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.