12/19/13

Today was the final day to work on the Daughters of the American Revolution essay contest.  Students worked on finishing their writing, formatting, editing, and revising their essays. 

A printed copy of the essays are due tomorrow.  Students need to have a title page, essay (600-1000 words), and a work cited page with at least three sources.  They will receive a pass/fail quiz grade for completion of the essay.

12/18/13

We used today's class to draft our essays.  Students followed the directions on their DAR essay packet.

Tomorrow we will edit our papers, and work on the final drafts. 

Essays will be due on Friday.

Homework is to finish rough drafts by Thursday (600-1000 words). 

12/17/13

Today was the second work-day for the essay contest.  Students finished their planning, taking notes onto the Google document they created yesterday. See Monday's blog for instructions on planning.

Next, students began writing their essays.  Fist, they wrote title pages, following the instructions on the sheet they received yesterday.  Then, students began writing their essays, following the instructions they received yesterday.

For homework, all students need to finish their planning of their essay for the DAR contest, their title page, and be ready to begin writing tomorrow. 

12/16/13

This week students are working on an essay contest sponsored by the Daughter's of the American Revolution.

The essay prompt is:

Pretend you are a boy or a girl during the colonial fight for freedom.  Using historical facts, discuss how the war is affecting your life.  The war dramatically changed the lives of children during the Revolution.  Some actually followed their fathers into battle; others stayed home and assumed new responsibilities that were necessary for their families' survival.  Imagine yourself in the place of such a child taking on important and often adult responsibilities.  Describe some of the changes that are taking place in your life and that of your family as you face this new situation  You may portray either a historical child or a fictional child living in the era of the American Revolution.  

At the beginning of class I gave students instructions.  Today, students collected information to use in their writing.  On the instruction sheet, look at the instructions on the front of the sheet.

DAR Essay Instruction Sheet

Students had the rest of class to work on planning for this assignment.

There is no homework, unless you missed class.  If you missed class, please review the essay instructions and begin planning your essay.

D.A.R. Essay Contest- Resources

Online Resources:

Library Thinkquest

Colonial Williamsburg

Kidinfo.com

Document all sources using:

Easy Bib

12/13/13

Test today. No homework this weekend.

If you did not take the test today, please be prepared to take it on Monday.

12/12/13

We began class today with a non-graded quiz to find a team representative for the geography bee.  Students were able to earn bonus points on their test with this quiz.

Next, I gave students a list of events relating to the Articles of Confederation.  They organized these events onto a Venn diagram, and we discussed as a class.

I gave students the end of class to study for tomorrow's test and ask me any questions they had about test.

Homework is to use the study guide to study for tomorrow's test.

12/11/13

We began class with a quick video on the "Turtle" submarine.  As students watched the video I collected their timeline projects.

Next, we had a "take-a-stand" discussion about Betsy Ross.

At the end of class we switched gears and began looking at the Articles of Confederation.  I gave a short lecture (PowerPoint slides 1-5) on the Articles of Confederation.  Students took notes onto their fill-in-the-blank note sheets.

Articles of Confederation Notes

A.O.C. Note Sheet

Homework:  Use your study guide to study for Friday's test.  See Monday's blog for copies of the study guide.  Use old blog postings for textbook readings.

12/10/13

We began class by reading an article on Betsy Ross.

Before reading, students numbered all the paragraphs.  

Betsy Ross Article.

After reading, students took Cornell notes on the main ideas from the article and answered two response questions using a quote from the reading.

Cornell Notes and Questions

We then discussed the article in class.

At the end of class students had time to work on finishing their timelines.

Homework is:
1- Finish your timeline for class on Wednesday
2- Finish the Betsy Ross notes and questions
3- Use the study guide to study for the test tomorrow

12/9/13

Revisions for the Revolutionary War essay are due today.

There is a test on Friday.  I handed-out study guides in class.  I will not collect the study guides, but the test questions are taken directly from this study guide.  There are two levels, 1- for honors/cp, and 2- for Academic.

Study Guide Version 1 (CP/Honors)

Study Guide Version 2 (Academic)

Look back through the blog for textbook readings needed for the study guide.

I then demonstrated how to place events onto a timeline.  Students gave me events to plot, and I showed them how to place them to scale.

Students had the rest of class to work on their timelines.

Homework is: 1- timelines are due Wednesday.  We will have a small amount of time in class tomorrow to work, but if you have not begun to plot your events on the timeline you should begin this for homework, 2- Test Friday.  Use the study guide to prepare for the test.

12/6/13

At the beginning of class I talked with students about the passing of Nelson Mandela.  We then watched CNN Student News which gave the story of Mandela's life and his struggle against Apartheid. 

Students had the rest of the class to work on the summaries of the events for the timeline.

Look at this week's blogs for timeline instructions and textbook readings need for this assignment.

Homework is to finish all your summaries and place them into the texting rectangles provided in class. 

12/5/13

We began class today by finishing the video The Story of Us about the American Revolution.

Next, students worked on the summaries they are writing for their timelines.  See Wednesday's blog (12/4/13) for information on this assignment.

They had the rest of class to work on their summaries, using resources in the room to help them.

Homework: For class tomorrow, students should have finished between 7-9 summaries of events (keeping them smaller than 160 characters) depending on the level of assignment they chose (Honors, CP, or Academic). 

12/4/13

We began class today with the video "The Story of Us" about the first part of the Revolutionary War.

The Story of Us- watch up until minute 30:40

Next, I distributed the a project.  Students will create a timeline of the major events in the war.  They will summarize the major events in 160 characters or less including spaces and punctuation (same as a text message).  They will then take those events and plot them onto their timelines.

American Revolution Timeline

pages 176-181
193-199
200-205
206-210 

Homework is:  Look at the instructions for the "American Revolution Timeline."  Students need to write brief summaries of two events.  They need to make sure their summaries are under 160 characters.  Abbreviations are acceptable.  They can use last night's homework as a resource for information, or the textbook pages linked to the blog.

12/3/13

We started with a warm-up question to review Monday's museum activity.

Next, students formed groups of up to three students.  In their groups they read accounts of the battles of the Revolutionary War from the "Battles of the American Revolution" packet.  As they read about each battle they plotted the events onto their maps, giving different colors to battles won by the Americans and those won by the British.  After reading, students answered the questions on the third page of the "Battles of the American Revolution" packet. 

Battles of the American Revolution packet

Battles of the American Revolution map

Homework is to finish the questions and the map on the "Battles of the American Revolution" packet.

12/2/13

Pre-Revolution papers were due last Tuesday, 11/27.  Students who have not submitted their papers must do so ASAP.

First, make sure the paper was created in a Google document.  Share the document with Mr. Pope, allowing me to comment on the document.

Next, log onto Edmodo.  Find the assignment under Mr. Pope's page, and submit the link of the through this page.

Any student who did not submit the assignment (except period 6, they get a free pass) will lose 5 points if their paper not submitted at this point.   I understand that some students had legitimate reasons they were unable to pass their papers in on time, but I would like a parent to sign-off on this to ensure it is a valid reason.  Students who would like to earn these points back must get the following form signed by their parents and return to Mr. Pope.

Late Paper Form

In class today we viewed images of the American Revolution, and students made predictions about the conflict based on the images.  Students used a graphic organizer to collect the information.

American Revolution Picture Analysis Graphic Organizer

Pictures (landscape)

Pictures (portrait)

Homework is as follows:

Any student who did not submit their Pre-Revolution paper must do so ASAP.  See directions on the blog to help you.

Any student who missed class must use the pictures on the blog to complete the graphic organizer.  Find as much information for each box that you can.

11/26/13

Students finished their papers and submitted them today.

When finished, students need to make sure they have shared the Google document with Mr. Pope, and given him permission to comment.

Next, students need to submit the assignment through Edmodo.  Go to Edmodo, click on the assignment, and copy and paste the link of the Google document into the box and click "submit."

This should have been passed in on Wednesday at latest.

11/25/13

Students had the entire class period today to write their rough drafts.  They took the Essay Writing Outlines (blue packet) and typed this into their draft.  Each page of the outline is a different paragraph in the essay.

Students need to type the document in Google Drive.  First, log-on to your Google account.  Next, select Google Drive and click "create."  Create a new document.  Click the blue "share" button, un-click the "notify by email" box, and select "can comment."  At the bottom, share the document with Mr. Pope.

Tomorrow students will peer-edit their papers and submit them through Edmodo. 

For any instructions or forms please refer to the blog posts from last Wednesday-Thursday.

Homework is to finish typing your rough draft of the essay onto a Google document. 

11/22/13

We lost second period today due to the student of the month assembly.  Second period students will have to complete the assignment over the weekend.

I started class by showing students a video clip about the 50th anniversary of the JFK assassination, and I answered student questions about the event.

CNN Student News 
 
Next, we worked on the conclusion paragraphs of our essays.  I went over instructions on their purple instruction sheets.  Students recorded the information onto the essay outlines (blue sheets).  See Wednesday's blog for instruction sheets and organizers. 

Here are two examples of papers that students wrote last year.  Be careful, the first essay's conclusion paragraph has flaws.  

Example Essays

Homework is to finish the entire essay outline packet for Monday.  Monday we will write our rough drafts, edit, and pass in the final drafts on Tuesday.

11/21/13

Students worked on the body paragraphs of their essays today.  Refer to Wednesday's blog (11/20/13) for all information on body paragraphs, instructions, and the graphic organizer.

For homework student need to finish their body paragraphs on the graphic organizer.

11/20/13

To start class I reviewed and collected last night's homework assignment.

Next, I passed out the "Causes of the American Revolution Essay: Theme and Topic" handout.  Students chose their topics and supporting details to support their topics.

I then handed out essay instruction "Introduction-Body-Conclusion" sheet, and the "5 Paragraph Essay Outline" packet.

Students followed the instructions on the "Introduction-Body-Conclusion" sheet to fill-out the introduction paragraph on the "5 Paragraph Essay Outline."

Use the textbook readings for information on the "hook."

Textbook Readings

pg. 135-140
pg. 141-145
pg. 146-151
pg. 159-162
pg. 163-167
pg. 170-173
pg.176-181
pg. 193-199

Homework is to finish the first page, the introduction paragraph, on the "5 Paragraph Essay Outline" packet.

11/19/13

I collected last night's homework at the beginning of class.

Next, I separated students into groups.  In those groups students competed against each other to analyze the Declaration of Independence and make connections to the various acts and events we studied in class.  The group that made the most connection won.

At the end of class, student examined the ideas behind the Declaration of Independence (Magna Carta, Enlightenment, Great Awakening).  They read sections in their textbook and answered questions, wrote notes onto the Colonial Thought Activity.

Colonial Thought Activity

Pages 141-145

Pages 135-140

Homework is to finish page one and two of the Colonial Thought Activity.  Do not start part 2 of the assignment.

11/18/13

At the beginning of class we finished the John Adams video.  The video addressed the Continental Congress, the passage of the Resolution of Richard Lee, and the passage of the Declaration of Independence.

After the video I handed students a copy of the preamble of the Declaration of Independence.  We read this as a class.

Decoding the Preamble of the Declaration of Independence (Two pages, one CP/Honors, one Academic.  Choose a level and complete that one only.)

For homework students need to translate the preamble of the Declaration of Independence into their own words, using the definitions provided to help decode the language. 

11/15/13

We returned to the classroom today after two days outside on the ropes course.

At the beginning of class I had students respond to warm-up questions about the video we watched on Tuesday as I passed back papers.  We then discussed the warm-up questions.

Next, I gave a short lecture on the Resolution of Richard Lee and the Declaration of Independence.  Student took notes on their organizers (slides 9-14).  See the previous blogs for notes and organizer.

At the end of class we watched more of the John Adams HBO video.  We will finish this episode on Monday.

There is no homework.

11/12/13

We began class with a warm-up about the numbers of colonists who sided with the Patriots or the British.

Patriot/Loyalist Warm-up

Next, I gave students notes on more events leading up to the American Revolution, from the Battle of Bunker Hill through Thomas Paine's Common Sense, slides 1-10.  Students recorded notes onto their graphic organizers.

Road to the Revolution Notes (continued)

At the end of class we watched a selection from the HBO series John Adams.

Homework is: we will be outside during social studies class for the next two days on the ropes course.  Students need to wear warm clothing to school both days.

11/7/13

To begin class, we watched the video The Story of Us about the battle of Lexington and Concord.

The Story of Us (approx min. 34mins-45:30)

Next, students peer edited their paragraphs about the Boston Massacre.

I then gave students three review questions, and we had a discussion on these questions.

Discussion Questions

Homework is: use the comments students made on your rough draft to create a final draft of the Boston Massacre paragraph due Tuesday.  Either typed or written in pen.

11/6/13

We started class working with the reading groups formed yesterday.  Students worked together to fill-out the Venn diagram, sorting events as either the fault of the Colonists or British.

Venn Diagram and Writing Assignment

After groups completed the Venn, students weighed the different points of view and made a decision whether the Colonists or British were at fault.

Next, students wrote a one paragraph response responding to the writing prompt (see above).  Students had about 10 minutes to respond to this prompt.

I then gave a short lesson on the Tea Act, colonial responses, all the way through the battle of Lexington and Concord.  (see yesterday's blog for PowerPoint and note organizer)

At the end of class we watched a short video clip.

Homework is to finish the paragraph response about the Boston Massacre.

11/5/13

At the beginning of class I gave students a warm-up assignment as I collected their homework.  I forgot to collect the homework in period 1 and will do so tomorrow.

In the warm-up, students examined Paul Revere's engraving of the Boston Massacre and recorded information about it.  We then discussed the questions.

Boston Massacre warm-up

Next, we watched a short video which reviewed a few of the Acts we have examined already.

Video- road to revolution

I then gave a lecture on a few more taxes instituted by the British, and the Boston Massacre.  Students recorded information onto their graphic organizers.

Notes PowerPoint Slides 11-16

Cause-Effect Graphic Orgnaizer

We then watched the video "The Story of Us" on the taxes and Boston Massacre

Video- Story of Us (watch approximately 20:00-30:00)

At the end of class I split students into groups of three and gave them a reading on the Boston Massacre.  As they read the story they wrote any key terms/names into the margin on the left, and recorded any information about who caused the incident in the margin on the right.

Boston Massacre Reading

Homework is to finish reading the article on the Boston Massacre and record information into the margins.

11/4/13

We began class with a warm-up.  We discussed the reason that Britain instituted taxes on the colonies (to help pay for the French and Indian War), and we defined the Stamp Act.

Next, I introduced a DBQ about the Stamp Act.  I read through the first pages with the class, then had students analyze the documents and work on questions by themselves for the rest of class.

Stamp Act DBQ

Homework is to finish the Stamp Act DBQ (not including the Rebus as a challenge).

11/1/13

We began class with a warm-up related to the taxes imposed by Britain onto the colonies.  Students responded to the prompts, and we had a discussion on the questions.  As they worked on the questions I collected their homework from last night.

Warm-up

Next, I handed students the "Cause and Effect of the American Revolution" graphic organizer.   I gave students notes on slides 1-10 of the PowerPoint, and students took notes into the organizer.

Road to Revolution PowerPoint

There is no homework this weekend.

10/31/13

We started class by cleaning out our binders from the 1st quarter, and having a raffle for the unused first quarter bathroom pass tickets.

Next, I reviewed last night's homework with students.  Their homework was to take Cornell-style notes on pages 141-144 in the textbook. 

See Wednesday's blog for pages 141-144.

At the end of class, students worked on answering questions about the Colonial Government System using their notes and the textbook. 

Colonial Government System Questions and Note Organizer

Homework is to finish all the questions on the Colonial Government System sheet (#1-6).

10/30/13

Students took an open-notes quiz on the French and Indian War using the cause and effect organizer which was last night's homework.  Students who missed class must see me at an appropriate time to take the quiz.  I will allow re-takes during team time if students are not happy with their original grades.

Next, I introduced Cornell-style notes to the students. I modeled how to take Cornell notes.

Cornell note organizer

Pages 141-144

Students read pages 141-144 and took Cornell notes onto the organizer.  They took notes on the main idea into the large box on the right, then pulled out key words and wrote them in the column on the left.  At the bottom of the page they briefly summarized the entire page of notes they took.

Homework is to read pages 141-144 and take Cornell notes onto the organizer.  Attach additional paper to the back of the notes if needed.  Do not answer the questions on the second page of the notes.

10/29/13

Student began class by quizzing other groups on the questions they created on the Question Building activity.  See previous blogs for this information.

Next, I introduced a graphic organizer.  Students entered information using their Question Building Activity sheets and the textbook.

French and Indian War Graphic Organizer

Refer to yesterday's blog for the textbook readings.

Homework is to finish the graphic organizer we started in class.  There will be an open notes quiz on the information tomorrow.

10/28/13

I was absent on Friday, but students worked on the same lesson as today.

In class today students worked with their groups on the Question Building Activity related to the French and Indian War.

Question Building Activity

Students worked in groups to examine primary and secondary sources documents.  They drew conclusions about each document, wrote questions about each related to the war based on the documents, and finally used their textbooks to answer the questions they wrote.

Primary/Secondary Source Inputs

Textbook Reading

Homework is:  Students should use the textbook reading to finish answering all the questions they wrote about this conflict.  

10/24/13

To begin class, I showed students a quick video on how to locate the main idea in a paragraph.

Video-Locating the main idea

Next, I placed students into small groups.  Students worked with their groups to find the main ideas in the reading on the Salem Witch Trials from yesterday's lesson.  They compared the main ideas they had identified, and came to a consensus on what the main ideas were. 

They then used these main ideas to write a summary paragraph of the reading.  If students had already wrote a summary paragraph, they edited the paragraph they wrote yesterday.

Next, I introduced the "Question Building Activity" on the French and Indian War.  Students used the rest of class to examine primary and secondary sources.  They wrote down conclusions based on these "inputs" and wrote questions about the French and Indian War.  Students will finish looking at their inputs tomorrow and answer the questions using their textbooks.

Homework is:  If you made changes to your main ideas with your group, make these changes to the summary you wrote about the article.  I will collect the summaries tomorrow.

10/23/13

Today we briefly looked at the Salem Witch Trials.

To begin class we watched a video on the Salem Witch Trials.  As we watched the video, students answered video questions.

Salem Witch Video

Salem Witch Trials Video Questions

Next, we read a short article on the Salem Witch Trials as a class.

Salem Witch Article

After reading the article, students were assigned the following homework assignment:

Homework:  Underline one sentence in each paragraph of the reading that is the "main idea" of that paragraph.  After underlining one sentence, combine those underlined sentences into one summary paragraph.  Do not simply write the underlined sentences word-for-word.  Change the sentences so they fit together, and make sure they accurately summarize the entire article.  Summary paragraphs are due tomorrow.

10/22/13

Today we had a "fishbowl discussion" on slavery.

Students who were absent need to hand me a copy of their fishbowl discussion questions to receive credit for the assignment.

There is no homework for tomorrow.

10/21/13

We began class by reviewing information from the field trip on Friday.  Students participated in a "graffiti activity" where they wrote down information on posters around the room related to the field trip.

Next, students were given the rest of class to prepare for a discussion in class tomorrow.

First, students continued to examine the primary sources they began looking at during last Wednesday's lesson.  See Wednesday's blog for any materials.

Next, students took the information from the primary sources and answered six discussion questions on the Fishbowl Discussion sheet.

Fishbowl Discussion Sheet

For class tomorrow, students must answer all six Fishbowl Discussion Questions to ensure they can participate in the discussion tomorrow.

10/16/13

Today we examined different aspects of slavery including: the capture of slaves, the Middle Passage, and who benefited/was hurt by slavery.

Students were given a graphic organizer.

Slavery Primary Source Graphic Organizer

Slavery Primary Sources

There were three main columns on the organizer: Capture in Africa, Middle Passage, and who benefited/was hurt by slavery.

Students then were given primary sources.  Students read the primary sources, taking notes on the organizer. 

First, students needed to determine which category the primary source fell into.  They recorded the name of the source into the left column.  Next, they recorded the information into the right column.

Students needed to find three sources per category to use for information.  Be sure to choose sources that match your challenge level (Academic, CP, or Honors).

On Monday we will finish examining the primary sources and prepare for a discussion on Tuesday.

Homework is:  If you missed class, please work on reading and recording information on the primary sources for about 30 minutes.

10/15/13

To start class, I collected all field trip forms and money.  Student who have yet to hand in these items need to do so ASAP.

We began a quick look at slavery today.  As a class we read about the background to slavery.

Reading: The Slave Trade Background

Then, as a class we defined two terms and answered three questions.

Slave Trade Background and Questions

These questions will not be turned in as a homework assignment, but will re-emerge later this quarter on the next test. 

There is no homework tonight.

10/11/13

Today was the final day of presentations.  Any student who did not present must be sure they upload their projects to Edmodo.

Homeowork:

Field trip permission slips are overdue!!!  Please return a signed permission slip and the $12 fee to Mr. Pope ASAP. 

Field Trip Permission Slip

10/9/13

I was out today due to a cold.  Students watched a video on slavery.

Presentations will begin tomorrow.

Homework is: 

1-  finish all presentations for Thursday.

2- Field trip forms and $ due ASAP

3- Each student must upload their project to Edmodo

10/8/13

Students had the entire class period today to practice their presentations.

To start class I gave students pointers on giving presentations.  I kept this list of tips on the projector. Students used Ipads to access their projects and practice their presentations.

Presentation Tips

Homework is:

1- On Friday 10/18 we are taking a field trip to Strawbery Banke.  Students need to complete the field trip form and return it, along with $12, to me by this Friday.

2- Finish the 13 Colonies presentation by tomorrow (Wednesday).

3- Each student must submit their project to me through Edmodo. First, visit my Edmodo page.  Then, share the Google presentation with me by clicking the "Share" button and inserting my email address.  Then copy the link you are given and paste this into Edmodo.

10/7/13

This is the final day for students to work on their projects in class.  Tomorrow will be devoted to practicing their presentations.

Homework is:  Finish your Google Presentation.  Finish all the information on your slides and include all visuals.  This should be finished by the beginning of class on Tuesday.

10/4/13

Classes were shortened today due to the early release schedule.

Students worked on finalizing the research for their projects and began constructing their Google Presentations.

Please refer to the following rules when constructing your presentation:

• Break information down into notes→ no paragraphs!!!
• No more than 5 notes/slide
• One picture per slide
• 28 point font→ any smaller is difficult to read

Homework: You need to have completed all your research by the time you arrive to class on Monday.  We will finish constructing projects on Monday, practice our presentations on Tuesday, and present on Wednesday.

10/3/13

Students had the entire class to research information on their colony for the 13 Colonies project.

Please see Tuesday's blog for information about the project.

Homework is to work on research for at least 15 minutes outside of class.  Students should be finished, or almost completely finished with their research when they enter class tomorrow.

10/2/13

Students were given the entire class today to research for their projects.

Students used the project instruction sheet to guide their research.  See yesterday's lesson for the instructions.

Students used the websites provided on IKeepbookmarks, books from the book cart, their textbook, and other reliable websites found on their own.

Students used easybib.com to document any sources used.  They saved this information onto their note sheet.

Students wrote their notes onto a Google Drive document that all students in the group have access to.

Homework: Period 5 should work for 30 minutes outside of class because they missed class yesterday due to the assembly.

Other classes have no homework.

10/1/13

Today I introduced the "13 Colonies Project" to students.

I reviewed all procedures and rules of the project. 

13 Colonies Project

Students had time to get into groups and being research on the project at the end of class.

Fifth period missed class today due to the assembly.  They need to read over the instructions for homework.

Homework is:

p. 1,2,6,7- None
p. 5- Read over the project instructions on the blog for homework.

9/30/13

We had our first test of the year today.

Any student who missed the test must see me and schedule a time to take the test.

There is no homework tonight.

9/27/13

At the beginning of class students logged onto edmodo using the ipads.  Once on edmodo they added my class using the appropriate code depending on the class.  Any student who has not added my class needs to email me for the access code.

Next, students took a poll where they picked a level for the test on Monday.

I then gave a short lecture which gave a brief overview of the Puritans, the Middle, and Southern Colonies (PowerPoint slides 7-16).  Students took notes on their note sheets during the lecture.

Development of the Colonies PowerPoint

Development of the Colonies Note Sheet

I gave students the last 30 minutes of class to work on their study guides.

Homework is to finish the study guide by Monday.  Use your notes, textbook readings posted on Tuesday's blog, and assignments from your binders to help answer the questions.

The test is also on Monday.

9/26/13

This is the second day looking at primary sources about the Pilgrims.

First, students finished their readings and graphic organizers.  The amount of readings varied depending on their challenge level.

Academic- at least 8 readings
CP- at least 10 readings
Honors- 13 readings.

Readings are available on the blog under 9/25

Pilgrim Graphic Organizer

After students finished their readings and recording the information onto their organizers they wrote a paragraph responding to the question at the end of the PowerPoint

PowerPoint lesson and paragraph instructions

At the end of class, if students had finished the paragraph they had the rest of time to work on the review sheet for the test.  See Tuesday's lesson for the study guide and the textbook readings to use on the review sheet.

Homework is to work on the review sheet for at least 20 minutes.  The test is on Monday.  Finish the review sheet for Monday.

9/25/13

We began class today with a warm-up where students recalled everything they know about the Pilgrims.

I then gave a short lecture on basic information about the Pilgrims.  (PowerPoint slides 1-5)  During the lecture students filled in their note sheets.

Development of the Colonies PowerPoint

Development of the Colonies notes

Next, students read an assortment of primary and secondary sources concerning disease, the Pilgrims, and warfare involving the Pilgrims.

As students read they filled-out an graphic organizer. 

Students do not need to finish the organizer for homework!

I will post the Pilgrim readings and graphic organizer tomorrow.

Homework is to work for at least 20 minutes on the study guides for Monday's test.  

9/25/13- Lesson Links

A Pilgrim's Journal

Affects of Disease

Disease in New England

Dr. Cotton Mather- Pequot War

Francis Jennings- Pequot War

King James on Smallpox

Francis Jennings- Lessons from the Pequot War

The Story of Squanto

Vogel- Pequot War

What if... disease

What if... level playing field

William Bradford- native diseases

William Bradford-Pequot War

9/24/13

We began class today with a small-group discussion on Bacon's Rebellion.  Students were assigned roles on how to view Nathaniel Bacon and used those roles to discuss questions about the rebellion.

We will have our first test next Monday.

I then introduced the review sheet for the test.  Students need to use their notes, old assignments, and readings from the textbook to locate information for the test.  There is nothing new on the review sheet and students should have answered all the questions on previous assignments. 

Students had the rest of class to work on the test review sheet.

Review Sheet- Explorers through Early Colonies

Readings

pg. 32-37
49-53
61-66
67-70
85-89

***Please e-mail Mr. Pope if you need access to another reading not listed.

Homework- The test review sheet is due on Monday.  Students should work for at least 20 minutes each night on the review sheet.

9/23/13

We began class with a warm-up about Friday's video. Students answered two questions and we had a quick discussion.

Next, I gave a lecture on indentured servants, slaves, and Bacon's Rebellion.  Student took notes as I spoke.  See last week's blogs for PowerPoint and note sheet.

At the end of class, students read an account on Bacon's rebellion.  As students read they recorded all of Bacon's actions on the "Bacon- Hero or Criminal" sheet.

Bacon- Hero or Criminal?

Bacon Reading

Bacon Reading (Academic Level)

After reading, students determined whether Bacon's actions show him in a positive or negative way.  They then weighted the events from 1-3 using the organizer.  Finally, they tallied-up the positive and negative actions to determine their views on Bacon.

Homework is to finish the "Bacon- Hero or Criminal" organizer with at LEAST 5 events listed on the organizer.

9/20/13

I began class by reviewing the last question on the mapping homework to clear-up questions students had.  I then collected the homework.

Students watched the remainder of the "Nightmare in Jamestown" video.  The video took the rest of class.  As students watched the video they worked on their video sheets.

Please refer to the blog from 9/19 for a link to the video and the video sheet.

If you missed class you should watch the video and answer the questions.  Otherwise there is no homework.

9/19/13

Students began class by working on the Early Colonies Map I handed students at the end of class yesterday.  As students worked on their map I collected the homework assignment.

Early Colonies Map

pg. 63

pg. 87

Next, students took fill-in-the-blank notes on Jamestown, slides 11-19.  See yesterday's lesson for notes and PowerPoint.

I then gave students a video sheet and we watched about the first ten minutes of the video "Nightmare at Jamestown."

Video Sheet

Nightmare at Jamestown Video

Homework is to finish the Early Colonies Map

9/18/13

We began class with a review of the concepts about the early colonies.  Students referred to their homework and chose the colony they wrote about in their paragraph.  We then had a discussion about which colony should be considered the "First American Colony."

Next, students returned to their seats with their paragraphs.  Students traded papers with a partner and used the list of writing rules (assignment #8) to edit their peer's papers. 

Student then returned to their seats where I passed out a fill-in-the-blank style note sheet. 

I gave students a short lecture on the first 10 slides as they filled key words into the note sheet.

Early Colony Notes

Early Colony Fill-In-The-Blank notes

Following the lecture we watched a short video on the lost colony of Roanoke

Roanoke Video

At the end of class, students began working on a map activity.  We will continue working on the map tomorrow in class.

Homework is to finish their "Our First Colony" paragraphs in final draft form for tomorrow (Thursday.)  Refer to the last two day's blogs for information on this paragraph.

9/17/13

We began class with a warm-up where students found a partner and gave them information about one of the colonies their partner did not read about. 

Next, students had the remainder of class to finish reading the appropriate number of colony readings (see yesterday's lesson for specific number.)  When they finished reading and recording information, students began writing a paragraph explaining which settlement should be considered America's first colony.

See Monday's lesson for all needed readings, instructions, and the organizer.

Homework is to finish the "Our First Colony" paragraph for Wednesday.  Use #8 in your binder to help guide your writing.

9/16/13

Today we examined the first American colonies.  The attached PowerPoint presentation walks you through the lesson.

Our First Colonies Lesson

Students first read about Jamestown in the textbook on pages 87-88.  As they read the section they filled out the graphic organizer.

Pages 87-88

Our First Colonies Graphic Organizer

We then discussed the information on Jamestown. 

Next, students chose a number of readings about different colonies.  The number of readings varies based on the level of social studies class they plan to take next year (see PowerPoint for details.)

 Colony Readings

For the rest of class, students read and recorded information onto their graphic organizers.  On Tuesday we will finish the readings and students will answer the question below in one paragraph:

–Which North American colony deserves to be recognized and celebrated as being our first sett

 There is no homework tonight.

9/13/13

Today students participated in a few more rounds of the mercantilism simulation.  Students worked in groups in an attempt to industrialize their countries or colonies. 

At the end of class students returned to their seats and we discussed the debriefing questions.  Students had a few minutes to answer the questions in writing.

Mercantilism rules and debriefing questions

Homework is to answer the four debriefing questions using complete sentences.  Be sure to re-state the question in your answer.

9/12/13

Today, students first passed in last night's homework assignment.

Students then got into their groups from Wednesday and participated in a simulation about mercantilism.  Students competed in groups that represented countries or colonies and tried to industrialize.

Tomorrow we will finish the simulation.

There is no homework today.

9/11/13

At the beginning of class we briefly discussed the 9/11 anniversary the situation in Syria.  We then watched CNN student news which discussed both topics.  I checked student's homework assignment as they watched the video.

Next, students read a passage about mercantilism with a partner.  They discussed the passage as they read, stopping at every * mark to make a comment about the reading. 

After students finished the reading they answered the three reading comprehension questions at the bottom of the page, making sure to re-state the question in their answers.

Mercantilism- "Say Something" and homework questions

At the end of class I assigned each group a country or colony for a simulation tomorrow.  Students made signs for their country or colony to be used in the simulation.

Homework is: finish the three questions at the end of the Mercantilism- "Say Something" reading.

9/10/13

At the beginning of class students finished the station activity from yesterday's class. 

Explorer Station Activity Information

Explorer Station Activity Graphic Organizers

Any student who missed class should use the link above to write the information onto their graphic organizers.

Next, students participated in a review activity where they were assigned either an explorer or the explorer's accomplishments and had to form groups based on what they remembered from the stations.  We then reviewed the information and students put themselves into the correct groups.

At the end of class students worked on an explorer mapping activity.

Explorer mapping activity

pg. 51

pg. 63

pg. 67

Homework is to finish the explorer mapping activity for Wednesday.  Use the links above to find the necessary maps.

9/9/13

We began class with a warm-up examining different types of writing.

Next, students took out their paragraph homework assignments that were due today.  I gave students a list of rules to use when they answer short-answer questions in social studies class.  We reviewed the list and practiced writing topic sentences.  Students then used the list of rules to revise their homework paragraphs. 

Answering social studies questions

We then shifted gears and I passed out a graphic organizer.  I counted students off into groups and students visited stations and recorded information onto their organizers.  We will finish the stations in class tomorrow.

Explorer Graphic Organizer

Homework is to revise your "Guns, Germs, and Steel" overreaching paragraph and submit a final draft tomorrow either typed or written in pen.

9/6/13

We began class by finishing the Guns, Germs, and Steel video.  See yesterday's blog for the video link and the video sheet.

I then discussed the questions with students if they missed any.

Next,  students read three statements related to the video.  They needed to either agree or disagree with the statements and explain why.  We then had a discussion about these statements.

For homework, students need to answer one of the three Overreaching Questions on the Guns Germs and Steel video sheet.  Students need to use their answers to the video questions to provide information to use in their answers.  Answers should be at least one paragraph that is approximately 5-8 sentences.

9/5/13

We began class with a warm-up.  Students responded to the prompt, then we discussed their responses.

Next, we finished the notes from yesterday's class.  See Wednesday's lesson for PowerPoint and note sheet.

We then watched the video "Guns, Germs, and Steel" episode 2.  Students watched the video and answered the video questions.  We watched from the beginning until around 25 minutes in.

Guns, Germs, and Steel Video

Guns, Germs, and Steel Video questions

Homework: if you missed class, watch the video and respond to questions 1-5 on the Guns, Germs, and Steel Video questions.  We will finish the video tomorrow.

9/4/13

We began class with a warm-up question about exploration as I checked their homework.

Next, I gave students notes on exploration and the motivations of explorers.  (slides 1-12)

Explorers Notes

As I gave the lecture students recorded key words onto their note sheet. 

Explorers Note Sheet

At the end of class we watched a video on the Americas Before Columbus.  We started around minute 43 and watched for 15 minutes or so until class ended.

America Before Columbus Video

Homework is to check PowerSchool for any missing assignments.  Use the blog to make-up any missing work.  See me if you have not taken the quiz.

9/3/13

We began class with a review activity.  Students responded terms and questions on posters around the room.  We then discussed their responses to the prompts.

Next, students chose partners.  With their partners they read through an account of Columbus's voyage.

Reading A

After reading the selection they answered questions 1-3 on the Fact vs. Bias- Columbus sheet in the space labeled "A" on their sheets.

Fact vs. Bias- Christopher Columbus

Next, students read the second account of Columbus's voyage labeled "B."

Reading B

They then answered the same three questions on their sheets according to the second reading in the space labeled "B."

We then discussed their responses as a class.

At the end of class students worked on their homework assignment, the last four questions on the "Fact vs. Bias" sheet.

Homework is to answer the homework questions on the "Fact vs. Bias- Christopher Columbus" sheet using complete sentences.

8/30/13

We began class with an open-notes quiz on the Native American cultural groups.  As students took the quiz I checked off their mapping homework.  Students who missed class must come see me after the long weekend and take this quiz.

We then began an lesson where we look at fact and bias.  Students first participated in a warm-up activity.  We discussed the warm-up, and students took notes on a few key terms. 

Fact and Bias PowerPoint

Fact and Bias Lesson Handout

We ended class by watching a quick video on Columbus.

Quick Columbus Video

On Tuesday we will read two different pieces of writing on Columbus, and examine how an author can change how individual or events are viewed.

No homework

8/29/13

We began class today with a discussion about the U.S. military and our involvement in the affairs of other nations.  I posed the following statement to the class:

Agree/Disagree

•The U.S. should use its military as a “police force” for the rest of the world.  We should punish countries, or groups, who harm innocent people or violate international laws.

 Students made a decision about this statement and we had a class discussion.

 Next, I gave students notes on the different cultural regions of the Native Americans. 

 Native American Culture PowerPoint

Students recorded information into their graphic organizers as I gave the lecture.

 Native Culture Graphic Organizer

Following the lecture students began to work on a mapping activity on the Native Cultural regions.

Native American Cultural Regions Map

They used page 33 of the textbook as a reference.

Textbook page 33

Homework is to finish the mapping activity 

8/28/13

Today we covered a lot of ground and had many transitions.

We began class by looking at the 50th anniversary of MLK's I Have A Dream speech and the march on Washington D.C.  We discussed the background to the situation and students watched CNN Student News.

Next, I gave students a pre-assessment quiz on the material we will cover this year.  Students will take the same quiz at the end of the year to track their growth.

Students then participated in a warm-up activity on the Native Americans. 

Native American Warm-up

Students then watched a quick video on the Native Americans before 1492.  As they watched the video they checked their warm-up questions against the actual information.

Native Americans Before 1492 Video

Homework is:

Check  the blog from yesterday (8/27/13) and complete the homework assignment.  I will check this in class tomorrow.

8/27/13

Welcome to the social studies blog!

Today in class we finished the syllabus scavenger hunt activity in small groups.

Homework is the following:

Write at least a paragraph explaining the following:

·             What you remember about U.S. history

·             One thing that interests you about U.S. history

·             One of your strengths as a learner

·             One thing you would like to improve upon as a learner

8/26/13

Happy first day of school.  Today I introduced the syllabus and students participated in a syllabus scavenger hunt.  Any students who missed class yesterday should see me before class so they can be assigned a group.

There is no homework assignment.