Assignments Page
Wow! Our NHD projects were amazing! Congrats to all students!
Here is an example of a stellar documentary by Kaitlin Rocca:
The projects and work listed on this page are essential to your grade! Most research is being done in class, but anything that is not finished at school must be researched at home. Pay attention to deadlines for the projects and requirements. Ask for clarification if you don't understand completely what is asked of you!
***Please note that Computer Access is critical this year. Many papers will be required to be shared on Google Docs, and tests will be taken through Google Classroom.***
WEEK AT A GLANCE:
Here's what you are to do in social studies class this week :
Monday - 6/11: • Turn in immigration poster at start of class - NO LATE POSTERS!
• Poster presentations
• Choose three pieces for history portfolio project write up that is due Friday
Tuesday - 6/12: • Same as Monday
Wednesday - 6/13: • Work on history portfolio write up (final due Friday)
• Rising Up
Thursday - 6/14: • Finish poster presentations
• Work on portfolio write ups
• Rising Up
Friday - 6/15: • Finish History Portfolio write ups. Share on Google Docs, or turn in.
****NOTE: IF YOU ARE PLANNING TO LEAVE EARLY ON FRIDAY, MAKE SURE AND TURN IN (OR SHARE) YOUR HISTORY PORTFOLIO WRITEUP IN BY THURSDAY! THEY WILL NOT BE ALLOWED AFTER 2 PM on FRIDAY!****
Here's what you are to do in social studies class this week :
Monday - 6/11: • Turn in immigration poster at start of class - NO LATE POSTERS!
• Poster presentations
• Choose three pieces for history portfolio project write up that is due Friday
Tuesday - 6/12: • Same as Monday
Wednesday - 6/13: • Work on history portfolio write up (final due Friday)
• Rising Up
Thursday - 6/14: • Finish poster presentations
• Work on portfolio write ups
• Rising Up
Friday - 6/15: • Finish History Portfolio write ups. Share on Google Docs, or turn in.
****NOTE: IF YOU ARE PLANNING TO LEAVE EARLY ON FRIDAY, MAKE SURE AND TURN IN (OR SHARE) YOUR HISTORY PORTFOLIO WRITEUP IN BY THURSDAY! THEY WILL NOT BE ALLOWED AFTER 2 PM on FRIDAY!****
HISTORY Portfolio Assignment - due Friday, 6/15
This is the History portion of the overall Portfolio assignment students will share with their parents that Mrs. Wetton has assigned. You will work on this on Wednesday and Friday in Mrs. Skovmand's class, and in Mrs. Wetton's ELA class. It is due THIS Friday!
Look back on all of the assignments you have done in history this year. Choose three assignments to share with your portfolio panel (look through the assignments listed on the assignments page of my website. The most recent assignments are at the top, while the oldest is at the bottom. Look through these. Don't forget the Town Hall Meeting when you were a Loyalist, Neutralist, or Patriot, your Socratic Seminars or NHD project. Answer the following questions on a separate paper. (Worth 150 points!)
A. Pick your three favorite pieces of work. Why do you feel these pieces are your best? What did you learn from each of them and why did you choose to include each piece in your portfolio? (one paragraph each)
B. Answer the following questions:
1. Think about all of the periods in history that we have studied this year. You may need to flip through your social studies journal or the textbook. Write about the time period such as the founding of America, Revolutionary War, Civil War, Reconstruction, Reform Movement, Industrial Age, or any other we studied. What time period was most interesting to you and why? Share the main concept with your portfolio panel. (one paragraph)
2. Look through the work you did for each unit this year. A unit is the group of assignments on one topic. You can also choose the book we read in history or a favorite movie we watched. What was your favorite? Write a brief summary of the unit or novel. Tell about one of the main people involved in the unit, or main character in the story. Explain why it was your favorite. (1 or more paragraphs)
3. Of the people we studied this year, who was the most interesting to you? Write a brief explanation about the person, who he or she was, what her or she did, and why that interested you. (One paragraph)
4. Discuss the importance of knowing history. Why is it that you have been required to study history every year since you started school? (One paragraph)
HISTORIA Asignación de Portafolio - vence el viernes 15/15
Esta es la parte de Historia de la asignación general de Portafolio que los estudiantes compartirán con sus padres que la Sra. Wetton asignó. Trabajará en esto los miércoles y viernes en la clase de la Sra. Skovmand y en la clase ELA de la Sra. Wetton. ¡Se debe ESTE viernes! Parte 1: revisa todas las tareas que has hecho en la historia este año. Elija tres tareas para compartir con el panel de su cartera (consulte las asignaciones que figuran en la página de asignaciones de mi sitio web. Las asignaciones más recientes están en la parte superior, mientras que la más antigua está en la parte inferior. Mire estas. No olvide su socrático Seminarios o proyecto NHD. Responda las siguientes preguntas en un papel separado. (¡Vale la pena 150 puntos!)
A. Elija sus tres trabajos favoritos. ¿Por qué sientes que estas piezas son las mejores? ¿Qué aprendió de cada uno de ellos y por qué eligió incluir cada pieza en su cartera? (un párrafo cada uno)
B. Responda las siguientes preguntas:
1. Piense en todos los períodos de la historia que hemos estudiado este año. Es posible que deba hojear su diario de estudios sociales o el libro de texto. Escriba sobre el período de tiempo como la fundación de América, la Guerra Revolucionaria, la Guerra Civil, la Reconstrucción, el Movimiento de Reforma, la Era Industrial o cualquier otro que hayamos estudiado. ¿Qué período de tiempo fue más interesante para ti y por qué? Comparta el concepto principal con su panel de cartera. (un parrafo)
2. Repase el trabajo que hizo para cada unidad este año. Una unidad es el grupo de asignaciones de un tema. También puede elegir el libro que leemos en la historia. ¿Cuál fue tu favorito? Escribe un breve resumen de la unidad o novela. Cuéntenos sobre una de las principales personas involucradas en la unidad o personaje principal de la historia. Explica por qué fue tu favorito. (1 o más párrafos)
3. De las personas que estudiamos este año, ¿quién fue el más interesante para ti? Escriba una breve explicación sobre la persona, quién fue, qué hizo y por qué le interesó. (Un parrafo)
4. Discuta la importancia de conocer la historia. ¿Por qué se te ha requerido estudiar historia todos los años desde que comenzaste la escuela? (Un parrafo)
This is the History portion of the overall Portfolio assignment students will share with their parents that Mrs. Wetton has assigned. You will work on this on Wednesday and Friday in Mrs. Skovmand's class, and in Mrs. Wetton's ELA class. It is due THIS Friday!
Look back on all of the assignments you have done in history this year. Choose three assignments to share with your portfolio panel (look through the assignments listed on the assignments page of my website. The most recent assignments are at the top, while the oldest is at the bottom. Look through these. Don't forget the Town Hall Meeting when you were a Loyalist, Neutralist, or Patriot, your Socratic Seminars or NHD project. Answer the following questions on a separate paper. (Worth 150 points!)
A. Pick your three favorite pieces of work. Why do you feel these pieces are your best? What did you learn from each of them and why did you choose to include each piece in your portfolio? (one paragraph each)
B. Answer the following questions:
1. Think about all of the periods in history that we have studied this year. You may need to flip through your social studies journal or the textbook. Write about the time period such as the founding of America, Revolutionary War, Civil War, Reconstruction, Reform Movement, Industrial Age, or any other we studied. What time period was most interesting to you and why? Share the main concept with your portfolio panel. (one paragraph)
2. Look through the work you did for each unit this year. A unit is the group of assignments on one topic. You can also choose the book we read in history or a favorite movie we watched. What was your favorite? Write a brief summary of the unit or novel. Tell about one of the main people involved in the unit, or main character in the story. Explain why it was your favorite. (1 or more paragraphs)
3. Of the people we studied this year, who was the most interesting to you? Write a brief explanation about the person, who he or she was, what her or she did, and why that interested you. (One paragraph)
4. Discuss the importance of knowing history. Why is it that you have been required to study history every year since you started school? (One paragraph)
HISTORIA Asignación de Portafolio - vence el viernes 15/15
Esta es la parte de Historia de la asignación general de Portafolio que los estudiantes compartirán con sus padres que la Sra. Wetton asignó. Trabajará en esto los miércoles y viernes en la clase de la Sra. Skovmand y en la clase ELA de la Sra. Wetton. ¡Se debe ESTE viernes! Parte 1: revisa todas las tareas que has hecho en la historia este año. Elija tres tareas para compartir con el panel de su cartera (consulte las asignaciones que figuran en la página de asignaciones de mi sitio web. Las asignaciones más recientes están en la parte superior, mientras que la más antigua está en la parte inferior. Mire estas. No olvide su socrático Seminarios o proyecto NHD. Responda las siguientes preguntas en un papel separado. (¡Vale la pena 150 puntos!)
A. Elija sus tres trabajos favoritos. ¿Por qué sientes que estas piezas son las mejores? ¿Qué aprendió de cada uno de ellos y por qué eligió incluir cada pieza en su cartera? (un párrafo cada uno)
B. Responda las siguientes preguntas:
1. Piense en todos los períodos de la historia que hemos estudiado este año. Es posible que deba hojear su diario de estudios sociales o el libro de texto. Escriba sobre el período de tiempo como la fundación de América, la Guerra Revolucionaria, la Guerra Civil, la Reconstrucción, el Movimiento de Reforma, la Era Industrial o cualquier otro que hayamos estudiado. ¿Qué período de tiempo fue más interesante para ti y por qué? Comparta el concepto principal con su panel de cartera. (un parrafo)
2. Repase el trabajo que hizo para cada unidad este año. Una unidad es el grupo de asignaciones de un tema. También puede elegir el libro que leemos en la historia. ¿Cuál fue tu favorito? Escribe un breve resumen de la unidad o novela. Cuéntenos sobre una de las principales personas involucradas en la unidad o personaje principal de la historia. Explica por qué fue tu favorito. (1 o más párrafos)
3. De las personas que estudiamos este año, ¿quién fue el más interesante para ti? Escriba una breve explicación sobre la persona, quién fue, qué hizo y por qué le interesó. (Un parrafo)
4. Discuta la importancia de conocer la historia. ¿Por qué se te ha requerido estudiar historia todos los años desde que comenzaste la escuela? (Un parrafo)
Immigration Unit - 3 assignments - Starts 6/4
Immigration Poster - Due 6/11 and 6/12 - No late work!
This assignment is to learn about immigration and how the groups of people who make up America came to be here, and about YOU and your heritage. Talk to your parents/grandparents or anyone who knows about your background and ancestors (people from your family who lived before you) and find out which ethnic groups your ancestors were from and which countries they came from. Choose only two for your poster. If you can't find two, pick the one you know is a part of your heritage and choose another ethnic group that interests you from the movie or book notes.
Using what you have learned about the first wave of emigrants from Chapter 26, and what you learned about the groups detailed in the movie, America: Promised Land, create a poster explaining the immigration story for the two groups you have chosen. Include when and why your groups first came to America, and what is happening with each group and immigration today. Are they still coming to America or other countries, and if they are, why?
Once you choose your two ethnic groups:
Answer these questions for each:
Include:
NO PLAGIARISM! MUST BE IN YOUR WORDS!
Your resources are:
Chapter 26 Reading Notes - Immigration - Due 6/8
26. 3 Italian Immigrants
List at least four important details about Italian immigrants’ journey to America. Include information about why they left Italy, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Italian immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.4 Jewish Immigrants from Eastern Europe
List at least four important details about Jewish immigrants’ journey to America. Include information about why they left Eastern Europe, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Jewish immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.5 Chinese Immigrants
List at least four important details about Chinese immigrants’ journey to America. Include information about why they left China, their voyage to America, and their experiences at Angel Island.
List at least four important details about Chinese immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.6 Mexican Immigrants
List at least four important details about Mexican immigrants’ journey to America. Include information about why they left Mexico, their voyage to America, and their experiences crossing the border.
List at least four important details about Mexican immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
Unidad de Inmigración
Capítulo 26 Notas de lectura - Inmigración - Due 6/8
26. 3 inmigrantes Italianos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes Italianos a América. Incluye información sobre por qué dejaron Italia, su viaje a América y sus experiencias en Ellis Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes italianos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.4 Inmigrantes Judíos de Europa del Este
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes Judíos a América. Incluye información sobre por qué dejaron Europa del Este, su viaje a América y sus experiencias en Ellis Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes judíos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.5 Inmigrantes Chinos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes chinos a América. Incluya información sobre por qué abandonaron China, su viaje a América y sus experiencias en Angel Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes chinos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.6 Inmigrantes Mexicanos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes mexicanos a América. Incluya información sobre por qué dejaron México, su viaje a América y sus experiencias cruzando la frontera.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes mexicanos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
America: Promised Land
We will watch the movie in class and you will answer the following questions in your SS journals. If you are absent, watch it online through the History Channel website and copy and print these questions. The link is on this page of this website. Watch the movie and answer the following questions in your SS journals.
America: Promised Land - Part II - EPISODE 2 Questions
Unfortunately, I cannot link a Youtube video version to this. I will show it in class. If you are absent, know that I got this video on Amazon Prime. Talk to your parents and see if they have Amazon Prime, upload the video and watch it at home.
- Due 6/7
1. Many immigrant groups have brought special skills with them to the U.S. What is an example of a special skill or area of expertise brought by Mennonites? Can you think of examples of special skills brought by other immigrant groups?
2. Why was the steam engine such an important innovation in the logging industry? What role did Scandinavians play in helping this industry thrive?
3. How can elected officials from diverse immigrant backgrounds, like Patrick MacGuire in 1880s Boston, help the ethnic groups they represent? Why is it meaningful to have elected leaders from diverse backgrounds?
4. Who was Irving Berlin and what was his contribution to American history and culture?
5. Why do you think it was so important to Chinese Americans to rebuild Chinatown after the 1906 earthquake?
6. What hardships did Polish steelworkers face in Chicago? Why do you think they continued to pursue jobs in the steel industry despite the hardships?
7. What does it mean to call Chicago the “Silicon Valley of the 19th century”?
8. What role did railroads play in the Great Migration of African Americans from the south to the north? Why did so many African Americans flee the south?
9. Why was the 1938 boxing match between Joe Louis and Max Schmeling so important?
10. What was the Bracero program, and why was it initiated during World War II?
11. What was Operation Pedro Pan? What do you think the experience was like for Cuban children who were part of this program? What do you think it was like when Mel Martinez was reunited with his parents?
12. What role had U.S. foreign policy or intervention in other countries played in immigration? For example, why did so many Vietnamese immigrants seek new lives in the U.S.?
América: Tierra Prometida - Parte II
EPISODE 2 Notas de película Preguntas
Desafortunadamente, no puedo vincular una versión de video de Youtube a esto. Lo mostraré en clase. Si está ausente, sepa que obtuve este video en Amazon Prime. Habla con tus padres y ve si tienen Amazon Prime, sube el video y míralo en casa. - Vencimiento 6/7
1. Muchos grupos de inmigrantes han traído consigo habilidades especiales a los Estados Unidos. ¿Cuál es un ejemplo de una habilidad especial o área de experiencia traída por los menonitas? ¿Puedes pensar en ejemplos de habilidades especiales traídas por otros grupos de inmigrantes?
2. ¿Por qué la máquina de vapor fue una innovación tan importante en la industria maderera? ¿Qué papel jugaron los escandinavos para ayudar a que esta industria prospere?
3. ¿Cómo pueden los funcionarios electos de diversos orígenes inmigrantes, como Patrick MacGuire en la década de 1880 en Boston, ayudar a los grupos étnicos que representan? ¿Por qué es significativo tener líderes electos de diversos orígenes?
4. ¿Quién fue Irving Berlin y cuál fue su contribución a la historia y cultura estadounidense?
5. ¿Por qué crees que era tan importante para los estadounidenses de origen chino reconstruir Chinatown después del terremoto de 1906?
6. ¿Qué dificultades enfrentaron los trabajadores siderúrgicos polacos en Chicago? ¿Por qué crees que siguieron buscando trabajos en la industria del acero a pesar de las dificultades?
7. ¿Qué significa llamar a Chicago el "Silicon Valley del siglo XIX"?
8. ¿Qué papel jugaron los ferrocarriles en la Gran Migración de Afroamericanos del sur al norte? ¿Por qué tantos afroamericanos huyeron del sur?
9. ¿Por qué era tan importante el combate de boxeo de 1938 entre Joe Louis y Max Schmeling?
10. ¿Qué fue el programa Bracero y por qué se inició durante la Segunda Guerra Mundial?
11. ¿Qué fue la Operación Pedro Pan? ¿Cómo crees que fue la experiencia de los niños cubanos que formaron parte de este programa? ¿Cómo crees que fue cuando Mel Martínez se reunió con sus padres?
12. ¿Qué papel tuvo la política exterior de los EE. UU. O la intervención en otros países en la inmigración? Por ejemplo, ¿por qué tantos inmigrantes vietnamitas buscaron una nueva vida en los EE. UU.?
This assignment is to learn about immigration and how the groups of people who make up America came to be here, and about YOU and your heritage. Talk to your parents/grandparents or anyone who knows about your background and ancestors (people from your family who lived before you) and find out which ethnic groups your ancestors were from and which countries they came from. Choose only two for your poster. If you can't find two, pick the one you know is a part of your heritage and choose another ethnic group that interests you from the movie or book notes.
Using what you have learned about the first wave of emigrants from Chapter 26, and what you learned about the groups detailed in the movie, America: Promised Land, create a poster explaining the immigration story for the two groups you have chosen. Include when and why your groups first came to America, and what is happening with each group and immigration today. Are they still coming to America or other countries, and if they are, why?
Once you choose your two ethnic groups:
Answer these questions for each:
- What countries do the people you chose come from?
- How many came over when their group first started coming over?
- Why did they come over at first - war, economic instability, natural disaster, military persecution, religious persecution, to have better jobs, or to be able to earn more to support people back home? There are many reasons.
- Why are they coming over now?
- How many are coming over today?
- How is this immigration affecting our country, both good and bad? Give at least 2 reasons for good and bad and explain.
Include:
- Title of poster
- Your name and class
- Subtitles for each question
- 4-color pictures for each group
- Get this edited! No spelling or punctuation errors!
NO PLAGIARISM! MUST BE IN YOUR WORDS!
Your resources are:
- Internet
- Chapter 26 - on textbook page of website
- Video notes
Chapter 26 Reading Notes - Immigration - Due 6/8
26. 3 Italian Immigrants
List at least four important details about Italian immigrants’ journey to America. Include information about why they left Italy, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Italian immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.4 Jewish Immigrants from Eastern Europe
List at least four important details about Jewish immigrants’ journey to America. Include information about why they left Eastern Europe, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Jewish immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.5 Chinese Immigrants
List at least four important details about Chinese immigrants’ journey to America. Include information about why they left China, their voyage to America, and their experiences at Angel Island.
List at least four important details about Chinese immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.6 Mexican Immigrants
List at least four important details about Mexican immigrants’ journey to America. Include information about why they left Mexico, their voyage to America, and their experiences crossing the border.
List at least four important details about Mexican immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
Unidad de Inmigración
Capítulo 26 Notas de lectura - Inmigración - Due 6/8
26. 3 inmigrantes Italianos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes Italianos a América. Incluye información sobre por qué dejaron Italia, su viaje a América y sus experiencias en Ellis Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes italianos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.4 Inmigrantes Judíos de Europa del Este
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes Judíos a América. Incluye información sobre por qué dejaron Europa del Este, su viaje a América y sus experiencias en Ellis Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes judíos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.5 Inmigrantes Chinos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes chinos a América. Incluya información sobre por qué abandonaron China, su viaje a América y sus experiencias en Angel Island.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes chinos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
26.6 Inmigrantes Mexicanos
Enumere al menos cuatro detalles importantes sobre el viaje de los inmigrantes mexicanos a América. Incluya información sobre por qué dejaron México, su viaje a América y sus experiencias cruzando la frontera.
Enumere al menos cuatro detalles importantes sobre la vida de los inmigrantes mexicanos en América. Incluya información sobre sus condiciones de vida, el trabajo que hicieron y la forma en que fueron tratados por personas que ya viven en Estados Unidos.
America: Promised Land
We will watch the movie in class and you will answer the following questions in your SS journals. If you are absent, watch it online through the History Channel website and copy and print these questions. The link is on this page of this website. Watch the movie and answer the following questions in your SS journals.
America: Promised Land - Part II - EPISODE 2 Questions
Unfortunately, I cannot link a Youtube video version to this. I will show it in class. If you are absent, know that I got this video on Amazon Prime. Talk to your parents and see if they have Amazon Prime, upload the video and watch it at home.
- Due 6/7
1. Many immigrant groups have brought special skills with them to the U.S. What is an example of a special skill or area of expertise brought by Mennonites? Can you think of examples of special skills brought by other immigrant groups?
2. Why was the steam engine such an important innovation in the logging industry? What role did Scandinavians play in helping this industry thrive?
3. How can elected officials from diverse immigrant backgrounds, like Patrick MacGuire in 1880s Boston, help the ethnic groups they represent? Why is it meaningful to have elected leaders from diverse backgrounds?
4. Who was Irving Berlin and what was his contribution to American history and culture?
5. Why do you think it was so important to Chinese Americans to rebuild Chinatown after the 1906 earthquake?
6. What hardships did Polish steelworkers face in Chicago? Why do you think they continued to pursue jobs in the steel industry despite the hardships?
7. What does it mean to call Chicago the “Silicon Valley of the 19th century”?
8. What role did railroads play in the Great Migration of African Americans from the south to the north? Why did so many African Americans flee the south?
9. Why was the 1938 boxing match between Joe Louis and Max Schmeling so important?
10. What was the Bracero program, and why was it initiated during World War II?
11. What was Operation Pedro Pan? What do you think the experience was like for Cuban children who were part of this program? What do you think it was like when Mel Martinez was reunited with his parents?
12. What role had U.S. foreign policy or intervention in other countries played in immigration? For example, why did so many Vietnamese immigrants seek new lives in the U.S.?
América: Tierra Prometida - Parte II
EPISODE 2 Notas de película Preguntas
Desafortunadamente, no puedo vincular una versión de video de Youtube a esto. Lo mostraré en clase. Si está ausente, sepa que obtuve este video en Amazon Prime. Habla con tus padres y ve si tienen Amazon Prime, sube el video y míralo en casa. - Vencimiento 6/7
1. Muchos grupos de inmigrantes han traído consigo habilidades especiales a los Estados Unidos. ¿Cuál es un ejemplo de una habilidad especial o área de experiencia traída por los menonitas? ¿Puedes pensar en ejemplos de habilidades especiales traídas por otros grupos de inmigrantes?
2. ¿Por qué la máquina de vapor fue una innovación tan importante en la industria maderera? ¿Qué papel jugaron los escandinavos para ayudar a que esta industria prospere?
3. ¿Cómo pueden los funcionarios electos de diversos orígenes inmigrantes, como Patrick MacGuire en la década de 1880 en Boston, ayudar a los grupos étnicos que representan? ¿Por qué es significativo tener líderes electos de diversos orígenes?
4. ¿Quién fue Irving Berlin y cuál fue su contribución a la historia y cultura estadounidense?
5. ¿Por qué crees que era tan importante para los estadounidenses de origen chino reconstruir Chinatown después del terremoto de 1906?
6. ¿Qué dificultades enfrentaron los trabajadores siderúrgicos polacos en Chicago? ¿Por qué crees que siguieron buscando trabajos en la industria del acero a pesar de las dificultades?
7. ¿Qué significa llamar a Chicago el "Silicon Valley del siglo XIX"?
8. ¿Qué papel jugaron los ferrocarriles en la Gran Migración de Afroamericanos del sur al norte? ¿Por qué tantos afroamericanos huyeron del sur?
9. ¿Por qué era tan importante el combate de boxeo de 1938 entre Joe Louis y Max Schmeling?
10. ¿Qué fue el programa Bracero y por qué se inició durante la Segunda Guerra Mundial?
11. ¿Qué fue la Operación Pedro Pan? ¿Cómo crees que fue la experiencia de los niños cubanos que formaron parte de este programa? ¿Cómo crees que fue cuando Mel Martínez se reunió con sus padres?
12. ¿Qué papel tuvo la política exterior de los EE. UU. O la intervención en otros países en la inmigración? Por ejemplo, ¿por qué tantos inmigrantes vietnamitas buscaron una nueva vida en los EE. UU.?
Chapter 26 Reading Notes - Immigration - Due 6/4 & 6/5
26. 3 Italian Immigrants
List at least four important details about Italian immigrants’ journey to America. Include information about why they left Italy, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Italian immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.4 Jewish Immigrants from Eastern Europe
List at least four important details about Jewish immigrants’ journey to America. Include information about why they left Eastern Europe, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Jewish immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.5 Chinese Immigrants
List at least four important details about Chinese immigrants’ journey to America. Include information about why they left China, their voyage to America, and their experiences at Angel Island.
List at least four important details about Chinese immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.6 Mexican Immigrants
List at least four important details about Mexican immigrants’ journey to America. Include information about why they left Mexico, their voyage to America, and their experiences crossing the border.
List at least four important details about Mexican immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26. 3 Italian Immigrants
List at least four important details about Italian immigrants’ journey to America. Include information about why they left Italy, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Italian immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.4 Jewish Immigrants from Eastern Europe
List at least four important details about Jewish immigrants’ journey to America. Include information about why they left Eastern Europe, their voyage to America, and their experiences at Ellis Island.
List at least four important details about Jewish immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.5 Chinese Immigrants
List at least four important details about Chinese immigrants’ journey to America. Include information about why they left China, their voyage to America, and their experiences at Angel Island.
List at least four important details about Chinese immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
26.6 Mexican Immigrants
List at least four important details about Mexican immigrants’ journey to America. Include information about why they left Mexico, their voyage to America, and their experiences crossing the border.
List at least four important details about Mexican immigrants’ life in America. Include information about their living conditions, the work they did, and the way they were treated by people already living in America.
Compare/Contrast Cherokee Relocation Experience and Their Trail of Tears to either Slavery in America or Reconstruction - due Friday, 6/1
In your social studies journals, compare (similarities) and contrast (differences) the Cherokee relocation story to either slavery, Reconstruction, or both. Use paragraphs, complete sentences and thoughtful reasoning. Note: this is a rough draft, but I want you to self edit this piece of writing. Fix grammar and punctuation errors and all sloppy writing to close letters.
Use the CD/Com/Com format that Mrs. Wetton has taught you! CD = concrete detail, or fact. Com = commentary, or the explanation of your facts.
Here's your outline format:
I. Introduction paragraph: Include thesis statement, topics you will be including. Make this interesting! Include a hook.
II. Topic paragraph #1 - Compare. Find at least two similarities (facts) and explain them well. Keep your order the same. If you choose to tell the Cherokee fact first, then the slavery or Reconstruction fact and explain them fully, do it with your second fact. Connect all facts together.
III. Topic paragraph #2 - Contrast. Choose at least two differences (facts) and explain how they events were different. Fully explain.
IV. Paragraph 4 - Conclusion - Make a statement in this paragraph. Start with In conclusion, then analyze what you've learned and make a bold statement about what you believe after learning about these three events in American history.
Compara / Contrasta la Experiencia de Reubicación Cherokee y Su Rastro de Lágrimas con la Esclavitud en América o la Reconstrucción - vence el viernes 6/1
En sus publicaciones de estudios sociales, compare (similitudes) y contraste (diferencias) la historia de la reubicación Cherokee con la esclavitud, la Reconstrucción o ambas cosas. Usa párrafos, oraciones completas y razonamiento reflexivo. Nota: este es un borrador, pero quiero que edites esta pieza de escritura. Repare los errores de gramática y puntuación y toda la escritura descuidada en letras cercanas.
Use el formato CD / Com / Com que la Sra. Wetton le ha enseñado. CD = detalle concreto, o hecho. Com = comentario, o la explicación de sus hechos. Aquí está su formato de esquema:
I. Párrafo de introducción: Incluir declaración de tesis, temas que incluirá. ¡Haz esto interesante! Incluye un gancho.
II. Tema párrafo n. ° 1: comparar. Encuentre al menos dos similitudes (hechos) y explíquelos bien. Mantenga su orden igual Si eliges contar primero el hecho de Cherokee, luego el hecho de esclavitud o Reconstrucción y explicarlo completamente, hazlo con tu segundo hecho. Conecte todos los hechos juntos.
III. Tema párrafo n. ° 2 - Contraste. Elija al menos dos diferencias (hechos) y explique cómo fueron diferentes los eventos. Explica completamente
IV. Párrafo 4 - Conclusión - Haga una declaración en este párrafo. Comience con En conclusión, luego analice lo que ha aprendido y haga una declaración audaz sobre lo que cree después de conocer estos tres eventos en la historia de los Estados Unidos.
Use the CD/Com/Com format that Mrs. Wetton has taught you! CD = concrete detail, or fact. Com = commentary, or the explanation of your facts.
Here's your outline format:
I. Introduction paragraph: Include thesis statement, topics you will be including. Make this interesting! Include a hook.
II. Topic paragraph #1 - Compare. Find at least two similarities (facts) and explain them well. Keep your order the same. If you choose to tell the Cherokee fact first, then the slavery or Reconstruction fact and explain them fully, do it with your second fact. Connect all facts together.
III. Topic paragraph #2 - Contrast. Choose at least two differences (facts) and explain how they events were different. Fully explain.
IV. Paragraph 4 - Conclusion - Make a statement in this paragraph. Start with In conclusion, then analyze what you've learned and make a bold statement about what you believe after learning about these three events in American history.
Compara / Contrasta la Experiencia de Reubicación Cherokee y Su Rastro de Lágrimas con la Esclavitud en América o la Reconstrucción - vence el viernes 6/1
En sus publicaciones de estudios sociales, compare (similitudes) y contraste (diferencias) la historia de la reubicación Cherokee con la esclavitud, la Reconstrucción o ambas cosas. Usa párrafos, oraciones completas y razonamiento reflexivo. Nota: este es un borrador, pero quiero que edites esta pieza de escritura. Repare los errores de gramática y puntuación y toda la escritura descuidada en letras cercanas.
Use el formato CD / Com / Com que la Sra. Wetton le ha enseñado. CD = detalle concreto, o hecho. Com = comentario, o la explicación de sus hechos. Aquí está su formato de esquema:
I. Párrafo de introducción: Incluir declaración de tesis, temas que incluirá. ¡Haz esto interesante! Incluye un gancho.
II. Tema párrafo n. ° 1: comparar. Encuentre al menos dos similitudes (hechos) y explíquelos bien. Mantenga su orden igual Si eliges contar primero el hecho de Cherokee, luego el hecho de esclavitud o Reconstrucción y explicarlo completamente, hazlo con tu segundo hecho. Conecte todos los hechos juntos.
III. Tema párrafo n. ° 2 - Contraste. Elija al menos dos diferencias (hechos) y explique cómo fueron diferentes los eventos. Explica completamente
IV. Párrafo 4 - Conclusión - Haga una declaración en este párrafo. Comience con En conclusión, luego analice lo que ha aprendido y haga una declaración audaz sobre lo que cree después de conocer estos tres eventos en la historia de los Estados Unidos.
Loss of Native American Lands - WATCH!
We Shall Remain: Trail of Tears - due May 25
We will watch this video in class and answer the questions listed below. If you are absent, watch it at home and answer the questions before you come to class. Please be prepared when you walk into class.
We Shall Remain: Trail of Tears Video Questions: Name ____________________________ Per. _______
Chapter One, A Civilized Life Preserving the Cherokee Nation; John Ross
1. Compare the Cherokee nation of John Ridge’s youth to that of 1805. What forces threatened his people? __________________________________________________________________________________________ __________________________________________________________________________________________
2. What was the U.S. government policy of “civilization” and how was it introduced to the Cherokees? __________________________________________________________________________________________ __________________________________________________________________________________________
3. John Ross was a mixed-blood Cherokee. Describe the various types of people that entered his family’s store. __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Two, Among the White People John Ridge
4. What was Major Ridge’s hope for the future? __________________________________________________________________________________________ __________________________________________________________________________________________
5. Where were John Ridge and Elias Boudinot sent to be educated? What did the assimilated John Ridge tell President James Monroe in his essay? __________________________________________________________________________________________ __________________________________________________________________________________________
6. What did John Ridge do to win over Sarah’s parents and what was the community response in Cornwall to their marriage? How did this change John Ridge? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Three, Cherokee Nation on the Rise Cherokee literacy, constitution, and sovereignty
7. What pressures did John Ross see threatening the Cherokee Nation? What was his reaction to these pressures? __________________________________________________________________________________________ __________________________________________________________________________________________
8. Who among the Cherokees owned slaves? __________________________________________________________________________________________ __________________________________________________________________________________________
9. How did the lives of traditional Cherokees differ from that of the Ridge family? __________________________________________________________________________________________ __________________________________________________________________________________________
10. What did Sequoyah do that no one had ever done before? How did a written language revolutionize Cherokee society? __________________________________________________________________________________________ __________________________________________________________________________________________
11. In the 1820s how did the Cherokee nation rise and prosper? __________________________________________________________________________________________ __________________________________________________________________________________________
12. What were some of the elements of the Cherokee constitution that John Ross authored in 1827? __________________________________________________________________________________________ __________________________________________________________________________________________
13.What effect did strong Cherokee unity and the tribe's declaration of absolute sovereignty of their lands have on the white people of Georgia? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Four, "I Ask You, Shall Red Men Live?" Andrew Jackson, states' rights, and the Indian Removal Bill
14. What two events occurred that were disastrous for the Cherokees? __________________________________________________________________________________________ __________________________________________________________________________________________
15. What was President Andrew Jackson’s first priority and how did he accomplish it? __________________________________________________________________________________________ __________________________________________________________________________________________
16. What did the Cherokees do as other tribes prepared for removal? __________________________________________________________________________________________ __________________________________________________________________________________________
17. What happened after the Indian Removal Bill passed? How did the state of Georgia respond? __________________________________________________________________________________________ __________________________________________________________________________________________
18. Newly elected as Principal Chief, John Ross rewrote the blood law. What was its purpose? __________________________________________________________________________________________ __________________________________________________________________________________________
19. The Cherokees filed more than a dozen suits in federal court; two made it to the Supreme Court. What was the question at the center of those two cases? __________________________________________________________________________________________ __________________________________________________________________________________________
20. What happened in Worcester v. Georgia? Which Chief Justice of the Supreme Court wrote the opinion? __________________________________________________________________________________________ __________________________________________________________________________________________
21 .John Ridge visited Andrew Jackson at the White House and asked the president if he would force Georgia to comply with the Supreme Court order. What was Jackson’s reply? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Five, The Scent of Blood Rift among Cherokees: Is yielding land inevitable?
22. What choice did the Ridges make that set them against John Ross? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Six, Two Years to Leave Ridge faction signs treaty; Ross petitions to overturn it
23. What treaty did the Ridge faction negotiate in defiance of Chief Ross and the National Council? Why did they do this? __________________________________________________________________________________________ __________________________________________________________________________________________
24. Ross presented to the Senate a petition to overturn the treaty. What happened to it on the Senate floor? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Seven, Trail of Tears The forced migration, revenge, death and loss
25. When the majority of Cherokee would not leave their land after the removal deadline passed, how did the U.S. and Georgia governments respond? __________________________________________________________________________________________ __________________________________________________________________________________________
26. What does Russell G. Townsend say is a “stain...upon our national honor”? __________________________________________________________________________________________ __________________________________________________________________________________________
27. What ultimately happened to many members of the Ridge faction? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Eight Revenge, death, and loss
28. How did the Cherokee Nation fare in Indian Territory under Ross? __________________________________________________________________________________________ __________________________________________________________________________________________
29. In what respect does writer Jace Weaver think the Cherokees were “lucky”? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter One, A Civilized Life Preserving the Cherokee Nation; John Ross
1. Compare the Cherokee nation of John Ridge’s youth to that of 1805. What forces threatened his people? __________________________________________________________________________________________ __________________________________________________________________________________________
2. What was the U.S. government policy of “civilization” and how was it introduced to the Cherokees? __________________________________________________________________________________________ __________________________________________________________________________________________
3. John Ross was a mixed-blood Cherokee. Describe the various types of people that entered his family’s store. __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Two, Among the White People John Ridge
4. What was Major Ridge’s hope for the future? __________________________________________________________________________________________ __________________________________________________________________________________________
5. Where were John Ridge and Elias Boudinot sent to be educated? What did the assimilated John Ridge tell President James Monroe in his essay? __________________________________________________________________________________________ __________________________________________________________________________________________
6. What did John Ridge do to win over Sarah’s parents and what was the community response in Cornwall to their marriage? How did this change John Ridge? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Three, Cherokee Nation on the Rise Cherokee literacy, constitution, and sovereignty
7. What pressures did John Ross see threatening the Cherokee Nation? What was his reaction to these pressures? __________________________________________________________________________________________ __________________________________________________________________________________________
8. Who among the Cherokees owned slaves? __________________________________________________________________________________________ __________________________________________________________________________________________
9. How did the lives of traditional Cherokees differ from that of the Ridge family? __________________________________________________________________________________________ __________________________________________________________________________________________
10. What did Sequoyah do that no one had ever done before? How did a written language revolutionize Cherokee society? __________________________________________________________________________________________ __________________________________________________________________________________________
11. In the 1820s how did the Cherokee nation rise and prosper? __________________________________________________________________________________________ __________________________________________________________________________________________
12. What were some of the elements of the Cherokee constitution that John Ross authored in 1827? __________________________________________________________________________________________ __________________________________________________________________________________________
13.What effect did strong Cherokee unity and the tribe's declaration of absolute sovereignty of their lands have on the white people of Georgia? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Four, "I Ask You, Shall Red Men Live?" Andrew Jackson, states' rights, and the Indian Removal Bill
14. What two events occurred that were disastrous for the Cherokees? __________________________________________________________________________________________ __________________________________________________________________________________________
15. What was President Andrew Jackson’s first priority and how did he accomplish it? __________________________________________________________________________________________ __________________________________________________________________________________________
16. What did the Cherokees do as other tribes prepared for removal? __________________________________________________________________________________________ __________________________________________________________________________________________
17. What happened after the Indian Removal Bill passed? How did the state of Georgia respond? __________________________________________________________________________________________ __________________________________________________________________________________________
18. Newly elected as Principal Chief, John Ross rewrote the blood law. What was its purpose? __________________________________________________________________________________________ __________________________________________________________________________________________
19. The Cherokees filed more than a dozen suits in federal court; two made it to the Supreme Court. What was the question at the center of those two cases? __________________________________________________________________________________________ __________________________________________________________________________________________
20. What happened in Worcester v. Georgia? Which Chief Justice of the Supreme Court wrote the opinion? __________________________________________________________________________________________ __________________________________________________________________________________________
21 .John Ridge visited Andrew Jackson at the White House and asked the president if he would force Georgia to comply with the Supreme Court order. What was Jackson’s reply? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Five, The Scent of Blood Rift among Cherokees: Is yielding land inevitable?
22. What choice did the Ridges make that set them against John Ross? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Six, Two Years to Leave Ridge faction signs treaty; Ross petitions to overturn it
23. What treaty did the Ridge faction negotiate in defiance of Chief Ross and the National Council? Why did they do this? __________________________________________________________________________________________ __________________________________________________________________________________________
24. Ross presented to the Senate a petition to overturn the treaty. What happened to it on the Senate floor? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Seven, Trail of Tears The forced migration, revenge, death and loss
25. When the majority of Cherokee would not leave their land after the removal deadline passed, how did the U.S. and Georgia governments respond? __________________________________________________________________________________________ __________________________________________________________________________________________
26. What does Russell G. Townsend say is a “stain...upon our national honor”? __________________________________________________________________________________________ __________________________________________________________________________________________
27. What ultimately happened to many members of the Ridge faction? __________________________________________________________________________________________ __________________________________________________________________________________________
Chapter Eight Revenge, death, and loss
28. How did the Cherokee Nation fare in Indian Territory under Ross? __________________________________________________________________________________________ __________________________________________________________________________________________
29. In what respect does writer Jace Weaver think the Cherokees were “lucky”? __________________________________________________________________________________________ __________________________________________________________________________________________
Read Chapter 24- Tensions in the West - due May 23 & May 24
We will do reading notes in class after the Reconstruction Quiz on Monday and Tuesday. Write your answers in your SS journals.
Read sections 24.3 - 24.7 and answer the following for each section:
24.4 - The Railroad Builders
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.5 - The Miners
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.6 - The Ranchers and Cowboys
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.7 - The Homesteaders
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
We will do reading notes in class after the Reconstruction Quiz on Monday and Tuesday. Write your answers in your SS journals.
Read sections 24.3 - 24.7 and answer the following for each section:
24.4 - The Railroad Builders
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.5 - The Miners
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.6 - The Ranchers and Cowboys
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
24.7 - The Homesteaders
What groups were involved?
Why did they move west?
What problems did they encounter?
What role did this group play in western development?
RECONSTRUCTION QUIZ - MONDAY, 5/21, AND TUESDAY 5/22!
You need to study vocabulary and your "Aftershock: Beyond the Civil War" notes!
You need to study vocabulary and your "Aftershock: Beyond the Civil War" notes!
Reconstruction Vocabulary - due May 9 & 10
Write terms and definitions in your social studies journal. Use Reconstruction Chapter 23 in social studies book, or online book, and movie notes from "Aftershock: Beyond the Civil War". If you are absent, do this while at home so you are ready for class when you return!
Freedman -
Freedman's Bureau -
Black Codes -
Civil Rights -
Fourteenth Amendment -
Fifteenth Amendment -
Scalawags -
Carpetbaggers -
Ku Klux Klan -
Enforcement Acts -
Amnesty Act of 1872 -
Compromise of 1877 -
Jim Crow Laws -
Plessy v. Ferguson -
Radical Republicans -
Reconstruction Acts -
Swallow the Dog -
Vocabulario de reconstrucción: con vencimiento el 9 y 10 de mayo
Escriba términos y definiciones en su revista de estudios sociales. Capítulo 23 en libros.
Freedman -
Códigos negros -
Derechos civiles -
Decimocuarta Enmienda -
Decimoquinta Enmienda -
Scalawags -
Carpetbaggers -
Ku Klux Klan -
Actos de aplicación -
Ley de Amnistía de 1872 -
Compromiso de 1877 -
Leyes Jim Crow -
Plessy v. Ferguson -
Republicanos radicales
Actas de reconstrucción -
Tragar el perro -
Reconstruction Video: due May 4
If absent, watch the video below and answer the questions below the video so that you are ready for class when you return.
Name: _________________________________
Period: _______
Aftershock: Beyond the Civil War (History Channel)
Directions: Answer these questions as you watch the video. After the video, go back and fill in any information you can add to each answer. Boldface/underlined terms are key terms for this unit of study. Be sure to have a good understanding of these terms. Use the textbook to add information if needed.
1. What were some white landowners attempting to achieve through their violence against African-Americans?
2.Who are the Radical Republicans and what do they hope to achieve?
3.What is the Freedman’s Bureau? What did it do?
4.Why was the Freedman’s Bureau unsuccessful?
5. Why do many historians consider former President Andrew Johnson to be a white supremacist? He was against slavery; why was he AGAINST equal rights for African-Americans?
6. How did many Confederates regain government power in the Southern states?
7. What are “Black Codes?”
8. What were the immediate effects of Black Codes?
9. What is the legacy of the Black Codes?
10. What were the two competing theories of what to do about Reconstruction?
11. Radicals in Congress:
12. What is the “selfish” reason Louisiana Republicans wanted to give African-Americans the right to vote?
13. Why did black Union soldiers feel they deserved the right to vote?
14. Describe what happened at the Mechanics Hall in New Orleans in 1866. What part did President Johnson play in it?
15. What are the Reconstruction Acts? What do they represent to Southerners?
16. What is the 14th Amendment? Who did it take power away from?
17. What did it mean to “swallow the dog?”
18. How did the Ku Klux Klan begin? Why did it start?
19. Why didn’t local officials stop the Klan when it became violent?
20. What happened during the election of 1868? Why didn’t more African-Americans vote?
21. Was it the end of the KKK when Nathan Bedford Forrest claimed it had disbanded? When did the KKK really disband?
22. What is a ‘carpetbagger?’ Why were they disliked by ex-Confederates?
23. Besides freed blacks, what other groups were targeted by white supremacists?
24. How were the groups affected?
En Espanol:
Aftershock: Más allá de la Guerra Civil (History Channel)
Instrucciones: Responda estas preguntas mientras mira el video. Después del video, retroceda y complete cualquier información que pueda agregar a cada respuesta. Los términos negrita / subrayados son términos clave para esta unidad de estudio. Asegúrese de comprender bien estos términos. Use el libro de texto para agregar información si es necesario.
1. ¿Qué intentaron lograr algunos terratenientes blancos mediante su violencia contra los afroamericanos?
2. ¿Quiénes son los republicanos radicales y qué esperan lograr?
3. ¿Qué es la Oficina del Freedman? ¿Qué hizo?
4. ¿Por qué fue infructuosa la Oficina del Freedman?
5. ¿Por qué muchos historiadores consideran que el ex presidente Andrew Johnson es un supremacista blanco? Él estaba contra la esclavitud; ¿Por qué estaba EN CONTRA de la igualdad de derechos para los afroamericanos?
6. ¿Cómo muchos confederados recuperaron el poder del gobierno en los estados del sur?
7. ¿Qué son los "Códigos negros"?
8. ¿Cuáles fueron los efectos inmediatos de los códigos negros?
9. ¿Cuál es el legado de los códigos negros?
10. ¿Cuáles fueron las dos teorías que compiten sobre qué hacer con la Reconstrucción?
11. Radicales en el Congreso:
12. ¿Cuál es la razón "egoísta" por la que los republicanos de Luisiana querían darles a los afroamericanos el derecho al voto?
13. ¿Por qué los soldados negros de la Unión sienten que merecen el derecho al voto?
14. Describa lo que sucedió en el Mechanics Hall en Nueva Orleans en 1866. ¿Qué papel desempeñó el presidente Johnson en él?
15. ¿Cuáles son los actos de reconstrucción? ¿Qué representan para los sureños?
16. ¿Qué es la Decimocuarta Enmienda? ¿A quién le quitó el poder?
17. ¿Qué significaba "tragar al perro"?
18. ¿Cómo comenzó el Ku Klux Klan? ¿Por qué comenzó?
19. ¿Por qué los funcionarios locales no detuvieron al Klan cuando se volvió violento?
20. ¿Qué pasó durante la elección de 1868? ¿Por qué no votaron más afroamericanos?
21. ¿Fue el final del KKK cuando Nathan Bedford Forrest afirmó que se había disuelto? ¿Cuándo se disolvió realmente el KKK?
22. ¿Qué es un "carpetbagger"? ¿Por qué no les gustaban los ex confederados?
23. Además de los negros liberados, ¿qué otros grupos fueron blanco de los supremacistas blancos?
24. ¿Cómo fueron afectados los grupos?
Worksheet for Congressman Duncan Hunter's Visit on May 2 - due 5/2
Congressman Duncan Hunter is coming to see you!
He is visiting our school on May 2 to speak to our 8th grade students! This is a quick review of what government does because you are to write 5 questions as homework that you may or may not be able to directly ask the Congressman when he visits on Wednesday. You will use chapter 9 and the Constitution section in your textbook, and internet sources including Duncan Hunter’s official website.
1.What are the three branches of government?
•
•
•
2. What branch of government does Duncan Hunter serve in?
3. What district does Duncan Hunter represent?
4. How many people serve in Congress? House of Representatives: Senate: Total:
5. What is the job of Congress?
6. What are the duties of the House of Representatives specifically?
7. What are the duties of the Senate?
8. What are the duties of the Judicial Branch?
9. What are the duties of the Executive Branch?
10. What are checks and balances? What does each term mean?
11. Describe the checks and balances between the three branches. See page 126 and read Section 9.6 of your textbook to answer this.
12. Besides being a Congressman, Senator, President, or Vice President, what other jobs in politics can people do?
•
•
•
•
13. Name three ways students can get involved in politics:
•
•
•
14. What are two important issues facing California today and why are they important? (Use the internet)
15. Define the following and list what Hunter’s position is on each of the following: (Use the link to his website - https://hunter.house.gov/issues)
Economic Recovery and job creation -
Education Reform -
Federal Budget -
Immigration -
National Security -
Second Amendment -
Social Security and Medicare -
Tax Reform -
Veterans -
16. After viewing the website, what are the three issues that you are most interested in knowing about?
1.
2.
3.
17. Now write two or three thoughtful questions on each topic to possibly ask Duncan Hunter when he comes to our school. Think Socratic Seminar. NO yes or no questions. You are asking questions to gain information from him. Questions must be respectful to Representative Hunter and submitted to Mrs. Skovmand at the start of our next class. She will randomly draw questions and those students whose questions are pulled will ask the Congressman their questions.
Topic #1 _________________________________________
Questions:
1.
2.
Topic #2 _________________________________________
Questions:
1.
2.
Topic #3 _________________________________________
Questions:
1.
2.
He is visiting our school on May 2 to speak to our 8th grade students! This is a quick review of what government does because you are to write 5 questions as homework that you may or may not be able to directly ask the Congressman when he visits on Wednesday. You will use chapter 9 and the Constitution section in your textbook, and internet sources including Duncan Hunter’s official website.
1.What are the three branches of government?
•
•
•
2. What branch of government does Duncan Hunter serve in?
3. What district does Duncan Hunter represent?
4. How many people serve in Congress? House of Representatives: Senate: Total:
5. What is the job of Congress?
6. What are the duties of the House of Representatives specifically?
7. What are the duties of the Senate?
8. What are the duties of the Judicial Branch?
9. What are the duties of the Executive Branch?
10. What are checks and balances? What does each term mean?
11. Describe the checks and balances between the three branches. See page 126 and read Section 9.6 of your textbook to answer this.
12. Besides being a Congressman, Senator, President, or Vice President, what other jobs in politics can people do?
•
•
•
•
13. Name three ways students can get involved in politics:
•
•
•
14. What are two important issues facing California today and why are they important? (Use the internet)
15. Define the following and list what Hunter’s position is on each of the following: (Use the link to his website - https://hunter.house.gov/issues)
Economic Recovery and job creation -
Education Reform -
Federal Budget -
Immigration -
National Security -
Second Amendment -
Social Security and Medicare -
Tax Reform -
Veterans -
16. After viewing the website, what are the three issues that you are most interested in knowing about?
1.
2.
3.
17. Now write two or three thoughtful questions on each topic to possibly ask Duncan Hunter when he comes to our school. Think Socratic Seminar. NO yes or no questions. You are asking questions to gain information from him. Questions must be respectful to Representative Hunter and submitted to Mrs. Skovmand at the start of our next class. She will randomly draw questions and those students whose questions are pulled will ask the Congressman their questions.
Topic #1 _________________________________________
Questions:
1.
2.
Topic #2 _________________________________________
Questions:
1.
2.
Topic #3 _________________________________________
Questions:
1.
2.
Civil War Accordion Book - due 4/25 & 4/26
Students will get this book when they return from Spring Break.
This is a Comparison and Contrast of the Union and Confederate sides of the United States Civil War.
One side of the accordion book is all about the Confederates; flip it over and it's all about the Union. The same information is required for each side. Use your knowledge from Riley's Farm, from the Civil War chapter in our textbook, and from your movie notes. If you really want to be a star, do more research! Write in complete sentences and paragraphs. Have fun with this!
Note: What I DON'T want to see is friends' books that match! You are not allowed to share answers! Each person is required to find their own information and write their own unique book!
1. Confederates Cover Page:
Confederates
Rebels (nickname)
Flag
Student name & Class
9. Union Cover Page:
Union
Yankees nickname
Flag
Student name & Class /
2. Important leader Confederates
4-color picture - hand drawn
3 interesting facts about that person
10. Important leader Union
4-color picture- hand drawn
3 interesting facts about that person
3. Reason for Fighting - Confederates
Tells what the Confederates were fighting for
Tells why important
4-color picture
11. Reason for Fighting - Union
Tells what the Union soldiers were fighting for
Tells why important
4-color picture
4. Confederate Advantages
Tells the advantages the Confederates had (2 min)
Explains why advantages were important
4-color picture
12. Union Advantages
Tells the advantages the Union had (2 minimum)
Explains why advantages were important
4-color picture
5. Confederate Disadvantages
Tells the disadvantages the Confederates faced
Explains how these disadvantages hurt them
4-color picture
13. Union Disadvantages
Tells the disadvantages the Union faced
Explains how these disadvantages hurt them
4-color picture
6. Letter to family as Confederate soldier
Includes 3 facts about wounded soldiers
Written as someone in war
Signed with a name
14. Letter to family as Union soldier
Includes 3 facts about wounded soldiers
Written as someone in war
Signed with Name
7. Major Battle Confederates won include
3 interesting facts on the battle
Why this battle is important
4-color picture
15. Major Battle the Union won
3 interesting facts on the battle
Why this battle is important
4-color picture
8. Two Most Interesting Facts about Confederates
4-color picture for one fact
Fact #1 explained
Fact #2 explained
16. Two Most Interesting Facts about Union
4-color picture for one fact
Fact #1 explained
Fact #2 explained
Overall quality of Product for each side:
Used titles on every page
Neat and legible
Spelling and punctuation mostly correct.
Libro de Acordeón de la Guerra Civil - debido a 4/25
Los estudiantes recibirán este libro cuando regresen de las vacaciones de primavera. Esta es una Comparación y Contraste de la Unión y los lados Confederados de la Guerra Civil de los Estados Unidos. Un lado del libro de acordeón es todo sobre los confederados; darle la vuelta y se trata de la Unión. Se requiere la misma información para cada lado. Use su conocimiento de Riley's Farm, del capítulo Civl War de nuestro libro de texto y de sus notas de la película. Si realmente quieres ser una estrella, ¡investiga más! Escribe en oraciones completas y párrafos. Diviértete con esto!
Nota: ¡Lo que NO QUIERO ver son los libros de amigos que coinciden! ¡No tienes permitido compartir respuestas! ¡Se requiere que cada persona encuentre su propia información y escriba su propio libro único!
1. Página de portada de los confederados:
Confederados
Rebeldes (apodo)
Bandera Nombre y clase del estudiante
9. Página de portada de la Unión:
Unión
Apodo de los Yankees
Bandera Nombre del estudiante y clase /
2. Importante líder Confederados
Imagen de 4 colores dibujados a mano
3 hechos interesantes sobre esa persona
10. Importante líder Unión
Imagen de 4 colores dibujada a mano
hechos interesantes sobre esa persona
3. Motivo de la lucha - Confederados
Cuenta por lo que lucharon los confederados
Dice por qué importante
Imagen de 4 colores
11. Motivo de la lucha - Union
Dice para qué luchaban los soldados de la Unión
Dice por qué importante Imagen de 4 colores Ventajas confederadas Explica las ventajas que tuvieron los confederados (2 minimum)
Explica por qué las ventajas eran importantes Imagen de 4 colores
4. Ventajas confederadas
Explica las ventajas que tuvieron los confederados (2 min)
Explica por qué las ventajas eran importantes
Imagen de 4 colores
12. Ventajas de la Unión
Explica las ventajas que tenía la Unión (2 mínimo)
Explica por qué las ventajas eran importantes
Imagen de 4 colores
5. Desventajas Confederadas
Explica las desventajas que enfrentaron los confederados
Explica cómo estas desventajas les duelen
Imagen de 4 colores
13. Desventajas de la Unión
Explica las desventajas que enfrentaba la Unión
Explica cómo estas desventajas les duelen
Imagen de 4 colores
6. Carta a la familia como soldado confederado
Incluye 3 datos sobre soldados heridos
Escrito como alguien en guerra
Firmado con un nombre
14. Carta a la familia como soldado de la Unión
Incluye 3 datos sobre soldados heridos
Escrito como alguien en guerra
Firmado con nombre
7. Los principales confederados de batalla ganaron
3 hechos interesantes en la batalla
Por qué esta batalla es importante
Imagen de 4 colores
15. Major Battle the Union ganó
3 hechos interesantes en la batalla
Por qué esta batalla es importante
Imagen de 4 colores
8. Dos hechos más interesantes sobre confederados
Imagen de 4 colores por un hecho
Hecho # 1 explicado
Hecho # 2 explicado
16. Dos hechos más interesantes sobre la Unión
Imagen de 4 colores por un hecho
Hecho # 1 explicado
Hecho # 2 explicado
Calidad general del producto para cada lado:
Títulos usados en cada página
Limpio y legible
La ortografía y la puntuación son en su mayoría correctas.
Students will get this book when they return from Spring Break.
This is a Comparison and Contrast of the Union and Confederate sides of the United States Civil War.
One side of the accordion book is all about the Confederates; flip it over and it's all about the Union. The same information is required for each side. Use your knowledge from Riley's Farm, from the Civil War chapter in our textbook, and from your movie notes. If you really want to be a star, do more research! Write in complete sentences and paragraphs. Have fun with this!
Note: What I DON'T want to see is friends' books that match! You are not allowed to share answers! Each person is required to find their own information and write their own unique book!
1. Confederates Cover Page:
Confederates
Rebels (nickname)
Flag
Student name & Class
9. Union Cover Page:
Union
Yankees nickname
Flag
Student name & Class /
2. Important leader Confederates
4-color picture - hand drawn
3 interesting facts about that person
10. Important leader Union
4-color picture- hand drawn
3 interesting facts about that person
3. Reason for Fighting - Confederates
Tells what the Confederates were fighting for
Tells why important
4-color picture
11. Reason for Fighting - Union
Tells what the Union soldiers were fighting for
Tells why important
4-color picture
4. Confederate Advantages
Tells the advantages the Confederates had (2 min)
Explains why advantages were important
4-color picture
12. Union Advantages
Tells the advantages the Union had (2 minimum)
Explains why advantages were important
4-color picture
5. Confederate Disadvantages
Tells the disadvantages the Confederates faced
Explains how these disadvantages hurt them
4-color picture
13. Union Disadvantages
Tells the disadvantages the Union faced
Explains how these disadvantages hurt them
4-color picture
6. Letter to family as Confederate soldier
Includes 3 facts about wounded soldiers
Written as someone in war
Signed with a name
14. Letter to family as Union soldier
Includes 3 facts about wounded soldiers
Written as someone in war
Signed with Name
7. Major Battle Confederates won include
3 interesting facts on the battle
Why this battle is important
4-color picture
15. Major Battle the Union won
3 interesting facts on the battle
Why this battle is important
4-color picture
8. Two Most Interesting Facts about Confederates
4-color picture for one fact
Fact #1 explained
Fact #2 explained
16. Two Most Interesting Facts about Union
4-color picture for one fact
Fact #1 explained
Fact #2 explained
Overall quality of Product for each side:
Used titles on every page
Neat and legible
Spelling and punctuation mostly correct.
Libro de Acordeón de la Guerra Civil - debido a 4/25
Los estudiantes recibirán este libro cuando regresen de las vacaciones de primavera. Esta es una Comparación y Contraste de la Unión y los lados Confederados de la Guerra Civil de los Estados Unidos. Un lado del libro de acordeón es todo sobre los confederados; darle la vuelta y se trata de la Unión. Se requiere la misma información para cada lado. Use su conocimiento de Riley's Farm, del capítulo Civl War de nuestro libro de texto y de sus notas de la película. Si realmente quieres ser una estrella, ¡investiga más! Escribe en oraciones completas y párrafos. Diviértete con esto!
Nota: ¡Lo que NO QUIERO ver son los libros de amigos que coinciden! ¡No tienes permitido compartir respuestas! ¡Se requiere que cada persona encuentre su propia información y escriba su propio libro único!
1. Página de portada de los confederados:
Confederados
Rebeldes (apodo)
Bandera Nombre y clase del estudiante
9. Página de portada de la Unión:
Unión
Apodo de los Yankees
Bandera Nombre del estudiante y clase /
2. Importante líder Confederados
Imagen de 4 colores dibujados a mano
3 hechos interesantes sobre esa persona
10. Importante líder Unión
Imagen de 4 colores dibujada a mano
hechos interesantes sobre esa persona
3. Motivo de la lucha - Confederados
Cuenta por lo que lucharon los confederados
Dice por qué importante
Imagen de 4 colores
11. Motivo de la lucha - Union
Dice para qué luchaban los soldados de la Unión
Dice por qué importante Imagen de 4 colores Ventajas confederadas Explica las ventajas que tuvieron los confederados (2 minimum)
Explica por qué las ventajas eran importantes Imagen de 4 colores
4. Ventajas confederadas
Explica las ventajas que tuvieron los confederados (2 min)
Explica por qué las ventajas eran importantes
Imagen de 4 colores
12. Ventajas de la Unión
Explica las ventajas que tenía la Unión (2 mínimo)
Explica por qué las ventajas eran importantes
Imagen de 4 colores
5. Desventajas Confederadas
Explica las desventajas que enfrentaron los confederados
Explica cómo estas desventajas les duelen
Imagen de 4 colores
13. Desventajas de la Unión
Explica las desventajas que enfrentaba la Unión
Explica cómo estas desventajas les duelen
Imagen de 4 colores
6. Carta a la familia como soldado confederado
Incluye 3 datos sobre soldados heridos
Escrito como alguien en guerra
Firmado con un nombre
14. Carta a la familia como soldado de la Unión
Incluye 3 datos sobre soldados heridos
Escrito como alguien en guerra
Firmado con nombre
7. Los principales confederados de batalla ganaron
3 hechos interesantes en la batalla
Por qué esta batalla es importante
Imagen de 4 colores
15. Major Battle the Union ganó
3 hechos interesantes en la batalla
Por qué esta batalla es importante
Imagen de 4 colores
8. Dos hechos más interesantes sobre confederados
Imagen de 4 colores por un hecho
Hecho # 1 explicado
Hecho # 2 explicado
16. Dos hechos más interesantes sobre la Unión
Imagen de 4 colores por un hecho
Hecho # 1 explicado
Hecho # 2 explicado
Calidad general del producto para cada lado:
Títulos usados en cada página
Limpio y legible
La ortografía y la puntuación son en su mayoría correctas.
Chapter 22 - The Civil War (This is the title at the top of your first page.) DUE 4/12 & 13
(History Alive textbook on 2nd tab of this website)
Reading note questions to answer in your social studies journal. Include all titles and subheds. Use the questions in your answers and write complete sentences. For example,
•Why were many northerners surprised at the outcome of the Battle of Bull Run? turns into Northerners were surprised at the outcome of the Battle of Bull Run because (list reason).
22.3 - Bull Run: A Great Awakening (this is a subhed)
•Why were many northerners surprised at the outcome of the Battle of Bull Run?
•How did women participate in the Civil War?
22.4 - Antietam: A Bloody Affair
•What was important about the Battle of Antietam?
•What hardships did Civil War soldiers face in combat?
22.5- Gettysburg: A Turning Point
22.7- Fort Wagner: African Americans Join the War
• What was important about the actions of the Massachusetts 54th at Fort Wagner?
• How did African Americans contribute to the Union war effort?
22.8 Appomattox: Total War Brings an End
• What is meant by "total war"? What did the Union army do during their campaign of total war?
• What terms did Grant offer Lee when he surrendered at Appomattox Courthouse?
Capítulo 22 - Las notas de lectura de la Guerra Civil
(Este es el título en la parte superior de su primera página) DEBIDO 4/12 & 13
(Libro de texto de History Alive en la segunda pestaña de este sitio web)
Lectura de preguntas para responder en su revista de estudios sociales. Incluye todos los títulos y subcapas. Usa las preguntas en tus respuestas y escribe oraciones completas.
Por ejemplo, ¿Por qué muchos norteños se sorprendieron por el resultado de la Batalla de Bull Run? se convierte en norteños se sorprendieron por el resultado de la Batalla de Bull Run porque (enumere la razón).
22.3 - Bull Run: Un gran despertar (esto es un subhed)
• ¿Por qué muchos norteños se sorprendieron por el resultado de la Batalla de Bull Run?
• ¿Cómo participaron las mujeres en la Guerra Civil?
22.4 - Antietam: A Bloody Affair
• ¿Qué era importante acerca de la Batalla de Antietam?
• ¿Qué adversidades enfrentaron los soldados de la Guerra Civil en combate?
22.5- Gettysburg: un punto de inflexión
¿Por qué la Batalla de Gettysburg se consideró un punto de inflexión en la Guerra Civil?
¿Qué problemas se desarrollaron en el frente interno de la Unión durante la guerra?
22.6- Vicksburg: una ciudad sitiada
¿Por qué fue importante la victoria de la Unión en Vicksburg?
¿Qué problemas se desarrollaron en el frente interno confederado durante la Guerra?
22.7- Fort Wagner: los afroamericanos se unen a la guerra
• ¿Qué era importante acerca de las acciones del Massachusetts 54th en Fort Wagner?
• ¿Cómo contribuyeron los afroamericanos al esfuerzo de guerra de la Unión?
22.8 Appomattox: Total War Brings an End
• ¿Qué se entiende por "guerra total"? ¿Qué hizo el ejército de la Unión durante su campaña de guerra total?
• ¿Qué términos le ofreció Grant a Lee cuando se rindió en el Tribunal de Justicia de Appomattox?
(History Alive textbook on 2nd tab of this website)
Reading note questions to answer in your social studies journal. Include all titles and subheds. Use the questions in your answers and write complete sentences. For example,
•Why were many northerners surprised at the outcome of the Battle of Bull Run? turns into Northerners were surprised at the outcome of the Battle of Bull Run because (list reason).
22.3 - Bull Run: A Great Awakening (this is a subhed)
•Why were many northerners surprised at the outcome of the Battle of Bull Run?
•How did women participate in the Civil War?
22.4 - Antietam: A Bloody Affair
•What was important about the Battle of Antietam?
•What hardships did Civil War soldiers face in combat?
22.5- Gettysburg: A Turning Point
- Why was the Battle of Gettysburg considered a turning point in the Civil War?
- What problems developed on the Union home front during the war?
- Why was the Union victory at Vicksburg important?
- What problems developed on the Confederate home front during the War?
22.7- Fort Wagner: African Americans Join the War
• What was important about the actions of the Massachusetts 54th at Fort Wagner?
• How did African Americans contribute to the Union war effort?
22.8 Appomattox: Total War Brings an End
• What is meant by "total war"? What did the Union army do during their campaign of total war?
• What terms did Grant offer Lee when he surrendered at Appomattox Courthouse?
Capítulo 22 - Las notas de lectura de la Guerra Civil
(Este es el título en la parte superior de su primera página) DEBIDO 4/12 & 13
(Libro de texto de History Alive en la segunda pestaña de este sitio web)
Lectura de preguntas para responder en su revista de estudios sociales. Incluye todos los títulos y subcapas. Usa las preguntas en tus respuestas y escribe oraciones completas.
Por ejemplo, ¿Por qué muchos norteños se sorprendieron por el resultado de la Batalla de Bull Run? se convierte en norteños se sorprendieron por el resultado de la Batalla de Bull Run porque (enumere la razón).
22.3 - Bull Run: Un gran despertar (esto es un subhed)
• ¿Por qué muchos norteños se sorprendieron por el resultado de la Batalla de Bull Run?
• ¿Cómo participaron las mujeres en la Guerra Civil?
22.4 - Antietam: A Bloody Affair
• ¿Qué era importante acerca de la Batalla de Antietam?
• ¿Qué adversidades enfrentaron los soldados de la Guerra Civil en combate?
22.5- Gettysburg: un punto de inflexión
¿Por qué la Batalla de Gettysburg se consideró un punto de inflexión en la Guerra Civil?
¿Qué problemas se desarrollaron en el frente interno de la Unión durante la guerra?
22.6- Vicksburg: una ciudad sitiada
¿Por qué fue importante la victoria de la Unión en Vicksburg?
¿Qué problemas se desarrollaron en el frente interno confederado durante la Guerra?
22.7- Fort Wagner: los afroamericanos se unen a la guerra
• ¿Qué era importante acerca de las acciones del Massachusetts 54th en Fort Wagner?
• ¿Cómo contribuyeron los afroamericanos al esfuerzo de guerra de la Unión?
22.8 Appomattox: Total War Brings an End
• ¿Qué se entiende por "guerra total"? ¿Qué hizo el ejército de la Unión durante su campaña de guerra total?
• ¿Qué términos le ofreció Grant a Lee cuando se rindió en el Tribunal de Justicia de Appomattox?
Killer Angels - The First Day - Chapters 5 - 7
Due Friday, 3/23
Wednesday, July 1, 1863, The First Day, Chapter 5, Longstreet
1. What sight appears to Longstreet to look like masses of fat white spiders?
2. What memory suddenly strikes Longstreet?
3. Which of these is NOT Fremantle's opinion of Lee?
4. Which of these is NOT a description of Stonewall Jackson as given by Longstreet to Fremantle?
5. What does Longstreet think could lose the war?
6. Why does Longstreet stay up as late as possible?
Wednesday, July 1, 1863, The First Day, Chapter 6, Lee
1. How does Ewell appear to Lee?
2. Whose presence does Lee feel during his meeting with Ewell, Early and Rodes?
3. What response do Ewell and Early have to Longstreet's idea of moving the troops in between Meade and Washington?
4. What news does Trimble bring to Lee?
5. How does Lee handle Ewell's failure?
6. For whose soul does Lee pray ?
Wednesday, July 1, 1863, The First Day, Chapter 7, Buford
1. What scent directs Buford to headquarters?
2. What disagreement does Buford encounter upon arriving at headquarters?
3. Buford looks for ___________.
4. Why does Gibbon not want Buford to go into headquarters?
5. Who arrives at headquarters?
6. Buford is in need of more _____________.
Due Friday, 3/23
Wednesday, July 1, 1863, The First Day, Chapter 5, Longstreet
1. What sight appears to Longstreet to look like masses of fat white spiders?
2. What memory suddenly strikes Longstreet?
3. Which of these is NOT Fremantle's opinion of Lee?
4. Which of these is NOT a description of Stonewall Jackson as given by Longstreet to Fremantle?
5. What does Longstreet think could lose the war?
6. Why does Longstreet stay up as late as possible?
Wednesday, July 1, 1863, The First Day, Chapter 6, Lee
1. How does Ewell appear to Lee?
2. Whose presence does Lee feel during his meeting with Ewell, Early and Rodes?
3. What response do Ewell and Early have to Longstreet's idea of moving the troops in between Meade and Washington?
4. What news does Trimble bring to Lee?
5. How does Lee handle Ewell's failure?
6. For whose soul does Lee pray ?
Wednesday, July 1, 1863, The First Day, Chapter 7, Buford
1. What scent directs Buford to headquarters?
2. What disagreement does Buford encounter upon arriving at headquarters?
3. Buford looks for ___________.
4. Why does Gibbon not want Buford to go into headquarters?
5. Who arrives at headquarters?
6. Buford is in need of more _____________.
Killer Angels Write Up - m/w 4-6 and t/th 6-7 - due 3/16
The Alpine Education Foundation bought JMMS two class sets of Killer Angels. To thank them, I would like them to understand the impact their generous donation has made to your understanding of the Civil War. Please write your feelings about the book and the ways this historical novel helps you to better understand the Civil War. Include examples from your story to support your opinion. If absent, write this on a google.doc and share with me at [email protected].
The Alpine Education Foundation bought JMMS two class sets of Killer Angels. To thank them, I would like them to understand the impact their generous donation has made to your understanding of the Civil War. Please write your feelings about the book and the ways this historical novel helps you to better understand the Civil War. Include examples from your story to support your opinion. If absent, write this on a google.doc and share with me at [email protected].
America: The Story of US—Civil War - video and questions
If absent on Wednesday, 3/14, or Thursday, 3/15, watch the video
and copy and print the questions below to stay on top of your assignments! This is what we will be doing in class on those days.
and copy and print the questions below to stay on top of your assignments! This is what we will be doing in class on those days.
Name: ____________________________________ Period: ________________
America: The Story of US—Civil War
1. The Civil War was the first _____________________ war because it took place after the ________________________________.
2. The improved _________________ and ________________ of the minie ball are a deadly combination.
3. More often than not, the result of a direct hit is ____________________.
4. The troops still face each other ____________________, in lines across the battlefield.
5. The minie ball has a range over _______ yards and can be reloaded up to _______ times faster.
6. The alliance of new _______________ and outdated _______________ tactics leaves a body count on an industrial scale.
7. General Lee, a graduate of ____________________, is already a veteran of the ____________________ and is highly regarded for his _______________ on the battlefield.
8. The _______________ is one of Lincoln’s hidden weapons in the war.
9. Lincoln puts the railroads under ____________________ control to speed up troop and supply deployment.
10. The invention of ____________________ turns the ____________________ into America’s first tool of mass communication.
11. Like Twitter today, the telegraph needs only _______________ to send messages.
12. Lincoln can now communicate with his commanders on the ____________________, even sending them direct orders on how to fight the war.
13. True or False: The South uses the telegraph system as well as the North.
14. ________ of all operations conducted by army surgeons are ____________________.
15.An experienced surgeon can cut off a limb in just __________ minutes.
16. If a bullet doesn’t kill you, then ____________________ can.
17. _______________ as many soldiers die from infected wounds and disease as on the ____________________.
18. Looking after the ____________________ of soldiers becomes as essential to the ____________________ as the supply of guns and ammunition.
19. Large numbers of _______________ sign up as battlefield _______________.
20. The sorting of the wounded puts the most serious cases _______________.
21.Clara Barton goes on to found the American __________ Cross.
22.With the discovery of bromine, nearly ________ of amputees survive surgery, and gangrene becomes _________ by the war’s end.
23. The spread of portable _______________ means gory images of the battlefield can reach every _______________.
24.Never again will politicians be able to fight wars without _______________ support.
25.Embalming keeps the body free from any signs of _________________.
26. True or False: The South was given an ultimatum by Lincoln to free their slaves.
27. January 1, 1863—The Emancipation Proclamation abolishes slavery in the _______________ Southern states.
28. Thanks to the telegraph, news of the Emancipation Proclamation spreads _______________.
29. True or False: One general said the African-Americans made better soldiers.
30. The Emancipation Proclamation made the Union army a force for ____________________, now fighting to end _______________________.
31. The first national cemetery for soldiers was at ______________________.
32. In 1864, the war remains ______________________.
33. Sherman’s tactics of _____________________ have won out and helps secure the election of ____________________.
34. Within 6 months, General Lee has _______________________; the rebellion is over.
35. Within a week, _________________________ lies dead from an assassin’s bullet.
America: The Story of US—Civil War
1. The Civil War was the first _____________________ war because it took place after the ________________________________.
2. The improved _________________ and ________________ of the minie ball are a deadly combination.
3. More often than not, the result of a direct hit is ____________________.
4. The troops still face each other ____________________, in lines across the battlefield.
5. The minie ball has a range over _______ yards and can be reloaded up to _______ times faster.
6. The alliance of new _______________ and outdated _______________ tactics leaves a body count on an industrial scale.
7. General Lee, a graduate of ____________________, is already a veteran of the ____________________ and is highly regarded for his _______________ on the battlefield.
8. The _______________ is one of Lincoln’s hidden weapons in the war.
9. Lincoln puts the railroads under ____________________ control to speed up troop and supply deployment.
10. The invention of ____________________ turns the ____________________ into America’s first tool of mass communication.
11. Like Twitter today, the telegraph needs only _______________ to send messages.
12. Lincoln can now communicate with his commanders on the ____________________, even sending them direct orders on how to fight the war.
13. True or False: The South uses the telegraph system as well as the North.
14. ________ of all operations conducted by army surgeons are ____________________.
15.An experienced surgeon can cut off a limb in just __________ minutes.
16. If a bullet doesn’t kill you, then ____________________ can.
17. _______________ as many soldiers die from infected wounds and disease as on the ____________________.
18. Looking after the ____________________ of soldiers becomes as essential to the ____________________ as the supply of guns and ammunition.
19. Large numbers of _______________ sign up as battlefield _______________.
20. The sorting of the wounded puts the most serious cases _______________.
21.Clara Barton goes on to found the American __________ Cross.
22.With the discovery of bromine, nearly ________ of amputees survive surgery, and gangrene becomes _________ by the war’s end.
23. The spread of portable _______________ means gory images of the battlefield can reach every _______________.
24.Never again will politicians be able to fight wars without _______________ support.
25.Embalming keeps the body free from any signs of _________________.
26. True or False: The South was given an ultimatum by Lincoln to free their slaves.
27. January 1, 1863—The Emancipation Proclamation abolishes slavery in the _______________ Southern states.
28. Thanks to the telegraph, news of the Emancipation Proclamation spreads _______________.
29. True or False: One general said the African-Americans made better soldiers.
30. The Emancipation Proclamation made the Union army a force for ____________________, now fighting to end _______________________.
31. The first national cemetery for soldiers was at ______________________.
32. In 1864, the war remains ______________________.
33. Sherman’s tactics of _____________________ have won out and helps secure the election of ____________________.
34. Within 6 months, General Lee has _______________________; the rebellion is over.
35. Within a week, _________________________ lies dead from an assassin’s bullet.
Killer Angels Questions - Due 3/19 & 3/20
Wednesday, July 1, 1863, The First Day, Chapter 1 - Lee
1. What part of his body troubles Lee?
2. Who has still not yet reported to Lee?
3. What does Lee tell Taylor to do with the blind horse?
4. What is the difficulty Lee's army has with being in Pennsylvania?
5. What is the internal conflict with which Lee struggles?
6. What is causing the Old Soldier's illness?
7. Why does Lee depend on Longstreet?
8. What does Lee want Longstreet to do in battle?
9. What does Longstreet want Lee to do when Stuart finally returns?
10. How do Lee and Longstreet differ on battle strategy?
11. Which of these does Lee think will NOT be an issue with Meade?
12. What does Lee hear as he and Longstreet begin to ride?
Wednesday, July 1, 1863, The First Day, Chapter 2, Buford
1. Where is Buford's observation point at the start of the battle?
2. To whom does Buford once more send a message?
3. What is described as "that ripply sound that raised the hair, that high thin scream from far away... terrible, inhuman"?
4. Who is Buford initially facing?
5. What is Buford's main concern?
6. What is the situation when Reynolds arrives?
7. What is Reynolds bringing with him?
8. What is unusual about Buford's reaction to Reynolds' arrival?
9. What message does Reynolds send to his commanders?
10. What compliment does Reynolds pay Buford?
11. Why is Reynolds no longer in command?
12. How does the battle continue without Reynolds?
First Day - Chapters 3 & 4: Killer Angels
Short Answer Questions - Wednesday, July 1, 1863, The First Day, Chapter 3, Lee
1. How does Lee calm his worries?
2. What is causing Lee frustration at the start of the battle?
3. What had Heth been distinguished for the in old army?
4. What has Heth done that he was not supposed to have done
5. What continues to frustrate Lee as the battle progresses?
6. Which of these is NOT a way Lee thinks of Reynolds?
7. How does it seem to Lee that the battle is progressing, as first Rodes and then Early engage in battle?
8. What has happened to Heth?
9. Once the Union soldiers start retreating, what is Lee's goal?
10. What order does Lee give to Ewell?
11. What does Longstreet want Lee to do now that the Union army is retreating?
12. What is Lee waiting for at the end of the chapter?
Wednesday, July 1, 1863, The First Day, Chapter 4, Chamberlain
1. How do things change when Chamberlain and his men enter Pennsylvania?
2. What memory does Chamberlain have of his brother, Tom, in childhood?
3. What song of Dan Butterfield's becomes well known?
4. From what is the book's title derived?
5. What rumor circulates among the men to help boost morale?
6. According to Ames, what two things must an officer do to lead men?
Wednesday, July 1, 1863, The First Day, Chapter 1 - Lee
1. What part of his body troubles Lee?
2. Who has still not yet reported to Lee?
3. What does Lee tell Taylor to do with the blind horse?
4. What is the difficulty Lee's army has with being in Pennsylvania?
5. What is the internal conflict with which Lee struggles?
6. What is causing the Old Soldier's illness?
7. Why does Lee depend on Longstreet?
8. What does Lee want Longstreet to do in battle?
9. What does Longstreet want Lee to do when Stuart finally returns?
10. How do Lee and Longstreet differ on battle strategy?
11. Which of these does Lee think will NOT be an issue with Meade?
12. What does Lee hear as he and Longstreet begin to ride?
Wednesday, July 1, 1863, The First Day, Chapter 2, Buford
1. Where is Buford's observation point at the start of the battle?
2. To whom does Buford once more send a message?
3. What is described as "that ripply sound that raised the hair, that high thin scream from far away... terrible, inhuman"?
4. Who is Buford initially facing?
5. What is Buford's main concern?
6. What is the situation when Reynolds arrives?
7. What is Reynolds bringing with him?
8. What is unusual about Buford's reaction to Reynolds' arrival?
9. What message does Reynolds send to his commanders?
10. What compliment does Reynolds pay Buford?
11. Why is Reynolds no longer in command?
12. How does the battle continue without Reynolds?
First Day - Chapters 3 & 4: Killer Angels
Short Answer Questions - Wednesday, July 1, 1863, The First Day, Chapter 3, Lee
1. How does Lee calm his worries?
2. What is causing Lee frustration at the start of the battle?
3. What had Heth been distinguished for the in old army?
4. What has Heth done that he was not supposed to have done
5. What continues to frustrate Lee as the battle progresses?
6. Which of these is NOT a way Lee thinks of Reynolds?
7. How does it seem to Lee that the battle is progressing, as first Rodes and then Early engage in battle?
8. What has happened to Heth?
9. Once the Union soldiers start retreating, what is Lee's goal?
10. What order does Lee give to Ewell?
11. What does Longstreet want Lee to do now that the Union army is retreating?
12. What is Lee waiting for at the end of the chapter?
Wednesday, July 1, 1863, The First Day, Chapter 4, Chamberlain
1. How do things change when Chamberlain and his men enter Pennsylvania?
2. What memory does Chamberlain have of his brother, Tom, in childhood?
3. What song of Dan Butterfield's becomes well known?
4. From what is the book's title derived?
5. What rumor circulates among the men to help boost morale?
6. According to Ames, what two things must an officer do to lead men?
Behind Rebel Lines Chapters 12 & 13 - due 3/15
- Emma, as Private Thompson, goes on vacation for two weeks, but grows bored. What does she/he do to pass the time?
2. She does this at two hospitals - one serving____________________ soldiers, and the other serving ________________________ soldiers.
3. What reason does she give for helping both groups?
4. What was another name for Emma’s vacation?
5. Thompson was soon sent out again to spy. What was the information he was after?
6. What disguise did Emma use this time?
7. How does she find the important official papers?
8. Why does she have to hide in the cellar of an abandoned farmhouse?
9. Who were called the Butternuts, and why?
10. What ailment happens to Thompson twice?
11. Where is the gala at the state house?
12. What is Emma’s spy disguise at the gala?
13. What was Kentucky neutral about?
14. Wars aren’t only fought on the battlefields, and Louisville became the center of undercover activity. What does this statement mean?
15. Emma’s next job was not as a spy, but as a _____________________________.
16. What were her orders?
17. Emma was given three directions. Take plenty of __________________________,
Keep your __________________ open, and don’t get _______________________.
18. What did Mr. Mayberry get, and who does he get it from?
19. What did Mayberry find that Aylesworth & Company was?
20. Who is the person Emma is wondering about at the end of chapter 13?
Behind Rebel Lines - Chapters 9-11- due 3/9
In your social studies journals, write the three most interesting events that have moved the story forward, in your opinion. Explain each event fully and tell how each moved the story forward.
Life of a Civil War Soldier Social Studies Assignment - due Monday/Tuesday, March 12 &13
For students who stayback or those absent from Riley’s Farm Field Trip on 3/9
You are required to explain what the life of a Civil War soldier was like, choosing either a Union soldier, or a Confederate soldier. The poster can be done alone, or with a partner.
Include:
For students who stayback or those absent from Riley’s Farm Field Trip on 3/9
You are required to explain what the life of a Civil War soldier was like, choosing either a Union soldier, or a Confederate soldier. The poster can be done alone, or with a partner.
- Create a poster - Explain all aspects of a soldier’s life from the Include list. Title your poster and use complete sentences to fully explain each answer and color drawings for each entry. To be turned in 3/12 or 3/13.
Include:
- What was the typical soldier like? (Age, schooling, family background)
- What type of schooling did a soldier get- How did they train for battle?
- What a soldier carried with them into the war - weapons, keepsakes to remind of home.
- What did a soldier eat? -what type of meals, when & where would they eat?
- What clothing did a soldier wear? -clothing - hat, shirts, jacket, shoes, and other types of clothing
- Where did a soldier sleep during war and what they have for warmth?
- What types of injuries did a soldier get, and what type of medical care would they get if injured in battle?
- What did they do for fun in camp, when not in battle? - games?
- What happened to a soldier if deserted (left without permission) from the war?
Socratic Seminar questions on Civil War books:
Will be done in class on Monday, 3/5 and 3/6
These will be done in class. Write 9 questions you have about your books - three from each section to be used on a Socratic Seminar that will happen 3/7 and 3/8.
Level 1 - Opening Questions:
• Relate to text
• Uses concrete examples
• open-ended
• Is not a yes or no question
Examples:
What does the author mean when he says...."with torn and bleeding hearts we smile?"
When do you wear a mask?
Level 2 - Core Questions:
• Develops theme
• Leads into the abstract
• Leads to further questions
Examples:
Is there a time when we can see below the mask people wear?
What is the purpose of wearing a mask?
Level 3 - Closing
• Relates to self
• Relates to reality
Examples:
What do you think was the wisdom that the author was trying to impart to you?
What in your thinking has changed about the way you treat people who wear masks?
Preguntas del Seminario socrático sobre libros de la Guerra Civil:
Se realizará en clase los lunes, 3/5 y 3/6
Esto se hará en clase, pero hazlo en casa si estás ausente. Discutiremos los libros antes del cuestionario el 3/2, luego escribirá 9 preguntas, tres de cada sección para ser utilizadas en un seminario socrático.
Nivel 1 - Preguntas de apertura:
• Relacionar con el texto
• Utiliza ejemplos concretos
• Abierto • No es una pregunta de sí o no Ejemplos: ¿Qué quiere decir el autor cuando dice ... "con corazones desgarrados y sangrantes, sonreímos?" ¿Cuándo usas una máscara?
Nivel 2 - Preguntas principales:
• Desarrolla el tema
• Conduce al resumen • Lleva a más preguntas
Ejemplos: ¿Hay un momento en que podamos ver debajo de la máscara que la gente usa? ¿Cuál es el propósito de usar una máscara?
Nivel 3 - Cierre
• Se relaciona con uno mismo
• Se relaciona con la realidad
Ejemplos: ¿Cuál crees que fue la sabiduría que el autor intentaba impartirte? ¿Qué ha cambiado en su forma de pensar acerca de la forma en que trata a las personas que usan máscaras?
Will be done in class on Monday, 3/5 and 3/6
These will be done in class. Write 9 questions you have about your books - three from each section to be used on a Socratic Seminar that will happen 3/7 and 3/8.
Level 1 - Opening Questions:
• Relate to text
• Uses concrete examples
• open-ended
• Is not a yes or no question
Examples:
What does the author mean when he says...."with torn and bleeding hearts we smile?"
When do you wear a mask?
Level 2 - Core Questions:
• Develops theme
• Leads into the abstract
• Leads to further questions
Examples:
Is there a time when we can see below the mask people wear?
What is the purpose of wearing a mask?
Level 3 - Closing
• Relates to self
• Relates to reality
Examples:
What do you think was the wisdom that the author was trying to impart to you?
What in your thinking has changed about the way you treat people who wear masks?
Preguntas del Seminario socrático sobre libros de la Guerra Civil:
Se realizará en clase los lunes, 3/5 y 3/6
Esto se hará en clase, pero hazlo en casa si estás ausente. Discutiremos los libros antes del cuestionario el 3/2, luego escribirá 9 preguntas, tres de cada sección para ser utilizadas en un seminario socrático.
Nivel 1 - Preguntas de apertura:
• Relacionar con el texto
• Utiliza ejemplos concretos
• Abierto • No es una pregunta de sí o no Ejemplos: ¿Qué quiere decir el autor cuando dice ... "con corazones desgarrados y sangrantes, sonreímos?" ¿Cuándo usas una máscara?
Nivel 2 - Preguntas principales:
• Desarrolla el tema
• Conduce al resumen • Lleva a más preguntas
Ejemplos: ¿Hay un momento en que podamos ver debajo de la máscara que la gente usa? ¿Cuál es el propósito de usar una máscara?
Nivel 3 - Cierre
• Se relaciona con uno mismo
• Se relaciona con la realidad
Ejemplos: ¿Cuál crees que fue la sabiduría que el autor intentaba impartirte? ¿Qué ha cambiado en su forma de pensar acerca de la forma en que trata a las personas que usan máscaras?
Write up on NHD Project:
Due 3/5 & 3/6
Answer the following questions in your social studies journal.
1. What did I learn from doing the NHD project?
- On the topic
- On how to do research
Remember to:
State your opinion
Give examples to support your opinion
Explain fully!
2. How will I use my new, mad skills in the future? (Yes, you will use them! No LAZY answers!)
Answer the following questions in your social studies journal.
1. What did I learn from doing the NHD project?
- On the topic
- On how to do research
Remember to:
State your opinion
Give examples to support your opinion
Explain fully!
2. How will I use my new, mad skills in the future? (Yes, you will use them! No LAZY answers!)
Time to present your NHD research projects!!!!
Have your project and be ready to present on Monday, 2/26, and Tuesday, 2/27
No extensions! You have had 6 weeks to do your projects. We move onto the Civil War next.
We have spent 6 weeks on these projects, and they should be finished. Every day in class, for four weeks, we did research in the computer lab, while students were to begin building their projects at home - plays, websites, documentaries and exhibits. We had check-ins for research index cards and proof of project. We have worked hard at home to build our projects.
Finally, we the project is over and our hard work is about to pay off! We are going to present!
You must have your projects with you, or shared (websites & documentaries) by the day you come to class, either Monday or Tuesday. We begin presentations as soon as you come in.
Presentations:
• Present in this order:
- members
- topic
- thesis
- context
- conflict
- compromise
- change
• Everyone introduces themselves and tells what they were responsible for on the project.
• One person introduces the topic of your project.
• Someone needs to present your project's thesis statement.
• Each person presents what they created and researched for the project.
• Make sure to include all your primary sources. Say what they are and why they are important.
• voice should be strong - no giggling
• strong eye contact - look at the audience (or above their heads)
• Everyone in the group presents -
Finally, we the project is over and our hard work is about to pay off! We are going to present!
You must have your projects with you, or shared (websites & documentaries) by the day you come to class, either Monday or Tuesday. We begin presentations as soon as you come in.
Presentations:
• Present in this order:
- members
- topic
- thesis
- context
- conflict
- compromise
- change
• Everyone introduces themselves and tells what they were responsible for on the project.
• One person introduces the topic of your project.
• Someone needs to present your project's thesis statement.
• Each person presents what they created and researched for the project.
• Make sure to include all your primary sources. Say what they are and why they are important.
• voice should be strong - no giggling
• strong eye contact - look at the audience (or above their heads)
• Everyone in the group presents -
The Civil War by Ken Burns - The Cause
The weeks of 2/13 and 2/20, we will be watching Ken Burn's mini series, The Civil War - Episode 1: The Cause. Students will be writing down important facts in their social studies journals. We will watch this for 15-30 minutes per class. If you are sick, or absent, watch the video and take notes to stay up to date!
Behind Rebel Lines: m/w - Per. 1-2, T/Th - Pers. 1-2 & 3-4
The Incredible Story of Emma Edmonds, Civil War Spy Chapters 5-8
Due Thursday, 2/22 and Friday, 2/23
Chapters 7-8:
Give a brief description of each character:
Colonel Shrub -
1. "He knew he couldn't last an hour digging gravel on the parapet and wrestling with the barrow." Use context clues to define the word parapet.
2. What is a Quaker gun and how does it work?
3. Explain how Cuff escapes the Confederate camp.
4. What happened as a result of the information Emma gave General McClellan?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
Chapters 5-6:
Give a brief description of each character:
Cuff -
1. Explain why Emma feels confident with her new disguise.
2. Once Emma is out of Union territory, what does her mission become?
3. Describe how Emma makes it into a Confederate camp.
4. Explain the work Cuff was assigned to do. Did it go well?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
The Incredible Story of Emma Edmonds, Civil War Spy Chapters 5-8
Due Thursday, 2/22 and Friday, 2/23
Chapters 7-8:
Give a brief description of each character:
Colonel Shrub -
1. "He knew he couldn't last an hour digging gravel on the parapet and wrestling with the barrow." Use context clues to define the word parapet.
2. What is a Quaker gun and how does it work?
3. Explain how Cuff escapes the Confederate camp.
4. What happened as a result of the information Emma gave General McClellan?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
Chapters 5-6:
Give a brief description of each character:
Cuff -
1. Explain why Emma feels confident with her new disguise.
2. Once Emma is out of Union territory, what does her mission become?
3. Describe how Emma makes it into a Confederate camp.
4. Explain the work Cuff was assigned to do. Did it go well?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
Killer Angels: Chapters 3 & 4 - M/W 4-6, T/Th: 6-7
Monday, June 29, 1863
Due Thursday, 2/22 and Friday, 2/23
Monday, June 29, 1863, Chapter 3, Buford
1. How is Gettysburg best described?
2. What does Buford conclude when the Rebel troops pull back?
3. Why does Buford wave to the Rebel officer?
4. To whom does Buford send a message regarding the Rebel troops?
5. What is different about the way Buford has his cavalry soldiers fight?
6. What feat does Buford accomplish at Thorofare Gap?
7. Which of these is the prevailing opinion held by others about General Meade?
8. What catches Buford's eye in the cemetery?
9. Why does Buford pause when writing for help?
10. What does Corse find out about the young woman Buford has seen in town?
11. How long does Buford hope to hold the Rebel soldiers at bay?
12. Why does Buford make his headquarters at the Seminary?
Monday, June 29, 1863, Chapter 4, Longstreet
1. Why is Fremantle, the Englishman, in Longstreet's camp?
2. Why doesn't Lee believe there are Union cavalry in Gettysburg?
3. Who is described, upon his arrival, as looking "like a French king, all curls and feathers?"
4. What shadow hangs over Dick Garnett?
5. For what is Pickett notorious?
6. Pickett concerned about ___________.
7. Who is Armistead's friend in the Union army?
8. Why does Armistead say Lee will not use a defensive strategy?
9. What is the topic of the passionate discussion between Kemper, Fremantle and the others?
10. What is "The Cause" for Longstreet?
11. Which of these name is NOT used to refer to General Lee?
12. What happens just before dawn when the battle is about to begin?
Monday, June 29, 1863
Due Thursday, 2/22 and Friday, 2/23
Monday, June 29, 1863, Chapter 3, Buford
1. How is Gettysburg best described?
2. What does Buford conclude when the Rebel troops pull back?
3. Why does Buford wave to the Rebel officer?
4. To whom does Buford send a message regarding the Rebel troops?
5. What is different about the way Buford has his cavalry soldiers fight?
6. What feat does Buford accomplish at Thorofare Gap?
7. Which of these is the prevailing opinion held by others about General Meade?
8. What catches Buford's eye in the cemetery?
9. Why does Buford pause when writing for help?
10. What does Corse find out about the young woman Buford has seen in town?
11. How long does Buford hope to hold the Rebel soldiers at bay?
12. Why does Buford make his headquarters at the Seminary?
Monday, June 29, 1863, Chapter 4, Longstreet
1. Why is Fremantle, the Englishman, in Longstreet's camp?
2. Why doesn't Lee believe there are Union cavalry in Gettysburg?
3. Who is described, upon his arrival, as looking "like a French king, all curls and feathers?"
4. What shadow hangs over Dick Garnett?
5. For what is Pickett notorious?
6. Pickett concerned about ___________.
7. Who is Armistead's friend in the Union army?
8. Why does Armistead say Lee will not use a defensive strategy?
9. What is the topic of the passionate discussion between Kemper, Fremantle and the others?
10. What is "The Cause" for Longstreet?
11. Which of these name is NOT used to refer to General Lee?
12. What happens just before dawn when the battle is about to begin?
Killer Angels: Chapters 1 & 2 - M/W 4-6, T/Th: 6-7
Monday, June 29, 1863
Chapters to read in class and answer ?s. Will be finished 2/21.
Killer Angels:
Monday, June 29, 1863, Chapter 1, The Spy
1. Whose troops wear black hats and are known as the Iron Brigade?
2. What profession had the spy had before that helps him in his current position?
3. Who is it the spy quotes to himself as he rides along?
4. What news does the spy have for Longstreet?
5. Why does Sorrel not believe the spy?
6. What decision does Longstreet make after hearing the spy's information?
7. Who has been given command of the Union Army?
8. Where does Longstreet think Lee and his army should be instead of Chambersburg?
9. Why does Lee think there is an opportunity here?
10. What information does the spy have about Stuart?
11. What is Longstreet's opinion of the South's invasion of the North?
12. What kind of relationship do Lee and Longstreet have?
Killer Angels: - M/W 4-6, T/Th 6-7
Monday, June 29, 1863, Chapter 2, Chamberlain
1. Chamberlain comes from the state of _________.
2. Why did the mutineers mutiny?
3. What is Chamberlain told to do to the mutineers if they will not fight?
4. What had been Chamberlain's job before joining the army?
5. What is the first question Chamberlain has for the mutineers?
6. What does Joseph Bucklin bring to Chamberlain?
7. Why is Kilrain only a private?
8. Chamberlain think the war is about slavery and __________________.
9. What does Kilrain say Chamberlain should tell the mutineers?
10. How does Chamberlain get the mutineers' attention?
11. How does Chamberlain say this war is different from other wars?
12. After Chamberlain talks to them, how many of the mutineers still refuse to fight?
Behind Rebel Lines: m/w - Per. 1-2, T/Th - Pers. 1-2 & 3-4
The Incredible Story of Emma Edmonds, Civil War Spy
Ch. 1-2 - Due in class 2/13 and 14.
Give a brief description of each character:
Emma Edmunds-
Franklin Thompson-
General George McClellan-
Dr. Hodes-
1. What position in the Union Army did Emma truly want?
2. Explain why Emma fled her homeland Canada.
3. Describe why Thompson had to go through combat training when he was considered noncombatant?
Behind Rebel Lines: m/w - Per. 1-2, T/Th - Pers. 1-2 & 3-4
The Incredible Story of Emma Edmonds, Civil War Spy
Ch. 3-4
Give a brief description of each character:
James Vesey
Mrs. Butler
1. Where did Emma see Lieutenant Vesey for the first time at camp
2. Explain why Mrs. Butler becomes significant to Emma.
3. What new job does Emma want, and receive, in the Union Army?
4. How does Emma plan to “blend in” on her new assignment?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
Detrás de las líneas rebeldes: La increíble historia de Emma Edmonds, Civil War Spy Ch. 1-2 Da una breve descripción de cada personaje:
Emma Edmunds-
Franklin Thompson-
General George McClellan-
Dr. Hodes-
1. ¿Qué posición en el Ejército de la Unión realmente quería Emma?
2. Explica por qué Emma huyó de su tierra natal, Canadá.
3. Describe por qué Thompson tuvo que pasar por el entrenamiento de combate cuando se lo consideraba no combatiente.
Detrás de las líneas rebeldes: La increíble historia de Emma Edmonds, Civil War Spy Ch. 3-4 Da una breve descripción de cada personaje:
James Vesey
La señora Butler
1. ¿Dónde vio Emma al teniente Vesey por primera vez en el campamento?
2. Explica por qué la Sra. Butler se vuelve significativa para Emma.
3. ¿Qué nuevo trabajo desea y recibe Emma en el Ejército de la Unión?
4. ¿Cómo planea Emma "mezclarse" en su nueva tarea? 5. Haga una conexión de texto a sí mismo, texto a mundo o texto a texto con algo en estos dos capítulos.
The Incredible Story of Emma Edmonds, Civil War Spy
Ch. 1-2 - Due in class 2/13 and 14.
Give a brief description of each character:
Emma Edmunds-
Franklin Thompson-
General George McClellan-
Dr. Hodes-
1. What position in the Union Army did Emma truly want?
2. Explain why Emma fled her homeland Canada.
3. Describe why Thompson had to go through combat training when he was considered noncombatant?
Behind Rebel Lines: m/w - Per. 1-2, T/Th - Pers. 1-2 & 3-4
The Incredible Story of Emma Edmonds, Civil War Spy
Ch. 3-4
Give a brief description of each character:
James Vesey
Mrs. Butler
1. Where did Emma see Lieutenant Vesey for the first time at camp
2. Explain why Mrs. Butler becomes significant to Emma.
3. What new job does Emma want, and receive, in the Union Army?
4. How does Emma plan to “blend in” on her new assignment?
5. Make a text-to-self, text-to-world, or text-to-text connection with something in these two chapters.
Detrás de las líneas rebeldes: La increíble historia de Emma Edmonds, Civil War Spy Ch. 1-2 Da una breve descripción de cada personaje:
Emma Edmunds-
Franklin Thompson-
General George McClellan-
Dr. Hodes-
1. ¿Qué posición en el Ejército de la Unión realmente quería Emma?
2. Explica por qué Emma huyó de su tierra natal, Canadá.
3. Describe por qué Thompson tuvo que pasar por el entrenamiento de combate cuando se lo consideraba no combatiente.
Detrás de las líneas rebeldes: La increíble historia de Emma Edmonds, Civil War Spy Ch. 3-4 Da una breve descripción de cada personaje:
James Vesey
La señora Butler
1. ¿Dónde vio Emma al teniente Vesey por primera vez en el campamento?
2. Explica por qué la Sra. Butler se vuelve significativa para Emma.
3. ¿Qué nuevo trabajo desea y recibe Emma en el Ejército de la Unión?
4. ¿Cómo planea Emma "mezclarse" en su nueva tarea? 5. Haga una conexión de texto a sí mismo, texto a mundo o texto a texto con algo en estos dos capítulos.
Primary Source Index Cards -
due 2/8
What to include on Primary Source Index Cards
You need to write both bibliography cards and notecards for your primary sources. They will look like the cards you have been writing.
Bibliography Cards:
The bib cards tell the source in MLA format. Use the OWL (Online Writing Lab) button on this page that takes you to the MLA citation page. You find the MLA listing for the type of source you are using - each type of source (book, newspaper, electronic versions of these sources, youtube, paintings, photographs, etc.) has its own type of listing. The best place to start is on electronic sources. The two most common sources are citing an entire web site, and citing a page on a web site. Below this you will find the format for citing images, including a painting, sculpture or photograph.
Two types of citations are shown - one with an author, and one without an author. The format is usually similar:
Page on a website - bibliography listing with an author:
last name, first name. "Title of writing/article/page/artwork." Name of the source, date the writing/article/page/artwork was done in day month year format. Complete URL. Date accessed or looked at if there is no date for the creation of the source.
Page on a website - bibliography listing without an author:
"Title of writing/article/page/artwork." Name of the source, date the writing/article/page/artwork was done in day month year format. Complete URL. Date accessed or looked at if there is no date for the creation of the source.
An Image (Including a Painting, Sculpture, or Photograph)
From OWL: "Provide the artist's name, the work of art italicized, the date of creation, the institution and city where the work is housed. Follow this initial entry with the name of the Website in italics, and the date of access.
Examples from OWL:
Goya, Francisco. The Family of Charles IV. 1800. Museo Nacional del Prado, Madrid. Museo Nacional del Prado, www.museodelprado.es/en/the-collection/art-work/the-family-of-carlos-iv/f47898fc-aa1c-48f6-a779-71759e417e74. Accessed 22 May 2006.
Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive, www.artchive.com/artchive/K/klee/twittering_machine.jpg.html. Accessed May 2006.
If the work is cited on the web only, then provide the name of the artist, the title of the work, and then follow the citation format for a website. If the work is posted via a username, use that username for the author.
Adams, Clifton R. “People relax beside a swimming pool at a country estate near Phoenix, Arizona, 1928.” Found, National Geographic Creative, 2 June 2016, natgeofound.tumblr.com/.
Note cards for primary sources will include:
• One of the 4 Cs (Context, Conflict, Compromise,Change) in the upper left-hand corner. Where is the best place to use this primary source in your project?
• Write the name of the project, date and author on the note card if you have them. Then detail everything you can about the primary source that is important. What is it - document, diary entry, painting, newspaper article, etc. What does it look like (if a painting, drawing or image, so you can tell which one the entry is for), what is it made of, and why is it important?
• Remember, one primary source per note card! That way you can play cards!
***The Library of Congress will include how to cite in MLA format for most of their images. This is a great site to use!
What are Primary and Secondary Sources?
You need a minimum of 20 primary sources each. Here is the explanation of Primary and Secondary sources from the NHD Rule Book:
"PRIMARY SOURCE: Something that was written or produced in the time period you are investigating (letters, speeches, diaries, newspaper articles from the time, oral history interviews of people from the time, documents, photographs, artifacts, and anything else that provides firsthand accounts about a person or event). This definition also applies to primary sources found on the Internet. A letter written by President Lincoln in 1862 is a primary source for a student researching the Civil War era. An article about the Vietnam War published in 2001 and not written by an eyewitness or participant about his or her experience is not a primary source. An interview with an expert (such as a professor of Vietnamese history) is not a primary source UNLESS that expert actually lived through and has firsthand knowledge of the events being described. Primary materials such as quotes from historical figures or photographs of historical events, when found in secondary sources, can be used effectively in NHD projects; however, these are not considered primary sources.
NOTE: Check out the “Conducting Research” page in the Contest section on the NHD website at http://www.nhd.org for additional help on primary sources. (NHD Rule Book, 7)
SECONDARY SOURCE: A source by an author who was not an eyewitness or a participant in the historical event or period. Secondary sources are interpretations of primary sources, research, and study. Secondary sources provide context for a historical event. For example, high school history textbooks and history books about a particular topic are secondary sources; so are biographies and reference sources such as encyclopedias. This definition also applies to descriptive articles or information found on the Internet.
Remember, the last set of note cards is just for primary sources! You owe 20 on Friday, 2/9!
You need a minimum of 20 primary sources each. Here is the explanation of Primary and Secondary sources from the NHD Rule Book:
"PRIMARY SOURCE: Something that was written or produced in the time period you are investigating (letters, speeches, diaries, newspaper articles from the time, oral history interviews of people from the time, documents, photographs, artifacts, and anything else that provides firsthand accounts about a person or event). This definition also applies to primary sources found on the Internet. A letter written by President Lincoln in 1862 is a primary source for a student researching the Civil War era. An article about the Vietnam War published in 2001 and not written by an eyewitness or participant about his or her experience is not a primary source. An interview with an expert (such as a professor of Vietnamese history) is not a primary source UNLESS that expert actually lived through and has firsthand knowledge of the events being described. Primary materials such as quotes from historical figures or photographs of historical events, when found in secondary sources, can be used effectively in NHD projects; however, these are not considered primary sources.
NOTE: Check out the “Conducting Research” page in the Contest section on the NHD website at http://www.nhd.org for additional help on primary sources. (NHD Rule Book, 7)
SECONDARY SOURCE: A source by an author who was not an eyewitness or a participant in the historical event or period. Secondary sources are interpretations of primary sources, research, and study. Secondary sources provide context for a historical event. For example, high school history textbooks and history books about a particular topic are secondary sources; so are biographies and reference sources such as encyclopedias. This definition also applies to descriptive articles or information found on the Internet.
Remember, the last set of note cards is just for primary sources! You owe 20 on Friday, 2/9!
Primary vs. Secondary Sources - 2 videos for you!
If you were absent, write down all definitions from video on top in your social studies journal.
Proof that you have begun your project at home:
The first check in, or proof that you have started your project is Friday, Feb. 2. You just have to show that you have begun the building of your documentary, website or exhibit, or are collecting the pieces for it and can show them to me. For performances, and documentaries you can show me the in-progress scripts. Take a picture on your phones of exhibits. This is an easy grade!
I don't want anyone waiting until the last minute to finish your projects, so you will have three check ins, on:
Monday 2/5 & Tuesday 2/6
Tuesday 2/20 and Wednesday 2/21
Friday 2/23
**Please note the change in dates that is due to the two Monday holidays on 2/12 and 2/19!**
2/5 & 2/6 Check-in: Show proof that you have started building the project
2/20 and 2/21 Check-in: Note: This date has been extended, but the due date has not! Show that your project is half- way done, organized by the four C's (Context, Conflict, Compromise and Change) with an introduction and a thesis. You need a heading (overall title of your project), and sub-heds (smaller titles that show where the 4C's are). Don't forget to cite all of your primary sources and secondary sources such as pictures, maps, and photographs. Follow the rules in the NHD Rule Book for your project (except for exhibits that will NOT be competing - you can do a 3' board for individuals, or a 4' board for groups. If you can't find a 4' board, paste two 3' boards together!). For all other projects, look at the rules found on pages 20-36 of the NHD Rule Book (use the blue button on this page).
Performances and documentaries should have their scripts finished and have begun the organization of their project. Performances need some primary source props, and a backdrop of some sort.
Documentaries should be putting together their project with pictures, maps, quotes, movie clips, etc. You will lay down your sound later, but your images must follow your script.
2/23 Check-in: Note: This date has been extended, but the due date has not! You should be finished and fixing found mistakes, or adding to your project. If you are doing a performance, your script, and choreography are finished and you are practicing your performance.
Projects are due 2/26 for Monday/Wednesday classes, and 2/27 for Tuesday/Thursday classes.
Oral presentations of your projects will start on 2/26.
Prueba de que ha comenzado su proyecto en casa: debido 2/2:
Prueba de que ha comenzado su proyecto en casa: vencimiento 2/2: El primer check-in o prueba de que ha comenzado su proyecto es el viernes 2 de febrero. Solo tiene que mostrar que ha comenzado la construcción de su documental, sitio web o exposición, o está recogiendo las piezas para y puede mostrármelas. Para actuaciones y documentales, puede mostrarme las secuencias de comandos en progreso. Tome una fotografía en sus teléfonos de exhibiciones. ¡Esta es una calificación fácil!
No quiero que nadie espere hasta el último minuto para terminar sus proyectos, por lo que tendrá tres registros el lunes 2/5 y el martes 2/6; Lunes - 2/13 y martes - 2/14; Lunes 2/20 y martes 2/21. ** Tenga en cuenta el cambio en las fechas que se debe a los dos feriados del lunes 2/12 y 2/19! **
2/5 & 2/6 Check-in: Muestre prueba de que ha comenzado a construir el proyecto
2/20 & 2/21 Check-in: demuestre que su proyecto está a mitad de camino, organizado por las cuatro C (Contexto, Conflicto, Compromiso y Cambio) con una introducción y una tesis. Necesita un título (título general de su proyecto) y sub-heds (títulos más pequeños que muestran dónde se encuentran los 4C). No olvides citar todas tus fuentes principales y fuentes secundarias, como imágenes, mapas y fotografías. Siga las reglas en el Libro de reglas de NHD para su proyecto (a excepción de las exposiciones que NO compiten: puede hacer una pizarra de 3 pies para personas individuales o una tabla de 4 pies para grupos. Si no puede encontrar una tabla de 4 pies, pega dos tablas de 3 'juntas!). Para todos los demás proyectos, observe las reglas que se encuentran en las páginas 20-36 del Libro de reglas de NHD (use el botón azul en esta página). Las actuaciones y los documentales deberían tener sus guiones terminados y haber comenzado la organización de su proyecto. Las presentaciones necesitan algunos accesorios de fuente primaria, y un telón de fondo de algún tipo. Los documentales deben armar su proyecto con imágenes, mapas, citas, clips de película, etc. Podrá establecer su sonido más tarde, pero sus imágenes deben seguir su secuencia de comandos.
2/23 Check-in: debe terminar y corregir los errores encontrados o agregarlos a su proyecto. Si está realizando una presentación, su guión y su coreografía han terminado y está practicando su interpretación.
Los proyectos vencen 2/26 para las clases de lunes / miércoles, y 2/27 para las clases de martes / jueves. Las presentaciones orales de sus proyectos comenzarán el 2/26.
I don't want anyone waiting until the last minute to finish your projects, so you will have three check ins, on:
Monday 2/5 & Tuesday 2/6
Tuesday 2/20 and Wednesday 2/21
Friday 2/23
**Please note the change in dates that is due to the two Monday holidays on 2/12 and 2/19!**
2/5 & 2/6 Check-in: Show proof that you have started building the project
2/20 and 2/21 Check-in: Note: This date has been extended, but the due date has not! Show that your project is half- way done, organized by the four C's (Context, Conflict, Compromise and Change) with an introduction and a thesis. You need a heading (overall title of your project), and sub-heds (smaller titles that show where the 4C's are). Don't forget to cite all of your primary sources and secondary sources such as pictures, maps, and photographs. Follow the rules in the NHD Rule Book for your project (except for exhibits that will NOT be competing - you can do a 3' board for individuals, or a 4' board for groups. If you can't find a 4' board, paste two 3' boards together!). For all other projects, look at the rules found on pages 20-36 of the NHD Rule Book (use the blue button on this page).
Performances and documentaries should have their scripts finished and have begun the organization of their project. Performances need some primary source props, and a backdrop of some sort.
Documentaries should be putting together their project with pictures, maps, quotes, movie clips, etc. You will lay down your sound later, but your images must follow your script.
2/23 Check-in: Note: This date has been extended, but the due date has not! You should be finished and fixing found mistakes, or adding to your project. If you are doing a performance, your script, and choreography are finished and you are practicing your performance.
Projects are due 2/26 for Monday/Wednesday classes, and 2/27 for Tuesday/Thursday classes.
Oral presentations of your projects will start on 2/26.
Prueba de que ha comenzado su proyecto en casa: debido 2/2:
Prueba de que ha comenzado su proyecto en casa: vencimiento 2/2: El primer check-in o prueba de que ha comenzado su proyecto es el viernes 2 de febrero. Solo tiene que mostrar que ha comenzado la construcción de su documental, sitio web o exposición, o está recogiendo las piezas para y puede mostrármelas. Para actuaciones y documentales, puede mostrarme las secuencias de comandos en progreso. Tome una fotografía en sus teléfonos de exhibiciones. ¡Esta es una calificación fácil!
No quiero que nadie espere hasta el último minuto para terminar sus proyectos, por lo que tendrá tres registros el lunes 2/5 y el martes 2/6; Lunes - 2/13 y martes - 2/14; Lunes 2/20 y martes 2/21. ** Tenga en cuenta el cambio en las fechas que se debe a los dos feriados del lunes 2/12 y 2/19! **
2/5 & 2/6 Check-in: Muestre prueba de que ha comenzado a construir el proyecto
2/20 & 2/21 Check-in: demuestre que su proyecto está a mitad de camino, organizado por las cuatro C (Contexto, Conflicto, Compromiso y Cambio) con una introducción y una tesis. Necesita un título (título general de su proyecto) y sub-heds (títulos más pequeños que muestran dónde se encuentran los 4C). No olvides citar todas tus fuentes principales y fuentes secundarias, como imágenes, mapas y fotografías. Siga las reglas en el Libro de reglas de NHD para su proyecto (a excepción de las exposiciones que NO compiten: puede hacer una pizarra de 3 pies para personas individuales o una tabla de 4 pies para grupos. Si no puede encontrar una tabla de 4 pies, pega dos tablas de 3 'juntas!). Para todos los demás proyectos, observe las reglas que se encuentran en las páginas 20-36 del Libro de reglas de NHD (use el botón azul en esta página). Las actuaciones y los documentales deberían tener sus guiones terminados y haber comenzado la organización de su proyecto. Las presentaciones necesitan algunos accesorios de fuente primaria, y un telón de fondo de algún tipo. Los documentales deben armar su proyecto con imágenes, mapas, citas, clips de película, etc. Podrá establecer su sonido más tarde, pero sus imágenes deben seguir su secuencia de comandos.
2/23 Check-in: debe terminar y corregir los errores encontrados o agregarlos a su proyecto. Si está realizando una presentación, su guión y su coreografía han terminado y está practicando su interpretación.
Los proyectos vencen 2/26 para las clases de lunes / miércoles, y 2/27 para las clases de martes / jueves. Las presentaciones orales de sus proyectos comenzarán el 2/26.
DEVELOP A THESIS STATEMENT - due Friday, 2/2
"NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history."
Example:
Topic: Battle of Gettysburg
Thesis Statement: The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army."
DESARROLLAR UNA DECLARACIÓN DE TESIS - vence el viernes, 2/2
"Los proyectos de NHD deben hacer más que solo contar una historia. Cada exposición, actuación, documental, papel y sitio web debe destacar su tema. Para ello, debe desarrollar su propio argumento sobre el impacto histórico de la persona, el evento, El enunciado de la tesis no es lo mismo que un tema. La declaración de su tesis explica lo que cree que es el impacto y la importancia de su tema en la historia ".
Ejemplo: Tema: Batalla de Gettysburg
Declaración de la tesis: La batalla de Gettysburg fue un importante punto de inflexión de la Guerra Civil. Cambió la marea de la guerra del sur al norte, haciendo retroceder al ejército de Lee, que nunca volvería a luchar en el suelo del norte y brindando confianza al ejército de la Unión".
1. Un enunciado de tesis suele ser una oración que expresa el punto principal de su trabajo de redacción, investigación, ensayo, etc.
2. La declaración de la tesis es luego "probada" a lo largo del proyecto con evidencia de respaldo.
"NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history."
Example:
Topic: Battle of Gettysburg
Thesis Statement: The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army."
- A thesis statement is usually one sentence that tells the main point of your piece of writing-research paper, essay, etc.
- The thesis statement is then "proven" throughout the project with supporting evidence.
DESARROLLAR UNA DECLARACIÓN DE TESIS - vence el viernes, 2/2
"Los proyectos de NHD deben hacer más que solo contar una historia. Cada exposición, actuación, documental, papel y sitio web debe destacar su tema. Para ello, debe desarrollar su propio argumento sobre el impacto histórico de la persona, el evento, El enunciado de la tesis no es lo mismo que un tema. La declaración de su tesis explica lo que cree que es el impacto y la importancia de su tema en la historia ".
Ejemplo: Tema: Batalla de Gettysburg
Declaración de la tesis: La batalla de Gettysburg fue un importante punto de inflexión de la Guerra Civil. Cambió la marea de la guerra del sur al norte, haciendo retroceder al ejército de Lee, que nunca volvería a luchar en el suelo del norte y brindando confianza al ejército de la Unión".
1. Un enunciado de tesis suele ser una oración que expresa el punto principal de su trabajo de redacción, investigación, ensayo, etc.
2. La declaración de la tesis es luego "probada" a lo largo del proyecto con evidencia de respaldo.
Index Note Card Deadlines:
* first set 30 cards - Jan. 26
• Second set 30 cards- Feb. 2 (no bib cards counted)
• Third set 20 primary source cards - Feb. 9
Remember - Research index cards have two types:
Note Research Cards have: 1 fact or quote, topic on upper left, source number in circle, your initials
Bibliography cards - tell only the mla listing for the type of source (this information is found under MLA in the Purdue Online Writing Lab:
Your topics are the 4Cs:
Context: What events led up to the event you have chosen, locally, nationally, or even worldwide?
Conflict: What was the problem? Who were the people or sides involved in the disagreement?
Compromise: What did both sides do and give up, and what was their agreement?
Change: How did this affect events locally, nationally and even globally? How does this event affect life today?
Plazos de la tarjeta de nota del índice:
* primero estableció 30 tarjetas - 26 de enero
• Segundo juego de 30 tarjetas: 2 de febrero
• Tercer conjunto de 20 cartas fuente primarias - 9 de febrero
Recuerde: las fichas de investigación tienen dos tipos:
Nota Las tarjetas de investigación tienen: 1 hecho o cita, tema en la esquina superior izquierda, número de fuente en círculo, sus iniciales
Tarjetas de bibliografía: indique solo la lista de mla para el tipo de fuente (esta información se encuentra en MLA en el Laboratorio de escritura en línea de Purdue:
Sus temas son los 4Cs:
Contexto: ¿Qué eventos llevaron al evento que eligió, local, nacional o incluso mundial? Conflicto: ¿Cuál fue el problema? ¿Quiénes fueron las personas o los lados involucrados en el desacuerdo?
Compromiso: ¿Qué hicieron y abandonaron ambas partes, y cuál fue su acuerdo?
Cambio: ¿Cómo afectó esto los eventos a nivel local, nacional e incluso global? ¿Cómo este evento afecta la vida hoy?
Nota: las tarjetas de nota de fuente primaria contendrán toda la información en cada fuente primaria, por lo que todo está en un solo lugar
How to write Bib Cards and Note Cards:
Plagiarism videos:
Current Assignment:
National History Day Research Project Research:
1/18- 2/2
Now we begin our intensive research project on Conflict and Compromise. Your job is to take a historic event that happened in the United States within our time period of 1400s to 1914 and tell what happened. You need to answer the 4C's:
Context: What events led up to the event you have chosen, locally, nationally, or even worldwide?
Conflict: What was the problem? Who were the people or sides involved in the disagreement?
Compromise: What did both sides do and give up, and what was their agreement?
Change: How did this affect events locally, nationally and even globally? How does this event affect life today?
First, you pick what type of project you will do. Your choices are:
Exhibit
Performance
Website
Documentary
Historical Paper (individual only)
Choose if you will do this on your own, or as a group (up to five members). If you choose to be part of a group, know that you will have to meet after school to create your project. Project research will be mostly done at school, over the next two weeks, but project creation will be done at home. I do not have room for 160 projects!
Then, choose your topic carefully. Start research and see if you have enough information available on this topic to do a full project. You will fill out a worksheet that will help you to discover this answer. Once you have a topic settled, you are ready to research!
Please look at the buttons on the right top section under the map. I have included the NHD site with all information you need, the Rule Book, the Frequently Asked Questions, and a link to the amazing Newseum NHD site. These will answer most of your questions.
Also, parents, while you can help your students if they have a problem, such as you don't want them using power tools to build the exhibit board, or they need help with technology, please don't do the project for them. Give lots of support and you can help guide your child, but know that they might struggle with this project. We are building research skills that are necessary for success in high school! If your child doesn't understand something, look at the buttons and see if you can find the answer. If your child still doesn't get it (whatever it is), have them come see me. I'm in my classroom lunches on Tuesday, Wednesday and Friday and I am happy to help! I have been a judge at San Diego County NHD for the past 10 years, so I actually know what I'm talking about ;).
Please note: While all students are doing this project, students are not mandated to compete in the NHD competition that will be held locally March 10, and then moves on to the state competition in Los Angeles and the national competition in Maine. Only those students whose parents agree to send their child to the state and national competitions, should they win, will officially compete. It is not fair to the San Diego National History Day Chapter to have kids win, then not represent San Diego at the state competition, which is the reason for my decision.
All will present in my classroom at the culmination of the project.
National History Day Research Project Research:
1/18- 2/2
Now we begin our intensive research project on Conflict and Compromise. Your job is to take a historic event that happened in the United States within our time period of 1400s to 1914 and tell what happened. You need to answer the 4C's:
Context: What events led up to the event you have chosen, locally, nationally, or even worldwide?
Conflict: What was the problem? Who were the people or sides involved in the disagreement?
Compromise: What did both sides do and give up, and what was their agreement?
Change: How did this affect events locally, nationally and even globally? How does this event affect life today?
First, you pick what type of project you will do. Your choices are:
Exhibit
Performance
Website
Documentary
Historical Paper (individual only)
Choose if you will do this on your own, or as a group (up to five members). If you choose to be part of a group, know that you will have to meet after school to create your project. Project research will be mostly done at school, over the next two weeks, but project creation will be done at home. I do not have room for 160 projects!
Then, choose your topic carefully. Start research and see if you have enough information available on this topic to do a full project. You will fill out a worksheet that will help you to discover this answer. Once you have a topic settled, you are ready to research!
Please look at the buttons on the right top section under the map. I have included the NHD site with all information you need, the Rule Book, the Frequently Asked Questions, and a link to the amazing Newseum NHD site. These will answer most of your questions.
Also, parents, while you can help your students if they have a problem, such as you don't want them using power tools to build the exhibit board, or they need help with technology, please don't do the project for them. Give lots of support and you can help guide your child, but know that they might struggle with this project. We are building research skills that are necessary for success in high school! If your child doesn't understand something, look at the buttons and see if you can find the answer. If your child still doesn't get it (whatever it is), have them come see me. I'm in my classroom lunches on Tuesday, Wednesday and Friday and I am happy to help! I have been a judge at San Diego County NHD for the past 10 years, so I actually know what I'm talking about ;).
Please note: While all students are doing this project, students are not mandated to compete in the NHD competition that will be held locally March 10, and then moves on to the state competition in Los Angeles and the national competition in Maine. Only those students whose parents agree to send their child to the state and national competitions, should they win, will officially compete. It is not fair to the San Diego National History Day Chapter to have kids win, then not represent San Diego at the state competition, which is the reason for my decision.
All will present in my classroom at the culmination of the project.
Investigación del Proyecto de Investigación del Día Nacional de Historia:
1 / 12- 1/26
Ahora comenzamos nuestro proyecto de investigación intensivo sobre Conflicto y Compromiso. Su trabajo es tomar un evento histórico que sucedió en los Estados Unidos dentro de nuestro período de tiempo de 1400 a 1914 y contar lo que sucedió. Debe responder las 4C:
Contexto: ¿Qué eventos llevaron al evento que eligió?
Conflicto: ¿Cuál fue el problema?
Compromiso: ¿Qué hicieron y abandonaron ambas partes, y cuál fue su acuerdo?
Cambio: ¿Cómo afectó esto los eventos a nivel local, nacional e incluso global? ¿Cómo este evento afecta la vida hoy?
Primero, elige qué tipo de proyecto vas a hacer. Tus elecciones son: Exposición Actuación Sitio web Documental Papel histórico (individual solamente) Elija si va a hacer esto por su cuenta o como grupo (hasta cinco miembros). Si elige formar parte de un grupo, sepa que deberá reunirse después de la escuela para crear su proyecto. La investigación del proyecto se realizará principalmente en la escuela durante las próximas dos semanas, pero la creación del proyecto se realizará en el hogar. ¡No tengo espacio para 160 proyectos! Mire los botones en la sección superior derecha debajo del mapa. He incluido el sitio de NHD con toda la información que necesita, el Libro de reglas, las Preguntas más frecuentes y un enlace al increíble sitio Newseum NHD. Estos responderán la mayoría de tus preguntas.
Además, los padres, si bien pueden ayudar a sus alumnos si tienen un problema, como que no quieren que utilicen herramientas eléctricas para construir el tablero de exhibición, o si necesitan ayuda con la tecnología, no hagan el proyecto por ellos. Brinde mucho apoyo y puede ayudar a guiar a su hijo, pero sepa que podrían tener problemas con este proyecto. ¡Estamos desarrollando habilidades de investigación que son necesarias para el éxito en la escuela secundaria! Si su hijo no comprende algo, mire los botones y vea si puede encontrar la respuesta. Si su hijo todavía no lo consigue (lo que sea que sea), haga que vengan a verme. ¡Estoy en los almuerzos de mi clase los martes, miércoles y viernes y estoy feliz de ayudar! He sido juez en NHD del condado de San Diego durante los últimos 10 años, así que sé de lo que estoy hablando;). Tenga en cuenta: Si bien todos los estudiantes están haciendo este proyecto, los estudiantes no tienen el mandato de competir en la competencia NHD que se llevará a cabo localmente el 10 de marzo y luego pasarán a la competencia estatal en Los Ángeles y la competencia nacional en Maine. Solo aquellos estudiantes cuyos padres acuerdan enviar a su hijo a las competiciones estatales y nacionales, si ganan, competirán oficialmente. No es justo para el Capítulo del Día de la Historia Nacional de San Diego que los niños ganen, luego no representen a San Diego en la competencia estatal, que es la razón de mi decisión. Todos se presentarán en mi clase al culminar el proyecto.
1 / 12- 1/26
Ahora comenzamos nuestro proyecto de investigación intensivo sobre Conflicto y Compromiso. Su trabajo es tomar un evento histórico que sucedió en los Estados Unidos dentro de nuestro período de tiempo de 1400 a 1914 y contar lo que sucedió. Debe responder las 4C:
Contexto: ¿Qué eventos llevaron al evento que eligió?
Conflicto: ¿Cuál fue el problema?
Compromiso: ¿Qué hicieron y abandonaron ambas partes, y cuál fue su acuerdo?
Cambio: ¿Cómo afectó esto los eventos a nivel local, nacional e incluso global? ¿Cómo este evento afecta la vida hoy?
Primero, elige qué tipo de proyecto vas a hacer. Tus elecciones son: Exposición Actuación Sitio web Documental Papel histórico (individual solamente) Elija si va a hacer esto por su cuenta o como grupo (hasta cinco miembros). Si elige formar parte de un grupo, sepa que deberá reunirse después de la escuela para crear su proyecto. La investigación del proyecto se realizará principalmente en la escuela durante las próximas dos semanas, pero la creación del proyecto se realizará en el hogar. ¡No tengo espacio para 160 proyectos! Mire los botones en la sección superior derecha debajo del mapa. He incluido el sitio de NHD con toda la información que necesita, el Libro de reglas, las Preguntas más frecuentes y un enlace al increíble sitio Newseum NHD. Estos responderán la mayoría de tus preguntas.
Además, los padres, si bien pueden ayudar a sus alumnos si tienen un problema, como que no quieren que utilicen herramientas eléctricas para construir el tablero de exhibición, o si necesitan ayuda con la tecnología, no hagan el proyecto por ellos. Brinde mucho apoyo y puede ayudar a guiar a su hijo, pero sepa que podrían tener problemas con este proyecto. ¡Estamos desarrollando habilidades de investigación que son necesarias para el éxito en la escuela secundaria! Si su hijo no comprende algo, mire los botones y vea si puede encontrar la respuesta. Si su hijo todavía no lo consigue (lo que sea que sea), haga que vengan a verme. ¡Estoy en los almuerzos de mi clase los martes, miércoles y viernes y estoy feliz de ayudar! He sido juez en NHD del condado de San Diego durante los últimos 10 años, así que sé de lo que estoy hablando;). Tenga en cuenta: Si bien todos los estudiantes están haciendo este proyecto, los estudiantes no tienen el mandato de competir en la competencia NHD que se llevará a cabo localmente el 10 de marzo y luego pasarán a la competencia estatal en Los Ángeles y la competencia nacional en Maine. Solo aquellos estudiantes cuyos padres acuerdan enviar a su hijo a las competiciones estatales y nacionales, si ganan, competirán oficialmente. No es justo para el Capítulo del Día de la Historia Nacional de San Diego que los niños ganen, luego no representen a San Diego en la competencia estatal, que es la razón de mi decisión. Todos se presentarán en mi clase al culminar el proyecto.
Group Analysis of Continents -
This will be done in class after presentations are finished and you have filled in your charts. You will use the chart and your analysis paper to do the homework assignment listed in at a glance. Due next class period.
What are the patterns you see using the topics of:
This will be done in class after presentations are finished and you have filled in your charts. You will use the chart and your analysis paper to do the homework assignment listed in at a glance. Due next class period.
What are the patterns you see using the topics of:
- Population (start here)
- average wages
- where people live
- common jobs
- number of children
- common religions
- greatest threat to the environment
- Compare and contrast. Find the similarities and differences.
- Look for cause and effect - does one thing cause another?
CONTINENTS POSTER
With your group draw the outline of your continent and fill in this information on the poster. Include a minimum of five 4-color drawings. Finished poster will be presented on Wednesday, which will be a Friday schedule. During presentation, students will fill out a chart that compares the 6 continents (we are not using Antarctica) and the subjects of the questions listed.
Note: Students who are absent still have to do this assignment on a 8x10 piece of copy paper. You will select 1 continent, draw the outline of the continent, write in answers to 5 questions, and one 4-color picture that represents the continent. It is due Friday, 1/12.
1. What are the most popular dishes, or things people eat on your continent?
2. What is the greatest environmental threat to your continent?
3. What is the population, or number of people?
4. How much money does the average family of four live on?
5. What are the areas where most people live in your continent, including names of cities, or the coast?
6. Does your continent have geographic features such as mountains or rivers and what are their names?
7. What do people do for fun in your continent?
8. What are the types of jobs that most people do, such as are they farmers, or do they work in government sponsored work, or in stores?
9. How Many children do they have, give the number.
10. What are the religions practiced in your continent?
11. What type of wildlife lives on your continent? Give a list of unique and interesting animals - no domestic dogs and cats! I want wild animals!
CARTEL DE CONTINENTES
Con su grupo dibuje el contorno de su continente y complete esta información en el cartel. Incluye un mínimo de cinco dibujos de 4 colores. El poster terminado se presentará el miércoles, que será el horario del viernes. Durante la presentación, los estudiantes llenarán un cuadro que compara los 6 continentes y los temas de las preguntas enumeradas.
Los estudiantes que están ausentes todavía tienen que hacer esta tarea en una hoja de papel de 8x10. Seleccionará 1 continente, dibujará el contorno del continente, escribirá respuestas a 5 preguntas y una imagen de 4 colores que representa el continente. Es debido al segundo período de clase cuando regrese.
1. ¿Cuáles son los platos más populares o las cosas que la gente come en tu continente?
2. ¿Cuál es la mayor amenaza ambiental para su continente?
3. ¿Cuál es la población o el número de personas?
4. ¿Cuánto dinero vive la familia promedio de cuatro?
5. ¿Cuáles son las áreas donde vive la mayoría de las personas en su continente, incluidos los nombres de ciudades o la costa?
6. ¿Su continente tiene características geográficas como montañas o ríos y cuáles son sus nombres?
7. ¿Qué hace la gente por diversión en tu continente?
8. ¿Cuáles son los tipos de trabajos que la mayoría de las personas hace, como son los agricultores, o trabajan en el trabajo patrocinado por el gobierno, o en las tiendas?
9. Cuántos niños tienen, dar el número.
10. ¿Cuáles son las religiones practicadas en tu continente?
11. ¿Qué tipo de vida silvestre vive en tu continente? Da una lista de animales únicos e interesantes, ¡sin perros y gatos! Quiero animales salvajes!
Constitution and Bill of Rights Children’s Book - finished book with typed, edited words and colored pictures for each item is due Dec.15th
Due 12/15 at start of class = Can earn up to an A
Turned in at end of school day on 15th = Can earn up to a C
Turned in late (Tuesday is last day accepted) = up to 1/2 credit
(Late is WAY better than a zero which is 3 Fs, so turn it in!)
You will be writing a Children’s Book on the Constitution and Bill of Rights in language a child of 9 or 10 will easily understand. This will be harder than you think! Get right on it! You have updated versions of the texts for both documents on this website. Both have language you should be able to understand. Now you need to summarize and simplify each article and amendment into a really shortened version for your book. Then do a hand-drawn 4-color picture for each. Have fun! You will have two weeks of class periods to do this assignment, and whatever is not finished needs to be done as homework.
Again, each book will contain:
• 1 Cover page with title (U.S. Constitution and Bill of Rights Childrens' Book, by ...), a 4-color picture, your full name and class period & day
• 2 Title pages (1 for each section - The Constitution and The Bill of Rights)
• The Preamble and Each of the 7 Articles of the Constitution explained in one typed paragraph of 2-6 sentences with a hand drawn 4-color picture that represents it. The Preamble and each article is on its own page with its picture.
* Each of the first 10 Amendments in the Bill of Rights explained in one typed paragraph of 2-6 sentences with a hand drawn 4-color picture that represents it. Each amendment is on its own page with its picture.
How you design your book is up to you, but the Constitution articles need to be together, and Bill of Rights amendments need to be together.
Spelling Counts! Get your work edited before you write it into the book. Each requirement equals points!
Constitución y Carta de Derechos Libro para niños:
libro terminado con palabras escritas, editadas e imágenes de colores para cada artículo se vence el 14 y 15 de dic.
Usted redactará un Libro para niños sobre la Constitución y la Declaración de derechos en un idioma que un niño de 9 o 10 entenderá fácilmente. ¡Esto será más difícil de lo que piensas! ¡Adelante! Usted ha actualizado las versiones de los textos para ambos documentos sobre esto. La Constitución actualizada y la Declaración de derechos son botones a su derecha. Ambos tienen un lenguaje que deberías poder entender. Ahora necesita resumir y simplificar cada artículo y enmienda en una versión realmente abreviada de su libro. Luego haz una imagen de 4 colores dibujada a mano para cada uno. ¡Que te diviertas! Tendrás dos semanas de períodos de clase para hacer esta tarea, y lo que no se termine debe hacerse como tarea.
Nuevamente, cada libro contendrá:
• Portada con título, una imagen de 4 colores, su nombre completo y período de clase y día
• Páginas de título para cada sección - La Constitución y la Declaración de Derechos
• Cada uno de los 7 artículos de la Constitución explica en un párrafo escrito de 2 a 6 oraciones con una imagen a 4 colores dibujada a mano que lo representa. Cada artículo está en su propia página con su imagen.
1.
* Cada una de las primeras 10 Enmiendas en la Declaración de Derechos y el Preámbulo explicaron en un párrafo escrito de 2 a 6 oraciones con una imagen de 4 colores dibujada a mano que lo representa. Cada enmienda está en su propia página con su imagen.
La forma en que diseñe su libro depende de usted, pero los artículos de la Constitución deben estar juntos, y las enmiendas a la Declaración de Derechos deben estar juntas.
¡Spelling Counts! Obtenga su trabajo editado antes de escribirlo en el libro. ¡Cada requisito es igual a puntos!
*** La escritura debe hacerse en la próxima clase y debe escribirse para que pueda ser cortada y pegada en las páginas de su libro. Mientras se escribe en un documento, con el Preámbulo y todos los artículos de la Constitución y las 10 enmiendas de la Declaración de Derechos, cada uno de estos se cortará y pegará en su propia página. Sin embargo, si usted es uno de los muchos cuyo poder se ha cortado, debe trabajar en los dibujos en casa hasta que vuelva a encenderse y luego escribir una vez que regrese. ***
Due 12/15 at start of class = Can earn up to an A
Turned in at end of school day on 15th = Can earn up to a C
Turned in late (Tuesday is last day accepted) = up to 1/2 credit
(Late is WAY better than a zero which is 3 Fs, so turn it in!)
You will be writing a Children’s Book on the Constitution and Bill of Rights in language a child of 9 or 10 will easily understand. This will be harder than you think! Get right on it! You have updated versions of the texts for both documents on this website. Both have language you should be able to understand. Now you need to summarize and simplify each article and amendment into a really shortened version for your book. Then do a hand-drawn 4-color picture for each. Have fun! You will have two weeks of class periods to do this assignment, and whatever is not finished needs to be done as homework.
Again, each book will contain:
• 1 Cover page with title (U.S. Constitution and Bill of Rights Childrens' Book, by ...), a 4-color picture, your full name and class period & day
• 2 Title pages (1 for each section - The Constitution and The Bill of Rights)
• The Preamble and Each of the 7 Articles of the Constitution explained in one typed paragraph of 2-6 sentences with a hand drawn 4-color picture that represents it. The Preamble and each article is on its own page with its picture.
* Each of the first 10 Amendments in the Bill of Rights explained in one typed paragraph of 2-6 sentences with a hand drawn 4-color picture that represents it. Each amendment is on its own page with its picture.
How you design your book is up to you, but the Constitution articles need to be together, and Bill of Rights amendments need to be together.
Spelling Counts! Get your work edited before you write it into the book. Each requirement equals points!
Constitución y Carta de Derechos Libro para niños:
libro terminado con palabras escritas, editadas e imágenes de colores para cada artículo se vence el 14 y 15 de dic.
Usted redactará un Libro para niños sobre la Constitución y la Declaración de derechos en un idioma que un niño de 9 o 10 entenderá fácilmente. ¡Esto será más difícil de lo que piensas! ¡Adelante! Usted ha actualizado las versiones de los textos para ambos documentos sobre esto. La Constitución actualizada y la Declaración de derechos son botones a su derecha. Ambos tienen un lenguaje que deberías poder entender. Ahora necesita resumir y simplificar cada artículo y enmienda en una versión realmente abreviada de su libro. Luego haz una imagen de 4 colores dibujada a mano para cada uno. ¡Que te diviertas! Tendrás dos semanas de períodos de clase para hacer esta tarea, y lo que no se termine debe hacerse como tarea.
Nuevamente, cada libro contendrá:
• Portada con título, una imagen de 4 colores, su nombre completo y período de clase y día
• Páginas de título para cada sección - La Constitución y la Declaración de Derechos
• Cada uno de los 7 artículos de la Constitución explica en un párrafo escrito de 2 a 6 oraciones con una imagen a 4 colores dibujada a mano que lo representa. Cada artículo está en su propia página con su imagen.
1.
* Cada una de las primeras 10 Enmiendas en la Declaración de Derechos y el Preámbulo explicaron en un párrafo escrito de 2 a 6 oraciones con una imagen de 4 colores dibujada a mano que lo representa. Cada enmienda está en su propia página con su imagen.
La forma en que diseñe su libro depende de usted, pero los artículos de la Constitución deben estar juntos, y las enmiendas a la Declaración de Derechos deben estar juntas.
¡Spelling Counts! Obtenga su trabajo editado antes de escribirlo en el libro. ¡Cada requisito es igual a puntos!
*** La escritura debe hacerse en la próxima clase y debe escribirse para que pueda ser cortada y pegada en las páginas de su libro. Mientras se escribe en un documento, con el Preámbulo y todos los artículos de la Constitución y las 10 enmiendas de la Declaración de Derechos, cada uno de estos se cortará y pegará en su propia página. Sin embargo, si usted es uno de los muchos cuyo poder se ha cortado, debe trabajar en los dibujos en casa hasta que vuelva a encenderse y luego escribir una vez que regrese. ***
Chapter 9 Vocabulary: Due in class 12/4 & 5
Anti-Federalist
Bill
Cabinet
Congressional Override
Consitution
Double Jeopardy
Federal
Federalist
Habeas Corpus
Law
Municipal
Ratify
Treason
Veto
Capítulo 9 Vocabulario: Vencimiento en la clase 12/4 y 5
Antifederalista
Cuenta Consitución
gabinete
Doble Jeopardy
Federal
Federalista
Habeas corpus
Ley Municipal
Ratificar
Traición
Anulación del Congreso
Veto
Anti-Federalist
Bill
Cabinet
Congressional Override
Consitution
Double Jeopardy
Federal
Federalist
Habeas Corpus
Law
Municipal
Ratify
Treason
Veto
Capítulo 9 Vocabulario: Vencimiento en la clase 12/4 y 5
Antifederalista
Cuenta Consitución
gabinete
Doble Jeopardy
Federal
Federalista
Habeas corpus
Ley Municipal
Ratificar
Traición
Anulación del Congreso
Veto
Chapter 9 Constitution Cards/Reading Notes - Due 12/1
Read the Constitution - either through the book, or through the button on my website, then answer the questions in your SS journal. Use the questions in your answers by turning the question into a statement with the answer (Statements of Knowledge), use subtitles (9.3 - The Legislative Branch) and number your answers for each section. Skip lines after you answer each question. We will work on these during both class periods on Wednesday and Thursday.
Constitution Question Cards Questions
Set 1 - 9.3 The Legislative Branch
1. What is the length of a term of office of members of the U.S. House of Representatives?
2. How old must a person be to be elected to the U.S. House of Representatives? To the Senate?
3. Who has the power to propose a law to raise revenue (a tax law)?
4. What is the length of a term of office for member of the United States Senate?
5. Who has the power to declare war?
6. How many members of the Senate and House are there? How many members of Congress?
Set 2 - 9.4 The Executive Branch
7. What is the length of a term of office for the president of the United States?
8. How old must one be to hold the office of president of the United States?
9. Who has the power to make treaties with foreign countries? 10. Who has the power to nominate ambassadors, public ministers, or other officers of the United States, such as members of the cabinet?
11. Who is the commander in chief of the U.S. military forces? 12. Who has the sole power to try (bring to trial) all impeachments?
Set 3 - 9.5 The Judicial Branch
13. What is the length of the term of office for justices of the United States Supreme Court?
14. Who has the power to resolve issues involving national laws or laws of the United States?
15. Who has the power to settle disputes between different states?
16. How many members of the Supreme Court are there? (See the margin note in the Constitution, or Section 9.5 in History Alive!
Set 4 - 9.6 Checks and Balances
17. What can the legislative branch do if the president vetoes a bill?
18. Who has the power to review all laws and treaties of the United States?
19. Who must approve all judges, cabinet members, and ambassadors that the president appoints to government positions? 20. Who must approve any treaties that are made with foreign countries?
21. Who has the power to veto laws?
22. What branch of government can check the power of the judicary by exercising the power of impeachment?
Set 5 - 9.7 The Amendment Process
23. Who has the power to propose amendments to the Constitution of the United States?
24. Who approves amendments to the Constitution?
25. How many amendments have been made to the Constitution? 26. Which amendment gave women the right to vote?
Set 6 - 9.8 The Federal System
27. Who has the power to print and coin money?
28. What is the “supreme law of the land” and how does it affect what states can do?
29. Why do states need to be concerned about laws passed in other states?
30. Who decides when the Electoral College casts its vote for president?
Capítulo 9 Tarjetas de constitución / Notas de lectura -
Lea la Constitución, ya sea a través del libro o a través del botón en mi sitio web, luego responda las preguntas en su diario SS. Use las preguntas en sus respuestas, use subtítulos (9.3 - La Rama Legislativa) y numere sus respuestas para cada sección.
Set 1 - 9.3 La Rama Legislativa
1.¿Cuál es la duración de un mandato de los miembros de la Cámara de Representantes de los Estados Unidos?
2. ¿Qué edad debe tener una persona para ser elegida para la Cámara de Representantes de los Estados Unidos? ¿Al Senado?
3. ¿Quién tiene el poder de proponer una ley para recaudar ingresos (una ley tributaria)?
4.¿Cuál es la duración de un mandato para miembro del Senado de los Estados Unidos?
5. ¿Quién tiene el poder de declarar la guerra?
6. ¿Cuántos miembros del Senado y la Cámara hay? ¿Cuántos miembros del Congreso?
Set 2 - 9.4 El Poder Ejecutivo
7. ¿Cuál es la duración de un mandato para el presidente de los Estados Unidos?
8. ¿Qué edad debe tener uno para ocupar el cargo de presidente de los Estados Unidos?
9. ¿Quién tiene el poder de hacer tratados con países extranjeros?
10. ¿Quién tiene el poder de nominar embajadores, ministros públicos u otros oficiales de los Estados Unidos, como miembros del gabinete?
11. ¿Quién es el comandante en jefe de las fuerzas militares de EE. UU.?
12. ¿Quién tiene el poder exclusivo de probar (llevar a juicio) todas las impugnaciones?
Set 3 - 9.5 El Poder Judicial
13. ¿Cuál es la duración del mandato de los jueces del Tribunal Supremo de los Estados Unidos?
14. ¿Quién tiene el poder de resolver problemas que involucran leyes nacionales o leyes de los Estados Unidos?
15. ¿Quién tiene el poder de resolver disputas entre diferentes estados?
16. ¿Cuántos miembros de la Corte Suprema hay? (Ver la nota de margen en la Constitución, o la Sección 9.5 en Historia viva! Los Estados Unidos a través del industrialismo).
Set 4 - 9.6 Cheques y saldos
17. ¿Qué puede hacer la rama legislativa si el presidente veta un proyecto de ley?
18. ¿Quién tiene el poder de revisar todas las leyes y tratados de los Estados Unidos?
19. ¿Quién debe aprobar a todos los jueces, miembros del gabinete y embajadores que el presidente designa para puestos gubernamentales?
20. ¿Quién debe aprobar cualquier tratado que se realice con países extranjeros?
21. ¿Quién tiene el poder de vetar leyes?
22. ¿Qué rama del gobierno puede controlar el poder de la judicatura al ejercer el poder de juicio político?
Set 5 - 9.7 El proceso de enmienda
23. ¿Quién tiene el poder de proponer enmiendas a la Constitución de los Estados Unidos?
24. ¿Quién aprueba las enmiendas a la Constitución?
25. ¿Cuántas enmiendas se han hecho a la Constitución?
26. ¿Qué enmienda dio a las mujeres el derecho al voto?
Set 6 - 9.8 El sistema federal
27. ¿Quién tiene el poder de imprimir y acuñar moneda?
28. ¿Cuál es la "ley suprema de la tierra" y cómo afecta lo que los estados pueden hacer?
29. ¿Por qué los estados deben preocuparse por las leyes aprobadas en otros estados?
30. ¿Quién decide cuándo el Colegio Electoral da su voto para presidente?
Creating the Constitution - Review before quiz
Ch. 8 Creating the Constitution - due Friday, 11/17
Read Chapter 8 and write the answers to these questions in your Social Studies Journal. Use the titles, and numbers and answer in complete sentences. Use statements of knowledge by turning the questions for each section into statements with the answers in them. Skip lines between answers.
8.3 Shays' Rebellion and the Need for Change:
Why were many Americans concerned by the actions of Shays and his supporters?
8.4 Opening the Constitutional Convention
What beliefs did the delegates share? What ideas divided them?
8.5 Issue: How Should States Be Represented in the New Government?
How did the Virginia Plan and the New Jersey Plan differ?
8.6 Resolution: The Great Compromise
What compromise did the delegates create to resolve the issue of state representation?
8.7 Issue: How Should Slaves Be Counted?
How did the views of delegates from northern states differ from those of delegates from southern states on this issue?
8.8 Resolution: The Three-Fifths Compromise
What compromise did the delegates create to resolve this issue?
8.9 Issue: How Should the Chief Executive Be Elected?
Why didn't the delegates agree on how the national executive should be chosen?
8.10 Resolution: The Electoral College
What compromise did the delegates create to resolve this issue?
8.11 The Convention Ends
Why did some delegates refuse to sign the final draft of the Constitution?
8.12 The Constitution Goes to the Nation
What were the Federalist Papers, and why were they written?
If not finished, this becomes homework. Use the textbook tab on this website to finish reading the chapter.
Notas de lectura: Capítulo 8 Creación de la Constitución.
Escriba las respuestas a sus Notas de lectura en su Diario de estudios sociales. Usa los títulos y los números y responde en oraciones completas. Omita líneas entre las respuestas.
8.3 Rebelión de Shays y necesidad de cambio:
¿Por qué muchos estadounidenses estaban preocupados por las acciones de Shays y sus seguidores?
8.4 Apertura de la Convención Constitucional
¿Qué creencias compartieron los delegados? ¿Qué ideas los dividieron?
8.5 Problema: ¿Cómo se debe representar a los Estados en el nuevo gobierno?
¿Cómo difieren el Plan de Virginia y el Plan de Nueva Jersey?
8.6 Resolución: el gran compromiso
¿Qué compromiso crearon los delegados para resolver el problema de la representación del estado?
8.7 Problema: ¿Cómo deben contabilizarse los esclavos?
¿Cómo difieren las opiniones de los delegados de los estados del norte de las de los delegados de los estados del sur sobre este tema?
8.8 Resolución: el compromiso de los tres quintos
¿Qué compromiso crearon los delegados para resolver este problema?
8.9 Asunto: ¿Cómo debe elegirse al primer ejecutivo?
¿Por qué los delegados no estuvieron de acuerdo sobre cómo debería elegirse el ejecutivo nacional?
8.10 Resolución: El Colegio Electoral
¿Qué compromiso crearon los delegados para resolver este problema?
8.11 La Convención Finaliza
¿Por qué algunos delegados se negaron a firmar el borrador final de la Constitución?
8.12 La Constitución va a la nación
¿Cuáles fueron los documentos federalistas y por qué fueron escritos?
Town Meeting Questions - due by 11/13 & 14
Answer these in your social studies journal.
1. How do you feel the Town Meeting went?
2. What went well? Give at leaset two examples and explain.
3. What was frustrating for you and why? Give at least two examples and explain why they were frustrating.
4. Do you like learning by doing projects? Why or why not? Explain.
Answer these in your social studies journal.
1. How do you feel the Town Meeting went?
2. What went well? Give at leaset two examples and explain.
3. What was frustrating for you and why? Give at least two examples and explain why they were frustrating.
4. Do you like learning by doing projects? Why or why not? Explain.
Episode 2- Revolution - due Wednesday and Thursday - 11/8 & 9
The History Channel, America: The Story of Us
If absent: Watch movie above at home and answer questions.
1. Today, New York is the financial ___________ of the world, with a population of _____ million.
2. In 1776, New York has a population of _____________.
3. TRUE OR FALSE: The British Invasion of America is the biggest in U.S. history.
4. Each British ship carries ________ of soldiers, _____________heavy cannons that fire a _______lb. cannonball at the speed of ___________over a mile away.
5. TRUE OR FALSE: In today’s money these ships cost as much as a modern aircraft carrier.
6. _______ more ships are heading to the colonies.
7. Benjamin Franklin, Thomas Jefferson and John Adams are all participating in the ______________________, debating on total independence from England.
8. July 4, 1776 is when the colonists _________________________ from England.
9. The British invasion is the biggest attack on New York until ___________, 2001.
10. September 17, 1776 New York is under ________.
11. British soldiers have _______ times more experience than the patriots.
12. By Sept. 20 ___________ is in British hands.
13. More than ___________ Patriot POW’s are held on prison ships in ___________ harbor.
14. The HMS Jersey is nicknamed “_______” because ______out of ______ prisoners die.
15. __________Patriot POW’s die on prison ships, ________ times more than are killed in battle.
16. The loss of New York is Washington’s __________ defeat.
17. The American ____________ is difficult for the British to navigate.
18. British soldiers were trained to fight in open ______________, the Patriots were using new tactics and were not “______________________.”
19. Because of the dense wilderness, the British only advance _________ a day.
20. Sharpshooters have an advantage; they know the ________ and have American ______________.
21. Grooves inside the barrel make shots more _____________.
22. TRUE OR FALSE: No Native Americans join the British to fight the Patriots.
23. Ingeniously, The Patriots begin killing off _____________________ scouts and British ____________.
24. Without leadership the British lose ________ as many soldiers as the Patriots.
25. France joins the war against the British, now the British have to fight a war on _______ fronts.
26. The Continental Congress doesn’t send any help to ______________ and his troops at Valley Forge.
27. At Valley Forge, ________ of troops have no shoes and _________ are sick within weeks.
28. The rebel army is a melting pot, made up of _______________, ____________, and ________________.
29. Small pox is a virus that is spreading through Valley Forge, _____ in ______ of its victims die.
30. TRUE OR FALSE: Inoculation is when small pox is introduced into a healthy body, so the body builds up antibodies to fight the virus.
31. Washington’s troops begin training with bayonets, which are _______________ placed on the end of rifles.
32. TRUE OR FALSE: In 1781, Patriot spies used invisible ink.
33. In England, the American Revolution isn’t popular because it is ___________.
34. The rebels have beaten the British; the U.S. is the only country to win ___________ from England through war.
35. ____________ have died for independence from Britain and a new _________ is born.
The History Channel, America: The Story of Us
If absent: Watch movie above at home and answer questions.
1. Today, New York is the financial ___________ of the world, with a population of _____ million.
2. In 1776, New York has a population of _____________.
3. TRUE OR FALSE: The British Invasion of America is the biggest in U.S. history.
4. Each British ship carries ________ of soldiers, _____________heavy cannons that fire a _______lb. cannonball at the speed of ___________over a mile away.
5. TRUE OR FALSE: In today’s money these ships cost as much as a modern aircraft carrier.
6. _______ more ships are heading to the colonies.
7. Benjamin Franklin, Thomas Jefferson and John Adams are all participating in the ______________________, debating on total independence from England.
8. July 4, 1776 is when the colonists _________________________ from England.
9. The British invasion is the biggest attack on New York until ___________, 2001.
10. September 17, 1776 New York is under ________.
11. British soldiers have _______ times more experience than the patriots.
12. By Sept. 20 ___________ is in British hands.
13. More than ___________ Patriot POW’s are held on prison ships in ___________ harbor.
14. The HMS Jersey is nicknamed “_______” because ______out of ______ prisoners die.
15. __________Patriot POW’s die on prison ships, ________ times more than are killed in battle.
16. The loss of New York is Washington’s __________ defeat.
17. The American ____________ is difficult for the British to navigate.
18. British soldiers were trained to fight in open ______________, the Patriots were using new tactics and were not “______________________.”
19. Because of the dense wilderness, the British only advance _________ a day.
20. Sharpshooters have an advantage; they know the ________ and have American ______________.
21. Grooves inside the barrel make shots more _____________.
22. TRUE OR FALSE: No Native Americans join the British to fight the Patriots.
23. Ingeniously, The Patriots begin killing off _____________________ scouts and British ____________.
24. Without leadership the British lose ________ as many soldiers as the Patriots.
25. France joins the war against the British, now the British have to fight a war on _______ fronts.
26. The Continental Congress doesn’t send any help to ______________ and his troops at Valley Forge.
27. At Valley Forge, ________ of troops have no shoes and _________ are sick within weeks.
28. The rebel army is a melting pot, made up of _______________, ____________, and ________________.
29. Small pox is a virus that is spreading through Valley Forge, _____ in ______ of its victims die.
30. TRUE OR FALSE: Inoculation is when small pox is introduced into a healthy body, so the body builds up antibodies to fight the virus.
31. Washington’s troops begin training with bayonets, which are _______________ placed on the end of rifles.
32. TRUE OR FALSE: In 1781, Patriot spies used invisible ink.
33. In England, the American Revolution isn’t popular because it is ___________.
34. The rebels have beaten the British; the U.S. is the only country to win ___________ from England through war.
35. ____________ have died for independence from Britain and a new _________ is born.
Town Meeting Activity Assignments:
These posters and nameplates will be used for our:
Town Meeting to answer the question:
Should we declare independence?
- Monday, 11/6 & Tuesday 11/7
How the Town Meeting will be held:
• Groups come in with their posters and affix their nameplates to the front of their tables where they are sitting.
• Everyone will address people by their character names.
- Nameplates due by Friday, 10/27.
- Posters due Monday, 10/30 and Tuesday, 10/31 at the end of class.
- Questions are due by Wednesday, 11/1 and Thursday, 11/2 at the end of class.
- Loyalists and Patriots - This is what you prepare for the town meeting:
• Nameplates: Must display their character’s name in large, easy-to-read lettering. Must contain a quotation that represents the character’s view on independence. Color, illustrations, or other graphics may be added. Will be affixed to the historical figure’s desk during the town meeting. - Propaganda Poster: Says either Loyalist or Patriot in large, easy to read letters. Use striking, colorful graphics and a clever slogan to influence and sway the Neutralists. Must be visible from a distance of at least 10 feet. On the back list key beliefs held by their historical figure.
- Key ideas: Must list three to five key ideas supporting the historical’ figure’s view on independence. Must be written clearly on the back of the propaganda. Must be used in short speeches the historical figure will give during the town meeting.
- Neutralists - This is what you must prepare for the town meeting:
- Nameplates: Must display their character’s name in large, easy-to-read lettering. Must contain a quotation that represents why the character is neutral. Add a color illustration. Will be affixed to the historical figure’s desk during the town meeting.
- Two-sided Loyalist/Patriot Posters: Create two two simple posters that will be joined together - one says Loyalists, and the other says Patriots in large, easy to read letters. Add colorful, graphic symbols that represent each side. For instance, a crown would represent King George and the Loyalists. These posters will be used to indicate which way a Neutralist is being swayed during the town meeting.
- Key questions: Must prepare at least four - five questions to ask each side during the town meeting. For example, Neutralists might ask Patriots, “If the colonies declare independence, how will they govern themselves?” Neutralists might as Loyalists, “Don’t you think taxation without representation is unfair?” Neutralists will work together in class as a group to make sure no two questions are the same.
These posters and nameplates will be used for our:
Town Meeting to answer the question:
Should we declare independence?
- Monday, 11/6 & Tuesday 11/7
How the Town Meeting will be held:
• Groups come in with their posters and affix their nameplates to the front of their tables where they are sitting.
• Everyone will address people by their character names.
- Each side has a leader that presents their group’s overall position - what they believe and what they want to happen (opening arguments) - up to two minutes per side. (groups pick the person to do this based on who is the highest ranking person/character in their group)
- A coin toss will decide which side presents first. Winning side will present first .
- The leader of Neutralists asks the first question to whichever side (loyalist or patriots) won the coin toss. Once the answer is given, the next Neutralist asks a question to a member of the OPPOSITE SIDE - this pattern will continue. The questions will be asked in flip flopping order. No person on either the Loyalist or Patriot sides can answer a question twice until all people on that side have answered a question, so all Loyalists and Patriots need to be ready. Once all Neutralists have asked their first question, they continue to ask their questions until all questions the Neutralists have are asked, or you are 20 minutes from hitting the end of the period.
- Once the question segment is over. The Neutralists flip their signs to whichever side they believe did the best job with their answers and argument.
- Then each loyalist and Patriot will present one final argument in 10-15 seconds as their character to try to sway the Neutralists to vote for their side.
- Whichever side has the most Neutralists wins the Town Meeting!
- STUDENTS WILL EARN ORAL PRESENTATION GRADE FOR THIS EXERCISE in addition to posters, nameplate, research grades and peer group grade.
AMERICAN REVOLUTION:
THE CONFLICT IGNITES
Watch this movie! Answer the questions on the worksheet found below the movie!
THE CONFLICT IGNITES
Watch this movie! Answer the questions on the worksheet found below the movie!
The American Revolution -
The Conflict Ignites questions:
Instructions
View “The Conflict Ignites” videotape and complete the viewing guide questions.
Before the War
The First 24 Hours – Lexington and Concord
How did Samuel Adams and John Hancock hear the British were looking for them?
1. Why were the British going to Concord?
2. The _______________________________ were 1/3 of the militia group, ready to move at a moment’s notice.
3. The confrontation at Concord Bridge started a __________________- mile long running battle.
4. Only 1 in ________________ musket balls made their mark.
5. At the end of the day, ___________ British had been killed. The struggle for America had begun. It would eventually involve all of the greatest military powers in the world in a ________.
Before the War
6. In the early 1700s, the colonies had only _______ million people spread from Maine to Florida. Only four cities had a population of _________________.
7. The colonists saw themselves as the ___________________ people in the world.
8. Nearly _________ of the colonists were English or of English descent.
9. _____________________ was practiced throughout the colonies. The description of the rum and slave trade routes in the video is known as the __________________ ___________.
10. The West was a place of constant conflict with the Indians. In 1754 the frontier became the battleground for a full-scale conflict known as the ________________________________.
The Early Enemies
11. The British sent an untried major from Virginia into Pennsylvania to tell the French they were invading British land. His name was _______________________________.
12. What was George Washington falsely accused of that helped ignite the French and Indian War?
13. The British won the war and once the French threat is removed the colonists began to think, “__________________________________________________” ?
14. The French and Indian War caused a ____________________ in Britain, and King George III believed the colonists should pay their fair share for British defense.
15. Colonists paid $_________ a year in taxes. British citizens paid _________ times that.
Boston: The Seeds of Revolt
16. ________________________ became the closest thing we had to a professional revolutionary.
17. In 1765 the _________________________ affected everyone.
18. Sam Adams organized the __________________________, a political action group that protested British policies.
19. How were loyalists treated in the colonies?
20. To protect their tax collectors and government officials, Britain began to ________________ _______________________________.
21. A soldier being hit by a snowball led to the _____________________________________. _____________ colonists died in the riot.
22. Three men, including _____________________________, defended the British soldiers involved in the Boston Massacre.
23. Not so much the taxes but the sense that the British were trying to _____________________ angered the colonists.
24. The Boston Tea Party resulted in Britain striking back with the _____________________ Acts.
25. Patrick Henry proclaimed that “________________________________________” is tyranny (unfair government).
26. Actually, colonists did not want representation because they knew they would be ____________. “No taxation without representation” was strictly a slogan.
The Oldest Revolutionary
27. The American Revolution was also a ________________ war.
28. Write four or five facts about Ben Franklin.
•
•
•
•
•
Bunker Hill: The First Great Battle
29. Some of the soldiers thought that ________________________________ would settle it all.
30. What was he reason for the building of a fort on Charlestown Peninsula (Breed’s Hill)?
31. Why did Putnam command, “Don’t fire until you see the whites of their eyes”?
32. The main thing any soldier would see in battle was ____________________.
33. Why were uniforms designed with a high stock around the neck?
34. The British won control of Breed’s Hill, Bunker Hill, and the Charlestown Peninsula, but nearly ___________________________ of their landing force hand been killed or wounded.
35. After Breed’s Hill, both sides came to the conclusion that ________________________ was inevitable.
The Conflict Ignites questions:
Instructions
View “The Conflict Ignites” videotape and complete the viewing guide questions.
Before the War
The First 24 Hours – Lexington and Concord
How did Samuel Adams and John Hancock hear the British were looking for them?
1. Why were the British going to Concord?
2. The _______________________________ were 1/3 of the militia group, ready to move at a moment’s notice.
3. The confrontation at Concord Bridge started a __________________- mile long running battle.
4. Only 1 in ________________ musket balls made their mark.
5. At the end of the day, ___________ British had been killed. The struggle for America had begun. It would eventually involve all of the greatest military powers in the world in a ________.
Before the War
6. In the early 1700s, the colonies had only _______ million people spread from Maine to Florida. Only four cities had a population of _________________.
7. The colonists saw themselves as the ___________________ people in the world.
8. Nearly _________ of the colonists were English or of English descent.
9. _____________________ was practiced throughout the colonies. The description of the rum and slave trade routes in the video is known as the __________________ ___________.
10. The West was a place of constant conflict with the Indians. In 1754 the frontier became the battleground for a full-scale conflict known as the ________________________________.
The Early Enemies
11. The British sent an untried major from Virginia into Pennsylvania to tell the French they were invading British land. His name was _______________________________.
12. What was George Washington falsely accused of that helped ignite the French and Indian War?
13. The British won the war and once the French threat is removed the colonists began to think, “__________________________________________________” ?
14. The French and Indian War caused a ____________________ in Britain, and King George III believed the colonists should pay their fair share for British defense.
15. Colonists paid $_________ a year in taxes. British citizens paid _________ times that.
Boston: The Seeds of Revolt
16. ________________________ became the closest thing we had to a professional revolutionary.
17. In 1765 the _________________________ affected everyone.
18. Sam Adams organized the __________________________, a political action group that protested British policies.
19. How were loyalists treated in the colonies?
20. To protect their tax collectors and government officials, Britain began to ________________ _______________________________.
21. A soldier being hit by a snowball led to the _____________________________________. _____________ colonists died in the riot.
22. Three men, including _____________________________, defended the British soldiers involved in the Boston Massacre.
23. Not so much the taxes but the sense that the British were trying to _____________________ angered the colonists.
24. The Boston Tea Party resulted in Britain striking back with the _____________________ Acts.
25. Patrick Henry proclaimed that “________________________________________” is tyranny (unfair government).
26. Actually, colonists did not want representation because they knew they would be ____________. “No taxation without representation” was strictly a slogan.
The Oldest Revolutionary
27. The American Revolution was also a ________________ war.
28. Write four or five facts about Ben Franklin.
•
•
•
•
•
Bunker Hill: The First Great Battle
29. Some of the soldiers thought that ________________________________ would settle it all.
30. What was he reason for the building of a fort on Charlestown Peninsula (Breed’s Hill)?
31. Why did Putnam command, “Don’t fire until you see the whites of their eyes”?
32. The main thing any soldier would see in battle was ____________________.
33. Why were uniforms designed with a high stock around the neck?
34. The British won control of Breed’s Hill, Bunker Hill, and the Charlestown Peninsula, but nearly ___________________________ of their landing force hand been killed or wounded.
35. After Breed’s Hill, both sides came to the conclusion that ________________________ was inevitable.
Towards the Revolution -Causes/Definitions/Pictures
Due Friday 10/20 - prepare for quiz on that day, too!
In your social studies journal, you are to make three columns. In the first (left) column, you are to list the event's name. In the middle column, you are to write what the event was - tell what happened and list all the important details. In the third (right) column, you are to draw a picture - 4 colors that shows that event in some way. (It doesn't have to be a full scene, but can be a symbol to help you remember. A cup of tea for the Boston Tea Party, for example.)
Here are the events and vocabulary to know:
• The French and Indian War
• The Proclamation of 1763
• The Stamp Act
• The Quartering Act
• The Townshend Acts
• The Boston Massacre
• The Boston Tea Party
• The Tea Act
• The Intolerable Acts
• First Continental Congress
• Lexington
• Concord
• Loyalists
• Patriots
• Neutralists
• Allies
• Militia
• Tyranny
• Repeal
• Boycott
Due Friday 10/20 - prepare for quiz on that day, too!
In your social studies journal, you are to make three columns. In the first (left) column, you are to list the event's name. In the middle column, you are to write what the event was - tell what happened and list all the important details. In the third (right) column, you are to draw a picture - 4 colors that shows that event in some way. (It doesn't have to be a full scene, but can be a symbol to help you remember. A cup of tea for the Boston Tea Party, for example.)
Here are the events and vocabulary to know:
• The French and Indian War
• The Proclamation of 1763
• The Stamp Act
• The Quartering Act
• The Townshend Acts
• The Boston Massacre
• The Boston Tea Party
• The Tea Act
• The Intolerable Acts
• First Continental Congress
• Lexington
• Concord
• Loyalists
• Patriots
• Neutralists
• Allies
• Militia
• Tyranny
• Repeal
• Boycott
Four Paragraph Essay that answers the question: Early Jamestown: Why did so many Colonists die?
Due Wed and Thursday - 10/18 & 10/19
Using your documents in the packet, the background essay and the wonderful insights of your classmates during the Socratic Seminar, fully explain two reasons that contributed to the high rate of death among the first English settlers at Jamestown. Write the essay as a rough draft in your social studies journal (composition book).
Use an essay format:
Introduction - Hook
thesis statement
List, (don't explain) the 2 reasons (topics) you chose
Topic Paragraph (Reason) #1- Sentence / claim
Reasoning
Evidence (facts from documents to support your reasoning)
Reasoning
Evidence (facts from documents to support your reasoning)
Topic Paragraph (Reason) #2- Sentence / claim
Reasoning
Evidence (facts from documents to support your reasoning)
Reasoning
Evidence (facts from documents to support your reasoning)
Conclusion Paragraph - In conclusion, (transition)
Restate thesis
Include topics and tell what you learned or what was important.
Due Wed and Thursday - 10/18 & 10/19
Using your documents in the packet, the background essay and the wonderful insights of your classmates during the Socratic Seminar, fully explain two reasons that contributed to the high rate of death among the first English settlers at Jamestown. Write the essay as a rough draft in your social studies journal (composition book).
Use an essay format:
Introduction - Hook
thesis statement
List, (don't explain) the 2 reasons (topics) you chose
Topic Paragraph (Reason) #1- Sentence / claim
Reasoning
Evidence (facts from documents to support your reasoning)
Reasoning
Evidence (facts from documents to support your reasoning)
Topic Paragraph (Reason) #2- Sentence / claim
Reasoning
Evidence (facts from documents to support your reasoning)
Reasoning
Evidence (facts from documents to support your reasoning)
Conclusion Paragraph - In conclusion, (transition)
Restate thesis
Include topics and tell what you learned or what was important.
Socratic Seminar on Why so many colonists died in Early Jamestown - Friday, 10/13
AVID Socratic Seminar Overview -
Why we are doing a Socratic Seminar:
Socrates, a Classical Greek philosopher, was convinced that the surest way to attain reliable knowledge was through the practice of disciplined conversation. He called this method dialectic, meaning the art or practice of examining opinions or ideas logically, often by the method of question and answer, so as to determine their validity.
The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. A Socratic Seminar is a method to try to understand information by creating a dialectic class in regards to a specific text. In a Socratic Seminar, participants seek deeper understanding complex ideas in the text through rigorously thoughtful dialogue. This process encourages divergent thinking rather than convergent.
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", several questions are posed -- primarily open-ended, world connection, universal theme, and literary analysis questions. Such questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.
Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer."
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another’s ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other’s names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Dialogue vs Debate
Dialogue
Debate and/or Discussion
Dialogue is collaborative; multiple sides work toward a shared understanding.
Debate is competitive and/or oppositional; two opposing sides try to prove each other wrong.
In dialogue, one listens to understand, to make meaning, and to find common ground.
In debate, one listens to find flaws, to spot differences, and to counter arguments.
Dialogue enlarges and possibly changes a participant’s point of view.
Debate affirms a participant’s point of view.
Dialogue creates an open-minded attitude; an openness to being wrong and an openness to change.
Debate defends assumptions as truths.
In dialogue, one submits one's best thinking, expecting that other people’s reflections will help improve it rather than threaten it.
In debate, one submits one’s best thinking and defends it against challenge to show that it is right.
Dialogue calls for temporarily suspending of one’s beliefs.
Debate calls for investing wholeheartedly in one’s beliefs.
In dialogue, one searches for strengths in all positions.
In debate, one searches for weaknesses in the other positions.
Dialogue respects all the other participants and seeks not to alienate or offend.
Debate rebuts contrary positions and may belittle or deprecate other participants.
Dialogue assumes that many people have pieces of answers and that cooperation can lead to workable solutions.
Debate assumes a single right answer that somebody already has.
Dialogue remains open-ended.
Debate demands a conclusion.
Dialogue is mutual inquiry; collective knowledge.
Discussion is individual opinions; individual knowledge.
AVID Socratic Seminar Overview -
Why we are doing a Socratic Seminar:
Socrates, a Classical Greek philosopher, was convinced that the surest way to attain reliable knowledge was through the practice of disciplined conversation. He called this method dialectic, meaning the art or practice of examining opinions or ideas logically, often by the method of question and answer, so as to determine their validity.
The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. A Socratic Seminar is a method to try to understand information by creating a dialectic class in regards to a specific text. In a Socratic Seminar, participants seek deeper understanding complex ideas in the text through rigorously thoughtful dialogue. This process encourages divergent thinking rather than convergent.
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", several questions are posed -- primarily open-ended, world connection, universal theme, and literary analysis questions. Such questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.
Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer."
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another’s ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other’s names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Dialogue vs Debate
Dialogue
Debate and/or Discussion
Dialogue is collaborative; multiple sides work toward a shared understanding.
Debate is competitive and/or oppositional; two opposing sides try to prove each other wrong.
In dialogue, one listens to understand, to make meaning, and to find common ground.
In debate, one listens to find flaws, to spot differences, and to counter arguments.
Dialogue enlarges and possibly changes a participant’s point of view.
Debate affirms a participant’s point of view.
Dialogue creates an open-minded attitude; an openness to being wrong and an openness to change.
Debate defends assumptions as truths.
In dialogue, one submits one's best thinking, expecting that other people’s reflections will help improve it rather than threaten it.
In debate, one submits one’s best thinking and defends it against challenge to show that it is right.
Dialogue calls for temporarily suspending of one’s beliefs.
Debate calls for investing wholeheartedly in one’s beliefs.
In dialogue, one searches for strengths in all positions.
In debate, one searches for weaknesses in the other positions.
Dialogue respects all the other participants and seeks not to alienate or offend.
Debate rebuts contrary positions and may belittle or deprecate other participants.
Dialogue assumes that many people have pieces of answers and that cooperation can lead to workable solutions.
Debate assumes a single right answer that somebody already has.
Dialogue remains open-ended.
Debate demands a conclusion.
Dialogue is mutual inquiry; collective knowledge.
Discussion is individual opinions; individual knowledge.
Socratic Seminar questions: Due Thursday and Friday, 10/12 & 13
These will be done in class, but do them at home if you are absent. Students are to examine their Early Jamestown: Why did so many people die? packet and come up with three questions each for level one, level two and level three. You can use any, or all of the documents included for question inspiration!
When finished with your three questions for each level. Write a one paragraph reflection on how you felt about writing these questions. Which were easy for you and why? Which were hard and why?
Level 1 - Opening Questions:
• Relate to text
• Uses concrete examples
• open-ended
• Is not a yes or no question
Examples:
What does the author mean when he says...."with torn and bleeding hearts we smile?"
When do you wear a mask?
Level 2 - Core Questions:
• Develops theme
• Leads into the abstract
• Leads to further questions
Examples:
Is there a time when we can see below the mask people wear?
What is the purpose of wearing a mask?
Level 3 - Closing
• Relates to self
• Relates to reality
Examples:
What do you think was the wisdom that the author was trying to impart to you?
What in your thinking has changed about the way you treat people who wear masks?
These will be done in class, but do them at home if you are absent. Students are to examine their Early Jamestown: Why did so many people die? packet and come up with three questions each for level one, level two and level three. You can use any, or all of the documents included for question inspiration!
When finished with your three questions for each level. Write a one paragraph reflection on how you felt about writing these questions. Which were easy for you and why? Which were hard and why?
Level 1 - Opening Questions:
• Relate to text
• Uses concrete examples
• open-ended
• Is not a yes or no question
Examples:
What does the author mean when he says...."with torn and bleeding hearts we smile?"
When do you wear a mask?
Level 2 - Core Questions:
• Develops theme
• Leads into the abstract
• Leads to further questions
Examples:
Is there a time when we can see below the mask people wear?
What is the purpose of wearing a mask?
Level 3 - Closing
• Relates to self
• Relates to reality
Examples:
What do you think was the wisdom that the author was trying to impart to you?
What in your thinking has changed about the way you treat people who wear masks?
America the Story of Us: Rebels -
on the founding of Jamestown and Plymouth colonies
Watch and answer questions 1-16
on the founding of Jamestown and Plymouth colonies
Watch and answer questions 1-16
America The Story of Us: Rebels Part I
- Jamestown and Plymouth Colonies
Due 9/29
Watch the video to the point when number 16 is answered, then stop watching. Answer the questions below:
1. In May 1610, John Rolfe crossed the Atlantic in _____ months, a trip that takes ________ by plane today.
2. Seven out of ten Jamestown settlers will die within __________.
3. John Rolfe plants ____________, even though the world market of the crop is controlled by _____________________________.
4. Rolfe’s crop is worth over ______________ in today’s money.
5. Rolfe marries _____________________.
6. America is founded on ___________________, and it will be America’s largest export for _________.
7. The next settlers arrive at ________________ and are called _________________, who are seeking religious freedom.
8. During the first three months, _____________ of the Pilgrims die.
9. The plague kills ______ out of ____ people at Plymouth.
10. The Pilgrims befriend the Wampanoag Indians who taught them to fertilize their crops with ______.
11. True or False: The Pilgrims returned the favor by helping the Wampanoag Indians attack other Indian tribes.
12. Both Pilgrims and Indians celebrated this new friendship in a feast known as ___________________.
13. The Irish, Germans, & Swedish push back the frontier, while the ________ eventually established New York.
14. The colonists are now ____ taller and __________ than their European contemporaries.
15. Puritans average _____ children, are _____% richer, and pay __________ of the taxes the British pay.
16. Many colonists think of themselves as _______________.
- Jamestown and Plymouth Colonies
Due 9/29
Watch the video to the point when number 16 is answered, then stop watching. Answer the questions below:
1. In May 1610, John Rolfe crossed the Atlantic in _____ months, a trip that takes ________ by plane today.
2. Seven out of ten Jamestown settlers will die within __________.
3. John Rolfe plants ____________, even though the world market of the crop is controlled by _____________________________.
4. Rolfe’s crop is worth over ______________ in today’s money.
5. Rolfe marries _____________________.
6. America is founded on ___________________, and it will be America’s largest export for _________.
7. The next settlers arrive at ________________ and are called _________________, who are seeking religious freedom.
8. During the first three months, _____________ of the Pilgrims die.
9. The plague kills ______ out of ____ people at Plymouth.
10. The Pilgrims befriend the Wampanoag Indians who taught them to fertilize their crops with ______.
11. True or False: The Pilgrims returned the favor by helping the Wampanoag Indians attack other Indian tribes.
12. Both Pilgrims and Indians celebrated this new friendship in a feast known as ___________________.
13. The Irish, Germans, & Swedish push back the frontier, while the ________ eventually established New York.
14. The colonists are now ____ taller and __________ than their European contemporaries.
15. Puritans average _____ children, are _____% richer, and pay __________ of the taxes the British pay.
16. Many colonists think of themselves as _______________.
Life in the Colonies - Chapter 4
Due 9/27 (m/w class) and 9/28 (t/th class)
Read chapter 4 in the textbook , or on the textbook tab of my website if you are sick, and write the 4 most important facts from each section, using complete sentences, beginning with section 4.2, all the way to section 4.12. in your composition book, beginning with the next open right page. • •
Follow this format:
• Include section titles (as listed below)
• Bullet each fact
• Skip one line before the next fact (one line between all facts)
• Write in complete sentences - using your own words! Do not copy sentences from the book!
You will be graded on this assignment on how well you followed these directions in your notes!
Do the following:
4.2 Life on a Farm:
4.3 Life in Cities
4.4 Rights of Colonists
4.5 Crime and Punishments
4.6 Class Differences
4.7 Life for African Americans
4.8 Religion in the Colonies
4.9 Education in the Colonies
4.10 Colonial Families
4.11 Leisure Time in the Colonies
4.12 Food in the Colonies
YOU WILL BE USING ONLY THESE NOTES ON THE TEST. Questions will be out of order on the test, so it is important that you have the section titles!
Chapter 4 Vocabulary and Events to Know:
Economy
Rights
Parliament (and the creation of Parliament)
Petition
Class
First Great Awakening
The signing of the Magna Carta
America Before Columbus Video - parts I, II and III
This video is our introduction to what America and Europe were like before Columbus came to America and changed the world forever through the Columbian Exchange. Included will be information on the life of the Native Americans during this time.
America Before Columbus - Video questions - Part I
Due - Friday, Sept. 15
These questions go with Part 1 of the film, and we will go over the in class and students will earn a classwork grade. Students are to fill out as they watch the movie. They are in order.
1. What types of natural wealth were in the Americas before Columbus?
•
•
•
•
Europe:
2. How did nobles in Europe gain their wealth?
3. What problem has occurred in the 1400s with obtaining more of this wealth?
4. How large is the population in Europe?
5. What is the problem with the large population?
6. What do most people in Europe eat?
7. What two things allowed the European population to grow?
8. What are the "Big 5"?
The Americas:
9. How many people are living in the Americas?
10. What type of people live along the Mississippi River?
11. What made this group so successful?
12. What is so special about this crop?
13. How did it develop?
Mesoamerica:
14. What food fueled the Incan civilization and allowed it to grow?
15. How did this food protect against crop failure and famine?
16. What farming method did the Inca use?
17. What domestic animal do the Inca use?
18. What did they use the animal for, if NOT farming?
19. What animal is domesticated and used by the Aztec?
Hunting:
20. What do Native Americans notice about growing grasses on the plains?
21. What other benefits does this domestication of the land have besides growing?
22. What animal is the main source of food, clothing and tools on the plains?
23. How do Native Americans hunt large animals? Describe the process.
24. What is different about hunting in Europe?
25. What do many people eat in Europe for protein? What problem develops with this natural resource?
Other regions:
26. What types of resources come from the Amazon basin?
27. What are the Anasazi known for making?
28. What happened to the Anasazi's environment? Did they have a hand in the decline?
29. No agriculture means no___________________________.
30. What is Europe's most important and most used natural resource?
31. What is this resource used for?
32. What is the richest city in Europe?
33. How do they overuse the resource?
“America before Columbus” – Video Part II Questions - Due Friday: 9/15
Europe
1. What major invention helped spread ideas around Europe?
2. Some explorers try to go around (WHAT?) to find the sea route to India.
3. Explorers – Columbus Who decides to finance Columbus’ trip into the unknown?
4. What do they have to gain from the exploration?
5. What type of men agree to sail with Columbus?
6. What is missing from the “India” that Columbus thinks he found?
7. How much bigger are the American continents then Europe?
8. What does Columbus describe that he has found in his letter to Isabella?
Spanish Conquistadors –
9. What type of men become desperados or conquistadors?
10. What animal do the Spanish bring that did not exist in the Americas?
11. How long does it take for the Spanish to wipe out the mighty empires of the Aztecs and the Inca?
12. What new breed is formed from a few wild Spanish horses?
13. How many horses are there after only 450 years?
14. How does the introduction of the horse change life for Native Americans of the Plains?
Introductions to the Americas -
15. What do conquistadors like Hernando deSoto go north looking for?
16. What other new animal is introduced into the Americas and why were they brought?
17. What is the problem with pigs for the Native Americans?
18. What do the pigs do to adapt to being wild in North America?
19. How many pigs are there after only 30 years?
Death to the Natives -
20. What were some of the symptoms and problems resulting from small pox?
21. What do the Spaniards believe about God and the disease?
22. What are the estimates of those Natives that die of small pox?
23. Do people have to have contact with Europeans to contract the disease?
24. How does this disease help the Spanish, and later Europeans, to conquer the Americas?
Brought Back to Europe -
25. What types of plants and crops are brought to Europe that were unknown before the discovery of the Americas?
26. What disease are Europeans exposed to by their contact with the Native Americans?
England strips the Americas -
27. In 1607 the English start a colony in the area known as:
28. What is their town is called after their king?
29. What is a main resource can be found in North America? – since there was no gold or silver
30. What problem does this cause in only 200 years after discovery/colonization?
31. What other resource did they find to replace another necessity that they had used up in Europe?
32. What do the English use the forests for? New settlers-
33. What are some of the reasons that people come to live, and not just to take, from the Americas?
34. What are some new items that the English bring to North America?
35. What unintended changes in the Americas come with the new agriculture?
36. What is one of the cheapest foods in the Americas?
37. What types of trees to Europeans bring from home? Changing cultures -
38. What is the exchange of plants, goods, and diseases called?____________________ ________________
39. What crop takes over cultivation in Europe and how does this crop help the Irish? And later the rest of the European population?
40. What are some of the luxury product that come from the Americas?
41. How to settlers in the Americas satisfy the demand for these goods?
42. In the “New World” how many of the Native Americans died as a result of European arrival?
Computer games to help you learn the states:
Map:
https://www.jetpunk.com/quizzes/map-quiz-us-states
By shape of each state - harder! :)
https://matadornetwork.com/life/can-identify-us-states-shape-quiz/
https://www.jetpunk.com/quizzes/map-quiz-us-states
By shape of each state - harder! :)
https://matadornetwork.com/life/can-identify-us-states-shape-quiz/
Sing along to learn your 50 states!
States Quiz - Tuesday, Sept. 12
Social Studies News Story:
Due 9/7 & 9/8
Look up a current news event in the state you chose or were assigned. Every person has their own state, so you can't duplicate stories, so don't worry! Write a paragraph in your social studies journal on the event, telling the who, what, where, when, why and how of the event. You will present this next class period and earn both a grade for the story and a oral presentation grade. Make sure to include all that Mrs. Skovmand is requiring to earn all points!
Due 9/7 & 9/8
Look up a current news event in the state you chose or were assigned. Every person has their own state, so you can't duplicate stories, so don't worry! Write a paragraph in your social studies journal on the event, telling the who, what, where, when, why and how of the event. You will present this next class period and earn both a grade for the story and a oral presentation grade. Make sure to include all that Mrs. Skovmand is requiring to earn all points!
Regions and States Assignment:
Due Friday - 9/1/17
• Color the states to learn the region they belong to.
• Number the states correctly and know the spelling of each state and which region it belongs to!
• Learn the Great Lakes.
Then, when finished, study and see how much you know by filling out a blank map. Write the abbreviations and color the regions.
Due Friday - 9/1/17
• Color the states to learn the region they belong to.
• Number the states correctly and know the spelling of each state and which region it belongs to!
• Learn the Great Lakes.
Then, when finished, study and see how much you know by filling out a blank map. Write the abbreviations and color the regions.
Vocabulary - the 50 United States
In alphabetical order:
Learn these with 50 states song and know which region each is in. - Western, Southeastern, Central, Northeastern - plus the 5 Great Lakes. Test Tuesday and Wednesday, Sept. 8 & 9.
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Great Lakes:
Lake Huron
Lake Ontario
Lake Superior
Lake Erie
Lake Michigan
In alphabetical order:
Learn these with 50 states song and know which region each is in. - Western, Southeastern, Central, Northeastern - plus the 5 Great Lakes. Test Tuesday and Wednesday, Sept. 8 & 9.
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Great Lakes:
Lake Huron
Lake Ontario
Lake Superior
Lake Erie
Lake Michigan
Skovmand404.weebly.com Scavenger Hunt Questions -
Write in your social studies composition book.
Due: 9/5 & 6 - in class
1. What access is critical this year for many reasons? List what it is and one reason why it is important for students to have this year.
2. When will parents receive grade printouts or notices?
3. What is the first class of every student’s day?
4. What section of the website lists what will happen on Wednesday or Thursday each week?
5. How many lunches will there be each day at JMMS?
6. What information will you find if you you click on the top right blue button below the map on the Assignments page?
7. What is Mrs. Skovmand’s classroom phone number and what two places do you find it on the web site?
8. Where is the Youtube button?
9. In the assignment section, what does it say students are required to do if they don’t finish work at school?
10. What is the focus of 8th grade social studies?
11. What is the first link on the social studies page and what is it used for?
12. What does the A in the A.B.C. writing tool stand for?
13. What does the R stand for in ARMS?
14. What are the start and end times for period 1 this year?
15. What are the JMMS office hours this year?
16. What is DIS?
17. What is rule 10 of classroom rules?
18. What citizenship grade will you earn on a report card if you get 9 - 11 DIS marks in a quarter?
19. What does DIS stand for?
20. What percentage of a grade will unexcused late work earn?
21. How late after an assignment is due can you turn it in?
22. Where are two places to find out what homework is due?
23. What should you do if you want to contact me?
24. What is the name of my dog, and what type of dog is he?
25. What percentage must you get to earn an A+?
Write in your social studies composition book.
Due: 9/5 & 6 - in class
1. What access is critical this year for many reasons? List what it is and one reason why it is important for students to have this year.
2. When will parents receive grade printouts or notices?
3. What is the first class of every student’s day?
4. What section of the website lists what will happen on Wednesday or Thursday each week?
5. How many lunches will there be each day at JMMS?
6. What information will you find if you you click on the top right blue button below the map on the Assignments page?
7. What is Mrs. Skovmand’s classroom phone number and what two places do you find it on the web site?
8. Where is the Youtube button?
9. In the assignment section, what does it say students are required to do if they don’t finish work at school?
10. What is the focus of 8th grade social studies?
11. What is the first link on the social studies page and what is it used for?
12. What does the A in the A.B.C. writing tool stand for?
13. What does the R stand for in ARMS?
14. What are the start and end times for period 1 this year?
15. What are the JMMS office hours this year?
16. What is DIS?
17. What is rule 10 of classroom rules?
18. What citizenship grade will you earn on a report card if you get 9 - 11 DIS marks in a quarter?
19. What does DIS stand for?
20. What percentage of a grade will unexcused late work earn?
21. How late after an assignment is due can you turn it in?
22. Where are two places to find out what homework is due?
23. What should you do if you want to contact me?
24. What is the name of my dog, and what type of dog is he?
25. What percentage must you get to earn an A+?
Writing Strategies we will use for Social Studies:
A.B.C. (A Writing Tool)
Address the prompt: Use the verb and / or key terms from the prompt in your topic sentence or thesis statement.
Back it up: Back up your thinking by citing evidence, using data, using quotes, using big ideas, using concrete details, using research, using connections to prior knowledge, or other examples.
Conclude your thinking: Restate or conclude your premise. Connect your thinking to indicate what you have proven, or why your point is important.
C.U.P.S. (A Grammar Tool)
Capitalization: Names, Places, Titles, Months, and I.
Usage of Grammar: Noun and verb agreement is correct.
Punctuation: Periods, quotes, commas, apostrophes, semi-colons, and exclamation points.
Spelling: Check all words and use the dictionary if necessary.
A.R.M.S. (An Editing Tool)
Add sentences, words, senses, alive words, details or descriptions.
Remove unneeded words or sentences and what does not make sense.
Move sentences or word placement. Make it sound great!
Substitute or trade words or sentences. Use a thesaurus if needed.
Address the prompt: Use the verb and / or key terms from the prompt in your topic sentence or thesis statement.
Back it up: Back up your thinking by citing evidence, using data, using quotes, using big ideas, using concrete details, using research, using connections to prior knowledge, or other examples.
Conclude your thinking: Restate or conclude your premise. Connect your thinking to indicate what you have proven, or why your point is important.
C.U.P.S. (A Grammar Tool)
Capitalization: Names, Places, Titles, Months, and I.
Usage of Grammar: Noun and verb agreement is correct.
Punctuation: Periods, quotes, commas, apostrophes, semi-colons, and exclamation points.
Spelling: Check all words and use the dictionary if necessary.
A.R.M.S. (An Editing Tool)
Add sentences, words, senses, alive words, details or descriptions.
Remove unneeded words or sentences and what does not make sense.
Move sentences or word placement. Make it sound great!
Substitute or trade words or sentences. Use a thesaurus if needed.