Weekly and Daily topics, activities and assignments
A DISCLAIMER! The schedule posted here is subject to change. The topics and assignments will be correct, but on occasion lessons may carry over into subsequent class periods. If due dates change, I will make sure those changes are reflected. Thank you.
WEEK 9 - March 9 - 13 Session 1 - Constitution and Government Unit Test - Students will take a test on the recently completed Constitution and Government unit. Students may use their blue objective sheet on the test. Completed Unit Objective sheets are due for those wishing to earn extra credit. Session 2 - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be turned in at the end of class. Session 3 - Corps of Discovery overview - Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete questions and a map on their Corps of Discovery worksheet as part of the class lesson. Students will watch a National Geographic dvd on the Corps of Discovery journey to the Pacific Ocean. WEEK 8 - March 2 - 6 Session 1 - Supreme Court introduction / Applying the Constitution - Students will read about how the Supreme Court is organized and makes decisions. Students will review how cases are heard by the Supreme Court. Students will listen to a recent case that relates to an activity they will do about the Constitutional rights of citizens. Students will then use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. Session 2 - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" (verdict with detailed explanation) individually on Google Classroom, which will be turned in for credit and nine members of the class will vote to determine the constitutionality of the events depicted. FRIDAY - DCSD Professional Development Day - No School for students. WEEK 7 - February 24 - 28 Session 1 - Electoral College Overview / Article II: The Executive Branch - Students will work on an assignment in Google Classroom to gain an understanding for how the electoral college works in electing the Presidents of the United States every four years. Students will use the Constitution to complete questions about the Executive Branch and the duties and responsibilities of the President. Session 2 - Campaign Propaganda - Students will be introduced to various methods of propaganda used in campaigning / advertising. Students will analyze and identify the different types of propaganda used in advertising by looking at past presidential election television spots using the website livingroomcandidate.org to explore examples of presidential campaign ads dating back to 1952. This assignment / activity is on Google Classroom. Session 3 - Executive Cabinet crisis / Quiz #2 - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. This assignment will be completed and turned in via Google Classroom. Students will also take a quiz on vocabulary and concepts related to the Constitution and principles of government, with special emphasis on the history of suffrage in the United States. Students may take the quiz with a partner if they prefer, and will be able to use their notes on suffrage history on the quiz. WEEK 6 - February 10 - 14 Wednesday of this week is a late start Session 1 - How a Bill Becomes a Law: Rough draft to FINAL bill writing - Students will work on Google Classroom to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Students completed rough drafts last week so today's activity is fine tuning and formatting those ideas. Since the bills will be written in Google documents it will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due by the next session! Session 2 - How a Bill Becomes a Law: Committees - Completed final draft of a student's school bill is due. Students will meet in committees to discuss the bills submitted on each assigned issue. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. Session 3 - How a Bill Becomes a Law: Mock Senate - Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. WEEK 5 - February 2 - 7 Session 1 - Bill Writing: Research, Rough Draft and Political Parties - Students will begin to learn about how a bill becomes a law. Students will begin by brainstorming ideas for their class bills. Today's focus will be on defining their assigned issue and brainstorming examples of the behavior / problem their bills will try to eliminate. Students will learn about the creation of political parties in the United States and their role in the government. Students will respond to statements to determine where they stand on the spectrum of political party offerings. Session 2 - Suffrage History, part 1 - Students will learn the steps required for a bill to become a law. Over the next week, students will engage in this process by creating their own bills, reviewing their bills in committee and ultimately one bill will be debated and voted upon in a mock Senate. As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline (on paper) will be due next week. Session 3 - District In Service Day (no school for students) Time permitting, students might consider working on their Chrome Books to type/compose their school bills which will follow a specific format based on directions and an example they gave be given in class. Bills will be written in Google docs which will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due NEXT WEEK. WEEK 4 - January 27 - 31 Session 1 - Duties and Responsibilities of a Citizen - Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234 - 239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. Students will work on completing their Constitution Fact Searches and Bill of Rights Foldable, both of which are due at the end of the week. Session 2 - Naturalization, Fact Search completion and Bill of Rights - To help students understand their notes on the duties and responsibilities of American citizenship, students will play TRAP using sample questions from the citizenship test, which is part of the naturalization process. Students will work to complete their Constitution Fact Search from last week as well as finalize their Bill of Rights foldable to use on next sessions quiz. Session 3 - Constitutional Ideas Quiz #1 / Principles of Government Overview completion - Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Constitution Fact Search due. Students will finish their notes on the principles of American government (in Google Classroom) and submit them for points. Time permitting, students will play TRAP. WEEK 3 - January 20 - 24 MONDAY - MARTIN LUTHER KING, JR. HOLIDAY (no school) Session 1 - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. This assignment is in Google Classroom with attachments of the article and note taker. Completed notes will be turned in next week. Session 2 - The Supreme Law of the Land: Exploring the Constitution - Students will add images to their Classroom notes from the previous session's reading of "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due next week. Session 3 (D & A will not have this session) - The Preamble, Articles and Amendments - Constitutional t-shirts DUE. Students will summarize each of the amendments in the Bill of Rights. Students will create a foldable note taker on these first ten amendments in class. The Bill of Rights foldable should be done by the end of next week and may be used on the quiz students will be taking. Students will continue to explore details of the Preamble, Articles and Constitutional Amendments in more detail as a follow up to the previous session. Students will work with partners to update their unit objective sheets. Students will also play TRAP. WEEK 2 - January 13 - 17 SESSION 1 - Creating a New Government - Students will role play as delegates to a convention organized to fix the Articles of Confederation and will offer suggestions on how to fix the first government of the young United States. Students will read a play about the Constitutional Convention entitled "Live From Philadelphia". Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. A copy of the power point will be on Google Classroom if they happen to be absent. Students will be given their new unit study guide / Objective sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 based on last week's lessons. SESSION 2 - Constitutional Convention t-shirts - Students will learn about the debates that were part of the Constitutional Convention. Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #3. Students will design t-shirt logos and slogans that accurately represent either famous delegates to the convention or elements / effects / controversies of the convention. T-shirt designs will be due next week. SESSION 3 - Constitutional Compromises, The Bill of Rights - Students will complete OBJ #2 by learning about the compromises related to slavery in the Constitution as well as the debate over ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will watch a Crash Course installment to review ideas and concepts from the past two weeks. Students will have more time to work on their Constitutional t-shirt designs which will be due next week. WEEK 1 - January 6 - 10, 2020! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! Session 1 - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading, which is copied on their Google Classroom. Students will be assigned their new TRAP seats for the third quarter. Session 2 - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to the Articles of Confederation lesson as well as the dvd (copied on their Google Classroom). These questions will be turned in prior to the end of the week. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. Session 3 - Live From Philadelphia - Articles of Confederation / Shays' Rebellion reflections due. Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. FIRST SEMESTER is listed below WEEK 18 - December 17 - 21 Semester FINALS are this week during the third session Session 1 - Weapons of War and "The Crossing" - Students will learn about 18th century firearms. Those who completed last week's handout will have the chance to take part in a class demonstration on how to load a revolutionary era musket. Students will have time to ask questions about their unit OBJ sheets, which they will be able to use on their final exam. Students will begin the movie "The Crossing". TRAP will be played to review for their final exam in history. Session 2 - "The Crossing", conclusion - Students will finish watching the movie "The Crossing" which is about the Battle of Trenton and Washington taking the army across the Delaware River. Session 3 - Finals - Students will take their history final in the morning blocks over the next three days (1st, 3rd and 5th on Wednesday and 6th on Thursday). STUDENTS MAY USE THEIR PINK UNIT OBJ SHEETS ON THE TEST. WEEK 17 - December 9 - 13 Session 1 - The Declaration of Independence, influences - Students will watch a Crash Course video (posted on Google Classroom) about the causes of the Revolutionary War. Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. This answers some questions in OBJ #4 of the unit study guide. Students will play TRAP. Session 2 - The Declaration of Independence, analysis - Students will continue to learn about how the pen is mightier than the sword as analyze the document, which is in their class text (as well as reprinted on countless sites online...), and complete a study guide in class. This answers questions in OBJ #4 of the unit study guide. The completed study guide will be checked during the third session (Thursday/Friday) for points. Students will read a Boston Globe article on the consequences of signing the Declaration. Session 3 - The Revolution in :30 minutes or less - Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. Students will have time to ask questions and work together to complete their unit OBJ sheets, which they will be able to use on their final exam. Student's Declaration of Independence study guides will be checked for completion. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in next week's class demonstration. WEEK 16 - December 2 - 6 Session 1 - Elements and Methods of Protesting - In response the the decisions they made as members of Parliament on block, students will take notes on the elements and methods of protesting to better understand the colonial response to the decisions made by the English government. These notes are on OBJ#2 and the back of their pink extra credit review sheet. Students will watch about :16 minutes of a video clip from the History Channel's series on the Revolutionary War entitled "Bloody Boston". Session 2 - Riots to Revolution - Student will watch another :20 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green to set the stage for analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will analyze seven eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will analyze six eyewitness accounts with a partner in order to gather evidence to support which side they believe fired the "shot heard 'round the world." Students will use this evidence during their next session. Session 3 - Revolution is "Common Sense" - Students will use the evidence they gathered last session to complete an on demand paragraph explaining which side they believe fired the first shot of the Revolution. First Shot responses due in class. Students will analyze a famous engraving by Paul Revere about the Boston Massacre as an example of colonial propaganda. Time permitting, students will read Ralph Waldo Emerson's "Concord Hymn". Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and with partners in class. Students will play TRAP. WEEK 15 - November 25 - 29 Thanksgiving Break - NO SCHOOL Wed. - Friday Session 1 - European Empires and 13 Colonies Unit Test - Students take their unit test covering vocabulary, concepts and information related to European Empires in the New World with a focus on the 13 English Colonies in North America. Students will be encouraged to use the thematic map of the 13 colonies which they were to complete in class over the past three week on the test. Students can also earn extra credit toward their test score by completing their blue unit study guide prior to the day of their test. Sessions 2 and 3 - There will be no second or third sessions this week due to the Thanksgiving Break. WEEK 14 - November 18 - 22 PARENT CONFERENCES on MONDAY 11/18 Session 1 - Living Quarters of a Slave / Virtual Tour of Mount Vernon - Students will read about the day in the life of a typical Mt. Vernon slave. The story is posted in the Google Classroom. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. In an assignment posted on Google Classroom, students will begin to take a virtual tour of George Washington's plantation at Mount Vernon through the mountvernon.org website. Students will answer questions related to the tour and discuss other points of interest they discover. These reflections will be submitted to the Google Classroom during the next session. Session 2 - French & Indian War - Students will learn about the causes and participants in the French and Indian War. They will watch a short clip from the PBS series "The War that Made America" which focuses on George Washington's role in the French and Indian War. Students will complete their virtual tour of Mount Vernon and submit their findings / answers in Google Classroom. Session 3 - Problems for Parliament - Slave and Teen "Space and Stuff" worksheet due. Students will take part in a group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Students will share their solutions for each real life problem and the suggested resolutions will be compared to actual decisions. Students will earn participation points for how well they complete each of the three steps in the simulated process. WEEK 13 - November 11 - 15 MONDAY - Veterans' Day - HUG or HIGH FIVE A VETERAN! (No School) Session 1 - Southern Colonies overview - Students will take notes to help them complete questions for OBJs #4 and #6 of their blue extra credit unit study guide. A copy of these slides/notes will also be on Google Classroom. Students will have a little more time in class to complete their map of the 13 colonies which they will need to complete before their quiz at the end of the week. Session 2 - Slavery in America: The Middle Passage - Colonial maps should be completed today. Students will learn about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. Students will also "experience" the Middle Passage by witnessing some of the hardships faced by slaves during their journey to the New World. Session 3 - Quiz #2: Colonial America - Students will take notes to help them complete questions for OBJs #4 and #6 of their blue extra credit unit study guide. A copy of these slides/notes will also be on Google Classroom. Students will take a quiz covering vocabulary and concepts related to colonial America. Students may use their colonial maps on the quiz to assist in answering some of the questions. TRAP may be played. WEEK 12 - November 4 - 8 Session 1 - Life of Colonial Women / Colonial Mapping Activity - Students create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next week on the second session. Students also will read about the role of women in colonial society and complete one of two tasks related to the reading in Google Classroom. Session 2 - Middle Colonies notes / Immigration in America: A Colonial viewpoint - Students will watch a Crash Course video on the various groups that settled in the 13 colonies on Google Classroom. They will also review notes about life in the Middle Colonies region of the English Empire in North America presented in class and uploaded to their Google Classroom. This information will help them complete OBJ #3 of their blue extra credit unit review sheet. Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. Extra credit Hornbook from last week due. Session 3 - Contract of an Apprentice / Colonial Mapping - Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first four sets of questions are answered and vocabulary updated. Students will also continue to work on a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be used next week on their quiz. WEEK 11 - October 28 - November 1 Session 1 - The New England Colonies - Students will review notes in class from a Power Point presentation. Students will also watch a short summary of the early English settlement in North America. This information will allow students to complete the second set of questions on their blue unit test / extra credit study guide. They will also watch a clip of a whale hunt from the film "In the Heart of the Sea". Copies of both the notes and the Crash Course settlement video will be available on Google Classroom for further / later review. Session 2 - New England Puritans and their legacy - Students will read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America as a class. Students will work with partner to discuss various true/false statement about the Puritans and will use the information from the class reading to find proof for each statement. This partner assignment will be collected before the end of class. Session 3 - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and compose rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for will be given for the simulation as students are expected to uphold Puritan behaviors for the duration. Students who strive to be 'perfect Puritans" can complete additional task on the back of their in class activity to earn extra points. The extra credit portion of the Hornbooks will be due on the second session next week. In the spirit of the Halloween season, students will watch a segment on the Salem Witch Trails from the History Channel. WEEK 10 - October 14 - 18 Session 1 - New World Colony Conclusion Project - Students will complete their Colony Creation activity from last week by selecting a final "project" to create based on their research and planning. All three options are described in detail on Google Classroom. Examples are also provided for each. Students will choose to create ONE of the following to represent their New World Colony: 1) a colonial seal 2) a detailed layout/map of their colony or 3) a :30 commercial to attract people to their colony. Students will have time to plan and begin working on their chosen option in class, but time outside of class will undoubtedly be needed. Students will also have some time during the third session this week to work on their project, which, ideally, will be completed before break. Session 2 - Nightmare at Jamestown - Students will be given their new unit extra credit study guide. Students will work in groups to analyze primary source documents to determine possible causes of death for many colonists at Jamestown. Students will share their group information with the class. Each student is responsible for presenting/sharing one question for the group analysis with their classmates. Participation, presentation and thorough task completion of answer will be graded. Time permitting, TRAP will be played. Session 3 - Nightmare at Jamestown - Students will watch a National Geographic documentary entitled "Nightmare at Jamestown" which details recent archaeological work and discoveries at the site of the colony. Students will have some time in class to work on their Create a Colony projects that they have been working on all week. WEEK 9 - October 7 - 11 Session 1 - New World Colony Creation - Students will discuss their analysis of life in 16th century England from the previous class to determine reasons why colonists might have come to the New World. Using their growing understanding about the English empire in North America and their recent primary source readings, students will work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completing work that will be turned in next week as part of this activity. Today's assignment was to complete the first few tasks of the Create a Colony packet. Session 2 (LATE START 9:15 on Wednesday) - New World Colony Creation, day two - Students will continue to work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will complete work that will be turned in next week as part of this activity. Today's assignment was to complete the final tasks of the Create a Colony packet. Session 3 - C.S.I. Roanoke - Create a Colony Phase One and Two Responses Due in Google Classroom. Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. Students will complete their investigator's packet and submit their written theory regarding what they believe happened to the "Lost Colony". "Lost Colony" theory due in Google Classroom at the end of the session. WEEK 8 - September 30 - October 4 Session 1 - Unit 1 Test - Students will take their unit test covering vocabulary and concepts from the first seven weeks of study and their unit objective sheet / study guide. STUDENTS SHOULD PREPARE by reviewing their (green) unit study guide and daily warm up questions and vocabulary. This completed green unit OBJ sheet can also be turned in for extra credit on the test. The study guide must be completely finished to earn extra credit - there is no partial credit - "it's either all done or no points..." Session 2 - New World Skills primary source analysis - Students will read an account from an early English explorer detailing the skills believed to be necessary to establish a colony in the New World. Questions will be discussed and answered. Students will also research one of the jobs from the account and create a 17th century "Help Wanted" poster advertising New World opportunities for people with this specific skill. Session 3 - Life in 16th century England - Students will read a primary source and analyze statistics related to conditions in 16th century England to better understand WHY someone may have wanted to come to the New World. Students will work together in class to answer and reflect on questions related to the data. New World Skills "Help Wanted" poster advertisement due. WEEK 7 - September 23 - 30 SESSION 1 - Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due when the students take their first unit test next week. SESSION 2 - Exploring and Claiming the New World / Test Review and Prep - Students will watch a roughly :20 minute segment from a National Geographic program entitled "America Before Columbus" to review concepts studied over the past month. Mr. Kyle will review questions and concepts that will be on the unit test. Students will practice vocabulary, play TRAP using questions from the test, and be given the essay prompt on the test to thoroughly prepare their response. Students should also have time to complete their "Explorers and Empires" maps (which they may use on the test) as well as their (green) extra credit Unit Objective Sheet (OBJ) / study guide. Both of these notes will help them excel on next week's unit test. SESSON 3 - America Before Columbus, continued - Most classes will miss this Session due to Friday being a Douglas County School District Training Day. Students will continue to prepare for next week's unit test by completing their unit objective / extra credit study guide. Students will also have the opportunity to watch additional selections from the National Geographic documentary "America Before Columbus". WEEK 6 - September 16 - 20 Session 1 - Conquistadors and Epidemics - Students will begin watching the an episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 on the unit study guide will be discussed. Completed note taker covering the key ideas from the episode will be due the final session of the week. Session 2 - The Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions will be discussed. Students will work with a partner to discuss and determine who (Old World or New World) benefited the most from different consequences of the Columbian Exchange. Students will watch a video on Google Classroom to assist them with drawing conclusions. Students will complete a response on Google Classroom. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. Session 3 - Explorers and Empires - Guns, Germs and Steel: Conquest dvd responses due. Students will complete their work from last session on the Columbian Exchange. Students will determine the biggest (in their opinion) positive impact and negative impact of the Exchange. Students will type a response to that prompt in class using Google Classroom. Students will then learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. WEEK 5 - September 9 - 13 LATE START ON WEDNESDAY of this week Session 1 - Vikings in America? - Students will read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will also discuss the Viking discovery of the New World 500 years before Columbus and explore reasons why their feats became lost in history until the 20th century. Students will work with partners to complete their "Seeds to Smartphones" puzzle maps or slideshows that they started last Thursday / Friday. These completed puzzle maps / slideshows will be next session. Students may also play TRAP. Session 2 - Early European Explorers / Power of the Printed Word - Students will read a short article as a class on the reasons Europeans began to explore the known world and eventually discover the New World. Students will select one specific technology mentioned in the article, research it and create a Google slide describing how it contributed to Europeans discovering the New World to submit to the Google Classroom. "Seeds to Smartphones" puzzle map or slideshow DUE. Session 3: - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population by learning about Christopher Columbus. Students will read an UPFRONT news magazine article on the controversy surrounding the legacy of Columbus. Students will do an on demand writing in class about their opinion of Columbus' legacy and the Columbus Day holiday the reading and lesson. Students will submit their paragraph to the Google Classroom. Time permitting, students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. WEEK 4 - September 2 - 6 MONDAY - LABOR DAY - No School - Hug a worker! SESSION 1 - Technology Claim, Evidence and Reasoning - Students will group examples of technology and explain their rational as part of a class activity. Students will create a thematic map of the ancient world showing the approximate location of various plants and animals that humans will eventually domesticate. Students will also grade their first quiz of the year (taken last week) and reflect on what they did well and what they could do better to be successful future assignments and assessments. SESSION 2 - The Roots of Civilization - Students will work with partners to create a Thinking Flow Map / Storyboard showing the sequencing and connections between events they researched in previous class lessons. This assignment is in Google Classroom. Students will also be given their first unit OBJective sheet - a study guide - that can be completed and turned in for extra credit at the end of each unit. This contains questions and vocabulary that will be part of all unit assessments - almost everything they should know on one page! Completed study guides will be worth an extra 10% - a full letter grade - added to the unit test score. SESSION 3 - From Rows of Corn to Shelves of iPhones: What's the Connection? - Students will review and complete their Thinking Flow Map from the previous session. This will include detailing connections between various factors and images the reflect the cause and effect relationship between agriculture and advanced technology. Students will begin to create a Google Slideshow detailing the connections they have made and using images to show how human civilizations and technology was influenced by geographic factors in the ancient world. WEEK 3 - August 26 - 30 Back to School Night, 8/28 @ 6pm SESSION 1 - North American land forms research and mapping - Students will research five physical features from their map of North America and create Google slides for each. This assignment will be started in class and will be submitted through the Google Classroom. If students finish their slides early, they will work on completing their map of important physical features in North America. The completed maps and slides will be due during the final session of the week. The map should be used on the first quiz of the year to help students answer questions about North American geography and it's impact on humans. SESSION 2 - Where You Live Affects How you Live - Students will work with a partner to analyze differences between three distinctive Native American homes. Students will look for clues as to how the design of these dwellings was effected by the area in which the people live to better understand examples of how "where you live affects how you live". Students will complete questions and submit them through the Google Classroom. Students will also work on completing their Google Slides on five physical features of North America from earlier in the week. Students will review vocabulary and North American geography concepts that will be on the end of the week quiz by playing TRAP. Physical Features Google Slides Due (submitted to Google Classroom). SESSION 3 - QUIZ #1 - Students will work with a partner to analyze differences between three distinctive examples of Native American technology. These examples will emphasize how "where you live affects how you live". Students will answer questions which will be submitted through the Google Classroom. North America Physical Features Map / Question Due. Students will take a quiz on daily vocabulary and concepts related to the geography of North America. Students will be able to use their completed North American physical features map which they completed last week. WEEK 2 - August 19 - 23 SESSION 1 - Time Travel, Prehistory and Personal Timeline - Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Students will virtually explore a prehistoric cave in France. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / cause and effect chart will be due at the beginning of their next session this week. SESSION 2 - Music as a historical artifact and History pre-test - Personal timelines / cause and effect charts DUE. Students will review the concept of "artifact" while handling an assortment of historical artifacts. Special emphasis will be made on the manner in which music will be used as an artifact throughout the year to enhance their study of history. Students will also take a 50 question pre-test covering the concepts and topics that will covered this year. THIS TEST IS NOT GRADED, but the score will be posted so students can see if they qualify for the "special bonus" of being excused from all quizzes throughout the year if they score 45 correct or higher on the pre-test! They would still be required to take all unit test, however. SESSION 3 - North America Mapping: The Stage for American History - Students will sign into their History Google Classroom account which is where many of their class assignments will be presented throughout the year. All parents can also be invited to join the classroom by their students to follow their progress throughout the year. Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. Students will also be introduced a review game called TRAP (Test, Review and Practice) that the class will play throughout the year. The completed map will be due at the beginning of the second session of next week. WEEK 1 - August 12 - 16 SESSION 1 - Room Walk, seats and Classroom Matrix - Students will be assigned seats, practice the basic skills used in historical investigation and review the Core procedures and expectations in class. Students will then explore their surroundings in an attempt to awaken their natural curiosity from a summer slumber. Students will make the first entries in their history binder, a process that should be repeated every day for the rest of the school year! SESSION 2 - Exploring chronology and cause and effect - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. SESSION 3 - Applying chronology and cause and effect: A Personal History - Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due during their second class session next week. 2018-19 School Year: THIS IS NOT THE CURRENT YEAR WEEK 20 - June 3 - 6 MONDAY (block) - FINALS, day one - Students will take their final exams for periods 1 ,3 and 5. Students may use their blue extra credit study guide on the final. If it is completed entirely, students will earn and extra 10% on their test score. TUESDAY - BEACH DAY! - Students will practice for their promotion ceremony in the morning. Eligible students will then spend the remainder of the school day at the beach at Tahoe. Lunch will be provided. Bring sun screen as the weather should be gorgeous! Students who are academically ineligible or who have had multiple behavior infractions will stay at school to complete work and prepare for their last day of finals. WEDNESDAY (block) - FINALS, day two - Students will take their final exams for periods 2 ,4 and 6. Students may use their blue extra credit study guide on the final. If it is completed entirely, students will earn and extra 10% on their test score. THURSDAY - Last Day of School, 1/2 day - Students who purchased yearbooks will receive them. Students will watch an end of the year slideshow and enjoy the company of their peers and teachers one final time before summer begins at 11:30 am! WEEK 19 - May 27 - 31 MONDAY - Memorial Day - Hug a veteran or give pause for those that have given their all for their country. TUESDAY - Gettysburg Address - Students will do a close reading of Abraham Lincoln's Gettysburg Address. Students will also be given time to prepare their blue extra credit study guides for next week's SEMESTER FINAL exam. Time permitting, students will play TRAP. WEDNESDAY / THURSDAY (block) - The Lincoln Assassination Plot - Students will begin watching a movie entitled "Killing Lincoln", with Tom Hanks, detailing the assassination of Abraham Lincoln and the hunt for the conspirators. FRIDAY - Lincoln assassination, conclusion - Students will finish watching "Killing Lincoln". Time permitting, strange coincidences between the lives and deaths of Lincoln and John F. Kennedy will also be detailed. WEEK 18 - May 20 - 24 MONDAY - A Soldier's Letter Home - Students will will read a letter from a Civil War soldier and after getting to know about the person who wrote to his wife, learn his fate. Students will also be introduced to some of the weapons and battle tactics used during the war. TUESDAY - Emancipation Proclamation - Students will read an Upfront Magazine article on the Emancipation Proclamation and its impact. They will also analyze a political cartoon from the time period to determine the public attitude about emancipation. Questions related to the reading and cartoon will be completed on Google Classroom. WEDNESDAY / THURSDAY (block) - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. FRIDAY - "Glory" finale - Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or on Tuesday. WEEK 17 - May 13 - 17 (due to testing there will be four (4) blocks this week) MONDAY / TUESDAY (block) - John Brown: Hero or Terrorist? / House Divided - Students will read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. Students will write two newspaper headlines about Brown's fate from the southern as well as the abolitionists' perspectives which will be turned in during class. Students will also take a closer look at Abraham Lincoln's famous "House Divided" speech to determine his intentions about slavery early in his political career. WEDNESDAY / THURSDAY (block) - Candidate Lincoln and the Election of 1860 - Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. Student responses to the speech excerpt and cartoon analysis will be collected in class. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office. FRIDAY - Choosing Sides - Students will learn how the results of the election of 1860 leads to the nation breaking apart, the events at Fort Sumter and the formation of two American armies intent on destroying each other. WEEK 16 - May 6 - 10 (due to testing there will be four (4) blocks this week) MONDAY / TUESDAY (testing block) - More Land equals More Problems: Slavery and the Abolition Movement in America - Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery by reading Southern accounts defending the institution of slavery. Today's lesson will cover parts of OBJ #2 and #3. Students will compare perspectives over the issue of slavery by learning about the growing Abolition Movement in America and reading excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These answers will be discussed in the following class period. Students will watch a clip from the American Experience special focusing on the relationship between Frederick Douglass and William Lloyd Garrison, two leading abolitionists of the anti-slavery movement in America. WEDNESDAY (late start) - Alabama Slave Codes - Students will read actual slave codes intended to control slave populations by looking at examples from 1852 Alabama state laws. THURSDAY / FRIDAY (testing block) - The Impact of the Dred Scott Decision - Students will also be introduced to the attempted solution to the growing dispute over slavery in the West called the Missouri Compromise. Students will once again become Supreme Court justices to decide upon a constitutional challenge to slavery. Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions/answers and Dred Scott Decision headlines. WEEK 15 - April 29 - May 3 (due to testing there will be four (4) blocks this week) MONDAY - Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will highlight specific language in the documents that support answers to document based questions. Students will complete a half sheet reflection and turn it in prior to the end of class. TUESDAY / WEDNESDAY (block) - Native tribes and the U.S. Government: Modern issues - Students will read/listen to two current news stories related to the relationship between Native American tribes and the United States Government. They will also explore an interactive map detailing the treaties and manner in which the United States acquired land from native peoples. The link to all three websites are attached to a question students will respond to on Google Classroom. Students will begin a Google Slideshow that will detail aspects of Manifest Destiny from the perspective of the Native Americans. THURSDAY / FRIDAY (block) - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. Students will also add to their slideshow from the previous class period with information on the California Gold Rush, Virginia City silver mines and other aspects of Manifest Destiny from the American settlers perspective. The completed slideshow will be turned in through Google Classroom. WEEK 14 - April 22 - 26 MONDAY - "The Jungle" - Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate "muckraking art" book cover for the title. These will be due next week on block day. TUESDAY - Limericks and Test Review - Students will create two limericks to review concepts from their unit of study on Young America. Students may also present their limericks to the class to earn extra credit. Limericks will be turned in at the end of the class. WEDNESDAY / THURSDAY (block) - "Young America" Unit Test / "American Progress" art analysis - Students will take a unit test covering the topics covered on their most recent OBJ sheet - Corps of Discovery, War of 1812 and the changes to America brought forth by the Industrial Revolution. Completed unit OBJective sheets are due for extra credit. Students will work with a partner to analyze John Gast's "American Progress" painting for elements of technology and manifest destiny. FRIDAY - Alamo: Symbol of Patriotism - "Jungle" book cover due. Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. . SPRING BREAK - April 15-21 WEEK 13 - April 8 - 13 MONDAY / TUESDAY (block) - Was Andrew Carnegie a Hero? - Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero over the next few class periods. The reflective questions will be completed on a Google doc through Google Classroom. WEDNESDAY (late start) - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process on Google Classroom. THURSDAY - Was Andrew Carnegie a Hero? conclusion, day 3 - Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. FRIDAY - "Homestead Steel Strike", Carnegie conclusion - Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. Carnegie DBQ questions / answers due through Google Classroom. WEEK 12 - April 1 - 5 MONDAY - The Impact of the Industrial Revolution on Society - Students will work on completing notes on OBJ #5 from their unit study guide. Power point notes will be presented, but this information is also in Google Classroom for students to review at their leisure. Students will work with a partner to analyze a political cartoon related to 19th century immigration. TUESDAY - The Impact of the Industrial Revolution on Society - Students will work on completing notes on OBJ #5 from their unit study guide. Power point notes will be presented, but this information is also in Google Classroom for students to review at their leisure. "Mill Times" dvd question or movie posters due. WEDNESDAY / THURSDAY (block) - Monroe Doctrine: Teenage America tries on its big boy pants! - Students take part in a simulation to better understand teenage America's newfound role in the western hemisphere under the direction of the Monroe Doctrine. Students will negotiate alliances and treaties as representatives of various countries and compare their decisions to the real life consequences. Notes on the Monroe Doctrine will be provided Google Classroom for students to make comparisons. This lesson will assist students in completing OBJ #3 of their unit study guide notes. FRIDAY - Monroe Doctrine reflections - Students will complete reflections on their block day simulation. Students will work on finishing their Industrial Revolution slides from earlier in the week. Students selected six topics which they researched to create a Google Slideshow on the impact of this time period on America and / or the lives of Americans. The completed slide show will be submitted through Google Classroom. Industrial Revolution impacts slide presentations due. WEEK 11 - March 24 - 29 Friday is the homework deadline for March assignments MONDAY - Impact of the Industrial Revolution on American Society - Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also posted on Google Classroom. This is OBJ #4. TUESDAY - Impact of the Industrial Revolution on American Society - Students will complete the power point notes to finish OBJ #4 on their green unit study guide (this information is also posted on Google Classroom). Students will primary source accounts from workers in the early American factories. Completed War of 1812 Station Packets due. WEDNESDAY / THURSDAY (Block) - Impact of the Industrial Revolution on American Society, day 3 - Students will watch a PBS dvd entitled "Mill Times" which details the technology as well as the personal struggles & triumphs which were part of the Industrial Revolution. Students will either answer questions related to "Mill Times" or create two movie advertisement posters on Google Classroom. Whichever option they select, the completed task will be due next Tuesday. Patriotic Art / symbol analysis due. FRIDAY - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will discuss, reflect and extend research on the reading by creating Google slides related to major concepts. WEEK 10 - March 18 - 22 MONDAY - War of 1812 Stations, overview - Students will be introduced to the division in the young United States over engaging in a second war with England and assigned stations "packets" through Google Classroom on the War of 1812 that they will be completing starting today and over the next two class periods. Students will complete the first two stations today. TUESDAY - War of 1812 Stations, Day 2 - Students will complete three of their stations review of the War of 1812. With the exception of a patriotic art/symbol analysis element in Station H, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed or access the information on this website. Completed stations packet will due next Monday. WEDNESDAY / THURSDAY(block) - Star-Spangled Banner and War of 1812 Stations, Conclusion - Students will complete the remaining four stations needed for their packet. All information from the various stations is available on this site. Completed stations packet will be due next Tuesday. Completed patriotic art or symbols analysis from Station H of their activity will be due on block of next week. As a class, students will complete the final questions on their War of 1812 Station packets by watching a History Channel clip detailing the Defence of Fort McHenry and the famous poem about the event that will become our national anthem. FRIDAY - Quiz #3: Young America - Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. After students complete their quiz, they will watch a short dvd clip on Google Classroom about the British attack on Fort McHenry to complete the last two questions on their War of 1812 packet. WEEK 9 - March 11 - 15 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. WEDNESDAY (LATE START) - The Corps of Discovery: Mission Review - Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will be due on Friday. THURSDAY / FRIDAY (block) - The Journals of Lewis and Clark - Corps of Discovery primary source analysis due. Students will read primary source journal entries from the expedition as a class, discuss and answer questions related to these sources. Students will watch a National Geographic dvd on the Corps of Discovery journey to the Pacific Ocean. WEEK 8 - March 4 - 8 MONDAY - Mr. Arraiz and Mrs. Goering - School Counselors in 8th grade history classes. TUESDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually on Google Classroom, which will be turned in for credit on block day, and nine members of the class will vote to determine the constitutionality of the events depicted. WEDNESDAY / THURSDAY (block) - Unit Test - TLO vs. New Jersey opinions due. Nine students will play the roll of Supreme Court justices to vote on the outcome of the court case. Students will take a test on the recently completed Constitution and Government unit. Students may use their blue objective sheet on the test. Completed Unit Objective sheets are due for those wishing to earn extra credit. FRIDAY - DCSD Professional Development Day - No School for students. WEEK 7 - February 25 - March 1 MONDAY (block 2, 4, 6) - Campaign Propaganda / Quiz #2: Suffrage - Due to the snow day before break, today will be the "missed" blocck day. Students will learn about the elements of propaganda by using the website livingroomcandidate.org to explore examples of presidential campaign ads dating back to 1952. This assignment / activity is on Google Classroom. Students will also take a quiz on vocabulary and concepts related to the Constitution and principles of government, with special emphasis on the history of suffrage in the United States. Students may take the quiz with a partner if they prefer, and will be able to use their notes on suffrage history on the quiz, . TUESDAY - Article II: The Executive Branch - Students will use the Constitution to complete questions about the Executive Branch and the duties and responsibilities of the President. These questions were handed out last week. Students will also be introduced to the group of presidential advisors known as the cabinet. WEDNESDAY / THURSDAY (block) - Executive Cabinet crisis / Supreme Court introduction - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. This assignment will be completed and turned in via Google Classroom. Cabinet crisis reflections are due in class. Students will read about how the Supreme Court is organized and makes decisions. Students will review how cases are heard by the Supreme Court FRIDAY - Applying the Constitution - Students will listen to a recent case that relates to an activity they will do about the Constitutional rights of citizens. Students will then use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. WEEK 6 - February 11 - 15 MONDAY - How a Bill Becomes a Law: Mock Senate - Due to last week's late starts, this simulation was pushed from last Friday to today. Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. TUESDAY - Electoral College Overview - Suffrage History in America Notes and Timeline Due. Students will work on an assignment in Google Classroom to gain an understanding for how the electoral college works in electing the Presidents of the United States every four years. WEDNESDAY / THURSDAY (block) - Campaign Propaganda - Students will be introduced to various methods of propaganda used in campaigning / advertising. Students will analyze and identify the different types of propaganda used in advertising by looking at past presidential election television spots using the website livingroomcandidate.org FRIDAy - Quiz Day: "Show What You Know" - Students will take a Quiz covering vocabulary, principles of the Constitution and the history of suffrage in America. WEEK 5 - February 4 - 8 MONDAY - How a Bill Becomes a Law: Rough draft to FINAL bill writing - Students will work on Google Classroom to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Students completed rough drafts last week so today's activity is fine tuning and formatting those ideas. Since the bills will be written in Google documents it will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due Thursday! TUESDAY / WEDNESDAY (block) - Political Parties and Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. Students will learn about the creation of political parties in the United States and their role in the government. Students will respond to statements to determine where they stand on the spectrum of political party offerings. THURSDAY - How a Bill Becomes a Law: Committees - Completed school bills are due. Students will meet in committees to discuss the bills submitted on each assigned issue. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. FRIDAY - How a Bill Becomes a Law: Mock Senate - Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. WEEK 4 - January 28 - February 1 MONDAY - The Supreme Law of the Land: Exploring the Constitution - Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on block day of this week. TUESDAY - How a Bill Becomes a Law: Bill brainstorming and pre-writing - Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work writing a bill on their assigned topic. Time will be allotted to in class, but some work will need to be completed at home. WEDNESDAY / THURSDAY (block) - Duties and Responsibilities of a Citizen - Constitution Fact Search due. Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. Students will work on their class bills. Today's focus will be on defining their assigned issue and brainstorming examples of the behavior / problem there bills will try to eliminate. FRIDAY - District In Service Day at DHS (no school) Time permitting, students might consider working on their Chrome Books to type/compose their school bills which will follow a specific format based on directions and an example they gave be given in class. Bills will be written in Google docs which will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due NEXT TUESDAY. WEEK 3 - January 21 - 25 MONDAY - MARTIN LUTHER KING, JR. HOLIDAY (no school) TUESDAY - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. WEDNESDAY / THURSDAY (block) - The Supreme Law of the Land: Exploring the Constitution - Students will finish the article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. FRIDAY - Constitutional Ideas Quiz #1 - Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Constitution Fact Search due. WEEK 2 - January 14 - 18 MONDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. Students will be given their new unit study guide / Objective sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 based on last week's lessons. TUESDAY - Constitutional Compromises - Students will learn about the debates that were part of the Constitutional Convention. Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #3. WEDNESDAY - Constitutional Convention t-shirts - LATE START DAY - Students will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class. Students will design t-shirt logos and slogans that accurately represent either famous delegates to the convention or elements/effects/controversies of the convention. T-shirt designs will be due next Monday. THURSDAY / FRIDAY (block) - Constitutional Compromises, The Bill of Rights - Students will complete OBJ #2 by learning about the compromises related to slavery in the Constitution as well as the debate over ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable should be done by next Friday and may be used on the quiz students will be taking. WEEK 1 - January 7 - 11, 2019! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY / THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. WEEK 18 - December 17 - 21 Semester FINALS are this week: Wednesday and Thursday MONDAY - Weapons of War - Students will learn about 18th century firearms. Those who completed yesterday's homework will have the chance to take part in a class demonstration on how to load a revolutionary era musket. Students will have time to ask questions about their unit OBJ sheets, which they will be able to use on their final exam. TRAP will be played to review for their final exam in history. TUESDAY - "The Crossing" - Students will begin watching the movie "The Crossing" which is about the Battle of Trenton and Washington taking the army across the Delaware River. WEDNESDAY / THURSDAY - Finals and "The Crossing" - Students will take their history final in the morning blocks over the next three days (1st, 3rd and 5th on Wednesday and 6th on Thursday). STUDENTS MAY USE THEIR PINK UNIT OBJ SHEETS ON THE TEST. FRIDAY - "The Crossing" - Students watch the conclusion of the movie "The Crossing" which is about the Battle of Trenton and Washington taking the army across the Delaware River. WEEK 17 - December 10 - 14 MONDAY - The Declaration of Independence, overview - Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. This answers some questions in OBJ #4 of the unit study guide. TUESDAY - The Declaration of Independence, analysis - Students will continue to learn about how the pen is mightier than the sword as analyze the document, which is in their class text (as well as reprinted on countless sites online...), and complete a study guide in class. This answers questions in OBJ #4 of the unit study guide. The completed study guide will be checked on Thursday/Friday for points. WEDNESDAY - 56 Great Risk Takers - Students will read a Boston Globe article on the consequences of signing the Declaration. THURSDAY/FRIDAY (block) - The Revolution in :30 minutes or less - Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. Students will have time to ask questions and work together to complete their unit OBJ sheets, which they will be able to use on their final exam. Student's Declaration of Independence study guides will be checked for completion. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in Monday's class demonstration. WEEK 16 - December 3 - 7 MONDAY - Colonial Protests - Students will complete their notes on the legal and illegal methods of protesting. These are notes on OBJ#2 and the back of their pink extra credit review sheet. Students will watch about :20 minutes of a video clip from the History Channel's series on the Revolutionary War entitled "Bloody Boston". TUESDAY - Riots to Revolution - Students will analyze a famous engraving by Paul Revere about the Boston Massacre as an example of colonial propaganda. Student will watch another :15 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green to set the stage for analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will play TRAP. WEDNESDAY / THURSDAY (block) - The Shot Heard 'round the World - Students will analyze seven eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will complete their analysis with a partner and write a paragraph which states which side they believe fired first with evidence supporting their opinion. First Shot responses will be due on Friday. TIme permitting, students will read and analyze Emerson's "Concord Hymn". FRIDAY - Revolution is "Common Sense" - First Shot responses due. Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and with partners in class. WEEK 15 - November 26 - 30 MONDAY - French & Indian War - Students will learn about the causes and participants in the French and Indian War. Students will begin a simulation where, as members of the English Parliament, they will have to solve problems facing the empire following the F & I War. This will be completed in class . TUESDAY - Problems for Parliament - Slave and Teen "Space and Stuff" worksheet due.Students will take part in a group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Students will share their solutions for each real life problem and the suggested resolutions will be compared to actual decisions. Students will earn participation points for how well they complete each of the three steps in the simulated process. WEDNESDAY / THURSDAY (block) - Unit Test: 13 Colonies - Students will take their second unit test of the semester over concepts and vocabulary related to the 13 English colonies. Students can turn in their COMPLETED green unit study guide today to earn an additional 10% extra credit on their final test score. FRIDAY - Elements and Methods of Protesting - Green Thirteen Colonies OBJ sheet due. In response toh the decisions they made as members of Parliament on block, students will take notes on the elements and methods of protesting to better understand the colonial response to the decisions made by the English government. These notes are on the back of their objective sheets. WEEK 14 - November 19 - 23 MONDAY - Virtual Tour of Mount Vernon - In an assignment posted on Google Classroom, students will take a virtual tour of George Washington's plantation at Mount Vernon through the mountvernon.org website. Students will answer questions related to the tour and discuss other points of interest they discover. These reflections will be submitted to the Google Classroom. TUESDAY - Living Quarters of a Slave - Students will read about the day in the life of a typical Mt. Vernon slave. The story is posted in the Google Classroom. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on Tuesday when they return from Thanksgiving break. WEDNESDAY-FRIDAY - THANKSGIVING BREAK - If you and your family are travelling, please travel safely! Enjoy this annual Autumn celebration. WEEK 13 - November 12 - 16 MONDAY - Veterans' Day - HUG or HIGH FIVE A VETERAN! (No School) TUESDAY - Southern Colonies overview - Students will take notes to help them complete questions for OBJs #4 and #6 of their unit study guide. A copy of these slides/notes will also be on Google Classroom. Students will have a little more time in class to complete their maps of the 13 colonies.. WEDNESDAY / THURSDAY (block) - Slavery in America: The Middle Passage - Completed Colonial Maps due. Students will learn about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. Students will also "experience" the Middle Passage by witnessing some of the hardships faced by slaves during their journey to the New World. TRAP may be played. FRIDAY - Quiz #2: Colonial America - Students will take a quiz covering vocabulary and concepts related to colonial America. Students may use their colonial maps on the quiz to assist in answering some of the questions. WEEK 12 - November 5 - 9 MONDAY - Life in the Middle Colonies - Students will have notes about life in the Middle Colonies region of the English Empire in North America uploaded to their Google Classroom. This information that will help them complete OBJ #3 of their extra credit unit review sheet. Students will read about the role of women in colonial society and complete one of two tasks related to the reading. TUESDAY - Immigration in America: A Colonial viewpoint - Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. WEDNESDAY / THURSDAY (block) - Contract of an Apprentice / Colonial Mapping - Colonial Horn Book due. Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first four sets of questions are answered and vocabulary updated. Students will also create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next week on block day. FRIDAY - Parent - Teacher Conferences - No school for students. WEEK 11 - October 29 - November 2 MONDAY - Life Lessons with Counselors Mike and Ashley - Students will discuss the issue of bullying with school counselors Arraiz and Goering. TUESDAY - The New England Colonies - Students will review notes in class from a power point presentation. Students will be given their new extra credit study guide for the second unit test. WEDNESDAY/THURSDAY (block) - Puritan New England - Students will complete notes in class from a power point presentation. They will also watch a clip of a whale hunt from the film "In the Heart of the Sea". This is OBJ #2 on the extra credit unit Objective sheet. Students will read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America as a class. Students will work with partner to discuss various true/false statement about the Puritans and will use the information from the class reading to find proof for each statement. This partner assignment will be collected before the end of class. FRIDAY - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and compose rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for will be given for the simulation as students are expected to uphold Puritan behaviors for the duration. Completed Hornbooks will be due on the block day next week. WEEK 10 - October 15 - 19 MONDAY - New World Colony Creation, phase two - Students will continue to work on establishing an imaginary colony in North America. All work and research is completed through the Google Classroom. Students were encouraged to work with other students to share ideas, but ALL students will be completed work that will be turned in tomorrow as part of this activity. Today's assignment will be to complete phase two of the Create a Colony packet. TUESDAY - C.S.I. Roanoke - Create a Colony (Phases One and Two) due in Google Classroom. Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Time permitting, TRAP will be played. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - Students will work in groups to analyze primary source documents to determine possible causes of death for many colonists at Jamestown. Students will share their group information with the class. Each student is responsible for presenting/sharing one question for the group analysis with their classmates. Participation, presentation and thorough task completion of answer will be graded. Students will begin watching a National Geographic documentary entitled "Nightmare at Jamestown" which details recent archaeological work and discoveries at the site of the colony. FRIDAY - Nightmare at Jamestown, conclusion - Students will watch the National Geographic dvd entitled "Nightmare at Jamestown". WEEK 9 - October 8 - 12 MONDAY - Life in 16th century England - Students will read a primary source and analyze statistics related to conditions in 16th century England to better understand WHY someone may have wanted to come to the New World. Students will work together in class to answer and reflect on questions related to the data. TUESDAY - New World Colony Creation - Students will complete their analysis of life in 16th century England to determine reasons why colonists might have come to the New World. Using their growing understanding about the English empire in North America and their recent primary source readings, students will work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completing work that will be turned in next week as part of this activity. Today's assignment was to complete the first few tasks of the Create a Colony packet. WEDNESDAY LATE START 9:15 - New World Colony Creation, day two - Students will continue to work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will complete work that will be turned in next week as part of this activity. Today's assignment was to complete the final tasks of the Create a Colony packet.. THURSDAY / FRIDAY (block) - C.S.I. Roanoke - Create a Colony Phase One and Two Responses Due in Google Classroom. Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. Students will complete their investigator's packet and submit their written theory regarding what they believe happened to the "Lost Colony". Time permitting, TRAP will be played. WEEK 8 - October 1 - 5 MONDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. TUESDAY - New World Skills primary source analysis - Students will read an account from an early English explorer detailing the skills needed to establish a colony in the New World. Questions will be discussed and answered. WEDNESDAY / THURSDAY (block) - Exploring and Claiming the New World / Test Review and Prep - New World Skills Answers from Tuesday are due in Google Classroom. Students will watch a segment from a History Channel series detailing the challenges faced by European explorers in the New World. This will tie in to the mapping assignment students completed earlier in the week. Mr. Kyle will review questions and concepts that will be on the unit test. Students will practice vocabulary, play TRAP using questions from the test, and be given the essay prompt on the test to thoroughly prepare their response. Students should also complete their (yellow) Unit Objective Sheets (OBJ) as these notes will help them excel and also be worth extra credit on Friday's test. FRIDAY - Unit 1 Test - Students will take their unit test covering vocabulary and concepts from the first seven weeks of study and their unit objective sheet / study guide. STUDENTS SHOULD PREPARE by reviewing their (yellow) unit study guide and daily warm up questions and vocabulary. This completed yellow unit OBJ sheet can also be turned in for extra credit on the test. WEEK 7 - September 24 - 28 Thursday is the homework deadline for September! MONDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions will be discussed. Students will work with a partner to discuss and determine who (Old World or New World) benefited the most from different consequences of the Columbian Exchange. Students will watch a video on Google Classroom to assist them with drawing conclusions. Students will complete a response on Google Classroom. TUESDAY - Columbian Exchange: Who 'won' and who 'lost" - Students will complete their analysis from yesterday's class and answer two questions on Google Classroom to determine who (Old World or New World) benefited the most from different consequences of the Columbian Exchange. Completed answers will be submitted today through Google Classroom. WEDNESDAY / THURSDAY (block) - Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - TEACHER TRAINING DAY - NO SCHOOL for students. WEEK 6 - September 17 - 21 MONDAY - Constitution Day: Freedom of Speech - For today's state mandated in recognition of the ratification of the Constitution (which we will study in great depth second semester) students will focus on the idea of Freedom of Speech as spelled out in Amendment 1 of the Bill of Rights. Students will read a current event article about the right which will provide them with background information to write an essay on the topic in their English class. TUESDAY - Early European Explorers / Power of the Printed Word - Students will read a short article as a class on the reasons Europeans began to explore the known world and eventually discover the New World. Students will select one specific technology mentioned in the article, research it and create a Google slide describing how it contributed to Europeans discovering the New World to submit to the Google Classroom. WEDNESDAY / THURSDAY (block) - Conquistadors and Epidemics - Students will be given their unit study guide (OBJective sheet) containing questions, concepts and vocabulary that will be on the unit test. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. Students will begin watching the an episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 on the unit study guide will be discussed. Completed note taker covering the key ideas from the episode will be due of Friday. FRIDAY - "Conquest" conclusion - Students will complete the National Geographic episode "Conquest" from the series "Guns, Germs and Steel" A link to this is on their Chromebook. Students will complete their note taker. Students will also be given their unit study guide for the first test they will be taking in roughly two weeks. Students will play TRAP to review concepts and lessons from this week. WEEK 5 - September 10 - 14 LATE START ON WEDNESDAY of this week MONDAY - Location, Location, Location - Students will work with partners to complete their "Guns, Germs and Steel" slideshows that they started last block day and worked on completing last Friday. These completed slideshows will be due tomorrow. Students will also play TRAP. TUESDAY - Where You Live Affects How You Live: Homes - Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American homes to identify clues and connections between natural resources, technology, location and culture. This assignment is on Google Classroom. Guns, Germs and Steel Slideshow DUE. WEDNESDAY (LATE START @ 9:15) - Where You Live Affects How You Live: Artifacts - Students will then work with partners to complete their review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between natural resources, technology, location and culture. THURSDAY / FRIDAY (block) - Vikings in America? - Students will use their notes on Native American homes and artifacts from the past two class periods to answer an essay prompt and practice supporting their written claim with evidence and reasoning. Students will complete this in class writing and turn it in during class. Students will then read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will also discuss the Viking discovery of the New World 500 years before Columbus and explore reasons why their feats became lost in history until the 20th century. WEEK 4 - September 3 - 7 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY - Technology Claim, Evidence and Reasoning - Students will group examples of technology and explain their rational as part of a class activity. Students will begin to work with partners to identify specific evidence from the resources they used last week. Students will complete the 2nd and 3rd questions on a document they began in Google Classroom during last week's block lesson. WEDNESDAY / THURSDAY (block) - The Roots of Civilization - Students will grade their quiz from last Friday and reflect on how to improve/continue to succeed on future assessments. Students will work with partners to create a Thinking Flow Map / Storyboard showing the sequencing and connections between events they researched in previous class lessons. This assignment is in Google Classroom. Students will also be given their first unit OBJective sheet - a study guide - that will be due at the end of each unit. This contains questions and vocabulary that will be part of all unit assessments. FRIDAY - From rows of corn to iPods: What's the Connection? - Students will review and complete their Thinking Flow Map from block day. This will include detailing connections between various factors and images the reflect the cause and effect relationship between agriculture and advanced technology. The completed Thinking Map / Storyboard will be by the end of the period and will be submitted to Google Classroom. WEEK 3 - August 27 - 31 Back to School Night, 8/29 @ 6pm MONDAY - Where You Live Affects How You Live - Students will use their maps of the physical geography of North America to analyze and compare various thematic maps of the United States and make claims about how the land shapes human settlement, development and productivity. Students will complete the assignment on their Chromebook, if issued, or old-fashioned paper. TUESDAY - Where You Live Affects How you Live - North America Physical Features Google Slides Due (submitted to Google Classroom). Students will study access to natural resources contributed to how civilizations developed differently. Students will begin a thematic map detailing the location around the prehistoric world of indigenous animals and crops from prehistoric times that were eventually domesticated. Students will eventually learn how these living resources are the key to the development of human technologies. This will set the stage for understanding the European conquest of North and South America. WEDNESDAY / THURSDAY (block) - "From Corn to Smartphones" - Students will various sources of information, provided by Mr. Kyle, to make a claim, provide reasons and supporting evidence to determine why some groups of people developed technology and civilizations earlier and faster than other humans in the ancient world. Time permitting, students will play TRAP (Test Review And Practice) and other activities to prepare for Friday's quiz. The video "Guns, Germs and Steel" is available for viewing on YouTube. FRIDAY - QUIZ #1 - North America Physical Features Map / Question Due. Students will take a quiz on daily vocabulary and concepts related to the geography of North America. Students will be able to use their completed North American physical features map which they completed last week. WEEK 2 - August 20 - 24 MONDAY - Music as a historical artifact -Students will review the concept of "artifact" while handling an assortment of historical artifacts. Special emphasis will be made on the manner in which music will be used as an artifact throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. TUESDAY - History Pre-Test - Personal timelines / cause and effect graphics DUE. Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted in Infinite Campus so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all quizzes throughout the school year. They will still be accountable for taking the unit tests, however. WEDNESDAY / THURSDAY (Block Day) - North America Mapping: The Stage for American History - Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. FRIDAY - North American land forms mapping - Students will research five physical features from their map of North America and create Google slides for each. This assignment will be started in class and will be submitted through the Google Classroom. If students finish their slides early, they will work on completing their map of important physical features in North America.. WEEK 1 - August 13 - 17 MONDAY - Welcome to a new school year and Classroom Procedures - Students will be assigned seats, practice the basic skills used in historical investigation and review the procedures and expectations in class. TUESDAY - Daily Warmup Practice - Students will make the first entries in their history binder, a process that should be repeated every day for the rest of the school year! Students will also work together as they discuss clues to help place historical events in chronological order. WEDNESDAY / THURSDAY (block) - Personal chronology and cause and effect - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due on Tuesday next week. FRIDAY - Time Travel and Prehistory - Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due on Tuesday next week. 2017-18 School Year: THIS IS NOT THE CURRENT YEAR WEEK 20 - June 4 - 8 MONDAY - Activity Day - Students whose good grades and behavior qualify them will attend a beach day as an 8th grade reward. Students with 2 or more F's, or 2 or more U's in classes, or multiple OSS, ISS or lunch detentions will be ineligible to attend the field trip. These students that stay behind will have the opportunity to raise their grades and prepare for this week's finals in a study hall during the day. TUESDAY - Lincoln / Kennedy coincidences - Students will learn about the coincidences between the lives and deaths of Abraham Lincoln and John F. Kennedy. Time permitting, students will also pay TRAP. WEDNESDAY - Finals Review - Students will review information on the semester final. Students will be given the essay prompts to prepare a response, if they choose, ahead of time. Students will be encouraged to complete their unit OBJ sheet, which can be used on the final, as well as notes on vocabulary from the school year. A final round of TRAP will be played using questions from the exam. THURSDAY / FRIDAY (block) - Semester Final- Students will take their semester final in history. As previously stated, students ill be allowed to use their most recent unit OBJ sheet and a page of vocabulary notes that they prepared for the exam. WEEK 19 - May 28 - June 1 MONDAY - Memorial Day - Hug a veteran or give pause for those that have given their all for their country. TUESDAY - Gettysburg Address - "Glory" reflective question due. Students will do a close reading of Abraham Lincoln's Gettysburg Address. WEDNESDAY / THURSDAY (block) - The Lincoln Assassination Plot - Students will begin watching a movie entitled "Killing Lincoln", with Tom Hanks, detailing the assassination of Abraham Lincoln and the hunt for the conspirators. FRIDAY - Lincoln / Kennedy coincidences - Students will complete the film "Killing Lincoln". They will then be introduced to the strange coincidences between the lives and deaths of Lincoln and John F. Kennedy. WEEK 18 - May 21 - 25 MONDAY - A Soldier's Letter Home - Students will will read a letter from a Civil War soldier and after getting to know about the person who wrote to his wife, learn his fate. Students will also be introduced to some of the weapons and battle tactics used during the war. TUESDAY - Emancipation Proclamation - Students will read an Upfront Magazine article on the Emancipation Proclamation and its impact. They will also analyze a political cartoon from the time period to determine the public attitude about emancipation. Questions related to the reading and cartoon will be completed on Google Classroom. WEDNESDAY / THURSDAY (block) - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. FRIDAY - "Glory" finale - Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or on Tuesday. WEEK 17 - May 14 - 18 MONDAY - John Brown: Hero or Terrorist? - Students will read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. TUESDAY - A House Divided - Students will write two newspaper headlines about Brown's fate from the southern as well as the abolitionists' perspectives which will be turned in during class. Students will also take a closer look at Abraham Lincoln's famous "House Divided" speech to determine his intentions about slavery early in his political career. WEDNESDAY / THURSDAY (block) - Candidate Lincoln and the Election of 1860 - Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office Students will work on updating their unit OBJ sheet and, time permitting, play TRAP. FRIDAY - Choosing Sides - Students will learn how the results of the election of 1860 leads to the nation breaking apart, the events at Fort Sumter and the formation of two American armies intent on destroying each other. Students will also have time in class to update their unit study guide / OBJ sheet. They should have the first three sets of questions answered and vocabulary on the back defined. WEEK 16 - May 7 - 11 MONDAY - More Land equals More Problems: The Slavery Question in America - Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery by reading Southern accounts defending the institution of slavery. Today's lesson will cover parts of OBJ #2 and #3. TUESDAY - Abolition Movement - Students will compare perspectives over the issue of slaver by learning about the growing Abolition Movement in America and reading excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These answers will be discussed in the following class period. Students will also be introduced to the attempted solution to the growing dispute over slavery in the West called the Missouri Compromise. WEDNESDAY - Alabama Slave Codes - Students will read actual slave codes intended to control slave populations by looking at examples from 1852 Alabama state laws. THURSDAY / FRIDAY (block) - The Impact of the Dred Scott Decision - Students will watch a clip from the American Experience special focusing on the relationship between Frederick Douglass and William Lloyd Garrison, two leading abolitionists of the anti-slavery movement in America. Students will once again become Supreme Court justices to decide upon a constitutional challenge to slavery. Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions/answers and Dred Scott Decision headlines. WEEK 15 - April 30 - May 4 (due to testing there is no block this week) MONDAY - The Alamo: a symbol of nationalism - Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will generate questions based on a painting and then will use a primary source letter and slides to identify answers to their questions. Students will turn in their questions prior to the end of the period. TUESDAY - Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will highlight specific language in the documents that support answers to document based questions. The class will discuss the issues of justice and morality evident in each document. WEDNESDAY - Native tribes and the U.S. Government: Modern issues - Students will read/listen to two current news stories related to the relationship between Native American tribes and the United States Government. They will also explore an interactive map detailing the treaties and manner in which the United States acquired land from native peoples. The link to all three websites are attached to a question students will respond to on Google Classroom. THURSDAY - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. Students will "rush" to answer questions which will earn them the right to "stake a claim" along the imaginary river in the class and draw from a prospector's bag for either "pebbles" or "gold nuggets" to simulate the random luck inherit in striking it rich during the California Gold Rush. FRIDAY - "American Progress" art analysis - Students will watch selected clips about Manifest Destiny from the History Channel series "America: The Story of Us". Students will also work with a partner to analyze John Gast's "American Progress" painting for elements of technology and manifest destiny that were discussed in previous class periods. WEEK 14 - April 23 - 27 MONDAY / TUESDAY (testing block) - Monroe Doctrine, limericks as Test Review - Students will learn about the Monroe Doctrine and America's increasing role in world politics during the 19th century. This is OBJ #3 on their unit study guide. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. A copy of the slides/notes are available in Google Classroom. Students will work together to create two limericks (short poems) that relate to concepts from their recent studies on Young America. WEDNESDAY - Limericks and Test Review - Students will present their limericks from block day to earn extra credit. Students MAY have time to review their unit OBJECTIVE sheets. Students will play TRAP to review for their unit test on Wednesday. Students will be given the essay question which will be on the test. THURSDAY - "Young America" Unit Test - Students will take a unit test covering the topics covered on their most recent OBJ sheet - Corps of Discovery, War of 1812 and the changes to America brought forth by the Industrial Revolution. Completed unit OBJective sheets are due. Students may use their objective sheet on the test. FRIDAY - Alamo: Symbol of Patriotism - Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. . SPRING BREAK - April 16-20 WEEK 13 - April 9 - 13 MONDAY - Was Andrew Carnegie a Hero? - Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero. TUESDAY - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process on Google Classroom. WEDNESDAY (LATE START) - Was Andrew Carnegie a Hero? day 3 - Students will continue their analysis of documents and notes related to Andrew Carnegie. Questions will be answered on an assignment that is in Google Classroom. THURSDAY / FRIDAY (block) - "Homestead Steel Strike", Carnegie conclusion - "The Jungle" book covers due. Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. Student's Carnegie questions/notes will be checked for completion. Students will also answer questions on the video on a document that was assigned through Google Classroom.. WEEK 12 - April 2 - 6 MONDAY - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will discuss, reflect and extend research on the reading by creating Google slides related to major concepts. TUESDAY - The Impact of the Industrial Revolution on Society - Students will work on completing notes on OBJ #5 from their unit study guide. Power point notes will be presented, but this information is also in Google Classroom for students to review at their leisure. "Mill Times" dvd question due. WEDNESDAY / THURSDAY (block) - The Impact of the Industrial Revolution: Social Issues - Students will finish reviewing the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in also in Google Classroom for students to review at their leisure. Students will complete a Google slide presentation related to the major topics in OBJ #5. These complete research presentations will be submitted by Friday. FRIDAY - "The Jungle" - OBJ #5 slide presentations due. Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate "muckraking art" book cover for the title. These will be due next week on block day. WEEK 11 - March 26 - 30 MONDAY - War of 1812 Stations: Conclusion - As a class, students will complete the final questions on their War of 1812 Station packets by watching a History Channel clip detailing the Defence of Fort McHenry and the famous poem about the event that become our national anthem. TUESDAY - Impact of the Industrial Revolution on American Society - Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also posted on Google Classroom. This is OBJ #4. WEDNESDAY / THURSDAY (Block) - Impact of the Industrial Revolution on American Society, day 2 - Students will continue to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also posted on Google Classroom. This will complete OBJ #4. Students will watch a PBS dvd entitled "Mill Times" which details the technology as well as the personal struggles & triumphs which were part of the Industrial Revolution. Students will answer questions related to "Mill Times" on Google Classroom. Completed War of 1812 Station Packets due. FRIDAY - Quiz #3: Young America - Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. Patriotic Art / symbol analysis due. WEEK 10 - March 19 - 23 Due to last Friday's "snow day", all lessons from this week have been pushed back one day. MONDAY - War of 1812 Stations, overview - Students will be introduced to the division in the young United States over engaging in a second war with England and assigned stations "packets" through Google Classroom on the War of 1812 that they will be completing starting today and over the next two class periods. Students will complete the first two stations today. TUESDAY - War of 1812 Stations, Day 2 - Students will complete three of their stations review of the War of 1812. With the exception of a patriotic art/symbol analysis element in Station H, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed or access the information on this website. Completed stations packet will due next Monday. WEDNESDAY / THURSDAY / FRIDAY (MAP Testing block) - Star-Spangled Banner and War of 1812 Stations, Conclusion - Students will complete the remaining four stations needed for their packet. All information from the various stations is available on this site. Completed stations packet will be due next Tuesday. Completed patriotic art or symbols analysis from Station H of their activity will be due on block of next week. As a class, students will complete the final questions on their War of 1812 Station packets by watching a History Channel clip detailing the Defence of Fort McHenry and the famous poem about the event that will become our national anthem. WEEK 9 - March 12 - 16 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. WEDNESDAY (LATE START) - The Corps of Discovery: Mission Review - Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will be due on Friday. THURSDAY / FRIDAY (block) - The Journals of Lewis and Clark - Corps of Discovery primary source analysis due. Students will read primary source journal entries from the expedition as a class, discuss and answer questions related to these sources. Students will watch a National Geographic dvd on the Corps of Discovery journey to the Pacific Ocean. WEEK 8 - March 5 - 9 MONDAY - Teacher Workday - NO SCHOOL TUESDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually on Google Classroom, which will be turned in for credit on Friday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEDNESDAY / THURSDAY- Unit Test - Students will take a test on the recently completed Constitution and Government unit. Students may use their pink objective sheet on the test. Completed Unit Objective sheets are due at the conclusion of their test. FRIDAY - The New Kid on the Block - TLO vs. New Jersey opinions due. Students will share opinions and vote as a class "court" on a search and seizure case they worked on Tuesday. Students will read and analyze George Washington's Farewell Address as they prepare to advise an early president on foreign policy in the role of Secretary of State beginning next week. WEEK 7 - February 26 - March 2 MONDAY - Article II: The Executive Branch - Students will use the Constitution to complete questions about the Executive Branch and the duties and responsibilities of the President. These questions were handed out last week. Students will also be introduced to the group of presidential advisors known as the cabinet. TUESDAY - Executive Cabinet crisis - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. Student responses to each crisis will be due on block day. This assignment will be completed and turned in via Google Classroom. WEDNESDAY / THURSDAY (block) - Applying the Constitution to real life - Cabinet crisis paragraphs due. Students will read about how the Supreme Court is organized and makes decisions. Students will review how cases are heard by the Supreme Court and will listen to a recent case that relates to an activity they will do about the Constitutional rights of citizens. Students will use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. FRIDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually on Google Classroom, which will be turned in for credit on Tuesday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEEK 6 - February 12 - 16 MONDAY - Duties of the President - Students will complete their reading and notes on the history of suffrage in the United States. Completed notes and timeline will be due tomorrow. As students finish the suffrage assignment from last week, they will use the Constitution to learn about the Constitutional duties and responsibilities of the office of the President as an introduction to the executive branch. Students will also learned about the assumed duties of the office. TUESDAY - Career Day Counseling - Suffrage notes/timeline due. The school counselors will be working with students today during their history class. WEDNESDAY - Electoral College Overview - Students will work on an assignment in Google Classroom to gain an understanding for how the electoral college works in electing the Presidents of the United States every four years.. THURSDAY / FRIDAY (block) - Campaign Propaganda - Students will be introduced to various methods of propaganda used in campaigning / advertising. Students will analyze and identify the different types of propaganda used in advertising by looking at past presidential election television spots using the website livingroomcandidate.org Students will take a Quiz covering vocabulary, principles of the Constitution and the history of suffrage in America. WEEK 5 - February 5 - 9 MONDAY - How a Bill Becomes a Law: FINAL bill writing - Students will work on Google Classroom to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Students completed rough drafts last week so today's activity is fine tuning and formatting those ideas. Since the bills will be written in Google documents it will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due NEXT TOMORROW! TUESDAY - How a Bill Becomes a Law: Committees - Completed school bills are due. Students will meet in committees to discuss the bills submitted on each assigned issue. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Mock Senate - Students will learn about the creation of political parties in the United States and their role in the government. Students will respond to statements to determine where they stand on the spectrum of political party offerings. Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. FRIDAY - Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. WEEK 4 - January 29 - February 2 MONDAY - The Supreme Law of the Land: Exploring the Constitution - Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on block day of this week. TUESDAY - How a Bill Becomes a Law: Bill brainstorming and pre-writing - Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work writing a bill on their assigned topic. Time will be allotted to in class, but some work will need to be completed at home. WEDNESDAY / THURSDAY (block) - Duties and Responsibilities of a Citizen - Constitution Fact Search due. Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. Students will work on their class bills. Today's focus will be on defining their assigned issue and brainstorming examples of the behavior / problem there bills will try to eliminate. FRIDAY - How a Bill Becomes a Law: bill writing - Students will learn about the various steps it takes for a bill to become a law. Students will work on Chrome Books in class to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Bills will be written in google documents which will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due NEXT TUESDAY. WEEK 3 - January 22 - 26 MONDAY - Constitutional Compromises, The Bill of Rights - Students will complete OBJ #2 by learning about the compromises related to slavery in the Constitution as well as the debate over ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable should be done by Friday and may be used on the quiz students will be taking. TUESDAY - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. WEDNESDAY / THURSDAY (block) - The Supreme Law of the Land: Exploring the Constitution - Students will finish the article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. FRIDAY - Constitutional Ideas Quiz #1 - Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Constitution Fact Search due. WEEK 2 - January 15 - 19 MONDAY - MARTIN LUTHER KING, JR. HOLIDAY (no school) TUESDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. Students will be given their new unit study guide / Objective sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 based on last week's lessons. WEDNESDAY - Constitutional Delegate t-shirts - LATE START DAY - Students will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class. Students will design t-shirt logos and slogans that accurately represent either famous delegates to the convention or elements/effects/controversies of the convention. T-shirt designs will be due on Monday. THURSDAY / FRIDAY (block) - Constitutional Compromises - Students will learn about the debates that were part of the Constitutional Convention. Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #3. Students will also complete the first half of questions on OBJ#2 notes relating to the compromises state power and population. Students should now have OBJs 1 and 3 complete on their unit study guides/objective sheets. WEEK 1 - January 8 - 12, 2018! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY / THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. WEEK 18 - December 18 - 22 Semester FINALS are this week: Wednesday, Thursday and Friday MONDAY - Weapons of War - Students will learn about 18th century firearms. Those who completed yesterday's homework will have the chance to take part in a class demonstration on how to load a revolutionary era musket. Students will have time to ask questions about their unit OBJ sheets, which they will be able to use on their final exam. TRAP will be played to review for their final exam in history. TUESDAY - "The Crossing" - Students will begin watching the movie "The Crossing" which is about the Battle of Trenton and Washington taking the army across the Delaware River. WEDNESDAY / THURSDAY / FRIDAY - Finals and "The Crossing" - Students will take their history final in the morning blocks over the next three days (1st/2nd on Wednesday, 3rd/4th on Thursday and 5th/6th on Friday). STUDENTS MAY USE THEIR YELLOW and GREEN UNIT OBJ SHEETS ON THE TEST. Students in the classes NOT taking finals will have shortened afternoon history classes in which they will be watching the AMC movie "The Crossing" about a key turning point in the Revolutionary War. WEEK 17 - December 11 - 15 MONDAY - The Declaration of Independence, overview - Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. This answers some questions in OBJ #4 of the unit study guide. TUESDAY - The Declaration of Independence, analysis - Students will continue to learn about how the pen is mightier than the sword as analyze the document, which is in their class text (as well as reprinted on countless sites online...), and complete a study guide in class. This answers questions in OBJ #4 of the unit study guide. The completed study guide will be checked on Thursday/Friday for points. WEDNESDAY - 56 Great Risk Takers - Students will read a Boston Globe article on the consequences of signing the Declaration. THURSDAY/FRIDAY (block) - The Revolution in :30 minutes or less - Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. Students will have time to ask questions and work together to complete their unit OBJ sheets, which they will be able to use on their final exam. Student's Declaration of Independence study guides will be checked for completion. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in Monday's class demonstration. WEEK 16 - December 4 - 8 MONDAY - Colonial Protests - Students will complete their notes on the legal and illegal methods of protesting. These are notes on OBJ#2 and the back of their yellow review sheet. Students will watch about :20 minutes of a video clip from the History Channel's series on the Revolutionary War entitled "Bloody Boston". TUESDAY - Riots to Revolution - Students will analyze a famous engraving by Paul Revere about the Boston Massacre as an example of colonial propaganda. Student will watch another :15 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green to set the stage for analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will play TRAP. WEDNESDAY / THURSDAY (block) - The Shot Heard 'round the World - Blue colonial OBJective sheet due. Students will analyze seven eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will complete their analysis and write a paragraph which states which side they believe fired first with evidence supporting their opinion. First Shot responses will be due on Friday. TIme permitting, students will read and analyze Emerson's "Concord Hymn". FRIDAY - Revolution is "Common Sense" - First Shot responses due. Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and with partners in class. WEEK 15 - November 27 - December 1 MONDAY - Homework Deadline Workday - Students will have time to work on three recent assignments. Students may work on updating their 13 colonies worksheet, which is due at then end of the week. Students may also work on completing their slave/teen comparison from last Tuesday's in class reading. Finally, students may work on their reflections from their virtual tour of Mount Vernon from last Monday. TRAP will be play at then end of class. TUESDAY - French & Indian War - Students will get their new unit OBJective / review sheets. Students will take notes on the causes and participants in the French and Indian War, which is OBJ #1. Students will begin a simulation where, as members of the English Parliament, they will have to solve problems facing the empire following the F & I War. This will be completed in class tomorrow. Slave and Teen "Space and Stuff" worksheet due. WEDNESDAY / THURSDAY (block) - Problems for Parliament - Students will take part in a group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Students will share their solutions for each real life problem and the suggested resolutions will be compared to actual decisions. Students will earn participation points for how well they complete each of the three steps in the simulated process. FRIDAY - Elements and Methods of Protesting - Green Thirteen Colonies OBJ sheet due. In response to the decisions they made as members of Parliament on block, students will take notes on the elements and methods of protesting to better understand the colonial response to the decisions made by the English government. These notes are on the back of their objective sheets. WEEK 14 - November 20 - 24 MONDAY - Virtual Tour of Mount Vernon - In an assignment posted on Google Classroom, students will take a virtual tour of George Washington's plantation at Mount Vernon through the mountvernon.org website. Students will answer questions related to the tour an discuss other points of interest they discover. These reflections will be submitted to the Google Classroom. TUESDAY - Living Quarters of a Slave - Students will read about the day in the life of a typical Mt. Vernon slave. The story is posted in the Google Classroom. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on Tuesday when they return from Thanksgiving break. WEDNESDAY-FRIDAY - THANKSGIVING BREAK - If you and your family are travelling, please travel safely! Enjoy this annual Autumn celebration. WEEK 13 - November 13 - 17 MONDAY - Southern Colonies overview - Students will take notes to help them complete questions for OBJs #4 and #6 of their unit study guide. A copy of these slides/notes will also be on Google Classroom. Students will have a little more time in class to complete their maps of the 13 colonies. TUESDAY - Women in Colonial Society - Students will read an article on the role of women in colonial society. Students will discuss the reading with classmates and reflect on what they learned. WEDNESDAY / THURSDAY (block) - Slavery in America: The Middle Passage - Completed Colonial Maps due. Students will about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. Students will also "experience" the Middle Passage by witnessing some of the hardships faced by slaves during their journey to the New World. TRAP may be played. FRIDAY - Quiz #2: Colonial America - Students will take a quiz covering vocabulary and concepts related to colonial America. Students may use their maps on the quiz to assist in answering some of the questions. WEEK 12 - November 6 - 10 MONDAY - Life in the Middle Colonies - Students will take notes about life in the Middle Colonies region of the English Empire in North America. This information that will help them complete OBJ #3 of their review sheet. TUESDAY - Immigration in America: A Colonial viewpoint - Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. WEDNESDAY / THURSDAY (block) - Contract of an Apprentice / Colonial Mapping - Colonial Horn Book due. Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first four sets of questions are answered and vocabulary updated. Students will also create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next week on block day. FRIDAY - Veterans' Day - HUG A VETERAN! (No School) WEEK 11 - October 30 - November 3 MONDAY - Create a colony completion - Students will have one last opportunity to prepare their colony projects prior to turning in their various components tomorrow. Students will also be given their new unit study guides, or OBJECTIVE sheets to begin compiling notes for the current unit of study. TUESDAY - The New England Colonies - Colony Project due. Students will be given notes in class from a power points presentation. This is OBJ #2 on the unit Objective sheet. Students will read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America. Students will discuss and take notes on the reading. WEDNESDAY/THURSDAY (block) - Puritan New England - Students will be given notes in class from a power points presentation. They will also watch a clip of a whale hunt from the film "In the Heart of the Sea". This is OBJ #2 on the unit Objective sheet. Students will read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America. Students will discuss and take notes on the reading. FRIDAY - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and compose rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for will be given for the simulation as students are expected to uphold Puritan behaviors for the duration. Completed Hornbooks will be due on the block day next week. WEEK 10 - October 16 - 20 MONDAY - PARENT TEACHER CONFERENCES - No School TUESDAY - If at first you don't succeed...English colonization, part two - Students will be introduced to their project options for the imaginary colony they have been creating. Examples and directions are on Google Classroom. Students can begin turning in their completed projects at the end of the week. A project requires students complete work outside of class. The completed project will be due after October break. Students will also be introduced to the second English attempt to colonize the New World at Jamestown. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - Students will work in groups to analyze primary source documents to determine possible causes of death for many colonists at Jamestown. Students will share their group information with the class. Each student is responsible for presenting/sharing one question for the group analysis with their classmates. Participation, presentation and thorough task completion of answer will be graded. Students will begin watching a National Geographic documentary entitled "Nightmare at Jamestown" which details recent archaeological work and discoveries at the site of the colony. FRIDAY - Nightmare at Jamestown, conclusion - Students will watch the National Geographic dvd entitled "Nightmare at Jamestown". Students who did not finish their colony project will need to complete it over the break. WEEK 9 - October 9-13 MONDAY - New World Colony Creation - Students will complete their analysis of life in 16th century England to determine reasons why colonists might have come to the New World. Students will turn in their advertisement designed to attract colonists to the New World in Google Classroom. Using their growing understanding about the English empire in North America and their recent primary source readings, students will work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completing work that will be turned in next week as part of this activity. Today's assignment was to complete the first few tasks of the Create a Colony packet. TUESDAY - New World Colony Creation, day two - Students will work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completed work that will be turned in next week as part of this activity. Today's assignment was to complete the first few tasks of the Create a Colony packet. WEDNESDAY LATE START 9:15 - Create a Colony, day three - Students will be given the final task for completing their "Create a Colony" activity. This will be either creating an official seal or a detailed map of their imaginary colony. Completed colony packet will be due next Friday. THURSDAY / FRIDAY (block) - C.S.I. Roanoke - Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. Students will complete their investigator's packet and submit their written theory regarding what they believe happened to the "Lost Colony". Time permitting, TRAP will be played. WEEK 8 - October 2 - 6 MONDAY - New World Skills primary source analysis - Students will read an account from an early English explorer detailing the skills needed to establish a colony in the New World. Questions will be discussed and answered. Students will also review for their unit test which they will take on block day. TUESDAY - Test Review and Prep - Mr. Kyle will review questions and concepts that will be on the unit test. Students will practice vocabulary, play TRAP using questions from the test, and be given the essay prompt on the test to thoroughly prepare their response. WEDNESDAY / THURSDAY (block) - Unit 1 Test - Students will take their unit test covering vocabulary and concepts from the first seven weeks of study and their unit objective sheet / study guide. STUDENTS SHOULD PREPARE by reviewing their (green) unit study guide and daily warm up questions and vocabulary. Completed Unit Objective Sheets (OBJ) are also due. FRIDAY - Life in 16th century England - Students will analyze statistics related to conditions in 16th century England to better understand WHY someone may have wanted to come to the New World. Students will work together in class to answer and reflect on questions related to the data. WEEK 7 - September 25 - 29 MONDAY - TEACHER TRAINING DAY - NO SCHOOL for students. TUESDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions due. Students work with a partner to discuss and determine who (Old World or New World) benefited the most from different consequences of the Columbian Exchange. Students will complete a comparison chart and turn in their typed responses in Google classroom. WEDNESDAY / THURSDAY (block) - Mapping the New World and Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. WEEK 6 - September 18 - 22 MONDAY - Early European Explorers - Students will read a short article as a class on the reasons Europeans began to explore the known world and eventually discover the New World. Students will practice meta cognition - thinking about their thinking - by reflecting on each paragraph of the article. Students will then select one specific technology mentioned in the article, research it and create a Google slide to submit to the Google Classroom. TUESDAY - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population by learning about Christopher Columbus. Students will read an UPFRONT news magazine article on the controversy surrounding the legacy of Columbus. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. WEDNESDAY / THURSDAY (block) - Conquistadors and Epidemics - Students will do an on demand writing in class about their opinion of Columbus' legacy and the Columbus Day holiday based on Tuesday's reading and lesson. Students will submit their paragraph to the Google Classroom. Students will begin watching the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 on the unit study guide will be discussed. Completed note taker covering the key ideas from the episode will be due of Friday. FRIDAY - The Columbian Exchange - "Guns, Germs and Steel" episode two note taker due. Students will learn about the movement of ideas, people and items between the Old and New Worlds called the "Columbian Exchange" and the manner in which human lives would never again be the same as a result by reading an overview in class. A handout and activity will be part of the lesson. This is also part of objective #4 on the unit note taker. WEEK 5 - September 11 - 15 LATE START ON WEDNESDAY of this week MONDAY - Location, Location, Location - Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. This assignment is on Google Classroom. TUESDAY - Where You Live Affect How You Live - Students will receive their Unit Objective Sheet, which is the study guide for the unit test, and will update questions and vocabulary that they have learned on the study guide. Students will then work with partners to complete their review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. Native culture, home and artifact analysis will be due at the end of class. WEDNESDAY (LATE START @ 9:15) - Vikings in America? - Students will read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will also discuss the Viking discovery of the New World 500 years before Columbus and explore reasons why their feats became lost in history until the 20th century. THURSDAY / FRIDAY (block) - The Power of the Written Word - Students will learn how technology, specifically the printing press, sped up the development of European civilization. Students will complete a printing press summary of what they learned in class and prepare a "simulated" line of text for printing. Students will also work on updating their unit study guide - Objective Sheet - by answering the first two sets of questions and defining current vocabulary words. WEEK 4 - September 4 - 8 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY - Where you live affects how you live - Students will group examples of technology and explain their rational as part of a class activity. Students will begin to work with partners to start a Thinking Flow Map / Storyboard showing the sequencing and connections between events discussed in the dvd "Guns, Germs and Steel" and previous class lessons. WEDNESDAY / THURSDAY (block) - The Roots of Civilization - Students will grade their quiz from last Friday and reflect on how to improve/continue to succeed on future assessments. Students will continue to work with partners to create a Thinking Flow Map / Storyboard showing the sequencing and connections between events discussed in the dvd "Guns, Germs and Steel" and previous class lessons. This assignment is in Google Classroom. Students will also be given their first unit OBJective sheet - a study guide - that will be due at the end of each unit. This contains questions and vocabulary that will be part of all unit assessments. FRIDAY - From rows of corn to iPods: What's the Connection? - Students will review and complete their Thinking Flow Map from Tuesday. This will include detailing connections between various factors and images the reflect the cause and effect relationship between agriculture and advanced technology. The completed Thinking Map / Storyboard will be by the end of the period and will be submitted to Google Classroom. WEEK 3 - August 28 - September 1 MONDAY - Where You Live Affects How You Live - Students will begin a thematic map detailing the location around the prehistoric world of indigenous animals and crops from prehistoric times that were eventually domesticated. Students will eventually learn how these living resources are the key to the development of human technologies. TUESDAY - Where You Live Affects How you Live - North America Physical Features Map / Question Due. North America Physical Features Google Slides Due (submitted to Google Classroom). Students will study access to natural resources contributed to how civilizations developed differently. This will set the stage for understanding the European conquest of North and South America. Students will start watch a National Geographic dvd called "Guns, Germs and Steel" and complete notes and eventually a thinking map on various concepts from the dvd. This video is available for viewing on YouTube. Class will discuss the completed questions tomorrow. WEDNESDAY / THURSDAY (block) - "From Corn to Smartphones" - Students will finish watching the National Geographic dvd called "Guns, Germs and Steel" and complete their questions and notes on the documentary. Time permitting, students will play TRAP (Test Review And Practice) and other activities to prepare for Friday's quiz. The video "Guns, Germs and Steel" is available for viewing on YouTube. FRIDAY - QUIZ #1 - Students will take a quiz on daily vocabulary and concepts related to the geography of North America. Students will be able to use their completed North American physical features map which they completed last week. WEEK 2 - August 21 - 25 Back to School Night, 8/23 @ 6pm MONDAY - History Pre-Test - Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted in Infinite Campus so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all quizzes throughout the school year. They will still be accountable for taking the unit tests, however. SIGNED PARENT LETTERS can be turned in through Friday for full credit. TUESDAY - Music as a historical artifact - Personal timelines / cause and effect graphics DUE. Students will review the concept of "artifact" while handling an assortment of historical artifacts. Special emphasis will be made on the manner in which music will be used as an artifact throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. WEDNESDAY / THURSDAY (Block Day) - North America Mapping: The Stage for American History - Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. FRIDAY - North American land forms mapping - Signed Parent Letters DUE. Students will research five physical features from their map of North America and create Google slides for each. This assignment will be started in class and will be submitted through the Google Classroom. If students finish their slides early, they will work on completing their map of important physical features in North America.. WEEK 1 - August 14 - 18 MONDAY - Welcome and Classroom Procedures - Students will be assigned seats, practice the basic skills used in historical investigation and review the procedures and expectations in class. TUESDAY - Daily Warmup Practice - Students will make the first entries in their history binder, a process that should be repeated every day for the rest of the school year! Students will also work together as they discuss clues to help place historical events in chronological order. WEDNESDAY / THURSDAY (block) - Personal chronology and cause and effect - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. Students will be given a letter to bring home to be signed which provides helpful information about the class and student / guardian expectations. Signed letter is due next Friday, if not earlier.Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due on Tuesday next week. FRIDAY - Time Travel and Prehistory - Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Some students may be asked to volunteer to travel back in time! 2016-17 School Year: THIS IS NOT THE CURRENT YEAR WEEK 19 - May 29 - June 2 MONDAY - Memorial Day - Hug a veteran or give pause for those that have given their all for their country. TUESDAY - Gettysburg Address - Students will do a close reading of Abraham Lincoln's Gettysburg Address. Students will also be given a note card to prepare notes for next week's SEMESTER FINAL exam. Time permitting, students will play TRAP. WEDNESDAY - The Lincoln Assassination Plot - Students will begin watching a movie entitled "Killing Lincoln", with Tom Hanks, detailing the assassination of Abraham Lincoln and the hunt for the conspirators. THURSDAY - Lincoln assassination, conclusion - Students will finish watching "Killing Lincoln". Time permitting, strange coincidences between the lives and deaths of Lincoln and John F. Kennedy will also be detailed. FRIDAY - SEMESTER FINAL - PERIODS 1, 3, and 5. Students will take their Semester Final in History. Students may use their note card with vocabulary and other information of their choosing, as well as their recent unit OBJ sheet as notes on the exam. WEEK 18 - May 22 - 30 MONDAY - A Soldier's Letter Home - Students will will read a letter from a Civil War soldier and after getting to know about the person who wrote to his wife, learn his fate. Students will also be introduced to some of the weapons and battle tactics used during the war. TUESDAY - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. WEDNESDAY / THURSDAY (block) - "Glory" finale - Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or on Friday. FRIDAY - Emancipation Proclamation - "Glory" reflection questions due. Students will read an Upfront Magazine article on the Emancipation Proclamation and its impact. They will also analyze a political cartoon from the time period to determine the public attitude about emancipation. Questions related to the reading and cartoon will be completed in class. WEEK 17 - May 15 - 19 MONDAY - Underground Railroad & Slave Codes - Students will get an overview of the Underground Railroad movement by listening to song samples that contained coded information about the system and watching an excerpt from the History Channel presentation of "The Underground Railroad" about the dangers faced by both runaway slaves as well participants in the Underground Railroad. Students will also be given a sample of slave codes - laws designed to control the movement of slaves - from Alabama. 2nd and 3rd periods will miss most or all of this lesson due to the 8th grade trip to DHS. TUESDAY - A House Divided - Students will write two newspaper headlines about Brown's fate from the southern as well as the abolitionists' perspectives which will be turned in during class. Students will also take a closer look at Abraham Lincoln's famous "House Divided" speech to determine his intentions about slavery early in his political career. WEDNESDAY / THURSDAY (block) - Candidate Lincoln and the Election of 1860 - Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. Student responses to the speech excerpt and cartoon analysis will be collected in class. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office. FRIDAY - Choosing Sides - Students will learn how the results of the election of 1860 leads to the nation breaking apart, the events at Fort Sumter and the formation of two American armies intent on destroying each other. Students will also have time in class to update their unit study guide / OBJ sheet. They should have the first three sets of questions answered and vocabulary on the back defined. WEEK 16 - May 8 - 12 MONDAY - More Land equals More Problems: The Slavery Question in America - Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery by reading Southern accounts defending the institution of slavery. Today's lesson will cover parts of OBJ #2 and #3. Students will also get an overview of slave codes intended to control slave populations by looking at examples from 1852 Alabama state laws. TUESDAY - Abolition Movement - Students will compare perspectives over the issue of slaver by learning about the growing Abolition Movement in America and reading excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These answers will be discussed in the following class period. Students will also be introduced to the attempted solution to the growing dispute over slavery in the West called the Missouri Compromise. WEDNESDAY / THURSDAY (block) - The Impact of the Dred Scott Decision - Students will watch a clip from the American Experience special focusing on the relationship between Frederick Douglass and William Lloyd Garrison, two leading abolitionists of the anti-slavery movement in America. Students will once again become Supreme Court justices to decide upon a constitutional challenge to slavery. Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions/answers and Dred Scott Decision headlines. FRIDAY - John Brown: Hero or Terrorist? - Students will read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. WEEK 15 - May 1 - 5 MONDAY - The Alamo: a symbol of nationalism - Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. TUESDAY - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. WEDNESDAY / THURSDAY (block) - Mining in the West - Students will watch a "Modern Marvels" dvd that details the life and technology of the Comstock Lode (Virginia City) during the height of the silver rush in Nevada. Students will answer questions about the dvd in class that can be turned in on Friday. FRIDAY - "American Progress" art analysis / Andrew Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will discuss the issues of justice and morality evident in each document. "Comstock Mining" dvd answers due. Students will also work with a partner to analyze John Gast's "American Progress" for elements of technology and manifest destiny that was discussed in previous class periods. WEEK 14 - April 24 - 28 MONDAY - Monroe Doctrine and the impact of Industry - Students will learn about the Monroe Doctrine and America's increasing role in world politics during the 19th century. This is OBJ #3 on their unit study guide. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. A copy of the slides/notes are available in Google Classroom. TUESDAY - Test Review and limericks - Students will work together to create two limericks (short poems) that relate to concepts from their recent studies on Young America. The limericks will be due on block and students have two ways to earn extra credit on this review activity. Students will play TRAP to review for their unit test on Friday. Students will be given the essay question which will be on the test. WEDNESDAY / THURSDAY (block) - "Young America" Unit Test - Students will take a unit test covering the topics covered on their most recent OBJ sheet - Corps of Discovery, War of 1812 and the changes to America brought forth by the Industrial Revolution. Completed unit OBJective sheets are due. Students may use a note card with pertinent information on the test. Students will continue to learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. FRIDAY - Land Gained = Land Lost - Students will learn about the development of the reservation system as a method of controlling the native populations and opening up the west for settlement. They will read short accounts of the impact of Manifest Destiny on different native tribes and answer some reflective questions. SPRING BREAK - April 17-21 WEEK 13 - April 10 - 14 MONDAY - Was Andrew Carnegie a Hero? - Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero. TUESDAY - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process. WEDNESDAY (LATE START) - Was Andrew Carnegie a Hero? day 3 - Students will continue their analysis of documents and notes related to Andrew Carnegie. THURSDAY / FRIDAY (block) - "Homestead Steel Strike", Carnegie conclusion - "Jungle" book covers due. Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. Student's Carnegie questions/notes will be checked for completion. Students will also answer questions on the video. WEEK 12 - April 3 - 7 MONDAY - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will discuss and reflect on the reading by answering questions. Reflective questions will be turned in at the end of class. TUESDAY - The Impact of the Industrial Revolution on Society - Students will work on completing notes on OBJ #5 from their unit study guide. Power point notes will be presented, but this information is also in Google Classroom for students to review at their leisure. "Mill Times" dvd question due. WEDNESDAY / THURSDAY (block) - The Impact of the Industrial Revolution: Social Issues - Students will finish reviewing the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in also in Google Classroom for students to review at their leisure. FRIDAY - "The Jungle" - Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate "muckraking art" book cover for the title. These will be due next week on block day. WEEK 11 - March 27 - 31 MONDAY - Quiz #3: Young America - Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. Completed patriotic art or symbols analysis from Station H of their activity will be due on block day this week. TUESDAY - Impact of the Industrial Revolution on American Society - Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also posted on Google Classroom. This is OBJ #4. Completed War of 1812 Station Packets due. WEDNESDAY / THURSDAY (Block) - Impact of the Industrial Revolution on American Society, day 2 - Students will continue to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also posted on Google Classroom. This will complete OBJ #4. Students will begin to watch a PBS dvd entitled "Mill Times" which details the technology and personal struggles & triumphs which were part of the Industrial Revolution. The dvd will be completed on Friday. Students will answer questions related to "Mill Times". Patriotic Art / symbol analysis due. FRIDAY - "Mill Times" conclusion - Students will complete the dvd they started watching on block day entitled "Mill Times". Reflective questions will be due next Tuesday. WEEK 10 - March 20 - 24 MONDAY - War of 1812 Stations, overview - Students will be given their new unit objective sheet and will given time to complete OBJ #1 and seven vocabulary words on the back that they learned previously. Students will be introduced to the division in the young United States over engaging in a second war with England and given Stations packets on the War of 1812 that they will be completing over the next two class periods. Students will play TRAP. TUESDAY - War of 1812 Stations, Day 1 - Students will complete three of their stations review of the War of 1812. With the exception of a patriotic art/symbol analysis element in Station H, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed or access the information on this website. Completed stations packet will due next Monday. WEDNESDAY / THURSDAY (MAP Testing block) - Star-Spangled Banner and 1812 Station, Day 2 - Students will complete the remaining six stations needed for their packet. All information from the various stations is available on this site. Completed stations packet will be due Tuesday. Completed patriotic art or symbols analysis from Station H of their activity will be due on block of next week. FRIDAY - The Defence of Fort McHenry - Students will complete their War of 1812 Station packets as a class by watching a History Channel clip detailing the Defence of Fort McHenry and the famous poem about the event that will become our national anthem. The completed stations packet will be due on Tuesday of next week. Completed patriotic art or symbols analysis from Station H of their activity will be due on block of next week. WEEK 9 - March 13 - 17 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will be due on Friday. WEDNESDAY / THURSDAY (block) - The Corps of Discovery: Mission Review and Journal entries - Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. Students will also read primary source journal entries from the expedition as a class, discuss and answer questions related to these sources. FRIDAY - The Journals of Lewis and Clark - Corps of Discovery worksheet due. Students will review their answer to the questions related to the primary source journal entries they read on block day. Students will watch a National Geographic dvd on the Corps of Discovery journey to the Pacific Ocean. WEEK 8 - March 6 - 10 MONDAY / TUESDAY (block) - 10 Things to Know About the Supreme Court. / TLO v. New Jersey decision. TLO vs. New Jersey opinions due. Students will share opinions and vote as a class "court" on a search and seizure case they worked on last Friday. Students will read an Upfront Magazine (current events) article about the various aspects of the Supreme Court to review concepts of the Constitution at work. WEDNESDAY (late start) - Test Review - Students will review their unit Objective sheets, ask questions and play TRAP with previous unit test questions to prepare for their unit test covering the vocabulary and concepts related to the Constitution and government. Students will also be given the essay question that will be on the exam so that they can prepare a thorough and thoughtful answer. Students are also allowed a note card with any information that might help them on the exam - I recommend vocabulary. THURSDAY and FRIDAY - Unit Test - Students will take a test on the recently completed Constitution and Government unit. Students may use a note card on the test. Completed Unit Objective sheets are due. WEEK 7 - February 27 - March 3 MONDAY - Naturalization - Students complete their notes on the duties and responsibilities of American citizenship. This completes OBJ #7 of their unit study guide. Students will also attempt to answer sample questions from the Citizenship Test given to people who are trying to become naturalized citizens. TUESDAY - Executive Cabinet crisis - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. Student responses to each crisis will be due on Thursday. Students will read about how the Supreme Court is organized and makes decisions. WEDNESDAY / THURSDAY (block) - Applying the Constitution to real life - Cabinet crisis paragraphs due. Students will read about how the Supreme Court is organized and makes decisions. Students will review how cases are heard by the Supreme Court and will listen to a recent case that relates to an activity they will do about the Constitutional rights of citizens. Students will use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. FRIDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually, which will be turned in for credit on Monday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEEK 6 - February 13 - 17 MONDAY - Suffrage History - DUE TO LAST FRIDAY'S UNFORTUNATE SCHOOL CLOSURE, THIS LESSON FROM THEN WILL BE DONE TODAY. As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. TUESDAY - How a Bill Becomes a Law: Committees - Completed school bills are due. Students will meet in committees to discuss bills on each topic. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Mock Senate - Students will learn about the creation of political parties in the United States and their role in the government. Students will respond to statements to determine where they stand on the spectrum of political party offerings. Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. FRIDAY - Quiz #2: Vocab, Principles and Suffrage - Students will take their second quiz of the semester covering vocabulary, the five major principles (Frankenstein ideas!) of the Constitution and suffrage history. Students will be able to use their suffrage notes on the quiz prior to turning them in. Suffrage note taker due. WEEK 5 - February 6 - 10 MONDAY / TUESDAY (block) - How a Bill Becomes a Law: bill writing - Students will learn about the various steps it takes for a bill to become a law. Students will work on Chrome Books in class to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Bills will be written in google documents which will allow the students to complete their bills on ANY computer with internet access. Completed Bills will be due NEXT MONDAY. WEDNESDAY (LATE START) - Naturalization - To help students understand their notes on the duties and responsibilities of American citizenship, students will take a sample citizenship test, which is part of the naturalization process. Students who pass will receive a prize for meeting the requirements of citizenship! THURSDAY - The role of Political Parties - Students will learn about the origins of political parties in our country - the Federalists and Anti-Federalists - and complete an activity that focuses on some the choices political parties provide for voters in the election process. FRIDAY - Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. WEEK 4 - January 30 - February 3 MONDAY - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. TUESDAY - The Supreme Law of the Land: Exploring the Constitution - Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. WEDNESDAY / THURSDAY (block) - Duties and Responsibilities of a Citizen - Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. Students will have some additional class time to complete their Constitution Fact Search from Tuesday (due tomorrow) and play TRAP as well. FRIDAY - How a Bill Becomes a Law: Bill brainstorming and pre-writing - Constitution Fact Search due. Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work next week to write a bill complete bill on their assigned topic. WEEK 3 - January 23 - 27 MONDAY - Constitutional Compromises, continued - Students will learn about the debates that were part of the Constitutional Convention. Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #2 and #3. Students will analyze two quotes about the debates and compromises of the Constitution and create questions based on the inferences they make from the quotes. Questions will be turned in prior to the end of the period. TUESDAY - Final Compromise: The Bill of Rights - Students will complete OBJ #2 by learning about the debate of ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable will be due on Friday and may be used on the quiz students will be taking. WEDNESDAY / THURSDAY (block) - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. FRIDAY - Constitutional Ideas Quiz #1 - Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Constitution Fact Search due. WEEK 2 - January 16 - 20 MONDAY - MARTIN LUTHER KING, JR. HOLIDAY (no school) TUESDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. Students will be given their new unit study guide / Objective sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 based on last week's lessons. WEDNESDAY - Constitutional Delegate t-shirts - Students will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class. Students will design t-shirt logos and slogans that accurately represent either famous delegates to the convention or elements/effects/controversies of the convention. T-shirt designs will be due on Friday. THURSDAY - Constitutional Compromises, an introduction - Students will learn about the debates that were part of the Constitutional Convention. Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #3. FRIDAY - Constitutional Compromises, continued - Convention t-shirt designs due. Students will complete OBJ#2 notes relating to the compromises about slavery included in the Constitution and the addition of the Bill of Rights. Students should now have OBJs 1-3 complete on their unit study guides/objective sheets. WEEK 1 - January 9 - 13, 2017! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY / THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. WEEK 18 - December 19 - 23 Semester FINALS are this week. Tuesday, Wednesday and Thursday MONDAY - The Revolution in :30 minutes or less - Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. Students will have time to ask questions and work together to complete their unit OBJ sheets, which they will be able to use on their final exam. TUESDAY / WEDNESDAY / THURSDAY - Finals and "The Crossing" - Students will take their history final in the morning blocks over the next three days (1/2 on Tuesday, 3/4 on Wednesday and 5/6 on Thursday). STUDENTS MAY USE THEIR BLUE and PINK UNIT OBJ SHEETS ON THE TEST. Students in the classes NOT taking finals will have shortened afternoon history classes in which they will be watching the AMC movie "The Crossing" about a key turning point in the Revoluationary War. FRIDAY (block) - "The Crossing" conclusion - Students will watch the conclusion of the movie "The Crossing". For students who need to complete their finals, they will be able to do so during class. WEEK 17 - December 12 - 16 MONDAY / TUESDAY (block) - The Declaration of Independence - Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. Students will analyze the document, which is in their class text, and complete a study guide in class. The completed study guide will be checked on Thursday for points. WEDNESDAY - 56 Great Risk Takers - Students will read a Boston Globe article on the consequences of signing the Declaration. THURSDAY - "Teens at War" - Student's Declaration of Independence study guides will be checked for completion. Students will read short stories about teenagers who were involved in the Revolution to learn about the personal impact of the war. Students will answer questions individually from the reading before discussing their answers with a partners. Completed questions will be due tomorrow. This information will help with questions in OBJ #5 and #6 of the review sheet. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in tomorrow's class demonstration. FRIDAY - Weapons of War - Students will watch a video clip from the History Channel series "The Revolution" to learn about the problems faced in forging and Colonial Army. Students who completed yesterday's homework will take part in a class demonstration on how to load a revolutionary era musket. WEEK 16 - December 5 - 9 MONDAY - Boston Massacre - Students will complete a video clip from the History Channel's series on the Revolutionary War episode "Bloody Boston". The class will then perform a play on the trial of English soldiers following the Boston Massacre. Students will then analyze a famous engraving by Paul Revere about the event as an example of colonial propaganda surrounding the Boston "Massacre". TUESDAY - Riots to Revolution - Students will analyze a famous engraving by Paul Revere about the Boston Massacre as an example of colonial propaganda. Student will watch another :15 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green to set the stage for analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will play TRAP. WEDNESDAY / THURSDAY (block) - The Shot Heard 'round the World - Blue colonial OBJective sheet due. Students will analyze seven eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will complete their analysis and write a paragraph which states which side they believe fired first with evidence supporting their opinion. First Shot responses will be due on Friday. TIme permitting, students will read and analyze Emerson's "Concord Hymn". FRIDAY - Revolution is "Common Sense" - First Shot responses due. Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and with partners in class. WEEK 15 - November 28 - December 2 MONDAY - French & Indian War - Students will get their new unit OBJective / review sheets. Students will take notes on the causes and participants in the French and Indian War, which is OBJ #1. Students will begin a simulation where, as members of the English Parliament, they will have to solve problems facing the empire following the F & I War. This will be completed in class tomorrow. TUESDAY - Problems for Parliament - Students will complete their group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Suggested resolutions will be compared to actual decisions. Student notes on the activity will be checked for completion and thoroughness to earn points. WEDNESDAY / THURSDAY (block) - Elements and Methods of Protesting - Slave and Teen "Space and Stuff" worksheet due. Students will complete their notes on Parliamentary decisions withtheir group. These answers will be presented during Friday's class and collected for completion points. Students will take notes on the elements and methods of protesting. These notes are on the back of their objective sheets. FRIDAY - Bloody Boston - Students will resume their role (from Tuesday) simulating members of Parliament to vote on the laws they wish to pass following the French and Indian War. How the actual Parliament voted will be revealed. Parliamentary notes will be collected for points. Students will then watch about :20 minutes of a History Channel dvd on the growing protests in Boston that were a result of these Parliamentary decisions. WEEK 14 - November 23 - 27 MONDAY - Middle Passage Simulation and Mercantilism - Students will get information as part of their daily warm up / 'mini-lesson to complete OBJ #5 on their review sheet. Students will also "experience" the Middle Passage by witnessing some of the hardships faced by slaves during their journey to the New World. TRAP may be played. TUESDAY - Living Quarters of a Slave - Students will learn about plantation life on Mt. Vernon as a class and be exposed to the interactive Mt Vernon website (mountvernon.org) to engage in some individualized 'virtual exploration' of this famous American landmark. Students will also read about the day in the life of a typical Mt. Vernon slave. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on block day when they return from break. WEDNESDAY - Quiz #3: Colonial America - Completed Colonial Maps due. Students will take a quiz covering vocabulary and concepts related to colonial America. Students may use their maps on the quiz to assist in answering some of the questions. WEEK 13 - November 13 - 18 MONDAY - Life in the Middle and Southern Colonies - Students will access notes in Google Classroom about life in the Middle Colonies and the Southern region of the English Empire in North America. This information that will help them complete OBJs #3, #4 and parts of #6 of their review sheet. TUESDAY - Immigration in America: A Colonial viewpoint - Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. WEDNESDAY / THURSDAY (block) - Contract of an Apprentice / Colonial Mapping - Colonial Horn Book due. Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first three sets of questions are answered and vocabulary updated. Students will also create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next Tuesday. TRAP will be played. FRIDAY - Slavery in America: The Middle Passage - Students will about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. WEEK 12 - November 7 - 11 MONDAY / TUESDAY (block) - The New England Colonies - Students will be given their new unit OBJECTIVE sheet. This will be due when they take their unit test. Students will be given notes in class from a power points presentation (most of this information is also on pages 116-129 of their class text) on the New England region. This is OBJ #2 on the unit Objective sheet. Students will read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America. Students will discuss and take notes on the reading. WEDNESDAY (LATE START) - Puritan Reflections and Punishments - Students will present their notes on the previous class period's Puritan reading. Students will also be subjected to various forms of Puritan "punishments" for being unable to correctly answer questions from the class reading. THURSDAY - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and compose rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for will be given for the simulation as students are expected to uphold Puritan behaviors for the duration. Completed Hornbooks will be due on the block day next week. FRIDAY - Veterans' Day - HUG A VETERAN! (No School) WEEK 11 - October 31 - November 4 MONDAY - Duties of the President - Students will use the Constitution to learn about the Constitutional duties and responsibilities of the office of the President as an introduction to the executive branch. Students will also learned about the assumed duties of the office. TUESDAY - Electoral College overview - Students will learn about the Electoral College and answer questions relating to the manner in which it functions according to our Constitution. WEDNESDAY / THURSDAY (block) - Role of Political Parties and campaign propaganda - Executive Branch (President) Fact Search due. Students will complete their review of the Electoral College by reading an argumentative essay that supports the Electoral College system as well as an essay that proposes changing the system. Students will identify supporting evidence in both essays and choose which side they support based on the most persuasive argument. Students will also be introduced to various methods of propaganda used in campaigning / advertising. They will will analyze examples to identify various methods (the pdf to the right has four versions for class variety, but students will each get only one!). FRIDAY - Methods of Propaganda, conclusion - Create a Colony Project (seal, map or advertisement) due. Students review the different types of propaganda used in advertising by looking at past presidential election television spots. Students will analyze old presidential campaign ads on the livingroomcandidate.org website. WEEK 10 - October 17 - 21 MONDAY - PARENT TEACHER CONFERENCES - No School TUESDAY - If at first you don't succeed... - Students will learn about a recent discovery that may offer a clue about the fate of the Lost Colony of Roanoke. Students will also be introduced to their project options for the imaginary colony they have been creating. Students will also be introduced to the second English attempt to colonize the New World at Jamestown. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - Students will work in groups to analyze primary source documents to determine possible causes of death for many colonists at Jamestown. Students will share their group information with the class. Students are responsible for presenting/sharing one question for the group analysis with their classmates. Participation/thoroughness of answer will be graded. Students will begin watching a National Geographic documentary entitled "Nightmare at Jamestown" which details recent archaeological work and discoveries at the site of the colony. FRIDAY - Nightmare at Jamestown, conclusion - Create a Colony packet due. Students will select their "Create a Colony" project - creating a colonial seal OR making a detailed map of their settlement OR designing a print advertisement to attract people to their colony. This completed project will be due on the Friday, November 11. Students will also complete watching the National Geographic dvd entitled "Nightmare at Jamestown". WEEK 9 - October 10-14 MONDAY / TUESDAY (block) - New World Colony Creation - Students will complete their analysis of life in 16th century England to determine reasons why colonists might have come to the New World. Students will turn in their answers to questions about the primary sources they analyzed. Using their growing understanding about the English empire in North America and their recent primary source readings, students will work on establishing an imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completed work that will be turned in next week as part of this activity. Today's assignment was to complete the first few tasks of the Create a Colony packet. WEDNESDAY LATE START 9:15 - Create a Colony, day two - Students will be given the final task for completing their "Create a Colony" activity. This will be either creating an official seal, detailed map, or newspaper advertisement for their imaginary colony. Completed visual will be due next Friday. Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. If necessary, C.S.I. Roanoke analysis will need to be finished at home and will be due on block day. THURSDAY - C.S.I. Roanoke - Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. FRIDAY - C.S.I. Roanoke conclusion - Students will complete their investigator's packet and submit their written theory regarding what they believe happened to the "Lost Colony". Time permitting, TRAP will be played. WEEK 8 - October 3 - 7 MONDAY - New World Skills primary source analysis - Students will read an account from an early English explorer detailing the skills needed to establish a colony in the New World. Questions will be discussed and answered. Students will also review for their unit test which they will take on block day. TUESDAY - Test Review and Prep - Mr. Kyle will review questions and concepts that will be on the unit test. Students will practice vocabulary, play TRAP using questions from the test, and be given the essay prompt on the test to thoroughly prepare their response. WEDNESDAY / THURSDAY (block) - Unit 1 Test - Students will take their unit test covering vocabulary and concepts from the first seven weeks of study and their unit objective sheet / study guide. STUDENTS SHOULD PREPARE by reviewing their (green) unit study guide and daily warm up questions and vocabulary. Completed Unit Objective Sheets (OBJ) are also due. FRIDAY - Life in 16th century England - Students will analyze statistics related to conditions in 16th century England to better understand WHY someone may have wanted to come to the New World. Students will work together in class to answer and reflect on questions related to the data. WEEK 7 - September 26 - 30 MONDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions due. Students work with a partner to discuss and determine who (Old World or New World) benefited the most from different consequences of the Columbian Exchange. Students will complete a comparison chart and turn in their written responses in class. TUESDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. WEDNESDAY / THURSDAY (block) - Mapping the New World and Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - Quiz #2: Worlds Collide - Students will take their second quiz covering vocabulary and concepts related to the European conquest of the New World. Students should study their daily vocabulary, as well as recent class lesson/handouts related to European exploration and claims in the New World. WEEK 6 - September 19 - 23 MONDAY - Early European Explorers - Students will read a short article on the reasons Europeans began to explore the known world and eventually discover the New World. Students will work with partners to answer reflective questions which will be collected at the end of the period. TUESDAY - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. WEDNESDAY / THURSDAY (block) - Conquistadors and Epidemics - Students will begin watching the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 will be discussed. Completed note taker covering the key ideas from the episode will be due of Friday. FRIDAY - The Columbian Exchange - "Guns, Germs and Steel" episode two note taker due. Students will learn about the movement of ideas, people and items between the Old and New World called the "Columbian Exchange" and the manner in which human lives would never again be the same as a result by reading an overview in class. A handout and activity will be part of the lesson. This is also part of objective #4 on the unit note taker. WEEK 5 - September 12 - 16 LATE START ON WEDNESDAY of this week MONDAY / TUESDAY (Map Testing Block) - Location, Location, Location - Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. Native culture, home and artifact analysis will be due at the end of class. Time permitting, students will update their unit OBJ sheets, work on their "Guns, Germs and Steel" Storyboards, and possibly play TRAP . WEDNESDAY (LATE START @ 9:15) - Vikings in America? - Guns, Germs and Steel Thinking Map / Storyboard due. Students will read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will answer reflective questions which will be collected in class. THURSDAY - "Norsemen, we hardly knew 'ya" - Students will learn about the Viking discovery of the New World 500 years before Columbus and explore reasons why their feats became lost in history until the 20th century. Students will watch clips of a History Channel video on Viking ships and culture. FRIDAY - The Power of the Written Word - Students will learn how technology, specifically the printing press, sped up the development of European civilization. Students will complete a printing press summary of what they learned in class and prepare a "simulated" line of text for printing. WEEK 4 - September 5 - 9 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY - The Roots of Civilization - Students will group examples of technology and explain their rational as part of a class activity. Students will begin to work with partners to start a Thinking Flow Map / Storyboard showing the sequencing and connections between events discussed in the dvd "Guns, Germs and Steel" and previous class lessons. WEDNESDAY / THURSDAY (block) - From rows of corn to iPods: What's the Connection? - Students continue working with a partner to review and complete their Thinking Flow Map from Tuesday. This will include detailing connections between various factors and images the reflect the cause and effect relationship between agriculture and advanced technology. The completed Thinking Map / Storyboard will be due next week. Students will also be given their first unit OBJective sheet - a study guide - that will be due at the end of each unit. This contains questions and vocabulary that will be part of all unit assessments. FRIDAY - Quiz #1: Show What You Know! - Students will take their first quiz of the year covering daily vocabulary words and the physical geography of North America. Students may use the maps of N. America they turned in last week on the quiz. WEEK 3 - August 29 - September 2 MONDAY - History PreTest - Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted in Infinite Campus so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all quizzes throughout the school year. They will still be accountable for taking the unit tests, however. Time Permitting, students may also work on completing their map of North America which will due on block day. TUESDAY / WEDNESDAY (MAP Testing block) - Where You Live Affects How you Live - North America Physical Features Map / Question Due. Students will begin a thematic map detailing the location around the prehistoric world of indigenous animals and crops from prehistoric times that were eventually domesticated. Students will eventually learn how these living resources are the key to the development of human technologies. Students will study access to natural resources contributed to how civilizations developed differently. This will set the stage for understanding the European conquest of North and South America. Students will start watch a National Geographic dvd called "Guns, Germs and Steel" and complete notes and eventually a thinking map on various concepts from the dvd. This video is available for viewing on YouTube. Class will discuss the completed questions next week. THURSDAY / FRIDAY (MAP Testing block) - "From Corn to Smartphones" - Students will finish watching the National Geographic dvd called "Guns, Germs and Steel" and complete their questions and notes on the documentary. Time permitting, students will play TRAP (Test Review And Practice). The video "Guns, Germs and Steel" is available for viewing on YouTube. WEEK 2 - August 22 - 26 Back to School Night, 8/24 @ 6pm MONDAY - An overview of prehistory - Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Some students may be asked to volunteer to travel back in time! SIGNED PARENT LETTERS can be turned in through Friday for full credit. TUESDAY - Music as a historical artifact - Students will be introduced to the manner in which music will be used in class throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. WEDNESDAY / THURSDAY (Block Day) - North America Mapping: The Stage for American History - Personal Timelines DUE. Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. FRIDAY - North American land forms mapping - Signed Parent Letters DUE. Students will work on completing their map of important physical features in North America as they begin to learn about how humans have had to adapt and interact with their environment throughout history. Students will also do an activity to learn how music can be used as an artifact. WEEK 1 - August 15 - 19 MONDAY - P.B.I.S. Schoolwide Expectations - Students will learn about expected behaviors around the school. Class will be 10 minutes long so that roll can be called. No history today! TUESDAY - Classroom Procedures - Students will be assigned seats, practice the basic skills used in historical investigation and review the procedures and expectations in class. WEDNESDAY / THURSDAY (block) - Historiography - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. Students will complete their scavenger hunt and exploration of the classroom and turn in their findings and questions to Mr. Kyle. FRIDAY - Personal chronology and cause and effect - Students will be given a letter to bring home to their parents which provides helpful information about the class and student/parent expectations. A parent and student signature is required and due by next Friday, if not earlier. Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due on block day next week. 2015-16 School Year: THIS IS NOT THE CURRENT YEAR WEEK 19 - May 16 - 20 MONDAY - Gettysburg Address - Students will do a close reading of Abraham Lincoln's Gettysburg Address. Students will also be given a note card to prepare notes for next week's SEMESTER FINAL exam. Time permitting, students will play TRAP. TUESDAY / WEDNESDAY (block) - The Lincoln Assassination Plot - Students will watch a moving entitled "Killing Lincoln" detailing the assassination of Abraham Lincoln and the hunt for the conspirators. THURSDAY - Lincoln assassination, conclusion - Students will finish watching "Killing Lincoln". Time permitting, strange coincidences between the lives and deaths of Lincoln and John F. Kennedy will also be detailed. FRIDAY - 8th Grade Field Trip Day - All eligible students will participate in the end of the year activity up at Lake Tahoe. Lunch will be provided. Be sure to dress appropriately! Students who are ineligible due to grades and discipline issues will have the opportunity to improve their grades in a study hall. WEEK 18 - May 9 - 13 MONDAY - A Soldier's Letter Home - Students will will read a letter from a Civil War soldier and after getting to know about the person who wrote to his wife, learn his fate. Students will also be introduced to some of the weapons and battle tactics used during the war. TUESDAY - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. WEDNESDAY / THURSDAY (block) - "Glory" finale - Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or on Friday. FRIDAY - Emancipation Proclamation - "Glory" reflection questions due. Students will read an Upfront Magazine article on the Emancipation Proclamation and its impact. They will also analyze a political cartoon from the time period to determine the public attitude about emancipation. Questions related to the reading and cartoon will be completed in class. WEEK 17 - May 2 - 6 MONDAY - John Brown: Hero or Terrorist? - Students will read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. TUESDAY - A House Divided - Students will write two newspaper headlines about Brown's fate from the southern as well as the abolitionists' perspectives which will be turned in during class. Students will also take a closer look at Abraham Lincoln's famous "House Divided" speech to determine his intentions about slavery early in his political career. WEDNESDAY / THURSDAY (block) - Candidate Lincoln and the Election of 1860 - Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. Student responses to the speech excerpt and cartoon analysis will be collected in class. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office. FRIDAY - Choosing Sides - Students will learn how the results of the election of 1860 leads to the nation breaking apart, the events at Fort Sumter and the formation of two American armies intent on destroying each other. WEEK 16 - April 25 - 29 MONDAY / TUESDAY (SBAC Testing blocks) - More Land equals More Problems: The Slavery Question in America - Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery by reading Southern accounts defending the institution of slavery. Today's lesson will cover parts of OBJ #2 and #3. Students will also get an overview of slave codes intended to control slave populations by looking at examples from 1852 Alabama state laws. TUESDAY / WEDNESDAY (SBAC Testing blocks) - Abolition Movement - Students will compare perspectives over the issue of slaver by learning about the growing Abolition Movement in America and reading excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These questions will be turned in the following class period. Students will also be introduced to the attempted solution to the growing dispute over slavery in the West called the Missouri Compromise. THURSDAY - The Impact of the Dred Scott Decision - Students will once again become Supreme Court justices to decide upon a constitutional challenge to slavery. Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions/answers and Dred Scott Decision headlines. FRIDAY - Underground Railroad - Students will get an overview of the Underground Railroad movement by listening to song samples that contained coded information about the system and watching an excerpt from American Experience "Roots of Resistance" about the dangers faced by both runaway slaves as well participants in the Underground Railroad. WEEK 15 - April 18 - 22 MONDAY - Andrew Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will read an overview of the forced removal of native tribes from the East as a class. Students will discuss the issues of justice and morality evident in each document. Students will determine if President Jackson's actions were supported by any of the goals in Preamble to the Constitution and turn in their answers prior to the end of class. TUESDAY - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. WEDNESDAY / THURSDAY (block) - Mining in the West - Students will preview a famous painting by John Gast entitled "America Progress" that summarize the ideas they have been studying about Manifest Destiny. Students will watch a "Modern Marvels" dvd that details the life and technology of the Comstock Lode (Virginia City) during the height of the silver rush in Nevada. Students will answer questions about the dvd in class that can be turned in on Friday. FRIDAY - "American Progress" art analysis and vocabulary QUIZ, parts one and two - "Comstock Mining" dvd answers due. Students will take a short quiz on recent vocabulary and then work with a partner to analyze John Gast's "American Progress" for elements of technology and manifest destiny that was discussed in previous class periods. WEEK 14 - April 11 - 15 SBAC TESTING THIS WEEK MONDAY - Monroe Doctrine and the impact of Industry - Students will learn about the Monroe Doctrine and America's increasing role in world politics during the 19th century. This is OBJ #3 on their unit study guide. Students will also finish reviewing the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. TUESDAY / WEDNESDAY (block) - The Alamo: a symbol of nationalism - "Homestead" dvd questions due. Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. Students will play TRAP to review for their unit test on Friday. Students will be given the essay question which will be on the test. THURSDAY - "Young America" Unit Test - Students will take a unit test covering the topics covered on their most recent OBJ sheet - Corps of Discovery, War of 1812 and the changes to America brought forth by the Industrial Revolution. Completed unit OBJective sheets are due. Students may use a note card with pertinent information on the test. FRIDAY - Land Gained = Land Lost - Students will learn about the development of the reservation system as a method of controlling the native populations and opening up the west for settlement. They will read short accounts of the impact of Manifest Destiny on different native tribes and answer some reflective questions. WEEK 13 - April 4 - 8 MONDAY - Was Andrew Carnegie a Hero? - Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero. TUESDAY - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process. WEDNESDAY / THURSDAY (block) - Was Andrew Carnegie a Hero? day 3 - Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. FRIDAY - "Homestead Steel Strike" conclusion - "Jungle" book covers (from before Spring Break) due. Students will complete the "Homestead Steel Strike" dvd from the block day. Student's Carnegie questions/notes will be checked for completion. Students will also answer questions on the video and will use both the video and Carnegie notes to write their opinion of Andrew Carnegie next week. WEEK 12 - March 21 - 25 MONDAY - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will discuss and reflect on the reading by answering questions. Reflective questions will be turned in at the end of class. TUESDAY - The Impact of the Industrial Revolution on Society - Students will work on completing notes on OBJ #4 and #5 from their unit study guide. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. . WEDNESDAY / THURSDAY (block) - The Science, Technology and Social Changes of Factory Life - Students will finish reviewing the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. Students will view a dvd entitled "Mill Times", which is also on YouTube. There will be questions related to the dvd that students will turn in on Friday. FRIDAY - "The Jungle" - "Mill Times" dvd question due. Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate "muckraking art" book cover for the title. These will be due when students return from Spring Break. WEEK 11 - March 14 - 18 MONDAY - Quiz #3: Young America - Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. Completed War of 1812 Stations Packets due. TUESDAY / WEDNESDAY (MAP Testing Block) - Impact of the Industrial Revolution on American Society - Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. This is OBJ #4. Patriotic Art / symbol analysis due. THURSDAY / FRIDAY (MAP Testing block) - Students will take their Language MAP Test during their regularly scheduled History class. WEEK 10 - March 7 - 11 MONDAY - War of 1812 Stations, Day 1 - Students will be given their new unit objective sheet and will given time to complete OBJ #1 and seven vocabulary words on the back that they learned previously. Students will be introduced to the division in the young United States over engaging in a second war with England and given Stations packets on the War of 1812 that they will be completing over the next two class periods. Students will play TRAP. TUESDAY / WEDNESDAY (MAP Testing block) - War of 1812 Stations, Day 1 - Students will complete five of their stations review of the War of 1812. With the exception of a patriotic art/symbol analysis element in Station H, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed or access the information on this website. Completed stations packet will due next Monday. THURSDAY / FRIDAY (MAP Testing block) - Star-Spangled Banner and 1812 Station, Day 2 - Students will complete the remaining three stations needed for their packet and watch a History Channel clip as a class to reflect on how the War of 1812 lead to the development of nationalism in the United States. Completed stations packet will be due Monday. Completed patriotic art or symbols analysis from Station H of their activity will be due on block of next week. WEEK 9 - February 29 - March 4 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will be due on Friday. WEDNESDAY - The Corps of Discovery: Mission Accomplished? - Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. THURSDAY / FRIDAY (block) - The Journals of Lewis and Clark - Corps of Discovery worksheet due. Students will read primary source journal entries from the expedition as a class, discuss and answer questions related to these primary sources. Students will watch a National Geographic dvd on the Corps of Discovery journey to the Pacific Ocean. WEEK 8 - February 22 - 26 MONDAY - 10 Things to Know About the Supreme Court. - TLO v. New Jersey opinions due. TLO vs. New Jersey opinions due. Students will share opinions and vote as a class "court". Students will read an Upfront Magazine (current events) article about the various aspects of the Supreme Court to review concepts of the Constitution at work. TUESDAY - Test Review - Students will complete their Upfront article on Washington D.C. Students will review their unit Objective sheets, ask questions and play TRAP with previous unit test questions to prepare for their unit test covering the vocabulary and concepts related to the Constitution and government. Students will also be given the essay question that will be on the exam so that they can prepare a thorough and thoughtful answer. Students are also allowed a note card with any information that might help them on the exam - I recommend vocabulary. WEDNESDAY / THURSDAY (block) - Unit Test - Students will take a test on the recently completed Constitution and Government unit. Students may use a note card on the test. Completed Unit Objective sheets are due. FRIDAY - Teacher Collaboration Day (No School) - No school for students. WEEK 7 - February 15 - 19 MONDAY - PRESIDENTS' DAY (No School) TUESDAY - Executive Cabinet crisis - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. Student responses to each crisis will be due on Thursday. Students will read about how the Supreme Court is organized and makes decisions. WEDNESDAY / THURSDAY (block) - Applying the Constitution to real life - Cabinet crisis paragraphs due. Students will read about how the Supreme Court is organized and makes decisions. Students will review how cases are heard by the Supreme Court and will listen to a recent case that relates to an activity they will do about the Constitutional rights of citizens. Students will use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. FRIDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually, which will be turned in for credit on Monday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEEK 6 - February 8 - 12 MONDAY - Duties of the President - Students will complete their reading and notes on the history of suffrage in the United States. Completed notes and timeline will be due tomorrow. As students finish the suffrage assignment from last week, they will use the Constitution to learn about the Constitutional duties and responsibilities of the office of the President as an introduction to the executive branch. Students will also learned about the assumed duties of the office. TUESDAY - Electoral College overview - Suffrage notes/timeline due. Students will learn about the Electoral College and answer questions relating to the manner in which it functions according to our Constitution. WEDNESDAY / THURSDAY (block) - Electoral College pros /cons and campaign propaganda - Executive Branch (President) Fact Search due. Students will complete their review of the Electoral College by reading an argumentative essay that supports the Electoral College system as well as an essay that proposes changing the system. Students will identify supporting evidence in both essays and choose which side they support based on the most persuasive argument. Students will also be introduced to various methods of propaganda used in campaigning / advertising. They will will analyze examples to identify various methods (the pdf to the right has four versions for class variety, but students will each get only one!). These notes may be used on their quiz Friday. Students will analyze old presidential campaign ads on the livingroomcandidate.org website. FRIDAY - Methods of Propaganda, conclusion - Students review the different types of propaganda used in advertising by looking at past presidential election television spots. Students will take a Quiz covering vocabulary, principles of the Constitution and concepts related to propaganda. They may use their propaganda notes on the quiz. WEEK 5 - February 1 - 5 MONDAY - Naturalization - Students complete their notes on the duties and responsibilities of American citizenship. This completes OBJ #7 of their unit study guide. Students will also attempt to answer sample questions from the Citizenship Test given to people who are trying to become naturalized citizens. TUESDAY - How a Bill Becomes a Law: Committees - Completed school bills are due. Students will meet in committees to discuss bills on each topic. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Mock Senate - Students will learn about the creation of political parties in the United States and their role in the government. Students will respond to statements to determine where they stand on the spectrum of political party offerings. Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. FRIDAY - Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. WEEK 4 - January 25 - 29 MONDAY - How a Bill Becomes a Law: Bill brainstorming and pre-writing - Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work this week to create a bill on their assigned topic. TUESDAY - The Supreme Law of the Land: Exploring the Constitution - Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Computer lab and bill writing - Students will learn about the various steps it takes for a bill to become a law. Students will work in the computer lab to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. Bills will be written in google documents which will allow the students to complete their bills on ANY computer with internet access. The completed bill will be DUE NEXT TUESDAY. FRIDAY - Duties and Responsibilities of a Citizen - Constitution Fact Search due. Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. WEEK 3 - January 18 - 22 MONDAY - Martin Luther King, Jr National Holiday - NO SCHOOL TUESDAY - Final Compromise: The Bill of Rights - Students will complete OBJ #2 by learning about the debate of ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable will be due on Friday and may be used on the quiz students will be taking. WEDNESDAY / THURSDAY (block) - Transition Meeting with Mr. Arraiz and Mrs. Goering - Students will meet with school counselors to get information regarding their transition to Douglas High School next year. There will be limited history instruction beyond the daily class vocabulary term and warm up question. FRIDAY - Constitutional Ideas Quiz #1 - Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Students will brainstorm topics/issues at school that they would like to create "laws" about beginning next week. WEEK 2 - January 11 - 15 MONDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. Students will be given their new unit study guide / Objective sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 based on last week's lessons. TUESDAY - Constitutional Delegate t-shirts - Students in 1st, 2nd, 5th and 6th periods (students in 3rd will NOT receive this lesson due to the 8th grade field trip to the Community Center) will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class. Students will create t-shirt logos and slogans that accurately represent either famous delegates or elements/effects of the convention. T-shirt designs will be due on block day. WEDNESDAY/THURSDAY (block) - Constitutional Compromises, an introduction - Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #2. Students will analyze two quotes about the debates and compromises of the Constitution and create questions based on the inferences they make from the quotes. Questions will be turned in prior to the end of the period. FRIDAY - Constitutional Compromises, conclusion - Students will complete OBJ#2 notes relating to the compromises about slavery included in the Constitution and the addition of the Bill of Rights. Students should now have OBJs 1-3 complete on their unit study guides/objective sheets. Students will also play TRAP. WEEK 1 - January 4 - 8, 2016! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY/THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. WEEK 18 - December 14 - 18 Semester FINALS are this week. Wednesday, Thursday and Friday are 1/2 days with school ending at 11:30 each day. MONDAY - "Revolutionary Math" - Students will be given their short essay prompts for the semester final. There are five prompts from which they will select two to write on. Students will work to complete 18 story problems in class to see how math can help one better understand particulars about the Revolutionary War. Completed "Revolutionary Math" worksheets will be due tomorrow. Students should also be working on completing their blue unit review guides (OBJ Sheets) by the day they take the final. TUESDAY - Finals Review - "Revolutionary Math" worksheets due. Students will review for their semester final. Each student will get a note card to place pertinent notes - especially vocabulary - that will assist them on the final. Students will review questions from last year's final and play TRAP. Students should finish their pink unit OBJ sheet by block day when it will be turned in for points. WEDNESDAY / THURSDAY / FRIDAY (block) - Semester Finals - "Protest and Revolution" unit OBJ sheets due. History final is a seventy question test reviewing mostly the most recent unit on the Revolution. There will be about 20 questions from earlier in the semester on the test. Students are allowed to use a note card on the test. Two of the five essay prompts students were given on Monday will also be part of the test. Wednesday is 1st and 2nd period. Thursday 3rd and 4th and Friday will be 5th and 6th period. WEEK 17 - December 7 - 11 MONDAY - "Teens at War" - Students will read short stories about teenagers who were involved in the Revolution to learn about the personal impact of the war. Students will answer questions individually from the reading before discussing their answers with a partners. Completed questions will be due tomorrow. This information will help with questions in OBJ #5 and #6 of the review sheet. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in tomorrow's class demonstration. TUESDAY - Weapons of War - "Teens at War" questions due. Students will watch a video clip from the History Channel series "The Revolution" to learn about the problems faced in forging and Colonial Army. Students who completed yesterday's homework will take part in a class demonstration on how to load a revolutionary era musket. WEDNESDAY / THURSDAY (block) - "The Crossing" - To help students understand one of the key turning points of the war, as well as visualize Revolutionary War battle tactics, camp life and hardships, students will watch the A & E movie "The Crossing" starring Jeff Daniels as George Washington. Students will complete reflective questions about the movie that will be due on Friday. FRIDAY - The Revolution in :30 minutes or less - "The Crossing" dvd questions due. Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. This information is also on pages 150-168 of their class text. WEEK 16 - November 30 - December 4 MONDAY - The Shot Heard 'round the World - Students will analyze seven eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will complete their analysis and write a paragraph which states which side they believe fired first with evidence supporting their opinion. First Shot response due on block day. TUESDAY - Revolution is "Common Sense" - Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and in partners in class. WEDNESDAY / THURSDAY (block) - The Declaration of Independence - "Who Fired First?" evidence and paragraph due. Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. Students will analyze the document, which is in their class text, and complete a study guide in class. The completed study guide will be checked on Friday for points. FRIDAY - 56 Great Risk Takers / QUIZ #4 - Student's Declaration of Independence study guides will be checked for completion. Students will read a Boston Globe article on the consequences of signing the Declaration and take a quiz on vocabulary and concepts related to protesting and the Revolution. WEEK 15 - November 23 - 27 Next Monday (11/30) is the School wide Homework Deadline for November MONDAY - Boston Massacre - Students will complete a video clip from the History Channel's series on the Revolutionary War episode "Bloody Boston". The class will then perform a play on the trial of English soldiers following the Boston Massacre. Students will then analyze a famous engraving by Paul Revere about the event as an example of colonial propaganda surrounding the Boston "Massacre". TUESDAY - Riots to Revolution - Students will analyze a famous engraving by Paul Revere about the Boston Massacre as an example of colonial propaganda. Student will watch another :15 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green to set the stage for analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. Students will play TRAP. WEDNESDAY - "Concord Hymn" - Students will read and analyze Emerson's "Concord Hymn". Students will play TRAP. School ends at 11:30 AM THURSDAY / FRIDAY - THANKSGIVING HOLIDAY WEEK 14 - November 16 - 20 MONDAY - French & Indian War - Students will get their new unit OBJective / review sheets. Students will take notes on the causes and participants in the French and Indian War, which is OBJ #1. Students will begin a simulation where, as members of the English Parliament, they will have to solve problems facing the empire following the F & I War. This will be completed in class tomorrow. TUESDAY - Problems for Parliament - Students will complete their group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Suggested resolutions will be compared to actual decisions. Student notes on the activity will be checked for completion and thoroughness to earn points. WEDNESDAY / THURSDAY (block) - Elements and Methods of Protesting - Slave and Teen "Space and Stuff" worksheet due. Students will take notes on the elements and methods of protesting. These notes are on the back of their objective sheets. Students will answer an exit question about protesting for points prior to leaving class. FRIDAY - Bloody Boston - Students will resume their role (from Tuesday) simulating members of Parliament to vote on the laws they wish to pass following the French and Indian War. How the actual Parliament voted will be revealed. Students will then watch about :20 minutes of a History Channel dvd on the growing protests in Boston that were a result of these Parliamentary decisions. WEEK 13 - November 9 - 13 MONDAY - Colonial Mapping and Test Preview - Students will continue working on their Thematic Colonial Map from last week. Completed maps will be due tomorrow. Students will also receive the short essay question for their unit test. They can write this answer at home prior to Friday's Unit Test. Students will review test questions and vocabulary to prepare for Friday's Unit Test. TUESDAY - Living Quarters of a Slave - Thematic Colonial Maps due. Students will read about plantation life on Mt. Vernon as a class. Students will also read about the day in the life of a typical Mt. Vernon slave. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on Monday. WEDNESDAY - Veterans' Day - NO SCHOOL for Students - Hug a Veteran! THURSDAY / FRIDAY (block) - Empires and Colonies Unit Test - Completed Unit OBJ sheet due. Students will take a 50 questions/1 essay unit test covering vocabulary and concepts related to the English settlement of the 13 colonies. Five extra credit points are also possible. WEEK 12 - November 2 - 6 MONDAY - Immigration in America: A Colonial viewpoint - Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. TUESDAY - Southern Colonies Notes - Students will take notes on life in the Southern Colonies and slavery in the American colonies. This information will help them complete OBJs #4 and #6 on their unit note taker. This information is also found on pages 116-129 of their class text. WEDNESDAY / THURSDAY (block) - 13 Colonies Mapping Activity - Students will complete their notes on the Southern Colonies and Slavery (OBJ #4 and #6). Students will also create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next Tuesday. TRAP will be played. FRIDAY - Slavery in America: The Middle Passage - Students will about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. WEEK 11 - October 26 - 30 THURSDAY IS THE SCHOOL WIDE HOMEWORK DEADLINE FOR ALL OCTOBER ASSIGNMENTS! MONDAY - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and complete rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for the simulation. Completed Hornbooks will be due on the block day. TUESDAY - Life in the Middle Colonies - Students will begin to learn about life in the Middle Colonies. Mr. Kyle will provide information that will help them complete OBJ #3 of their review sheet. This information is also covered on pages 116-129 of their American Journey text. WEDNESDAY / THURSDAY (block) - Contract of an Apprentice - Colonial Horn Book due. "Create a Colony" visual (seal, map or advertisement) due. Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first three sets of questions are answered and vocabulary updated. Students will complete their Middle Colonies notes for objective #3 in class. Students will take a quiz on vocabulary and concepts related to early English colonies. FRIDAY - NEVADA DAY - No School - Enjoy a parade and free admission to the Nevada State Museum! WEEK 10 - October 19 - 23 MONDAY - Nightmare at Jamestown - Students will share their group information from last Friday's primary source analysis with the class. Students will also be introduced to their "Create a Colony" project opportunities - creating a colonial seal OR making a detailed map of their settlement OR designing a print advertisement to attract people to their colony. This completed project will be due next week on block day. TUESDAY - The New England Colonies - Students will be given their new unit OBJECTIVE sheet. This will be due in approximately a month when they take their unit test. Students will be given notes in class from a power points presentation (most of this information is also on pages 116-129 of their class text) on the New England region. This is OBJ #2 on the unit Objective sheet. WEDNESDAY / THURSDAY (block) - Jamestown archaeology - Students will watch a National Geographic documentary entitled "Nightmare at Jamestown" which details recent archaeological work and discoveries at the site of the colony. Students will turn in a reflection on why so many Jamestown colonists died with evidence from either their group research, class presentations or the documentary to support their answer. Students will select their preferred option for their "Create a Colony" visual, creating either a seal, map or advertisement based on their imagined colony. Completed visual will be due next week on block. TRAP will be played. FRIDAY - Puritan Legacy - Students will complete their notes on Life in New England (Objective #2) and read an article entitled "The American Puritan" which details the origin and practice of many Puritan beliefs, as well as the legacy of the Puritans in modern America. Students will discuss and take notes on the reading. REMINDER: "Create a Colony" visual options (seal, map or advertisement) are due next week on block day. WEEK 9 - October 12-16 MONDAY - Investing in the New World - Students will continue to create their English colonies from last Friday by completing pages 3 and 4 in their "Create a Colony" process by selecting supplies, skilled people, a location and prioritizing tasks upon arrival. HOMEWORK FOR THE WEEK: Students will be introduced to the various ways in which money could be made in the New World, including investing in business ventures related to New World empires by reading and taking notes from pages 91-93 of their text as a class. For each paragraph, students will either define a vocabulary word, write a one sentence summary of the main idea, or write a question they would like answered. Completed reading notes will be collected Friday. STUDENTS WHO DO NOT HAVE A CLASS TEXT should get one from Mr. Kyle to read in Prime Reading during the week or in tutoring. TUESDAY - C.S.I. Roanoke - Students will be given the final task for completing their "Create a Colony" activity. This will be either creating an official seal, detailed map, or newspaper advertisement for their imaginary colony. Completed visual will be due next Monday. Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. If necessary, C.S.I. Roanoke analysis will need to be finished at home and will be due on block day. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - C.S.I. Roanoke analysis and conclusions due. Students will learn about theories related to the Lost Colony's location. Students will learn about the hardships faced by the early Jamestown colonists by analyzing documents related to the second English colony in North America. Students will work with partners to complete questions about the documents and will make comparisons between the similarities and differences between Jamestown and the imaginary colonies they made. FRIDAY - Why did so many at Jamestown die? - Weekly reading notes (pages 91-93) due. Students will a analyze primary source document to determine why so many Jamestown colonists died in groups. Each group will then share their findings with the class so that all students will have exposure to the various factors that contributed to the hardships during the settlement of the colony. WEEK 8 - October 5 - 9 MONDAY - Parent / Teacher Conferences - NO SCHOOL TUESDAY - New World Skills primary source analysis - Students will read an account from an early English explorer detailing the skills needed to establish a colony in the New World. Questions will be discussed and answered. Students will also review for their unit test which they will take on block day. WEDNESDAY / THURSDAY (block) - Unit 1 Test - Students will take their unit test covering vocabulary and concepts from the first seven weeks of study and their unit objective sheet / study guide. STUDENTS SHOULD PREPARE by reviewing their (green) unit study guide and daily warm up questions and vocabulary. Completed Unit Objective Sheets (OBJ) are also due. Time permitting, students will begin to analyze primary source graphs and charts relating to living conditions in 16th century England. This will be continued on Friday FRIDAY - New World Colony Creation - Students will their knowledge about the English empire in North America and their recent primary source reading on establishing a colony in the New World to create their own imaginary colony in North America. Students were encouraged to work with other students to share ideas, but ALL students will be completed work that will be turned in next week as part of this activity. Today's assignment was to complete the first two pages of the Create a Colony packet. WEEK 7 - September 28 - October 2 MONDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions due. Students work with a partner to complete cause and effect flow maps for different consequences of the Columbian Exchange. Flow charts will be completed and collected in class. TUESDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. WEDNESDAY / THURSDAY (block) - Mapping the New World and Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - Quiz #2: Worlds Collide - Students will take their second quiz covering vocabulary and concepts related to the European conquest of the New World. Students should study their daily vocabulary, as well as recent class lesson/handouts related to European exploration and claims in the New World. WEEK 6 - September 21 - 25 PAU-WA-Lympics this week! MONDAY - Early European Explorers - Students will read a short article on the reasons Europeans began to explore the known world and eventually discover the New World. Students will work with partners to answer reflective questions which will be collected at the end of the period. TUESDAY - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. WEDNESDAY - Conquistadors and Epidemics - Students will begin watching the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 will be discussed. THURSDAY - Conquistadors and Epidemics - OBJ notes checked to make sure they are up to date. Students will finish watching the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire. Completed note taker covering the key ideas from the episode will be due tomorrow. FRIDAY - The Columbian Exchange - "Guns, Germs and Steel" episode two note taker due. Students will learn about the movement of ideas, people and items between the Old and New World called the "Columbian Exchange" and the manner in which human lives would never again be the same as a result by reading an overview in class. A handout and activity will be part of the lesson. This is also part of objective #4 on the unit note taker. WEEK 5 - September 14 - 18 NO SCHOOL ON FRIDAY - Professional Development MONDAY - Location, Location, Location - Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. Native culture, home and artifact analysis will be due at the end of class. TUESDAY - Vikings in America? - Students will read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will answer reflective questions which will be collected in class. WEDNESDAY / THURSDAY (block) - The Constitution and the Power of the Written Word - State Law required that special attention be given to the study of the U.S. Constitution today (9/17). As a law abiding citizen and duty bound teacher, students will be reading a short article on the Bill of Rights and writing a short response explaining which of the first ten amendments they feel is the most important. This short writing will be collected for points. Students will learn how technology, specifically the printing press, sped up the development of European civilization. Students will complete a printing press summary of what they learned in class and prepare a "simulated" line of text for printing. FRIDAY - NO SCHOOL: Professional Development Day - Students will NOT have school as this is a professional development day full of meetings for teachers. WEEK 4 - September 7 - 11 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY - The Roots of Civilization - Students will group examples of technology and explain their rational as part of a class activity. Students will work with partners to complete a Thinking Flow Map showing the sequencing and connections between events discussed in the dvd "Guns, Germs and Steel" and previous class lessons. WEDNESDAY / THURSDAY (block) - Corn and iPods: What's the Connection? - Students continue working with a partner to review and complete their Thinking Flow Map from Tuesday. This will include detailing connections between various factors and images the reflect the cause and effect relationship between agriculture and advanced technology. The completed Thinking Map will be collected at the end of class. Students will also be given their first unit OBJective sheet - a study guide - that will be due at the end of each unit. This contains questions and vocabulary that will be part of all unit assessments. FRIDAY - Quiz #1: Show What You Know! - Students will take their first quiz of the year covering daily vocabulary words and the physical geography of North America. Students may use the maps of N. America they turned in last week on the quiz. WEEK 3 - August 31 - September 4 MONDAY - Where You Live Affects How you Live - Students will begin a thematic map detailing the location around the prehistoric world of indigenous animals and crops from prehistoric times that were eventually domesticated. Students will eventually learn how these living resources are the key to the development of human technologies. TUESDAY / WEDNESDAY (MAP Testing) - Migration Theories / "Guns, Germs and Steel" introduction - North America maps and questions due. Students will learn about various theories related to the first humans in North America. Students will begin their study of history by examining how civilizations developed differently. This will set the stage for understanding the European conquest of North and South America. Students will watch a National Geographic dvd called "Guns, Germs and Steel" and complete notes and eventually a thinking map on various concepts from the dvd. This video is available for viewing on YouTube. Class will discuss the completed questions next week. THURSDAY / FRIDAY (MAP Testing) - Students will take their READING MAP Test during their regularly scheduled history period.. WEEK 2 - August 24 -28 Back to School Night, 8/26 @ 6pm MONDAY - Your Text: Not just a paperweight... - Although we will not be learning history out of the text, it can serve as a valuable resource if students are absent of miss class. Consequently, students will check out their history textbook to bring home and become familiar with its various uses by completing an "Open Book Test" worksheet in class. The completed worksheet will be due on second block day this week. SIGNED PARENT LETTERS can be turned in through Wednesday for full credit. TUESDAY / WEDNESDAY (MAP TESTING) - Location, Location, Location and Music as a historical artifact - Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. Students will be introduced to the manner in which music will be used in class throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. THURSDAY / FRIDAY (MAP TESTING) - North America map completion and History pre-test - Open Book Test / worksheet DUE. Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted on Powerschool so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all quizzes throughout the school year. They will still be accountable for taking the unit tests, however. Students will also work on completing their map of North America which will due next Tuesday. WEEK 1 - August 17 - 21 MONDAY - Welcome to U.S. History: If these walls could talk... - Students will explore their new historical environment, pose questions and reflect on items of interest. TUESDAY - Procedures - Students will be assigned seats and review the procedures and expectations in class. Students will complete their scavenger hunt and exploration of the classroom and turn in their findings and questions to Mr. Kyle. WEDNESDAY / THURSDAY (block) - The History of Your Life - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline and cause and effect chart in class. This completed timeline / chart will be due on Friday. FRIDAY - Prehistory Overview - Personal Timeline and Cause and Effect summaries DUE. Students will also be given a letter to bring home to their parents which provides helpful information about the class and student/parent expectations. A parent and student signature is required and due by next Tuesdays or Wednesday, if not earlier. Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Some students may be asked to volunteer to travel back in time! 2014-2015 Academic Year LAST YEAR! WEEK 20 - May 25 - 29 MONDAY - MEMORIAL DAY - No School - Hug a Veteran! TUESDAY - Finals Review - Students will review for their semester final. All students will receive a note card that they can fill out and use on their test. Vocabulary will be stressed. Students will also be given the essay questions on the final so that they can prepare a thorough and thoughtful answer. Students should turn in their class text on the day of their final. WEDNESDAY - FINALS, periods 1 and 2 - "Road to War" Unit Objective Sheet due. Students will take their History final. Finals days are minimum days. Students will be excused at 11:30. Students should return their history text today. THURSDAY - FINALS, periods 3 and 4 - "Road to War" Unit Objective Sheet due. Students will take their History final. Students may use the note cards they prepared. Students should turn in their class text today. Students should return their history text today FRIDAY - FINALS, periods 5 and 6 - "Road to War" Unit Objective Sheet due. Students will take their History final. Students may use the note cards they prepared. Students should turn in their class text today. Students should return their history text today. LAST DAY OF SCHOOL. WEEK 19 - May 18 - 22 MONDAY - Gettysburg Address - "Glory" reflective answers due. Students will do a close reading of Abraham Lincoln's Gettysburg Address. Time permitting, they will also be introduced to the "zero year curse" that has impacted American Presidents.. TUESDAY - Emancipation Proclamation - Students will read an Upfront Magazine article on the Emancipation Proclamation and its impact. They will also analyze a political cartoon from the time period to determine the public attitude about emancipation. Questions related to the reading and cartoon will be completed in class and due on block day. WEDNESDAY / THURSDAY (block) - Lincoln assassination - Emancipation Proclamation analysis and questions due. Students will watch a National Geographic dvd detailing the assassination of Abraham Lincoln and the hunt for the conspirators. Time permitting, strange coincidences between the lives and deaths of Lincoln and John F. Kennedy will also be detailed. FRIDAY - 8th Grade Field Day - All eligible students will participate in the end of the year activity up at Lake Tahoe. Students received a letter with an overview of the day's activities. Lunch will be provided. Be sure to dress appropriately! Students who are ineligible due to grades and discipline issues will have the opportunity to improve their grades in a study hall. WEEK 18 - May 11 - 15 MAP Testing block Schedule MONDAY / TUESDAY (MAP Testing Block) - Students will take their READING MAP test during their regularly scheduled history class. IF time permits after all students have completed their test, the class will read a letter from a Civil War soldier and learn his fate. WEDNESDAY / THURSDAY (block) - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. FRIDAY - "Glory" finale - Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or next Monday. Unit OBJ sheets will be checked to make sure they are up to date. The first four sets of questions as well as approximately two-thirds of the vocabulary should be done. WEEK 17 - May 4 - 8 MAP Testing block schedule MONDAY / TUESDAY (MAP block) - John Brown: Hero or Terrorist? - Students will read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. Students will write two newspaper headlines about Brown's fate from the southern as well as the abolitionists' perspectives which will be turned in during class. Students will also take a closer look at Abraham Lincoln's famous "House Divided" speech to determine his intentions about slavery early in his political career. WEDNESDAY / THURSDAY (MAP block) - Candidate Lincoln and the Election of 1860 - Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office. FRIDAY - Choosing Sides - Students will learn how the results of the election of 1860 leads to the nation breaking apart, the events at Fort Sumter and the formation of two American armies intent on destroying each other. WEEK 16 - April 27 - May 1 MONDAY - More Land equals More Problems - Students will complete the partner/art portion of their quiz from last week. Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery by reading Southern accounts defending the institution of slavery. TUESDAY / WEDNESDAY (SBAC Testing) - Abolition Movement - Students will compare perspectives over the issue of slaver by learning about the growing Abolition Movement in America and reading excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These questions will be turned in the following class period. Students will also be introduced to the attempted solution to the growing dispute over slavery in the West called the Missouri Compromise. WEDNESDAY / THURSDAY (SBAC Testing) - The Impact of Dred Scott and Slave Codes - Today's lesson will cover parts of OBJ #2 and #3. Students will get an overview of slave codes intended to control slave populations by looking at examples from 1852 Alabama state laws. Students will once again become Supreme Court justices to decide upon a constitutional challenge to slavery. Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions and Dred Scott Decision headlines. FRIDAY - Underground Railroad - Students will get an overview of the Underground Railroad movement by listening to song samples that contained coded information about the system and watching an excerpt from American Experience "Roots of Resistance" about the dangers faced by both runaway slaves as well participants in the Underground Railroad. Slave code questions from the previous class will be collected. WEEK 15 - April 20 - 24 MONDAY - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. TUESDAY - California Gold Rush - Periods 2, 3 and 4 will attend an orientation at DHS. Periods 5 and 6 will read an UPFRONT magazine article about the California Gold Rush as a class and play TRAP. WEDNESDAY - Mining in the West - Students will analyze a famous painting by John Gast entitled "America Progress" to summarize the ideas they have been studying about Manifest Destiny. Students will begin watching a "Modern Marvels" dvd that details the life and technology of the Comstock Lode (Virginia City) during the height of the silver rush in Nevada. Students will answer questions about the dvd in class that can be turned in on Friday at the conclusion of the dvd. THURSDAY / FRIDAY (block) - "American Progress" art analysis and QUIZ - Students will completed the Modern Marvels dvd on Comstock mining and their questions. "Modern Marvels" dvd answers due. Students will take a short quiz on recent vocabulary and work with a partner to analyze John Gast's "American Progress" for elements of technology and manifest destiny that was covered in a previous class period. WEEK 14 - April 13 - 17 SBAC TESTING THIS WEEK MONDAY - The Alamo: a symbol of nationalism - "Jungle" book covers due (assigned before break). Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. TUESDAY - Mexican-American War and its legacy - "Jungle" book covers due (assigned before break). Students will read an UPFRONT magazine article on the Mexican-American War and work individually and with a partner to answer reflective questions due prior to the end of class. WEDNESDAY / THURSDAY (SBAC TESTING SCHEDULE) - Andrew Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will read an overview of the forced removal of native tribes from the East as a class. Students will discuss the issues of justice and morality evident in each document. Students will determine if President Jackson's actions were supported by any of the goals in Preamble to the Constitution and turn in their answers prior to the end of class. THURSDAY / FRIDAY (SBAC TESTING SCHEDULE) - Land Gained equals Land Lost - Students will learn about the impact of western expansion on the native peoples. Students will learn about the development of the reservation system and read accounts from various tribes from the 19th century by reading an article entitled "The Promised Land" from Scholastic Magazine. Students will answer questions related to the class reading which will be turned in prior to the end of the class. WEEK 13 - March 30 - April 3 MONDAY - Monroe Doctrine and the impact of Industry - Students will learn about the Monroe Doctrine and America's increasing role in world politics during the 19th century. This is OBJ #3. Students will also finish reviewing the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. TUESDAY / WEDNESDAY (block) - "The Jungle" and test review - Andrew Carnegie notes will be checked for completion. Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate book cover for the title. These will be due Friday. Students will play TRAP to review for their unit test on Friday. Students will be given the essay question which will be on the test. THURSDAY - Historical Limericks - Students will create limericks about a subject related to the early 19th century history of the United States. Additional limericks will be worth extra points and students may also share their limericks with their classmates to earn extra points. Limericks are due at the end of class. FRIDAY - Young America Unit Test - Completed unit OBJ sheets are due. The Jungle book covers due. Students will take a unit test on vocabulary and concepts related to their Young America OBJ sheets/notes. Students may use their Andrew Carnegie notes on the test. WEEK 12 - March 23 - 27 MONDAY - Was Andrew Carnegie a Hero? - "Mill Times" dvd questions due. Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero. TUESDAY - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process. WEDNESDAY / THURSDAY (block) - Was Andrew Carnegie a Hero? day 3 - Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. FRIDAY - "Homestead Steel Strike" conclusion - Students will complete the "Homestead Steel Strike" dvd from the block day. Student's Carnegie questions/notes will be checked for completion. Students will also answer questions on the video and will use both to write their opinion of Andrew Carnegie next Monday. WEEK 11 - March 16 - 20 MONDAY - Growth of Industry in America - Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. This is OBJ #4. TUESDAY - Impact of the Industrial Revolution on society - Patriotic Art / symbol analysis due. Students will take notes on the changes to the United States brought about by the Industrial Revolution. This is OBJ #4 on the student's unit note taker. WEDNESDAY / THURSDAY (block) - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will complete notes OBJ #4 and #5 from earlier in the week. Students will begin to view a dvd entitled "Mill Times", which they will complete on Friday. There will be questions related to the dvd that students will turn in at the conclusion of the dvd. FRIDAY - "Mill Times" conclusion - Students will complete the dvd "Mill Times" from the block day. Completed "Mill Times" dvd note taker will be due on Monday. WEEK 10 - March 9 - 13 MONDAY - War of 1812 Stations, Day 1 - Students will be given a packet with various tasks and questions to complete with a partner of the next three class periods related to the War of 1812. With the exception of a patriotic art/symbol analysis element, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed. Completed packet will be due on Friday TUESDAY - War of 1812 Stations, Day 2 - Students will continue to work on completed more stations. Completed stations packet will due on Friday. WEDNESDAY / THURSDAY (block) - War of 1812 Stations, final day - Students will complete their stations review of the War of 1812 and watch a History Channel clip as a class prior to writing a reflective essay to summarize what they have learned about the War of 1812 and the development of nationalism in the United States. Completed stations packet will be due on Friday. Completed patriotic art or symbols analysis will be due on Monday. FRIDAY - Quiz #2: Young America - War of 1812 stations packet due. Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. Completed patriotic art or symbols analysis will be due on Monday. WEEK 9 - March 2 - 6 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will be due on Friday. WEDNESDAY / THURSDAY (block) - The Corps of Discovery: Mission Accomplished? - Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. Students watch a National Geographic dvd on the adventures of the Corps of Discovery. FRIDAY - The Journals of Lewis and Clark - Corps of Discovery worksheet due. Students will read primary source journal entries from the expedition as a class, discuss and answer questions related to these primary sources. WEEK 8 - February 24 - 28 MONDAY - 10 Things to Know About Washington D.C. - TLO v. New Jersey opinions due. Students will share opinions and vote as a class "court". Students will read an Upfront Magazine (current events) article about the various aspects of the United States government to review concepts of the Constitution at work. TUESDAY - Test Review - Students will complete their Upfront article on Washington D.C. Students will review their unit Objective sheets, ask questions and play TRAP with previous unit test questions to prepare for their unit test covering the vocabulary and concepts related to the Constitution and government. Students will also be given the essay question that will be on the exam so that they can prepare a thorough and thoughtful answer. Students are also allowed a note card with any information that might help them on the exam - I recommend vocabulary. WEDNESDAY / THURSDAY (block) - Unit Test - Students will take a test on the recently completed Constitution and Government unit. Completed Unit Objective sheets are due. FRIDAY - Teacher Collaboration Day (No School) - No school for students. WEEK 7 - February 16 - 20 MONDAY - PRESIDENTS' DAY (No School) TUESDAY / WEDNESDAY (block) - Executive Cabinet crisis and Supreme Court introduction - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. Student responses to each crisis will be due on Thursday. Students will read about how the Supreme Court is organized and makes decisions. THURSDAY - Applying Amendments - Cabinet crisis paragraphs due. Students will review how cases are heard by the Supreme Court and will listen to a recent case that relates to various sample questions they answered in their previous activity about the Constitutional rights of citizens. Students will use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. FRIDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case, TLO vs. New Jersey, and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually, which will be turned in for credit on Monday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEEK 6 - February 9 - 13 MONDAY - Duties of the President - Students will complete their reading and notes on the history of suffrage in the United States. Completed notes and timeline will be due tomorrow. As students finish the suffrage assignment from last week, they will use the Constitution to learn about the Constitutional duties and responsibilities of the office of the President as an introduction to the executive branch. Students will also learned about the assumed duties of the office. TUESDAY - Electoral College overview - Suffrage notes/timeline due. Students will learn about the Electoral College and answer questions relating to the manner in which it functions according to our Constitution. WEDNESDAY / THURSDAY (block) - Electoral College pros /cons and campaign propaganda - Executive Branch (President) Fact Search due. Students will complete their review of the Electoral College by reading an argumentative essay that supports the Electoral College system as well as an essay that proposes changing the system. Students will identify supporting evidence in both essays and choose which side they support based on the most persuasive argument.. Students will also be introduced to various methods of propaganda used in campaigning / advertising. They will will analyze examples to identify various methods (the pdf to the right has four versions for class variety, but students will each get only one!). These notes may be used on their quiz Friday. Students will analyze old presidential campaign ads on the livingroomcandidate.org website. FRIDAY - Methods of Propaganda, conclusion - Students review the different types of propaganda used in advertising by looking at past presidential election television spots. Students will take a Quiz covering vocabulary, principles of the Constitution and concepts related to propaganda. They may use their propaganda notes. WEEK 5 - February 2 - 6 MONDAY - Political Parties - Students will learn about the creation of political parties in the United States and their role in government. Students will answer questions to determine where they stand on the spectrum of political party offerings. TUESDAY - How a Bill Becomes a Law: Committees - Completed school bills are due. Students will meet in committees to discuss bills on each topic. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. WEDNESDAY / THURSDAY (block) - Mock Senate - Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. FRIDAY - Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. WEEK 4 - January 26 - 30 MONDAY - How a Bill Becomes a Law: Brainstorming and pre-writing - Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work this week to create a bill on their assigned topic. TUESDAY - Proposed Amendments from the Past - Students will learn about the amendment process. They will read a New York Times UPFRONT article on the death penalty in the United States individually and then work with partners to analyze past proposed Constitutional amendments and reflect on what these ideas tell about attitudes and the political climate of bygone eras. Students will answer two questions on a 1/2 sheet which will be due on block day. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Computer lab and bill writing - Amendment reflection questions due. Students will learn about the various steps it takes for a bill to become a law. Students will go down to the computer lab to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. The completed bill will be DUE NEXT MONDAY. FRIDAY - Duties and Responsibilities of a Citizen - Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. WEEK 3 - January 19 - 23 MONDAY - Martin Luther King, Jr National Holiday - NO SCHOOL TUESDAY - Final Compromise: The Bill of Rights - Students will complete OBJ #2 by learning about the debate of ratification and how the Bill of Rights was added as a final compromise to get the Constitution passed in the states. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable will be due on Friday and may be used on the quiz students will be taking. WEDNESDAY / THURSDAY (block) - Principles of the United States Constitution: Creating our "Frankenstein" government - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be due on Friday. FRIDAY - Constitutional Ideas Quiz #1 - Constitution Fact Search due. Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Students will brainstorm topics/issues at school that they would like to create "laws" about beginning next week. WEEK 2 - January 12 - 16 MONDAY - Constitutional Convention - Students will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class and will be given a new unit OBJECTIVE sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 questions based on last week's lessons. Students will create t-shirt logos and slogans that accurately represent either famous delegates or elements/effects of the convention. T-shirt designs will be due at the end of class. TUESDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. WEDNESDAY/THURSDAY (block) - Constitutional Compromises, an introduction - Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #2. Students will analyze two quotes about the debates and compromises of the Constitution and create questions about their inferences. Questions will be turned in prior to the end of the period. FRIDAY - Constitutional Compromises, conclusion - Students will complete OBJ#2 notes relating to the compromises about slavery included in the Constitution and the addition of the Bill of Rights. Students should now have OBJs 1-3 complete on their unit study guides/objective sheets. Students will also play TRAP. WEEK 1 - January 5 - 9, 2015! Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY/THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. LAST SEMESTER - Last Year! WEEK 18 - December 15 - 19 Semester FINALS are this week. Wednesday, Thursday and Friday are 1/2 days with school ending at 11:30 each day. MONDAY - "Revolutionary Math" - Students will be given their short essay prompts for the semester final. There are five prompts from which they will select two to write on. Students will work to complete 18 story problems in class to see how math can help one better understand particulars about the Revolutionary War. Completed "Revolutionary Math" worksheets will be due tomorrow. Students should also be working on completing their pink unit review guides (OBJ Sheets) by the day they take the final. TUESDAY - Finals Review - "Revolutionary Math" worksheets due. Students will review for their semester final. Each student will get a note card to place pertinent notes - especially vocabulary - that will assist them on the final. Students will review questions from last year's final and play TRAP. Students should finish their pink unit OBJ sheet by block day when it will be turned in for points. WEDNESDAY / THURSDAY / FRIDAY (block) - Semester Finals - "Protest and Revolution" unit OBJ sheets due. History final is a seventy question test reviewing mostly the most recent unit on the Revolution. There will be about 20 questions from earlier in the semester on the test. Students are allowed to use a note card on the test. Two of the five essay prompts students were given on Monday will also be part of the test. Wednesday is 1st and 2nd period. Thursday 3rd and 4th and Friday will be 5th and 6th period. WEEK 17 - December 8 - 12 MONDAY - "Teens at War" - Students will read short stories about teenagers who were involved in the Revolution to learn about the personal impact of the war. Students will answer questions individually from the reading before discussing their answers with a partners. Completed questions will be due tomorrow. This information will help with questions in OBJ #5 and #6 of the review sheet. Students will also have a handout on how a muzzle loading rifle works to complete if they want to participate in tomorrow's class demonstration. TUESDAY - Weapons of War - "Teens at War" questions due. Students will watch a video clip from the History Channel series "The Revolution" to learn about the problems faced in forging and Colonial Army. Students who completed yesterday's homework will take part in a class demonstration on how to load a revolutionary era musket. WEDNESDAY / THURSDAY (block) - "The Crossing" - To help students understand one of the key turning points of the war, as well as visualize Revolutionary War battle tactics, camp life and hardships, students will watch the A & E movie "The Crossing" starring Jeff Daniels as George Washington. Students will complete reflective questions about the movie that will be due on Friday. FRIDAY - The Revolution in :30 minutes or less - "The Crossing" dvd questions due. Students will get information on the key battles, advantages and disadvantages of each side, and details on how the colonists triumphed at Yorktown to complete OBJ #5 and #6 of their unit review sheet. This information is also on pages 150-168 of their class text. WEEK 16 - December 1 - 5 MONDAY - Which Side Are You On? - "Who Fired First" Research and Response that were not turned in last week are due. Students will analyze Emerson's "Concord Hymn". Students will also look at statistics regarding the opposing sides and watch another short segment from the History Channel dvd "The Revolution" to understand the long odds faced by the colonies at the beginning of the war. TUESDAY - Revolution is "Common Sense" - Students will begin to answer questions in OBJ #4 as the learn about the impact on the famous revolutionary pamphlet, "Common Sense". Students will read and analyze a summary of the document working individually and in partners in class. WEDNESDAY / THURSDAY (block) - The Declaration of Independence - Students will continue to learn about how the pen is mightier than the sword as they learn about John Locke's influence on the creation of the Declaration of Independence. Students will analyze the document, which is in their class text, and complete a study guide in class. The completed study guide will be checked on Friday for points. FRIDAY - 56 Great Risk Takers / QUIZ #4 - Student's Declaration of Independence study guides will be checked for completion. Students will read a Boston Globe article on the consequences of signing the Declaration and take a quiz on vocabulary and concepts related to protesting and the Revolution. WEEK 15 - November 24 - 28 Wednesday is the school-wide homework deadline for November assignments MONDAY - Boston Massacre - Students will perform a play on the trial of English soldiers following the Boston Massacre. Students will then analyze a famous engraving by Paul Revere about the event as an example of colonial propaganda surrounding the Boston "Massacre". TUESDAY - The Shot Heard 'round the World - Students will watch a :15 minute segment from the History Channel series "The Revolution" leading up to the events at Lexington Green before analyzing the eyewitness accounts of people from both sides - colonial as well as English - who were present on April 19th, 1775 to determine which side fired the "shot heard 'round the world" that began the American Revolution. This analysis will be completed and turned in tomorrow at the end of class. WEDNESDAY - Shot Heard 'round the World, conclusion - Students will complete their analysis from Tuesday and write a paragraph which states which side they believe fired first with evidence supporting their opinion. First Shot research / response is due at the end of the class period. School ends at 11:30 AM THURSDAY / FRIDAY - THANKSGIVING HOLIDAY WEEK 14 - November 17 - 21 MONDAY - French & Indian War - Students will get their new unit OBJective / review sheets. Students will take notes on the causes and participants in the French and Indian War, which is OBJ #1. Students will begin a simulation where, as members of the English Parliament, they will have to solve problems facing the empire following the F & I War. This will be completed in class tomorrow. TUESDAY - Problems for Parliament - Students will complete their group role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Suggested resolutions will be compared to actual decisions. Student notes on the activity will be checked for completion and thoroughness to earn points. WEDNESDAY / THURSDAY (block) - Elements and Methods of Protesting - Slave and Teen "Space and Stuff" worksheet due. Students will take notes on the elements and methods of protesting. These notes are on the back of their objective sheets. Students will answer an exit question about protesting for points prior to leaving class. FRIDAY - Bloody Boston - Students will resume their role (from Tuesday) simulating members of Parliament to vote on the laws they wish to pass following the French and Indian War. How the actual Parliament voted will be revealed. Students will then watch about :20 minutes of a History Channel dvd on the growing protests in Boston that were a result of these Parliamentary decisions. WEEK 13 - November 10 - 14 MONDAY - District In Service - NO SCHOOL for STUDENTS TUESDAY - Veterans' Day - NO SCHOOL for Students - Hug a Veteran! WEDNESDAY - Colonial Mapping and Test Preview - Students will continue working on their Thematic Colonial Map from last week. Completed maps will be due tomorrow. Students will also receive the short essay question for their unit test. They can write this answer at home prior to Friday's Unit Test. Students will review test questions and vocabulary to prepare for Friday's Unit Test. THURSDAY - Living Quarters of a Slave - Thematic Colonial Maps due. Students will read about plantation life on Mt. Vernon as a class. Students will also read about the day in the life of a typical Mt. Vernon slave. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on Monday. FRIDAY - Empires and Colonies Unit Test - Completed Unit OBJ sheet due. Students will take a 50 questions/1 essay unit test covering vocabulary and concepts related to the English settlement of the 13 colonies. Five extra credit points are also possible. WEEK 12 - November 3 - 7 Student's COLONIAL COMPARISON: ART and ANALYSIS PROJECTS are due by this FRIDAY. The late work deadline was extended for this project. One more "extra" chance. Get 'er done! MONDAY - OBJ update and Quiz #3 - Students will update their unit study guides (OBJ sheet) and prepare for a quiz (that was scheduled for last week's block, but we ran out of time!) that they will take today in class. The quiz covers vocabulary and concepts related to early English colonies. TUESDAY - Southern Colonies Notes - Students will take notes on life in the Southern Colonies and slavery in the American colonies. This information will help them complete OBJs #4 and #6 on their unit note taker. This information is also found on pages 116-129 of their class text. WEDNESDAY / THURSDAY (block) - 13 Colonies Mapping Activity - Students will complete their notes on the Southern Colonies and Slavery (OBJ #4 and #6). Students will also create a thematic map of the 13 colonies using information from their OBJ sheets, class notes and maps. The thematic map and related questions will be due next Tuesday. TRAP will be played. FRIDAY - Slavery in America: The Middle Passage - Students will about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. Students will read an account of a slave's journey and analyze song lyrics related to this journey. WEEK 11 - October 27 - 31 THURSDAY IS THE SCHOOL WIDE HOMEWORK DEADLINE FOR ALL OCTOBER ASSIGNMENTS! MONDAY - Life in the Middle Colonies - Students will begin to learn about life in the Middle Colonies. Mr. Kyle will provide information that will help them complete OBJ #3 of their review sheet. This information is also covered on pages 116-129 of their American Journey text. TUESDAY - Contract of an Apprentice - Colonial Horn Book due. Students will read a primary source contract of an apprentice and answer questions. Students will update their unit OBJ sheet to make sure the first three sets of questions are answered and vocabulary updated. WEDNESDAY / THURSDAY (block) - Immigration in America: A colonial viewpoint - Comparing Colonies: Art and Analysis Project due. Students will complete their Middle Colonies notes for objective #3 in class. Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. Students will take a quiz on vocabulary and concepts related to early English colonies. FRIDAY - NEVADA DAY - No School - Enjoy a parade and free admission to the Nevada State Museum! WEEK 10 - October 20 - 24 MONDAY - Nightmare at Jamestown/Early colonies comparison - Students will complete the National Geographic dvd "Nightmare at Jamestown" and will review their early colonies project opportunities - Comparing Colonies: Art and Analysis - This project will involve making comparisons between the colony they created with classmates to information they now know about the early English colonies at Roanoke and Jamestown. Students will also create either a book cover or seal to artistically represent what they know understand about early colonization. This completed project will be due next week on block day. TUESDAY - The New England Colonies - Students will be given their new unit OBJECTIVE sheet. This will be due in approximately a month when they take their unit test. Students will be given notes in class from a power points presentation (most of this information is also on pages 116-129 of their class text) on the New England region. This is OBJ #2 on the unit Objective sheet. WEDNESDAY / THURSDAY (block) - Puritan New England - Students will complete their notes on Life in New England - objective #2. Students will learn about the influence of the Puritans throughout New England and American society. Students will work in groups to complete an article entitled "The American Puritans", which they will discuss, share and answer related questions. Answers will be turned in for credit. Students will also "participate" in various examples of Puritan punishments. FRIDAY - Puritan Class Simulation - Students will complete a Puritan lesson on penmanship and complete rhymes about life in Puritan New England as they create a New England primer - or hornbook - under the watchful eye of their Puritan School Master, Mr. Kyle! Hard work and perfection are the goals of each student! "Proper" participation grade for the simulation. Completed Hornbooks will be due next Tuesday. WEEK 9 - October 13-17 MONDAY - Investing in the New World - Students will continue to create their English colonies from last Friday by selecting supplies, skilled people, a location and prioritizing tasks upon arrival. HOMEWORK FOR THE WEEK: Students will be introduced to the various ways in which money could be made in the New World, including investing in business ventures related to New World empires by reading and taking notes from pages 91-93 of their text as a class. For each paragraph, students will either define a vocabulary word, write a one sentence summary of the main idea, or write a question they would like answered. Completed reading notes will be collected Friday. TUESDAY - C.S.I. Roanoke - Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. If necessary, C.S.I. Roanoke analysis will need to be finished at home and will be due on block day. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - C.S.I. Roanoke analysis and conclusions due. Students will learn about the hardships faced by the early Jamestown colonists by analyzing documents related to the colony. Students will work with partners to complete questions about the documents and will make comparisons with their own colonies and the choices they made. FRIDAY - Nightmare, conclusion - Weekly reading notes (pages 91-93) due. Students will begin watching a National Geographic dvd entitled "Nightmare at Jamestown". WEEK 8 - October 6 - 10 MONDAY - Why Leave Home for the New World?- Students will learn about the conditions in England to better understand the type of individual who immigrated to the New World and possible reasons for leaving home behind. Students will analyze primary sources and graphs focusing on wage statistics and death rates in 16th century England to answer questions related to the topic. TUESDAY - How Poor is Poor? - Students will convert real wages in 16th century England to modern dollars to determine how much (or little) money the typical English worker had and discuss ways in which these desperate immigrants might make their way to the New World. Students will write paragraph summary of the typical English immigrant based on their primary source research from the past two days. Students will also review for their unit test. WEDNESDAY / THURSDAY (block) - Unit Test - Student will review their vocabulary words by playing "vocabulary bingo" to prepare for their unit test. Students will take their unit test covering the first seven weeks of study. Completed Unit Objective Sheets (OBJ) are also due. FRIDAY - The "why" and "how" of coming to the New World - Students will analyze statistics about the value of Spanish gold plundered from the New World. Students will discuss ideas for money making colonies that they would establish in the New World and the supplies and workers needed to create them. WEEK 7 - September 29 - October 3 MONDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" dvd questions due. Students work with a partner to complete cause and effect flow maps for different consequences of the Columbian Exchange. Flow charts will be completed and collected in class. TUESDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will create a thematic map of the New World by studying the routes taken by various countries explorers to determine the location of each country's respective empires. WEDNESDAY / THURSDAY (block) - Mapping the New World and Primary Source analysis - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work to "piece together" the known world from this period in history. Students will be introduced to the value of primary sources in understanding the past. They will read an account from an early English explorer detailing the skills needed in the New World. Questions will be discussed and answered. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - Quiz #2: Worlds Collide - Students will take their second quiz covering vocabulary and concepts related to the European conquest of the New World. Students should study their daily vocabulary, as well as recent class lesson/handouts related to European exploration and claims in the New World. WEEK 6 - September 22 - 26 MONDAY - Early European Explorers - Students will read a short article on the reasons Europeans began to explore the known world and eventually discover the New World. Students will work with partners to answer reflective questions which will be collected at the end of the period. TUESDAY - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population. Students will review the expectations for their "Guns, Germs and Steel" essay which will be due on September 30th. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. WEDNESDAY / THURSDAY (block) - Conquistadors and Epidemics - OBJ notes checked to make sure they are up to date. Students will watch the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 will be discussed. Completed note takers will be due tomorrow. Students should be working on their "Guns, Germs and Steel" essay at home. FRIDAY - The Columbian Exchange - "Guns, Germs and Steel" episode two note taker and 5 paragraph essay due. Students will learn about the movement of ideas, people and items between the Old and New World called the "Columbian Exchange" and the manner in which human lives would never again be the same as a result by reading an overview in class. A handout and activity will be part of the lesson. This is also part of objective #4 on the unit note taker. Students should be working on their "Guns, Germs and Steel" essay at home if they did not turn it in today. WEEK 5 - September 15 - 19 MONDAY - Putting it all together - Using a "Super Easy Essay Planner, students will brainstorm ideas from their flow map, thematic map and dvd questions to explain how some civilizations developed more quickly and completely than others. The completed Essay Planner will be checked tomorrow for points. TUESDAY - Location, Location, Location - Super Easy Essay Planner checked for completion. Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. Native culture, home and artifact analysis will be due at the end of class. Students will be responsible for writing a five paragraph essay based on the details they have outlined on their Super Easy Essay Planner. The completed essay will be due in two weeks. WEDNESDAY / THURSDAY (block) - The Constitution and the Power of the Written Word - State Law required that special attention be given to the study of the U.S. Constitution today. As a law abiding citizen and duty bound teacher, students will be reading a short article on the Bill of Rights and writing a short response explaining which of the first ten amendments they feel is the most important. This short writing will be collected for points. Students will learn how technology, specifically the printing press, sped up the development of European civilization. Students will complete a printing press summary of what they learned in class and prepare a "simulated" line of text for printing. FRIDAY - Vikings in America? - Students will read an excerpt from Bill Bryson's book, "Made in America", about evidence related to possible Viking settlements in North America. Students will answer reflective questions which will be collected in class. WEEK 4 - September 8 - 12 PWLympics Week! MONDAY - The Roots of Civilization - Students will complete their viewing of "Guns, Germs and Steel" and will complete the questions related to the dvd in class. Students will work with a partner to complete a Thinking Map showing the sequencing and connections between events discussed in the video and in class. This will be completed on the back of their video notes. TUESDAY - Making Connections - Students will work with partners to complete a Thinking Map showing the sequencing and connections between events discussed in the dvd "Guns, Germs and Steel" and previous class lessons. This is explained on the back of their dvd questions. Students will also group examples of technology and explain their rational as part of an in class activity. WEDNESDAY - Where you live affects how you live: indigenous plants and animals - Students will work with another partner to review and complete their Thinking Map from Tuesday. Students will begin a thematic map detailing the location of indigenous animals and crops that were domesticated around the world. THURSDAY - Putting it All Together - Thinking Map checked for completion. Using a "Super Easy Essay Planner, students will brainstorm ideas from previous class lessons and activities to explain how some civilizations developed more quickly and completely than others. The completed Essay Planner will be checked on Monday for points. FRIDAY - Quiz #1 - Students will take their first quiz of the year covering daily vocabulary words and the physical geography of North America. Students may use the maps of N. America they turned in last week on the quiz. WEEK 3 - September 1 - 5 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY / WEDNESDAY (MAP Testing) - Migration Theories / "Guns, Germs and Steel" introduction - North America maps and questions due. Students will learn about various theories related to the first humans in North America. Students will also be given their first unit objective (OBJ) sheet - containing vocabulary and guided questions - which will be completed over the course of this unit and due on the day of the unit test. Students will begin their study of history by examining how civilizations developed differently. This will set the stage for understanding the European conquest of North and South America. Students will watch a National Geographic dvd called "Guns, Germs and Steel" and complete notes and eventually a thinking map on various concepts from the dvd. These will be completed next Monday. THURSDAY / FRIDAY (MAP Testing) - Students will take their READING MAP Test during their regularly scheduled history period.. WEEK 2 - August 25 -29 Back to School Night, 8/28 @ 6pm MONDAY - Your Text: Not just a paperweight... - Students will check out their history textbook and become familiar with its various uses by completing an "Open Book Test" worksheet in class. This worksheet will be due on first block day this week. SIGNED PARENT LETTERS can be turned in through Wednesday for full credit. TUESDAY / WEDNESDAY (MAP TESTING) - Location, Location, Location and Music as a historical artifact - "Open Book" worksheet due. Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. Students will be introduced to the manner in which music will be used in class throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. THURSDAY/FRIDAY (MAP TESTING) - North America map completion and History pre-test - Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted on Powerschool so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all further quizzes. Students will also work on completing their map of North America which will due on Tuesday. WEEK 1 - August 18 - 22 MONDAY - Welcome to U.S. History: Introduction - Students will be assigned seats and take part in a participation game called TRAP that will be played throughout the school year. This initial round of TRAP will be for fun only! TUESDAY - Organizing History: Chronology - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. WEDNESDAY / THURSDAY (block) - The History of Your Life - Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline in class. This completed timeline will be due on Friday. Students will also be given a letter to bring home to their parents which provides helpful information about the class and student/parent expectations. A parent and student signature is required and due by next Tuesday, if not earlier. FRIDAY - Prehistory Overview - Personal Timeline and Cause and Effect summaries DUE. Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Some students may be asked to volunteer to travel back in time! 2013 - 2014 Academic Year Overview - THIS IS NOT THE CURRENT YEAR! WEEK 20 - May 26 - 30 MONDAY - MEMORIAL DAY - No School - Hug a Veteran! TUESDAY - Finals Review - "North vs. South" newspaper projects due. "Glory" movie review questions due. Students will review for their semester final. All students will receive a list of all terms from the year and a note card that they can fill out and use on their test. Vocabulary will be stressed. Students will also be given the essay questions on the final so that they can prepare a thorough and thoughtful answer. Students should turn in their class text on the day of their final. WEDNESDAY - FINALS, periods 1 and 2 - "Road to War" Unit Objective Sheet due. Students will take their History final. Finals days are minimum days. Students will be excused at 11:30. Students should return their history text today. THURSDAY - FINALS, periods 3 and 4 - "Road to War" Unit Objective Sheet due. Students will take their History final. Students may use the note cards they prepared. Students should turn in their class text today. Students should return their history text today FRIDAY - FINALS, periods 5 and 6 - "Road to War" Unit Objective Sheet due. Students will take their History final. Students may use the note cards they prepared. Students should turn in their class text today. Students should return their history text today. LAST DAY OF SCHOOL. WEEK 19 - May 19 - 23 MONDAY - Choosing Sides / Weapons of Mass Destruction - Students will learn about motivations for soldiers on both sides of the Civil War by reading a soldier's letter home. They will handle some Civil War artifacts and learn about the impact new weapons technology on the human body. Students will view some battlefield images. TUESDAY - Glory, part 1 - Students will watch the beginning of the Academy Award winning film, "Glory". Students will answer questions on the film as they relate to race relations and the realities of being a soldier during the Civil War. WEDNESDAY / THURSDAY (block) - "Glory" finale - North vs South Newspaper projects due. Students will watch the conclusion of the film "Glory". Reflective questions from the film can be turned in today or next Tuesday. Students will also learn about mythology surrounding the "zero year curse" and assassination coincidences. FRIDAY - 8th Grade Field Day - All eligible students will participate in the end of the year activity. Students who are ineligible due to grades and discipline issues will have the opportunity to improve their grades in a study hall. WEEK 18 - May 12 - 16 MONDAY - Election of 1860 / Newspaper introduction - Students will reflect on how to effectively write an article that includes "facts and feelings" as they are introduced to their Civil War Newspaper Project. Students may work with a group or individually. Today they will select partners and topics to research so that they can create at least two news stories each. Students will learn about details surrounding the election of 1860 and how Lincoln's election led to the outbreak of the Civil War. This is part of OBJ #4. TUESDAY - North vs. South Newspaper Work Day #1 - Students will work in the school computer lab on their North vs. South Newspaper project. Students should have a rough draft of at least one news article completed by the end of the class. WEDNESDAY / THURSDAY (block) - North vs. South Newspaper Work Day #2 - This will be the final class period that students will have to work in the computer lab researching and writing articles for their Newspaper Project. Each student is responsible for a minimum of one completed article which will checked at the end of the period. After today, students will need to complete the project at home or in tutoring. The Newspaper Project will be due on block day next week. FRIDAY - Causes of the Civil War Quiz #5 - Students will take a quiz over vocabulary related to the start of the Civil War. Students will also be taking a survey in the computer lab. WEEK 17 - May 5 - 9 MONDAY - Underground Railroad / Slave Codes - Students will get an overview of the Underground Railroad movement and the laws in Southern states designed to limit runaway slaves. This is part of OBJ #2 on the unit review sheet. Completed "Slave Code" questions will be due on block day. TUESDAY / WEDNESDAY (MAP block testing) - Candidate Lincoln - Slave Code answers/reflections due. Students will learn about details surrounding the election of 1860 and discuss the perceptions of candidate Lincoln's opinions on slavery by analyzing words and cartoons. Students will turn in their answers for credit. This is part of OBJ #4. Students will also read a play entitled "The Assassin" about a plot to kill Lincoln before he was sworn into office. THURSDAY / FRIDAY (MAP block testing) - Students will be taking a MAP Test during their regularly scheduled history block. WEEK 16 - April 28 - May 2 MONDAY - More Land equals More Problems - Students will get their final Objective sheet of the year covering the events related to the Civil War. Students will learn about the "other perspective" in the growing debate over the spread of slavery. Students will read Southern accounts defending the institution of slavery. TUESDAY / WEDNESDAY (MAP block testing) - Abolition Movement - Students will learn about the growing Abolition Movement in America and will read excerpts from abolitionist newspapers. Students will answer questions about the perception of famous abolitionists William Lloyd Garrison and Frederick Douglass. These questions will be turned in the following class period. Students will also be introduced to the Missouri Compromise. Today's lessons covers parts of OBJ #2 and #3. and once again become Supreme Court Justices as they make a decision regarding a famous constitutional challenge to slavery. THURSDAY / FRIDAY (MAP block testing) - The Impact of Dred Scott and John Brown - Students will get background on this controversial case and use the Constitution to make a decision. Students will learn about the actual Supreme Court ruling and write news headlines from the Southern and from the abolitionist's perspective. Students will turn in abolitionist questions and Dred Scott Decision headlines. Students will also read about the controversial abolitionist John Brown and form opinions about whether he should be considered a hero or a terrorist. WEEK 15 - April 14 - 18 MONDAY - Mexican-American War - Students read an Upfront article about "America's Forgotten War" and practice note taking skills. Working with a "teammate", they will use the article and their notes to answer three related questions selected from the random role of the dice. Team answers will be turned in prior to the end of class.TUESDAY - Gold Rush and the Railroad - Students will learn about the impact of mining and technology on westward expansion by learning details about the California Gold Rush and the development of the transcontinental railroad. WEDNESDAY/THURSDAY (block) - Mining in the West - Students will watch a "Modern Marvels" dvd that details the life and technology of the Comstock Lode (Virginia City) during the height of the silver rush in Nevada. Students will answer questions about the dvd in class that can be turned in on Friday if more time is needed. FRIDAY - "American Progress" art analysis and QUIZ - "Modern Marvels" dvd answers due. Students will take a short quiz on recent vocabulary and work with a partner to analyze John Gast's "American Progress" for elements of technology and manifest destiny. WEEK 14 - April 7 - 11 CRT TESTING THIS WEEK MONDAY - The Alamo: a symbol of nationalism - Students will learn about the Alamo and acquisition of Texas. Images, letters and songs will be part of the lesson. Students will answer reflective questions based on William Travis' letter from the Alamo. TUESDAY / WEDNESDAY (CRT Testing Schedule) - Andrew Jackson, eastern tribes and the Trail of Tears - "Jungle" book covers due. Students will read background information about the forced removal of native tribes from the East with a special focus on the Cherokee and the Trail of Tears. THURSDAY (4th and 6th period only) - Andrew Jackson and Chief John Ross: A War of Words - Students will read two accounts of the government's policy of forced removal, the first is an excerpt from President Andrew Jackson and the second from Cherokee Chief John Ross. Students will discuss the issues of justice and morality evident in each document. FRIDAY - Land Gained equals Land Lost - Students will learn about the impact of western expansion on the native peoples. Students will learn about the development of the reservation system and read accounts from various tribes from the 19th century by reading an article entitled "The Promised Land" from Scholastic Magazine. Students will answer questions related to the class reading which will be turned in prior to the end of the class. WEEK 13 - March 31 - April 4 MONDAY - Monroe Doctrine and the beginning of Industry - Students will learn about the Monroe Doctrine and America's increasing role in world politics during the 19th century. This is OBJ #3. Students will also review the impact of the Industrial Revolution on American society. This is OBJ #5. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. TUESDAY - Historical Limericks - Andrew Carnegie notes checked for completion. Students will each create limericks about a subject related to the early 19th century history of the United States. Additional limericks will be worth extra points and students may also share their limericks with their classmates to earn extra points. Due on block day this week. WEDNESDAY / THURSDAY (block) - "The Jungle" and test review - Historical limericks due. Students will view images of factories in Chicago and will read an excerpt from "The Jungle" - a book that revealed the harsh working conditions in the factories - and create an appropriate book cover for the title. These will be due next Monday. Students will play TRAP to review for their unit test on Friday. Students will be given the essay question which will be on the test. FRIDAY - Young America Unit Test - Completed unit OBJ sheets are due. Students will take a unit test on vocabulary and concepts related to their Young America OBJ sheets/notes. Students may use a note card on the test. WEEK 12 - March 24 - 28 MONDAY - Was Andrew Carnegie a Hero? - "Mill Times" dvd questions due. Students will determine the character traits of a hero prior to reading about the life of Andrew Carnegie. This will set the stage for students analyzing documents based on Carnegie's life to determine whether or not he was a hero. TUESDAY - Was Andrew Carnegie a Hero? day 2 - Students will continue to analyze documents related to Andrew Carnegie to determine whether he was a hero. Students will be answer questions/taking notes on the documents during this process. WEDNESDAY / THURSDAY (block) - Was Andrew Carnegie a Hero? day 3 - Students will complete their analysis of documents and notes related to Andrew Carnegie. Students will begin to watch a History Channel video of the Homestead Steel Strike to compare secondary sources to the primary sources they have been using during the week to determine and support their opinions about Carnegie. FRIDAY - "Homestead Steel Strike" conclusion - Students will complete the "Homestead Steel Strike" dvd from the block day. Student's Carnegie questions/notes will be checked for completion. Students will also answer questions on the video and will use both to write their opinion of Andrew Carnegie next Monday. WEEK 11 - March 17 - 21 MONDAY - Growth of Industry in America - Patriotic Art / Symbol analysis due. Students will begin to learn about the growth of industry and the impact these changes had on the young United States. Power point notes will be presented, but this information is also in the class text on the pages noted on the unit Objective sheet. This is OBJ #4. TUESDAY - Impact of the Industrial Revolution on society - Patriotic Art / symbol analysis due. Students will take notes on the changes to society and individuals brought about by the Industrial Revolution. This is OBJ #5 on the student's unit note taker. WEDNESDAY - Minimum Wage and Age - Students will read a New York Times Upfront Magazine article detailing changes in worker's ages and wages throughout the Industrial Revolution. Students will complete an in class activity related to their reading. THURSDAY - "Mill Times" - Students will complete notes OBJ #4 and #5 from earlier in the week. Students will begin to view a dvd entitled "Mill Times", which they will complete on Friday. There will be questions related to the dvd that students will turn in at the conclusion of the dvd. FRIDAY - "Mill Times" conclusion - Students will complete the dvd "Mill Times" from the block day. Completed "Mill Times" dvd note taker will be due. WEEK 10 - March 10 - 14 MONDAY - War of 1812 Stations, Day 1 - Students will be given a packet with various tasks and questions to complete with a partner of the next three class periods related to the War of 1812. With the exception of a patriotic art/symbol analysis element, all parts of these packet can be completed in class. If a student is absent, they will need to attend tutoring to complete any of the eight stations they missed. Completed packet will be due on Friday TUESDAY - War of 1812 Stations, Day 2 - Students will continue to work on completed more stations. Completed stations packet will due on Friday. WEDNESDAY / THURSDAY (block) - War of 1812 Stations, final day - Students will complete their stations review of the War of 1812 and watch a History Channel clip as a class prior to writing a reflective essay to summarize what they have learned about the War of 1812 and the development of nationalism in the United States. Completed stations packet will be due on Friday. Completed patriotic art or symbols analysis will be due on Monday. FRIDAY - Quiz #2: Young America - War of 1812 stations packet due. Students will take a quiz on vocabulary and concepts related to the Corps of Discovery and the War of 1812. Students may use the Corps of Discovery maps they completed last week on the quiz. Completed patriotic art or symbols analysis will be due on Monday. WEEK 9 - March 3 - 7 MONDAY - The New Kid on the Block - Students will be given their new Objective sheets for the next unit on the young United States - "Becoming a Nation and the Birth of Industry". Students will learn about some of the various problems the country faced with foreign nations during our nation's infancy and will learn whether the United States was able to "hang tough" as a result of the challenges. Students will read Washington's Farewell Address and advise an early president on foreign policy in the role of Secretary of State. These notes and advice "brief" will be due tomorrow. TUESDAY - Corps of Discovery overview - Notes and Secretary of State brief due. Students will be given a handout covering the goals of the Corps of Discovery and geography related to the exploration. This worksheet covers OBJ #1 and will due on Friday. WEDNESDAY / THURSDAY (block) - The Corps of Discovery: Mission Accomplished? - Students will review the goals and objectives of the Corps of Discovery and view pictures related to the expedition. Students will complete OBJ #1 and questions for their Corps of Discovery worksheet as part of the class lesson. Students watch a National Geographic dvd on the adventures of the Corps of Discovery. FRIDAY - The Journals of Lewis and Clark - Corps of Discovery worksheet due. Students will read primary source journal entries from the expedition as a class, discuss and answer questions related to these primary sources. WEEK 8 - February 24 - 28 MONDAY - 10 Things to Know About Washington D.C. - TLO v. New Jersey opinions due. Students will share opinions and vote as a class "court". Students will read an Upfront Magazine (current events) article about the various aspects of the United States government to review concepts of the Constitution at work. TUESDAY - Test Review - Students will complete their Upfront article on Washington D.C. Students will review their unit Objective sheets, ask questions and play TRAP with previous unit test questions to prepare for their unit test covering the vocabulary and concepts related to the Constitution and government. Students will also be given the essay question that will be on the exam so that they can prepare a thorough and thoughtful answer. Students are also allowed a note card with any information that might help them on the exam - I recommend vocabulary. WEDNESDAY / THURSDAY (block) - Unit Test - Students will take a test on the recently completed Constitution and Government unit. Completed Unit Objective sheets are due. FRIDAY - Teacher Collaboration Day (No School) - No school for students. WEEK 7 - February 17 - 21 MONDAY - PRESIDENTS' DAY (No School) TUESDAY - Executive Cabinet crisis! - Students will learn about how the executive cabinet assists the president in carrying out the duties of the executive branch. Students will look at hypothetical disaster scenarios to determine which departments would deal with each crisis. Student responses to each crisis will be due on block. WEDNESDAY / THURSDAY (block) - How the Supreme Court works - Cabinet crisis paragraphs due. Students will review how cases are heard by the Supreme Court and will listen to a recent case that relates to various sample questions they answered in their previous activity about the Constitutional rights of citizens.Students read about how the Supreme Court is organized and then will use the Constitution to answer various questions about the Constitutional Rights of citizens to practice the concept of judicial review. FRIDAY - You Decide: Supreme Court simulation - Students will read details about a famous search and seizure case and then use the Constitution to formulate an opinion about the outcome. Students will write a "court opinion" individually, which will be turned in for credit on Monday, and nine members of the class will vote to determine the constitutionality of the events depicted. WEEK 6 - February 10 - 14 MONDAY - Duties of the President - Students will complete their reading and notes on the history of suffrage in the United States. Completed notes and timeline will be due tomorrow. As students finish the suffrage assignment from last week, they will use the Constitution to learn about the Constitutional duties and responsibilities of the office of the President as an introduction to the executive branch. Students will also learned about the assumed duties of the office. TUESDAY - Electoral College overview - Suffrage notes/timeline due. Students will learn about the Electoral College and answer questions relating to the manner in which it functions according to our Constitution. WEDNESDAY / THURSDAY (block) - Electoral College pros /cons and campaign propaganda - Executive Branch (President) Fact Search due. Students will complete their review of the Electoral College and will complete a short essay response in class either supporting or criticizing the Electoral College system. Students will also be introduced to various methods of propaganda used in campaigning / advertising. They will will analyze examples to identify various methods (the pdf to the right has four versions for class variety, but students will each get only one!). These notes may be used on their quiz Friday. Students will also have the opportunity to visually represent the distribution of Electoral College votes by drawing a "graph/map" of the electoral votes which each state has. FRIDAY - Methods of Propaganda, conclusion - Students review the different types of propaganda used in advertising by looking at past presidential election television spots. Students will take a Quiz covering vocabulary and concepts related to propaganda. They may use their propaganda notes. WEEK 5 - February 3 - 7 MONDAY - Political Parties - Students will learn about the creation of political parties in the United States and their role in government. Students will answer questions to determine where they stand on the spectrum of political party offerings. TUESDAY - How a Bill Becomes a Law: Committees - School bills are due. Students will meet in committees to discuss bills on each topic. Students will vote for the top bill on each topic. The student that wrote this bill will earn extra points. Students will also learn how the two houses of Congress must work together to pass a law. WEDNESDAY / THURSDAY (block) - Mock Senate - Students will engage in a mock Senate. Students will represent different states and will engage in debate over the passage (or not) of one of their classmate's proposed bills. Participation is part of today's class grade. Students will also be introduced to how Congress is organized along party lines and the manner in which the President is involved in the passage of a law. FRIDAY - Suffrage History, part 1 - As a class, students will read about how the right to vote has been extended to various groups within society over the past two centuries. Students will take notes on the reading to assist in understanding and class discussion. Completed notes and suffrage timeline will be due on Tuesday of week. WEEK 4 - January 27 - 31 MONDAY - Proposed Amendments from the Past - Students will learn about the amendment process. They will work individually and with partners to analyze past proposed Constitutional amendments and reflect on what these ideas tell about attitudes and the political climate of bygone eras. Students will answer two questions on a 1/2 sheet to turn in prior to the end of class. TUESDAY - How a Bill Becomes a Law: Brainstorming and pre-writing - Students will have the class period to work on a school bill with classmates who share the same topic. There are eight different topics which will be assigned randomly. Each student will work this week to create a bill on their assigned topic. WEDNESDAY / THURSDAY (block) - How a Bill Becomes a Law: Computer lab and bill writing - Students will learn about the various steps it takes for a bill to become a law. Students will go down to the computer lab to type/compose their school bills which will follow a specific format based on directions and an example they will be given in class. The completed bill will be DUE NEXT MONDAY. FRIDAY - Duties and Responsibilities of a Citizen - Students will learn about the duties and responsibilities of an American citizen. Students will complete notes as they read pages 234-239 of their text as a class. This is information will enable them to answer the questions in OBJective 7 of their unit review guide. WEEK 3 - January 20 - 24 MONDAY - Martin Luther King, Jr National Holiday - NO SCHOOL TUESDAY - Influences on the Principles of the Constitution - Students will read an article from "We the People" (WTP: lesson 2) on the Greek, Roman and European influences that shaped the principles of the new American Constitution. Students will take notes and answer questions on this topic in class on a note taker. This information is part of OBJ #6 as well. WEDNESDAY / THURSDAY (block) - Constitution Fact Search / Bill of Rights - Students will become familiar with the goals, organization and content of the Constitution by completing a "fact search" worksheet. The completed fact search will be reviewed in class and collected. Students will then study and analyze the Bill of Rights. Students will create a foldable note taker on the first ten amendments in class. The Bill of Rights foldable will be due on Friday and may be used on the quiz students will be taking. FRIDAY - Constitutional Ideas Quiz #1 - Bill of Rights foldable due. Quiz #1 covering vocabulary and concepts related to the Constitution and Bill of Rights. Students WILL be able to use their Bill of Rights foldable on the quiz. Students will brainstorm topics/issues at school that they would like to create "laws" about beginning next week. WEEK 2 - January 13 - 17 MONDAY - Constitutional Convention - Students will read an article ("WTP: Lesson 11") about the delegates and conflicts that shaped the Constitutional Convention as a class and will be given a new unit OBJECTIVE sheet covering vocabulary, questions and concepts related to the Constitution. Students should be able to complete OBJ #1 questions based on last week's lessons. Students will create t-shirt logos that accurately represent famous delegates to the convention. Logos will be due at the end of class. TUESDAY - Creating a New Government - Students will take notes on the Constitutional Convention from a power point. This will allow them to answer OBJ #3 on the unit note taker. Information is also in student's text if they happen to be absent. WEDNESDAY/THURSDAY (block) - Constitutional Compromises, introduction - Special attention will be given to the compromises that shaped the creation of the Constitution as students complete the notes for OBJ #2. Students will analyze two quotes about the debates and compromises of the Constitution and create questions about their inferences. Questions will be turned in prior to the end of the period. FRIDAY - Constitutional Compromises, conclusion - Students will complete OBJ#2 notes relating to the compromises about slavery included in the Constitution and the addition of the Bill of Rights. Students should now have OBJs 1-3 complete on their unit study guides/objective sheets. Students will also play TRAP. WEEK 1 - January 6 - 10 Beginning of the 2nd Semester: A Fresh Start! MONDAY - Teacher Collaboration Day at PWL - Students will NOT have school today at PWL. Enjoy your last day of vacation! TUESDAY - The Articles of Confederation - Students will read an article as a class which explains the ideas behind the creation of the first government of the new United States, The Articles of Confederation, and the problems created in the new country by this weak system of governance. Students will take notes on their class reading. Students will be assigned their new TRAP seats for the third quarter. WEDNESDAY/THURSDAY (block) - Shays' Rebellion - Students will complete the Articles of Confederation article and the related questions before watching a History Channel episode detailing the violent reaction to problems created by the first government known as Shays Rebellion. Student will answer questions related to Tuesday's lesson as well as the dvd. These questions will be turned in prior to the end of the period. Students will discuss possible solutions to the problems facing the young country and learn about the decision for revise the Articles at a nationwide convention in Philadelphia. FRIDAY - Live From Philadelphia - Students will read a play about the Constitutional Convention in Philadelphia and the efforts to solve the nation's problems following the failure of the Articles and the shock of Shays' Rebellion. Students will also be given their new unit OBJective sheet and should be able to complete the first set of questions based on this week's lessons. WEEK 18 - December 16 - 20 MONDAY - Quiz Review - Students received graded quizzes from last block day and had the opportunity to share correct answers. They were encouraged to add information in their 3 x 5" notecard that they missed on the quiz (especially terms and definitions). They also received a copy of the five short answer prompts they will see on the midterm exam this week. They are to select two and be prepared to answer them in paragraph form on the day of the test. TUESDAY - Writing Workshop - Students will review writing samples based on essay questions similar to the writing prompts they will see on test day. They will analyze responses to see what scores such responses would receive and subsequently play a final round of TRAP for review and the second quarter participation grade. WEDNESDAY - 1/2 day - 1st & 2nd Period Final THURSDAY - 1/2 day - 3rd & 4th Period Final FRIDAY - 1/2 day - 6th Period Final ***1/2 days have a release time of 11:30 AM WEEK 17 - December 9 - 13 MONDAY - Declaration of Independence - Students finished participating in the Second Continental Congress voting simulation and began taking notes on the Declaration of Independence. They started a brace map that detailed the four parts of the declaration. Most classes only finished notes on the first two components. TUESDAY - Declaration cont'd and army comparisons - Students will complete their Declaration of Independence brace maps in pairs. They will then take notes from a powerpoint presentation on the advantages and disadvantages of both the Continental and British armies during the Revolutionary War. WEDNESDAY/THURSDAY BLOCK - The Northern and Southern Campaigns - Students will take a quiz and begin taking notes on the Battles of Trenton and Saratoga. They will be able to take notes from a presentation as well as a series of video clips depicting the battles. FRIDAY - Surrender at Yorktown (1781) - Students will hear, discuss, and view a presentation including video clips covering the British surrender at Yorktown. WEEK 16 - December 2 - 6 MONDAY - Shot Heard 'Round the World - Students received the handout detailing options for their final semester project on the revolutionary war. Final projects are due Tuesday, December 17th. Students then viewed a clip recounting the conflict between colonial militia and British regulars at Lexington. They began a small group activity in which they read and answered questions regarding a primary source written by an eyewitness at Lexington. TUESDAY - "Common Sense" Around the World - Students will complete the small group activity in which they answer questions about a primary source related to the first Revolutionary War battle at Lexington. They will then participate in a new small group activity in which they read excerpts of Thomas Paine's "Common Sense" and record main ideas of the text in their own words onto a graphic organizer. Homework will consist of responding to two short answer questions on the back of their handout - due Friday. WEDNESDAY/THURSDAY BLOCK - Continental Congress Debate & Voting Simulation - Students will participate in a simulation in which they pick a side - Loyalist or Patriot - and present ten reasons as to why one should join their cause. Opportunities to rebut the contentions of opposing sides will be available to students, while all will ultimately be responsible for filling out a ballot that details which way they will vote as members of the Continental Congress - will they side with the Patriot cause and prepare for war with the mother country, or will they side with the Loyalists and continue to pursue a diplomatic solution with England? Parliamentary Acts/Colonial Reactions Flipbook Due FRIDAY - Declaration of Independence - Students will take notes on the major components of the Declaration of Independence and compare elements of the Declaration with excerpts of John Locke's "Second Treatise on Government." Short Answer Questions (from Tuesday) Due WEEK 15 - November 25 - 27 MONDAY - Acts of Parliament I - Students will begin a flipbook detailing the elements and colonial reactions to seven pieces of legislation passed by British Parliament between 1764 and 1774. The flipbook will give details about each act, a rationale behind each act, and information pertaining to the reaction and method(s) of protest by colonists for each act. Flipbooks will be due next block (12/4 or 12/5). TUESDAY - Acts of Parliament II/Boston Massacre - Students will enter relevant information about The Sugar Act, The Stamp Act, and The Quartering Act into their flipbooks by studying primary and secondary source handouts and discussing in class. The remaining four (4) acts of Parliament are to be studied out of pages 136-139 in the textbook, with appropriate entries in the flipbook to be completed by next block day (12/4 or 12/5). Students also watched a video clip on The Boston Massacre. WEDNESDAY - Micro Elective Day (1/2 Day) - Students will participate in 1-3 activities throughout the day, depending on how they ranked their preferred micro-electives in Prime Reading last week. Micro-elective offerings include kick ball, a movie, a coffee shop style class activity, board games, robotics, a leisurely hike, and much more. School ends at 11:30 AMTHURSDAY/FRIDAY - THANKSGIVING HOLIDAY WEEK 14 - November 18 - 22 MONDAY - French & Indian War Simulation - Students will participate in a role play activity in which they discuss and respond to a series of questions pertinent to their assigned role as Native Americans, British, French, or British colonists participating in the French & Indian War. Half-sheets containing questions and answers to be recorded by students are due Tuesday 11/19. TUESDAY - French & Indian War Outcomes, Begin Voting - Students will debrief about their experience analyzing their respective role(s) in the French & Indian War, comparing their suggested outcomes to the actual outcomes of the event. They will begin a new role playing activity simulating British Parliament, breaking out into small groups according to one of four issue areas: finance, colonial expansion, Native American policy, and trade regulation. Their respective committees will vote on a recommended outcome before sharing with the group on block day. French & Indian War Role Sheets Due. WEDNESDAY / THURSDAY (block) - Complete Voting Activity, Paraphrasing the Proclamation, Introduction to Protesting - Students will hear the committee recommendations on how to vote on each policy issue as part of the continuation of Tuesday's Parliament Simulation. After hearing from each committee, students will cast individual votes on each issue along with a 1-2 sentence explanation as to why they voted the way they did. Students will break out into small groups to paraphrase sections of "The Proclamation of 1763" in order to compare, in their own words, their recommendations from the Parliamentary Simulation with the actual decision of King George III. Students will begin taking notes on the back of their objective sheets on the various methods of protesting. Voting Half-Sheets Due. FRIDAY - Protesting - Students will complete their notes on the methods of protesting along with a continuum (on a separate sheet of paper) detailing where each of the nine methods falls on a spectrum of most to least effective. Continua due today in class (checked and returned). WEEK 13 - November 11 - 15 MONDAY - Veterans' Day - No school today, so hug a veteran! TUESDAY - Colonial Superstitions: "The Legend of Sleepy Hallow" - Students will do a close reading of excerpts from Washington Irving's "The Legend of Sleepy Hallow" to make connections between their recent study of colonial America and early American superstitions and folklore. Students will also be given an overview of their unit test on block day. STUDY FOR THE UNIT TEST by reviewing daily vocabulary and completing/studying the unit OBJ sheet! WEDNESDAY / THURSDAY (block) - Empires and Colonies Unit Test - Completed Unit OBJ sheet due. Students will take a 50 questions/1 essay unit test covering vocabulary and concepts related to the English settlement of the 13 colonies. Six extra credit points are also possible. As students finish the test, they will watch the Disney version (from 1958) of "The Legend of Sleepy Hallow" and will have the opportunity to identify examples of superstitions that they have learned about for extra credit. FRIDAY - The French and Indian War - Sleepy Hollow questions due. Students will begin their next unit by learning about the event that most directly contributed to the beginning of unrest in the English Colonies, the French and Indian War. WEEK 12 - November 4 - 8 READING HOMEWORK - Students will read about colonial governments and the Mayflower Compact from their class text (pages 130-133) this week. This will help them complete OBJ #5. MONDAY - Slavery in America: The Middle Passage - Students will about conditions aboard a slave ship bound for the New World and be introduced to the role slavery played in the developing colonial economy. TUESDAY - Southern Colonies Notes - Students will take notes on life in the Southern Colonies and slavery in the American colonies. This information will help them complete OBJs #4 and #6 on their unit note taker. This information is also found on pages 116-129 of their class text. WEDNESDAY / THURSDAY (block) - Colonial Slaves and Modern Teens - Students will complete their notes on the Southern Colonies and Slavery (OBJ #4 and #6). Students will also read about plantation life on Mt. Vernon as a class. Students will also read about the day in the life of a typical Mt. Vernon slave. Students will then use information from the reading to make a blueprint of a slave cabin and basic possessions. For homework, they will make a blueprint of their bedroom and personal possessions to make a comparison to living conditions between a colonial slave and a modern teen. This will be due on Friday. Students will also review the concept of mercantilism from their reading of pages 130-133 (OBJ #5). Time permitting, students will work on their Colonial Map which will be due on Friday. FRIDAY - Colonial Folklore and Superstitions - Colonial Map Packets due. Slave/Teen comparison due. Students will be introduced to various beliefs and superstitions from colonial times as they prepare to do a close reading of excerpts of Washington Irving's "The Legend of Sleepy Hallow". WEEK 11 - October 28 - November 1 THURSDAY IS THE SCHOOL WIDE HOMEWORK DEADLINE FOR ALL OCTOBER ASSIGNMENTS! MONDAY - Puritan Classroom Simulation - Students will create a colonial horn book while simulating the environment of a Puritan classroom. This activity will graded on hard work, self-discipline and responsibility. Students grades will be determined on how well they meet these rigorous "puritanical" standards and expectations. Completed horn book will be due on Tuesday. TUESDAY - Life in the Middle Colonies - Colonial Horn Book due. Students will take notes from a power point on the Middle Colonies (OBJ #3). This information is also covered on pages 116-129 of the class text. WEDNESDAY / THURSDAY (block) - Life in the Middle - Mapping the Colonies - Students will complete objective #3 in class. Students will also read, analyzed and discuss a primary source contract for a young apprentice. Students will begin working on a mapping assignment to learn more about various aspects of the 13 English colonies. This completed map will be due on Friday of next week. FRIDAY - Immigration to America: A colonial viewpoint - Students will learn about the Pennsylvania Dutch by reading and interpreting phrases from the language commonly spoken by these immigrants. Students will also read a newspaper editorial from colonial times about these immigrants and answer questions related to the opinions expressed in the editorial. WEEK 10 - October 21 - 25 MONDAY - Colonial America: Jamestown Perspectives - Students will read two accounts of life in the Jamestown colony to further enhance their background knowledge for completing their project. Students will complete a similarities/differences comparison of two source letters in class. These comparisons will be collected in class for points. Students should be able to complete Objective #1 on their unit objective sheet. TUESDAY - The New England Colonies - Students will be given notes in class from a power points presentation (most of this information is also on pages 116-129 of their class text) on the New England region. This is OBJ #2 on the unit Objective sheet. WEDNESDAY / THURSDAY (block) - Puritan New England - Nightmare at Jamestown project due. Students will complete their notes on Life in New England - objective #2. Students will learn about the influence of the Puritans throughout New England and American society. Students will work in groups to complete an article entitled "The American Puritans", which they will discuss, share and answer related questions. Students will also "participate" in various examples of Puritan punishments. FRIDAY - NEVADA DAY - No school! Go see a parade! (even though the Puritans would disapprove of this complete waste of time...) WEEK 9 - October 14-18 MONDAY - Investing in the New World - Students will use their primary source notes from last week to answer an in-class question that will be collected. Students will be introduced to the various ways in which money could be made in the New World, including investing in business ventures related to New World empires. Students will read, discuss and take notes from pages 91-93 of their text as a class. If the reading is not completed in class, it will be homework. TUESDAY - C.S.I. Roanoke - Students will investigate the evidence left behind by the Lost Colony at Roanoke and form theories about what caused their disappearance using a fact sheet packet. Students will be given a "C.S.I. Roanoke Investigator's Packet to fill out in class. If necessary, C.S.I. Roanoke analysis will need to be finished at home and will be due on block day. WEDNESDAY / THURSDAY (block) - Nightmare at Jamestown - C.S.I. Roanoke analysis and conclusions due. Students will be given their new unit OBJ sheets. The completed unit OBJ sheets will be due at the end of the unit on the day they take their unit test. Students will learn about the hardships faced by the early Jamestown colonists. They will watch a National Geographic dvd entitled "Nightmare at Jamestown" which follows archeological studies performed on the original site. Students will be given a project to complete that relates to the various "nightmarish" experiences faced by the early colonists. The completed project will be due next week on block. FRIDAY - Nightmare, conclusion - Students will finish watching "Nightmare and Jamestown" and see more examples of student projects related to this topic. Student projects will be next week on block day. Students will play TRAP to review recent lessons. WEEK 8 - October 7 - 11 Monday is Parent-Teacher Conferences MONDAY - Parent Teacher Conferences - Students do NOT have school today. TUESDAY / WEDNESDAY (block) - Unit Test and Types of English Immigrants - Due to parent conferences on Monday, student will review their completed unit OBJ sheets to prepare for their unit test and play TRAP using sample question for last year's unit test prior to taking their unit test on the same day. Students will take their unit test covering the first six weeks of study. Completed Unit Objective Sheets (OBJ) are also due. THURSDAY - Why Leave Home for the New World?- Students will learn about the conditions in England to better understand the type of individual who immigrated to the New World and possible reasons for leaving home behind. Students will analyze primary sources and graphs focusing on wage statistics and death rates in 16th century England to answer questions related to the topic. .FRIDAY - The "why" and "how" of coming to the New World - Students will wrap up their investigation into conditions in 16th century England and answer two questions related to their primary source analysis. Students will use the answers to these questions on Monday to complete an in class assignment. WEEK 7 - September 30 - October 4 MONDAY - Columbian Exchange: The Good, The Bad and The Ugly - "Guns, Germs and Steel" Essays due. Students will use their notes from the previous day to answer and support two questions related to the Columbian Exchange. Answers will be completed and collected in class. Students will also analyze charts showing information about various valuable goods taken from the New World by Europeans and calculate the present day value of certain items. TUESDAY - Mapping the New World - Students will work together to examine the first world map known to use the term "America". Students will identify and analyze elements of the map and work together to "piece together" the known world from this time in history. WEDNESDAY / THURSDAY (block) - Primary Sources: New World Skills - Students will be introduced to the value of primary sources in understanding the past. They will read an account from an early English explorer detailing the skills needed in the New World. Questions will be discussed and answered. Students will also update their OBJ (objective) sheets with definitions and answers to questions already covered during the unit. The completed OBJ sheet will be due on the next block day. FRIDAY - Quiz #2: Worlds Collide - Students will take their second quiz covering vocabulary and concepts related to the European conquest of the New World. Students should study their daily vocabulary, as well as recent class lesson/handouts related to European exploration and claims in the New World. WEEK 6 - September 23 - 27 MONDAY - The Spanish come to the New World - Students will learn about the impact of the Spanish discovery on the New World and the native population. Students will review the expectations for their "Guns, Germs and Steel" essay which will be due on September 30th. Students will update their unit objective sheet (vocabulary and questions). Students should have the first three objectives completed at this point, along with much of the vocabulary. TUESDAY - Explorers and Empires - Students will learn about the connection between where explorers ventured, European land claims and the development of empires that would eventually reshape North and South America. Students will draw a map of the new world and study the routes taken by various countries explorers to determine the location of each country's respective empires. Students should be working on their "Guns, Germs and Steel" essay at home. WEDNESDAY / THURSDAY (block) - Conquistadors and Epidemics - OBJ notes checked to make sure they are up to date. Students will watch the second episode of "Guns, Germs and Steel" which details the Spanish conquest of the Inca Empire in class and complete a note taker and short essay question after discussion. Ideas from OBJ #3 and #4 will be discussed. Completed note takers will be due tomorrow. Students should be working on their "Guns, Germs and Steel" essay at home. FRIDAY - The Columbian Exchange - "Guns, Germs and Steel" episode two note taker and short essay due. Students will learn about the movement of ideas, people and items between the Old and New World called the "Columbian Exchange" and the manner in which human lives would never again be the same as a result (pages 95-97 of their class text). A handout and activity will be part of the lesson. This is also part of objective #4 on the unit note taker. Students should be working on their "Guns, Germs and Steel" essay at home. It will be due on Monday. WEEK 5 - September 16 - 20 PWLympics this week! MONDAY - Location, location, location - Super Easy Essay Planner due. Students will work with partners to review Native American culture and analyze examples of how people interact with their environment. Students will study and analyze Native American artifacts and dwellings to identify clues and connections between resources, technology, location and culture. Native culture, home and artifact analysis will be due at the end of class. Students will be responsible for writing a five paragraph essay based on the details they have outlined on their Super Easy Essay Planner. The completed essay will be due in two weeks. TUESDAY - Constitution Day - State Law required that special attention be given to the study of the U.S. Constitution today. As a law abiding citizen and duty bound teacher, students will be reading a short article on the Bill of Rights and writing a short response explaining which of the first ten amendments they feel is the most important. This short writing will be collected for points. WEDNESDAY - The Power of the Written Word - Students will learn how technology, specifically the printing press, sped up the development of European civilization. Students will complete a printing press summary of what they learned in class and prepare a "simulated" line of text for printing. THURSDAY - European commerce, trade and exploration - Students will learn why early maps were so crude and inaccurate. In addition, students will learn about the first Europeans to reach North America and the reason this discovery was forgotten to history for nearly 1000 years. TRAP will be played. FRIDAY - Early European Trade Routes - Students will learn how the growth of trade in Europe led to the race for improved trade routes and ultimately, the discovery of North and South America. TRAP will be played if time permits. WEEK 4 - September 9 - 13 MONDAY - The Roots of Civilization - Students will complete their viewing of "Guns, Germs and Steel" and will complete the questions related to the dvd in class. Students will work with a partner to complete a Thinking Map showing the sequencing and connections between events discussed in the video and in class. This will be completed on the back of their video notes. TUESDAY / WEDNESDAY (MAP block) - Where you live affects how you live: indigenous plants and animals - Students will work with another partner to review their Thinking Map from Monday. Students will complete a thematic map detailing the location of indigenous animals and crops that were domesticated around the world. Students will brainstorm using an essay planner so they can begin writing an essay explaining why some civilizations developed more quickly and completely than others. This will be based on their notes and class lessons from the previous three days. The completed "Super Easy Essay Planner" will be due on Monday. THURSDAY/FRIDAY (MAP block) - READING MAP TEST - Students will take the district MAP test in Reading during their history block. "Guns, Germs and Steel" Super Easy Essay Planner due on Monday 9/16. WEEK 3 - September 2 - 6 MONDAY - LABOR DAY - No School - Hug a worker! TUESDAY - Migration Theories / OBJ sheet - North America maps due. Students will learn about various theories related to the first humans in North America. Students will also be given their first unit objective (OBJ) sheet - containing vocabulary and guided questions - which will be completed over the course of this unit and due on the day of the unit test. TRAP will be played to change seats. WEDNESDAY/THURSDAY (block) - Guns, Germs and Steel - Students will begin their study of history by examining how civilizations developed differently. This will set the stage for understanding the European conquest of North and South America. Students will watch a National Geographic dvd called "Guns, Germs and Steel" and complete notes and a thinking map on various concepts from the dvd. Completed notes and maps will be due on Monday of next week. FRIDAY - Show what you know - Students will take a quiz over their daily vocabulary terms as well as the geography of North America. Students will use their completed North America maps from last week on the quiz. Connections between agriculture, technology and location from the block day dvd will be strengthened. WEEK 2 - August 26 -30 Back to School Night, 8/28 @ 6pm MONDAY - Your Text: Not just a paperweight... - Students will check out their history textbook and become familiar with its various uses by completing an "Open Book Test" worksheet in class. This worksheet will be due on first block day this week. SIGNED PARENT LETTERS can be turned in through Wednesday for full credit. TUESDAY / WEDNESDAY (MAP TESTING) - Location, Location, Location and Music as a historical artifact - "Open Book" worksheet due. Students will review North American Geography - the stage on which U.S. History will unfold - by creating a map of major physical features in North America. The completed map will be due on Tuesday of next week. Students will be introduced to the manner in which music will be used in class throughout the year to enhance their study of history. Students will also be given information on EXTRA CREDIT related to music that can be done multiple times throughout the school year. THURSDAY/FRIDAY (MAP TESTING) - North America map completion and History pre-test - Students will take a 50 question pre-test covering the concepts that will be studied this year. THIS TEST IS NOT GRADED, but the score will be posted on Powerschool so students can see the prior knowledge they have of the 8th grade curriculum. Students who earn a 45 or higher will be excused from all further quizzes. Students will also work on completing their map of North America which will due on Tuesday. WEEK 1 - August 19 - 23 MONDAY - Welcome to U.S. History: Introduction - Students will be assigned seats and take part in a participation game called TRAP that will be played throughout the school year. This initial round of TRAP will be for fun only! TUESDAY - Organizing History: Chronology - Students will learn about the most common manner of organizing historical events. Students will be given 15 historical events to place in proper sequence using prior knowledge and context clues. Students will then work with partners and as a class to determine the correct sequence. WEDNESDAY/THURSDAY (block) - The History of Your Life - Students will use their understanding of chronology to create a timeline of events from their own life. Students will then be introduced to the concept of "cause and effect" which examines connections between events. They will apply this concept to events from their life. Students will work on completing a timeline in class. This completed timeline will be due on Friday. Students will also be given a letter to bring home to their parents which provides helpful information about the class and student/parent expectations. A parent and student signature is required and due by next Tuesday, if not earlier. FRIDAY - Prehistory Overview - Personal Timeline and Cause and Effect summaries DUE. Students will briefly review the human timeline from prehistory and theories of the human settlement of North America. Some students may be asked to volunteer to travel back in time!" |
Download class handouts HERE
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