the Back to School paper.  They will finish the survey tonight for homework.  It should take about 10 minutes to complete, if that.

     

     

    Homework-  Complete the Back to School survey.  I will collect it tomorrow.

    Signed Parent and Student Signature page is due by next Tuesday.  It can be turned any day until the 21st. 

    Each student needs to have a 70-100 page college ruled notebook with a durable cover that will be used for this class only by next Tuesday, the 21st.  We will start using the spirals next week.

     

     

    Friday - 

    Spirals Due:  not this week for any class

     

    Classwork- Collected Back to School Surveys.  Also collected any of the the Parent and Student Signature page for anyone who had it today.  It is due by next Tuesday.

    Started Levels of Social Development activity.  We discussed what societies were and students gave examples of them.  Each student received a sheet of newsprint that they folded into quadrants.  We started on the two bottom squares today.  The first level was Anarchy, students brainstormed what anarchy meant to them.  We discussed what it would look like, as well as what would be missing in the society.  I then had the students draw a picture in the bottom left square of what anarchy would look like if it occured in a school setting, like a classroom, halls, cafeteria, bus, etc.  I then had the students share their picture with a fellow student(s) and explain how their drawing demonstrated Anarchy.  We then discussed what they had heard from others.  We then looked at Levels of Social Development final slide for anarchy.  Students then copied the slide by the picture that they had drawn.  We discussed the last phrase on the slide and the students explained what they thought it meant.

    We then started on the next level - Bossing and Bullying.  We discussed what that would look like in a society - how the govenment would work as well as how the people in the society would react.  After the discussion I had the students do like they had with anarchy - draw a picture of what it would look like in a school setting.  If time, students shared with another student.

    We will continue the activity on Monday.

     

    Homework - 

    Signed Parent and Student Signature page is due by next Tuesday.  It can be turned any day until the 21st. 

    Each student needs to have a 70-100 page college ruled notebook with a durable cover that will be used for this class only by next Tuesday, the 21st.  We will start using the spirals next week.

     

     


     

     

    SUMMER VACATION!  See you in August!

     

     

     


     

    Week of May 28-June 1

     

     

    Monday - No School - Memorial Day

    Classwork- 

    Homework-   

     

     

    Tuesday - No School

    Classwork- 

     

     Homework- 

      

     

    Wednesday - 

    Classwork- Handed back graded classwork.

    Continued working on Events Leading to the Civil War - The Compromise of 1850.  Period 1 started Kansas-Nebraska Act.

     

    Homework- no homework

     

     

    Thursday -  

    Classwork- Passed back ABC Books.

    Continued working on Events Leading to the Civil War - Kansas and Nebraska Act and the Dred Scott Supreme Court Case.  Periods 1,2, & 6 finished.  If there were all the way done, they turned it in.  If not they need to turn it in the next time they see me.  Periods 4 & 7 just have to finish the last map, which we will do the next time we are in class - then they will turn it in.

     

     

    Homework-  Make sure you have completed what you need to do in the Compromise packet.

     

     

    Friday - 

    Spirals Due:  

     

    Classwork- For those students who did not go to Camelot as part of the incentive trip, we watched America:  The Story of US.  They watched the rest of Westward (that they did not finish two weeks ago), then started watching Division (events leading to the C.W.).

     

    Homework - 

     


     

    Week of May 21-25

     

     

    Monday - 

    Classwork- Filled out Planner.  

    We started an activity where students use some of what they have learned about the reformers.  We are focusing on five of the women reformers.  They will recieve background information about them, we then read a quote attributed to them and we break it down into what it means.  Next I show them a quote from someone who does not have the same viewpoint.  Students talk to a partner (neighbor) about what this reformer would have thought about the quote, then on their paper, they write a qoute - response that the reformer might have said.  we then shared them.  PowerPoint - Women Reformers Respond Student paper - Women Reformers Respond answer document

    We will continue tomorrow.

      

    Homework-  Reformers Graphic Organizer due tomorrow - Reformers Graphic Organizer.

     

    Tuesday - 

    Classwork- Journal #65 - Students answered and several were called on to share their response.

    Week 36 journals and warm-up

    Continued with the Women Reformers Respond activity (see above).  Will finish tomorrow.

     

     Homework- no homework

      

     

    Wednesday - 

    Classwork- Warm-up #48 - Students answered and some were called on to answer.

    Completed Women Reformers Respond activity.  Students turned in their papers.  

    We then started working on a few key events that led up to the Civil War, today we started on the Missouri Compromise.  Will continue tomorrow.

     

     

     

    Homework- 

     

     

    Thursday - 

    Spirals Due:  For Periods 6 & 7 - I will be grading Journals #63-66, warm-ups #47-48 and 2 OTDs (OThis Day in History).   For Periods 1,2, & 4 - I will be grading Journals #65-66, warm-up # 48 and 1 OTD.

    Week 35 journals and warm-up

     

    Classwork- Journal #66 - Students answered and several were called on to share their response.

    Continued working on the Events leading to the Civil War - Finished Missouri Compromise, then started The Compromise of 1850.

     

     

    Homework-  no homework

     

     

    Friday - No School

    Spirals Due:  For Periods 6 & 7 - I will be grading Journals #63-66, warm-ups #47-48 and 2 OTDs (OThis Day in History).   For Periods 1,2, & 4 - I will be grading Journals #65-66, warm-up # 48 and 1 OTD.

    Week 35 journals and warm-up

     

    Classwork- 

     

    Homework - 

     


     

    Week of May 14-18

     

     

    Monday - No School

    Classwork- 

      

    Homework-  Routes to the West is due on Wednesday

     

    Tuesday - 

    Classwork- Filled out Planner.

    Started defining/discussing Reformers.  In spiral students answered True/False statements on Women in the 1800's - Pre-assessment - Women in the 1800's.  Students then listened to the song - Let Us Speak Our Minds and then answered some questions about the song.  First Period discussed the questions, the rest of the class did not get that far, will tomorrow.

     

     

     Homework- Finish Routes to the West - due tomorrow.

      

     

    Wednesday - 

    Classwork- Journal #63 - Students answered and several were called on to share their response.

    Week 35 journals and warm-up

    I collected the Routes to the West paper from all classes.  Discussed the questions for the Let Us All Speak Our Minds together as a class, then collected the papers.  Students were handed out the two papers for the Graphic Organizer.  We taped them together.  Only Period 1 started working on it.  

     

     

    Homework- no homework

     

     

    Thursday - Substitute today

    Classwork- Warm-up #47 - Students answered and some were called on to answer.

    Students watched "Westward" one of the episodes from America:  The Story of US series.

     

    Homework-  no homework

     

     

    Friday - 

    Spirals Due:  Periods 1, 2 & 4 turn in sprals.   I will be grading Journals #61-64, warm-ups #45-47 and 2 OTDs (OThis Day in History).   

    Week 34 journals and warm-ups                       Week 35 journals and warm-up

     

    Classwork- Journal #64 - Students answered and several were called on to share their response.

    Students worked on the Reformers Graphic Organizer, using Chapter 18 in the textbook.  Reformers Graphic Organizer

     

     

    Homework - Reformers Graphic Organizer due on Tuesday, May 22nd.

     


     

    Week of May 7-11

     

     

    Monday - 

    Classwork- Filled out planner.

    Period 1 - Finished Situation 5 - War with Mexico.  We will turn in the packet tomorrow.

    Periods 2 & 6 - Discussed Primary Source #2.  Read, discussed and worked on Situation 5 - War with Mexico.  We will turn in the packet tomorrow.

    Period 4 - Finished Situation 5 - War with Mexico.  We will turn in the packet tomorrow.  Started watching "West to Oregon".  Will continue tomorrow.

    Period 7 - Worked on Primary Source #2.  Students answered 3 questions based on the John O'Sullivan excerpt on "Annexiation".  Discussed.  Started reading, discussing and working on Situation 5 - War with Mexico.  We are almost finished, just have to complete the bottom 1/2 of page.  Students will turn in the packet tomorrow.

      

    Homework-  Make sure the Reading Notes 15/Manifest Destiny Primary Source packet is completed - I will be collecting it  tomorrow.  7th period has not completed the bottom 1/2 of Situation 5 yet, the rest should be done.

     

    Tuesday - 

    Classwork- Journal #61 - Students answered and several were called on to share their response.

    Week 34 journals and warm-ups

    All classes turned in the Reading Notes 15/Manifest Destiny Primary Source packet.

    Periods 1, 2 & 6 - Started watching "West to Oregon".  Students are answering questions while watching the movie - West to Oregon movie questions.  Will continue watching the movie tomorrow.

    Period 4 - Continued watching "West to Oregon".  Students are answering questions while watching the movie - West to Oregon movie questions.  Will continue watching the movie tomorrow.

    Period 7 - Finished Situation 5 - War with Mexico.  Turned in packet.  Started watching "West to Oregon".  Students are answering questions while watching the movie - West to Oregon movie questions.  Will continue watching the movie tomorrow.

     

     

     Homework- no homework

      

     

    Wednesday - 

    Classwork-  Warm-up #45 - Students answered and some were called on to answer.

    Periods 1, 2, & 6 - Continued watching movie (see Tuesday).  Finished movie.  I collected the questions from those who wanted to turn them in today.  I will collect the rest tomorrow.  Poem presentations tomorrow.

    Period 4 - Completed watching movie (see Tuesday).  I collected the questions from those who wanted to turn them in today.  I will collect the rest tomorrow.

    Students started presented A Poem for Two Voices.  Will continue tomorrow.

    Period 7 - Continued watching movie (see Tuesday).  Will complete tomorrow, then do poem presentations.

     

     

    Homework-  If you did not complete answer the questions from the movie, do so tonight, make sure they are in complete sentences.  I will collect them tomorrow.

     

     

    Thursday - 

    Classwork- Journal #62 - Students answered and several were called on to share their response.

    Periods 1, 2, 4, & 6 - Presented A Poem for Two Voices with their partners.  There are a few pairs in period 2 that need to finish.

    Period 7 - Finished movie.  Turned in movie questions.  Started presenting A Poem for Two Voices with their partners.  Got over 1/2 way through, will finish tomorrow.

     

     

    Homework-  no homework

     

     

    Friday - 

    Spirals Due:  Periods 6 & 7 turn in sprals.   I will be grading Journals #59-62, warm-ups #43-45 and 2 OTDs (OThis Day in History).   

    Week 33 journals and warm-up                              Week 34 journals and warm-ups

     

    Classwork- Warm-up #46 - Students answered and some were called on to answer.

    Worked on Routes to the West worksheet/map activity.

     

     

    Homework - Routes to the West due on Wednesday.

     


     

    Week of April 30-May 4

    ABC Book is due Wednesday, May 2nd

     

     

    Monday - 2 days until ABC Book due

    Classwork- Filled out planner. Went over the final draft of A Poem for Two Voices, which is due on Friday.  Answered any questions students had about the ABC Book.  Told them to text me via Remind if they had any questions.

    Worked on Reading Notes 15 - discussed Situation 1:  The Louisiana Purchase.

     

     

    Homework-  Work on ABC Book.   ABC Book is due Wednesday, May 2nd.

     

    Tuesday - 1 day until ABC Book due

    Classwork- Journal #59 - Students answered and several were called on to share their response.

     Week 33 journals and warm-up

    Answered any questions about the ABC Book.  Told them I would be in my room before school if they wanted to drop it off early.

    Periods 1, 2, & 7 - Read a primary source quote from John O'Sullivan, students then answered 4 questions based on the quote.  We then discussed the quote.  We then started discussing the acquisition of Florida (Situation 2).  Will continue tomorrow.

    Period 4 - Read a primary source quote from John O'Sullivan, students then answered 4 questions based on the quote.  We then discussed the quote.  We then discussed the acquisition of Florida (Situation 2).  Will start Situation 3 tomorrow.

    Period 6 - Finished Situation 1 - Louisiana Purchase.  We then read a primary source quote from John O'Sullivan, students then answered 4 questions based on the quote.  We then discussed the quote. Will start Situation 2 - Florida tomorrow.

     

     

     Homework- ABC Book is due tomorrow.  You also need to turn in your grid.

      

     

    Wednesday - ABC Book Due!

    Classwork-  Collected ABC Books/Grids.

    Periods 1, 2, 6 & 7 - Finished Situation 2 - Florida, started Situation 3 - Texas.

    Period  4 - Worked on Situation 3 - Texas.

     

    Homework-  A poem for Two Voices is due Friday.  I expect final draft (2 copies) and your rough draft (if rough is in your spiral, leave it there.  I will grade it when I grade spirals).

     

     

    Thursday - 

    Classwork- Warm-up #44 - Students answered and some were called on to answer.

    Discussed with each student what was the status of their Poem for Two Voices.  We discussed if rough drafts were done, who was doing the final draft and if they had the rough draft from their partner.  If they did not have done what needed to be done, we discussed strategy to get it done.

    Periods 1, 2, & 4 - Finished Situation 3 - Texas, started Situation 4 - Oregon Country.

    Periods 6 & 7 - Finished Situation 3 - Texas, will start Situation 4 tomorrow.

     

    Homework-  A poem for Two Voices is due tomorrow.  I expect final draft (2 copies) and your rough draft (if rough is in your spiral, leave it there.  I will grade it when I grade spirals).

     

     

    Friday - 

    Spirals Due:  Periods 1, 2 & 4 turn in sprals.   I will be grading Journals #57-60, warm-ups #42 - 44 and 2 OTDs (OThis Day in History).   I will also be grading the Manifest Destiny Introduction paper and Classifying Map/meaning (based on painting).

    Week 32 journals and warm-ups                                     Week 33 journals and warm-up

     

     

    Classwork- Journal #60 - Students answered and several were called on to share their response.

    Collected A Poem for Two Voices - rough and final drafts.

    Period 1 - Finished Situation 4 - Oregon Country.  Read the second primary source from John O'Sullivan, students answered 3 questions based on the reading.  Discussed the reading.  Started on Situation 5 - War with Mexico.

    Period 2 - Finished Situation 4 - Oregon Country.  Read the second primary source from John O'Sullivan, students answered 3 questions based on the reading.

    Period 4 - Read the second primary source from John O'Sullivan, students answered 3 questions based on the reading.  Discussed the reading.  Started on Situation 5 - War with Mexico.

    Period 6 - Worked on Situation 4 - Oregon Country.  Read the second primary source from John O'Sullivan, students answered 3 questions based on the reading.

    Period 7 - Worked on Situation 4 - Oregon Country.

     

    Homework - no homework

     

     


     

    Week of April 23-27

    ABC Book is due Wednesday, May 2nd

     

     

    Monday - 9 days until ABC Book due

    Classwork- Filled out planner. Handed out graded work.

    Reviewed with students the poster that is due tomorrow.  See links below if you need instructions or a copy of the rubric to turn in.

    Went over directions for A Poem for Two Voices.  Students worked as pairs to create a poem from two perspectives - Alexander Hamilton and Thomas Jefferson.  Each student takes one person.  Together they create a poem that goes back and forth between the two men.  Instructions - A Poem For Two Voices  Sample - A Poem For Two Voices sample.  We will continue working on the rough draft tomorrow. 

     

    Homework-  Hamilton and Jefferson Ideals poster due tomorrow.  I will also be collecting the rubric (it is on the back of the instructions page)  Instructions - Hamilton and Jefferson Ideals poster and Rubric - H/J I