Assignments
“Civility is spirit of Place!”
Embedded Files
PreAP U. S. History, 8 C
Week of May 25, 2020
Assignment 36
Since the grades were due last Friday, there will be no graded assignments this week. We will have Teams and go over some of the material covered in 9A, 9B, 9C. All students will be expected to know this for future classes so it would be a good idea to tune into the Teams this week.
Tomorrow, Tuesday, there will be no Teams. It is “Promotion” Day for the eighth grade. Instead of walking in a procession, the students will be riding in your car in a procession through the faculty parking lot. Bring all textbooks and library books, any borrowed electronic equipment such as Chrome books, laptops, calculators, music instruments, and team uniforms to check in. You will pick up your bags full of your locker materials. Some of us will be there helping our and cheering you. Your time for House C is 1:00 to 4:00.
School will continue on Wednesday, Thursday, Friday, and Monday.
If you have any questions, please contact me.
This is Memorial Day. Please read this and share with your family.
Memorial Day Announcement: May 2020
Three years after the Civil War ended, on May 5, 1868, the head of an organization of Union veterans — the Grand Army of the Republic (GAR) — established Decoration Day as a time for the nation to decorate the graves of the war dead with flowers. Maj. Gen. John A. Logan declared that Decoration Day should be observed on May 30. It is believed that date was chosen because flowers would be in bloom all over the country.
The first large observance was held that year at Arlington National Cemetery, across the Potomac River from Washington, D.C.
Other local areas had their own observances. Many of them were in the South because much of the war was fought there so many of the soldiers were buried in cemeteries in the South. One of the first was in 1866 when a group of women scattered flowers on the Confederate dead from the Battle of Shiloh. Some of the women noticed the Union solders graves were bare and scattered flowers on their graves also.
By the end of the 19th Century Memorial Day services were held on May 30 through the nation. Then, after World War I, the day was expanded to honor al soldiers who died in the all American wars. In 1971, Memorial Day was declared a national holiday by an act of Congress, though it is still often called Decoration Day. It was then also placed on the last Monday in May.
Here, at Pin Oak, we have four veterans who have served. E-3 Benny Wilson served at Lackland Air Force Base, Sheppard Air Force Base, and Ellington Air Force from 1975-1981 in the Air Force. Lieutenant Commander Angela Roth served in China and Japan. She was in the fourth class to graduate women from the U. S. Naval Academy. All of her immediate family including her parents, three brothers, and a sister are all veterans. Lieutenant Colonel Anthony D’Angelo served for 24 years as a field artillery officer and special weapons specialist in Germany, Korea, and Argentina. Lieutenant Colonel Phyllis Fredericks retired August 31after 30 years in the U. S. Army. She served in various locations including a long tour in Afghanistan. She recently was in the Texas National Guard and was the highest ranking African American female serving in the Texas Army National Guard.
Send these veterans a message this weekend and thank them for helping to preserve your freedoms and to protect the country.
PreAP U. S. History, 8 C
Week of May 18, 2020
The last assignment is optional, but the students should do this because they will be responsible for knowing the material for high school Our grades are due this week and include everything through Checkpoint 9A.
9 B includes a study of the major battles of the Civil War, Implementation of the Anaconda Plan of the North to defeat the South, Gettysburg Address, Sherman’s March to the Sea, and surrender of Lee to Grant at Appomatox Court House.
9 C relates to Reconstruction including the Freedman’s Bureau, the 13th, 14th, 15th Amendments, Jim Crow Laws, and Plessey vs. Ferguson, the Supreme Court Decision that made segregation legal for 58 years.
The students also need to pay attention to the announcements on the Google Classroom Boards. We will have announcements there for the students.
Friday will be another Kahoots. All students should participate. See my Google Classroom for the pass to the correct site a few minutes before 1:30. There will be other announcements on that site for the rest of the year so students should check it regularly.
Students should have all work in now. Everything was due yesterday.
PreAP U. S. History, 8C
Week of May 11, 2020
PreAP U. S. History, 8 C
Week of May 11, 2020
Title: The Civil War and Reconstruction, 1861-1877
Key Concepts:
• The geography of the North and the South actually was the cause of their economic, social, political, and environmental differences.
• Secession of the southern states to form the Confederate States of America led to the outbreak of the Civil War, the first modern war.
• Both the North and the South had strong leaders.
• More Americans died as a result of the Civil War than the total of casualties in all other wars in which the United States fought.
• The battles of Vicksburg and Gettysburg were significant turning points in the war.
• The Civil War had a significant impact upon the economies and social conditions in both the North and the South.
• The Union withstood a challenge to federalism and the defeat of the South preserved the United States as one country, establishing the supremacy of the federal government.
• Abraham Lincoln had strong view of the sanctity of the United States Government and provided strong leadership to preserve the United States as one nation for all people.
• The defeat of the Confederate Sates ended the institution of slavery in the country and resulted in the passage of the 13th, 14th, and 15th Amendments to the Constitution
Essential Question:
How did the key events of the Civil War affect the Economic, Social, Political, and Environment (ESPN) affect the future of the country?
Lesson Objective(s): The student will:
1. compare the different regions of the country economically,
2. investigate how the Election of 1860 contributed to the secession of the Southern States,
3. relate the significance of the firing on Fort Sumter and specific individuals such as Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, George B. McClellan, Thomas Stonewall Jackson, Harriet Tubman, Harriet Beecher Stowe, Frederick Douglass, William Lloyd Garrison, Nat Turner.
4. analyze the strategies of each side including the North’s Anaconda Plan.
Additional information: The commander of Fort Sumter was Robert A. Anderson. He previously had been the artillery at West Point, the famous U. S. Military Academy. One of his outstanding students was a cadet by the name of Pierre G. T. Beauregard. In fact, Cadet Beauregard was so outstanding that Anderson hired him after he graduated as an assistant. Just guess who was the Confederate officer directing the artillery fire on Fort Sumter. Yes, none other than then General Pierre. G. T. Beauregard.
Remember: You must do the activities in Nearpod before you do the check point. We do receive reports about what you have done and this does affect your grade.
Reminder: The DBQ assigned several weeks ago is due on Sunday, May 17. Don’t put it off. It is a major grade for the six weeks
Join us for Teams every afternoon. We are "live". Note: Last Thursday, my electricity went off for about a half hour. A transformer blew. Sorry. We will be back this week.
Many of your missed our Kahoot Competition on Friday. Justin Lee, Jose Hernandez, and Pranav Praveen were top finishers in at least one round. YEAH!!!
PreAP U. S History, 8 C
Week of May 4, 2020
The students are continuing Nearpod activities with the checkpoint this week. This is the last assignment with this topic of the events and decisions that led to the Civil War or the causes of the Civil War.
It is mandatory that students complete all the Nearpod activities or the checkpoint may not be graded or will have points taken off for each activity not completed. We receive a report about which activities the student completes so it is important that the students save and submit each one.
The topics covered this week include Sectionalism and Popular Sovereignty, Dred Scott vs. Sandford, a major Supreme Court Decision, John Brown Raid, Lincoln-Douglas Debates and the Freeport Doctrine, Kansas-Nebraska Act, and the Election of 1860.
Some of the significant people include Abraham Lincoln, Stephen A. Douglas, Frederick Douglass, Harriet Beecher Stowe, Nat Turner, and Harriet Tubman.
Reminder to Students: The DBQ (Document Based Questions) is due May 17. Do not forget it because there are sixteen documents to study and answer questions. You received the assignment two weeks ago.
If you completed Chapter 17 assigned before Spring Break, it will add to information given in this Nearpod.
We are “live” during Teams every day this week so join some of your classmates for review, additional material, and to answer questions.
Friday will be special; we are having a Kahoots Competition for all 8th Grade Students. Check Google Classroom for additional information later in the week.
PreAP U. S. History, 8 C
Week of April 27, 2020
The students will have several activities to work through on the Nearpod lesson this week. It is on Google Classroom and relates to activities leading to the Civil War. They can continue their work on the big document assignment due May 17. Students should save their work on Google Docs in case they cannot get back to the website.
The lesson covers the tariff which the North wanted to protect their industries, but the South objected to it because many of their goods came from Europe and they did not want to pay more for those goods. Most of the southern plantations owners had agents in London who handled their cotton crops and bought whatever the owners wanted in London including clothing, household furniture, farm supplies, and many other items. In addition, the plantation owners were concerned that the European countries would put a tariff on their crops.
Other items covered include nullification as it relates to the tariff. The question related also to secession which was the big threat to the Union.
Attempted solutions to these problems included the Missouri Compromise of 1820, the Compromise of 1850, and the Kansas-Nebraska Act of 1854. The students have activities covering these items also.
If the students have their books at home, they could review Chapter 17. They had questions to answer from that chapter so I know many do have the book or the questions.
We will be discussing some of this material this week beginning about 1:30 to give everyone time to get online. There might even be an opportunity for some extra credit answers.
April 21, 2020
Historians have been studying the Civil War and all the possible causes, actions, and results since the war itself. For many years, we had people who were there and/or lived during the time so there have been many first-person opportunities for questions. Now, we have to depend upon articles from the time, opinions, pictures, and all sorts of accounts. That war is considered the first modern war because of the methods and technology used. We are still living with the results of that war and this is why it is so important to study and learn about those causes and results.
LESSON 8.2 - APRIL 20
Attached are the materials for this weeks lesson. You need to open this document and you will see the lesson.
1. You must complete the Nearpod for Lesson 8A, as well as the *8A Checkpoint* that is in the assignments tab on this google classroom.
Use the following link that will take you to the Nearpod code entry page:
https://nearpod.com/student/ There will be a code that you must put in for the assignment.
2. The documents for the documents based questions (DBQ) are assigned this week. They are in a large document in a DBQ activity that will be due 4 weeks from Sunday (May 17th). Make sure to chip away at it every week to make sure it does not overwhelm you at the last minute. It will be due on the May 17th.
3. Lesson 8.2
Google Docs
“A House Divided”, or Slavery, Sectionalism, & States Rights - The Causes of the US Civil War (1820-1861)
Lesson 2:
New Learning:
Use the following link that will take you to the Nearpod code entry page:
Nearpod Student
Use the following code to access the Lesson 8A Nearpod (Enter your First and Last Name, and Class period in the box titled “other”:
VOGZC
**Independent Practice:**
Complete the *Lesson 8A Nearpod* and use it when completing the *8A Checkpoint* in google classroom. If you are having trouble finding the checkpoint, it either appears in the box titled “upcoming” on the left of the Google Classroom, or you can click on assignments on the top center of the page.
Project (Due May 17th)
This week you also are being assigned the Document Based Question (DBQ) for this unit. You are being asked to determine what caused the Civil War. This is where you get to stretch your historian skills and make your own genuine point about what YOU think happened to cause the civil war.
The assignment will be due on May17th. This is 4 weeks away. However, do not wait until then. I will continue to post this in our lessons going forward to remind you.
The DBQ is in Nearpod. Below is the Nearpod codes to access the DBQ:
Use the following link that will take you to the Nearpod code entry page:
https://nearpod.com/student/
Use the following codes to access the Unit 8 Civil War DBQ Nearpod:
FCLQI
Continuing Learning choice:
Choose one of the following to continue learning about what we are discussing in class at this time.
Crash Course Civil War part 2
Khan Academy Sectional Differences
Courage of Harriet Tubman
4. Assignment: "Lesson 8A Checkpoint"
Announcement: "Friendly reminder you must complete the Nearpod assignments or your work will not be graded."
April 13, 2020: Assignment:
You received the Oregon Trail Assignment last week that is due next Sunday. Some clarifications follow as there has been some confusion over the journal.
Daily Journal: This is the journal you keep daily about decisions you make, what you see, if there are any accidents or illnesses, breakdowns, attacks, special fees, anything. Of course, you must answer if you actually arrived in Oregon with all your party, and how long it took you. This all goes in the Daily Journal.
The questions on the worksheet referred to as Journal can be called the Final Journal. Those questions must use ESPN in the answers. It should be presented neatly and must be readable.
Have fun with this and learn what it had to be like to travel at that time.
Advanced Assignment: We are beginning the unit on the Civil War and Reconstruction. You will have several articles to read and videos to watch. There will be questions over them so if you start reading this week, you may want to take notes. The first ones come from the Khan Academy.
You do not need to join the Khan Academy and there is not a class. Click on Courses at the top of their website. That will bring up lists of the all the courses they offer. Go to the fourth column and click U. S. History. Scroll down to the Civil War. That is where we will be concentrating. The following topics are the ones we will cover in the assignment. Some are short, some are videos, and none of them are very long. There will be other videos and readings also. Most of these follow, one after another. Please become familiar with them.
Slave Economy to Compromise of 1850, Uncle Tom's Cabin, Its influence and significance, Kansas-Nebraska Act along with Bleeding Kansas to Manifest Destiny, Regional Differences, Dred Scott, Lincoln-Douglas, Election of 1860, video over Slavery.
"For the month of April, the Houston Independent School District is celebrating National Arab American Heritage Month to recognize the historical and cultural contributions made by the people of Arabic descent.
The HISD Board of Education during the regular April Board Meeting on Thursday, April 9, will issue a proclamation designating April as a month that celebrates the history of Arab migration to America, geographic understanding of the Arab world, Arab American diversity in faith and language, interesting customs and traditions, and achievements in business, politics, education, and more.
You can also visit the Arab America webpage for daily features highlighting the culture and influences of Arab America." From HISD Website.
You may interview an Arab American online or by telephone and write up your interview including the questions in a nice presentation booklet as required for extra credit. The interview should include questions relating to what this person does, where he/she is from, why did the family come here, when, education, hobbies, pets, community organizations, and any special way the family observes a custom that is reflective of the Arabic culture. Include anything else you think is significant. This is due by the last day of the month.
Next month is Asian Heritage month and you can interview an Asian teacher you have had at any time during your education. This one will be due on Many 15.
Note: You cannot have more than five points added any six weeks grading period for extra credit.
April
NEW EXTRA CREDIT
“For the month of April, the Houston Independent School District is celebrating National Arab American Heritage Month to recognize the historical and cultural contributions made by the people of Arabic descent.
The HISD Board of Education during the regular April Board Meeting on Thursday, April 9, will issue a proclamation designating April as a month that celebrates the history of Arab migration to America, geographic understanding of the Arab world, Arab American diversity in faith and language, interesting customs and traditions, and achievements in business, politics, education, and more.
You can also visit the Arab America webpage for daily features highlighting the culture and influences of Arab America.”
Your extra-credit assignment:
You may interview an Arab who is living here. Ask the usual questions for an interview such as what do they do, their educational background, hobbies, family, Arab culture they observe here, how they influence you, and how you know them. You also inquire when their families arrived here, from where, and why did they come. You might mention about the school district designating this as Arab American Heritage Month and their opinion of that.
This must be neatly presented in booklet form preferably which you will then take pictures and send to me or scan it. Your questions and answers must be included. If you can get a picture of the subject, include that.
The interview is not done in person; you may call the subject or interview the person online. The subject can send you a picture if possible. It is not required since this is not possible in person.
The project is due by the last day of April. It can be as much as five extra points added to your final grade of the grading period.
May is Asian Heritage Month and the same type of project may be completed for that month.
September 15 to October 15 is Hispanic Heritage Month, February is Black History Month; March is Women's History Month; May is Asian Heritage Month. Here are extra-credit assignments you may do to recognize these special months. The teacher must be one you have had or have now. I am not included. For Women's History Month you may interview a woman teacher, physician, dentist, attorney or other woman working outside of the home asking the similar questions you asked in the other teacher interview. The woman may not be your parent. This is due by the end of March. Follow the format I explained to you for interviewing a teacher. See below.
Interview an African-American, Hispanic, or Asian teacher you had from nursery school to now. Include: Why that individual become a teacher, where did he/she go to school, who influenced that teacher, how did that teacher influence you, try to have a picture taken with that teacher. Put all this into a neat booklet you prepare and submit by the end of that special time period.
April 6, 2020
PreAP U. S. History, 8 C
Week of April 7, 2020
Assignment:
Please check the Google Classroom Share each day. I will be putting messages and additional information on that.
The Venn Diagram is due on April 12. If you have submitted it, you still can continue to work on it and re-submit it. You should have current information on that relating to this week which is going to have a lot of new information locally and nationally.
What changes are taking place in other countries?
Can you find graphs and pictures to add?
There also is a listing of a website about pandemics that is quite interesting.
If you cannot do this on the computer, hand draw it and take a picture or scan it.
New Assignment:
This assignment will be different and relates to the Westward Movement or Manifest Destiny.
Follow the Oregon Trail on this video program.
https://archive.org/details/msdos_Oregon_Trail_The_1990
For each movement, you have information to enter. Each of these is a part of your journal you will keep. Keep it like a real journal.
Explain why you reached Oregon or if you did not. The more you can tell about your journey, the better. Explain what you see along the way.
You can compete with another team if you wish. You also can start over if you have a catastrophe along the way.
Due: April 19
Websites for extra information:
Pandemics
https://www.history.com/topics/middle-ages/pandemics-timeline
Oregon Trail
https://www.history.com/topics/middle-ages/pandemics-timeline
https://www.youtube.com/watch?v=m4qGnEI2-Wg
March 29, 2020:
PreAP U . S. History, 8 C
The full assignment is on Google Classroom. All students now are on that.
All students will be completing a map of the Civil War on which they label specific items. This can be downloaded or done online. The instructions are on Google Classroom.
*The students also will be completing a review of Chapters 14, 15, and 16 with some questions to answer and an assignment relating to the COVID 19 Pandemic. These are due by April 5 and will be graded.
Resources for Chapter 16, The Reform Era: Khan Academy, U. S. History, Early Republic, Culture and Reform in the Early Nineteenth Century, Second Great Awakening, Part 3, Transcendentalism, and Culture. There will be some short answer questions on the assignments in Google Classroom.
Monday MARCH 23, 2020
As we shift to online instruction please register for the Google Classroom for your class. You must use your HISD address. Go to classroom.google.com and enter the code to join the class period you are enrolled in. You must be signed into your houstonisd.org account email in google to enter the class code.
If you are having problems go to classroom.google.com sign in with your HISD email, click on organizational account, using the + in the top right corner, click join class and enter the class code.
Period 1: jry5yps
Period 2: 7num4ld
Period 3: to7suwn
Period 4: dq7cuqb
Period 5: zzinwcw
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Quiz: Chapter 13, Matching.
PreAP U.S. History, 8 C
March 13, 2020
Quiz, Chapters 13, 14
A. Winfield Scott
B. Zachary Taylor
C. Robert Hayne
D. Nicholas Biddle
E. Osceola
F. Civil Service
G. Guerrilla Tactics
H. Laissez-Faire
I. Force Act
J. William H. Crawford
K. Worcester vs. Georgia
L. Webster-Ashburton Treaty
M. Plurality
N. Seminole
O. Cherokee
P. Creek
Q. Majority
R. Black Hawk
S. Tippecanoe and Tyler Too
T. Suffrage
U. Spoils System
V. Bureaucracy
W. Nullify
XL. Inauguration.
Y. Tariff
______1. Leader of the Sauk and Fox Indians chased out of Illinois into Iowa.
______2. Refusal to accept or to legally overturn.
______3. Taking the oath of office.
______4. Hit and run tactics in war
______5. Government will use the military to enforce federal law.
______6. A tax on imported goods.
______7. “ Native American nations were a distinct people with the right to have independent political communities and only the federal government had authority over matters concerning the specific population”.
______8. Ordered the Cherokee to leave Georgia.
_____9. William Henry Harrison
______10. President of the Second National Bank.
______11. The method by which the members of the bureaucracy acquire their jobs.
______12. Chief of the Seminoles, picture painted by George Catlin
______13. Democratic-Republican candidate for president in 1824.
______14. Right to vote
______15. A system in which nonelected officials carry out the laws and, basically, keep the government operating.
______16. The practice of replacing current government employees with supporters of the winning candidate for office.
______17. The biggest success of the Tyler Administration was agreeing to the border between the United States and Canada from Maine to Minnesota.
______18. Last Whig president.
______19. Senator from South Carolina who advocated nullification and secession if the tariff interfered with their business.
______20. Idea that the government should interfere as little as possible in the nation’s economy.
______21. From Georgia, one of the Civilized Tribes, refused to sell the land and move west.
______22. From Florida, one of the Civilized Tribes
______23. One of the civilized tribes from Mississippi, previously had been defeated by Jackson and forced then to give up a lot of their land.
______24. Largest share of the votes cast
______25. More than half of the votes cast
Extra Credit:
List the presidents in order to 1848
PreAP U. S. History, 8 C
Week of March 7, 2020
Assignment Sheet 26
LESSON DESCRIPTION:
Monday/Tuesday
Activity:
Review quiz from Friday.
Review video students watched last week on the Westward Movement.
Timelines due, present.
Begin discussion of Chapter 13 previously assigned. Each student has specific questions to answer and share with the class.
Homework:
Chapters14 questions, 15
Assessment:
Class participation
Student questions
Timeline
Wednesday/Thursday
Activity:
Continue with Chapter 13 class discussion.
Homework:
Chapters 14, 15, 16
Assessment:
Class participation
Friday:
Activity:
Quiz
Homework:
All work should be done by now. Test will be Wednesday, Thursday after Spring Break.
Assessment:
Quiz
March is Women’s History Month. The extra-credit assignment is to interview preferably an older woman in one of the professions other than teaching in K-12. Ask them what it was like to attempt to enter a profession that was predominately male and generally opposed to women entering that profession. Ask who influenced them, helped them, problems encountered, and how that person has influenced you. This may not be your mother.
If you take a trip some place and do some actual learning by visiting a museum or some other learning activity, you can do an extra-credit assignment for that. If you are in Houston, visit a museum and follow the extra-credit assignment on my website.
PreAP U. S, History, 8 C
Week of March 2, 2020
Assignment Sheet No. 25
LESSON DESCRIPTION:
Monday/Tuesday
Activity:
Complete discussion of Chapter 12 previously assigned.
Quiz over specific questions on Chapter 12.
Homework:
Assign Chapter 14 questions and timeline, 15, and Reforms.
Timelineiis due next Monday/Tuesday.
Assessment:
Class participation
Quiz
Wednesday/Thursday
Activity:
Begin Chapter 13 class discussion.
Homework:
Timeline, Chapter 14 previously assigned.
Reforms
Assessment:
Class participation
Friday:
Activity:
Quiz
Homework:
Timeline, Chapter 14., Chapter 15, and Reforms
Quiz, Class participaiton
March is Women’s History Month. The special extra-credit assignment is to interview preferably an older woman in one of the professions other than teaching in K-12. Ask them what it was like to attempt to enter a profession that was predominately male and generally opposed to women entering that profession. Ask who influenced them, helped them, problems encountered, and how that person has influenced you. This may not be your mother.
Chapter 14, Questions, terms, people, events.
1. Which countries laid claim to Oregon Country and on what did each base its claim? Describe the settlement for each country.
2. What Americans first settled the area? What did John Jacob Astor have to do with it?
3. Describe the Mountain Men. What was significant about their annual rendezvous? Who were some and what did they do?
4. Describe the Whitman Mission and the Oregon Trail.
5. What is Manifest Destiny? Who expressed it first?
6. Why was Oregon an issue in the 1844 election? What was the slogan and what did it mean? What was the final boundary?
7. Outline the Texas Independence Movement, War with Mexico, and New Settlers in New Mexico, Oregon, California, and Utah events in a scaled timeline.
How:
1. List the dates and events, include the names of the people involved in your spiral. This will be a part of your next spiral check.
2. Determine the time period covered—1803-1858
3. Determine the scale---how many years in each segment
4. Draw the line, divide it into equal segments. Make it obvious that it is a division line. Each line segment must the same length and represent the same amount of time.
5. Plug in your dates in the appropriate locations. Be sure to date each event and make it clear who and what are involved, and draw a neat box using a ruler around each.
6. All information must be horizontal, printed in black ink.
7. You may use appropriate pictures to decorate your timeline. Due March 9/10.
Chapter 15
Directions: In order to be successful in any of your classes, you must read the material. The differences in lifestyle between the North and the South began with the early colonies and the geography of each. These differences actually “set the stage for the Civil War.” Think about how each area developed and the economic differences. Remember to use ESPN (Economic, Social, Political, Environmental) to answer the questions.
Note: “Industry and innovation expanded the North’s economy and power.”
1. What changes were taking place in the Northern states by the early 1800’s?
2. Describe the three phases of industrialization of the North.
3. Relate the changes brought by Elias Howe?
4. Describe the changes made in transportation. Include names and people.
5. How did Clipper ships get their name? What could they do?
6. Describe the network of railroads and canals.
7. Explain how these forms of transportation changed trade and transportation in the Midwest and the East. Why were railroads important to the farmers?
8. What do you know about the transcontinental railroad? Look at the posters in the room about Promontory Point.
9. Note some of the problems with transportation at this time.
10. Improvements in communication—what were they?
11. Describe revolution in agriculture. Who were the people, the inventions, and their significance?
13/. What was the big change in the northern factories?
14. Relate the working conditions
16. Workers early tried to organize. How and why did they do this?
17. Describe the situation for African American workers and for women.
18. During the period the United States saw a growth in the population of the cities. Why? Which cities grew and why?.
19. From where did the people come? Why?
20. Describe the problems of the immigrants. How can you relate this to the situation today facing immigrants? Define nativists.
21. The Know-Nothing Party: Why did it develop, for what did it stand? Can you relate this to today?
22. On what was the economy of the South based? Where had its population spread?
23. What was the difference between the work force there and in the North?
24. Describe the big invention that changed the economy of the South.
25. Why did the South not develop industrially? (Four reasons)
26. What were the industries that did develop?
27. Compare the transportation in the South to that in the North.
28. Who made up most of the farmers in the South? Describe their way of life. Note the social classes.
29. Compare the life of most of the farmers to that on the plantation.
30. Describe the life of a slave including their family life and development of African American Culture.
31. How did African American Christianity develop and what was its significance in the life of the people?
32. Describe the slave codes.
33. List those who were opposed to slavery and their actions.
34. Describe life in the Southern cities. Note the education of the children. What were the attitudes of many? Relate this attitude to the situation in these areas today.
Define the terms as they relate to the information in this chapter and time period.
Yeoman Nativist
Tenant farmer Credit
Overseer Capital
Spiritual Famine
Slave Code Strike
Trade Union Prejudice
Discrimination
Chapter 16: Reform Era:
. The reforms are Religion, Education, Disability Education, Prison and Mental Illness, The Arts, Abolition, and Women’s Rights
For this chapter, list each reform, the reason for it, who were the leaders, and what were the results. You can make a chart or just answer for each.
The Age of Reform, 1820-1860
Reform: Reason: Leaders: Results:
PreAP U. S. History, 8 C
Week of February 24, 2020
Assignment Sheet 24
Lesson Description:
Monday/Tuesday:
Activity:
Test corrections
Chapter 12 Discussion
Assign Chapter 13 questions
Assessment:
Test corrections
Class participation
Homework
Complete Chapter 12
Wednesday/Thursday:
Activity:
Continue Chapter 12 discussion
Assessment:
Class Participation
Homework:
Work on Chapter 13
Friday:
Activity
Quiz
Assessment
Quiz
Homework:
Chapter 13
Title: The Federalist Era: 1789-1800 Continued
(These objectives and concepts are for the unit which will be the focus of our study for the next week or two. The questions over Chapter 10 were assigned previously
This unit describes the challenges faced by the new government, the organizations and policies established by Washington
Key Concepts:
Washington established the new government setting precedents followed successive presidents.
Lesson Objective(s): The student will:
• Determine the precedents Washington set in establishing the new government
• Relate the problems and solutions to the financial problems of the new nation
• Describe the major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military and Indian Wars, creating a stable economic system, setting up the court system, and defining the authority of the central government.
• List significant individuals and events
• Explain the origin of American political parties and trace their development
• Define and use vocabulary pertinent to unit and social studies.
Essential Questions:
Was George Washington’s leadership indispensable in successfully launching the new federal government?
Should the United States fear a national debt? (Financial problems of the new nation and Hamilton’s financial plan.)
Materials: Textbook, student agenda and notebook, handouts, videos, special lessons
Lesson Description:
Monday/Tuesday:
Activity:
Complete Chapter 11 Discussion, Test review
Monday classes have a short quiz.
Homework:
Review for test
Chapter 12 assigned last week.
Assessment:
Class Participation
Quiz
Wednesday/Thursday
Activity:
Test
Work on Chapter 12 when finished
Homework:
Chapter 12 questions
Assessment
Test
Friday
Activity
Test corrections
Work on Ch. 12.
Assessment:
Test corrections
Homework:
Chapter 12
Chapter 12 Study Questions: Answer these in your spiral. The questions
should be glued on the page with the answers directly following or underneath it.
1. What was the Industrial Revolution? Where did it begin? Where did it begin in the United States? Why?
2. Define technology.
3. Name and describe the inventions and their inventors which allowed the Industrial Revolution to take place.
4. What is a patent?
5. Who was Samuel Slater? What did he do? Was this ethical?
6. Identify Francis Cabot Lowell and describe his contributions?
7. Who were the Lowell Girls?
8. What is the economic system of the United States called? How do the people hope to make a profit?
9. What is Free Enterprise?
10. What are the elements of the Free Enterprise System?
11. Describe agriculture in each location: New England, the South, and the West. Include products and the workers.
12. Who financed the new industries? Why?
13. Why did corporations begin and how did they grow?
14. Where did cities develop? Why? Describe them in general.
15. What was the population of the United States in 1790? Where did the people live? What changed in 1820?
16. Describe the growth of roads and turnpikes including the National Road.
17. What was the advantage of river travel? The problems? Who were the inventors?
18. What was significant about the Erie Canal? Study the map on page 355about the canal system.
19. How was life different for the Western families as compared to those in the Eastern towns?
20. Describe the “Era of Good Feelings”. Why was this possible? What was unique about the administration of James Monroe?
21. What was the American System proposed by Henry Clay? What parts became law?
22. Why was it important to have a national bank? A protective tariff?
23. What caused the good feelings to end? Who were the people involved?
24. Describe what each supported and believed.
25. Summarize McCulloch v. Maryland, Fletcher v. Peck, and Gibbons v. Ogden.bis You have a handout on these; list here the decision.
26. What was the reason for the Missouri Compromise? What are the provisions of the Missouri Compromise?
27. List and describe the events to resolve the disputes with Great Britain. Include the provisions of the two treaties.
28. Describe the problems with Spain and who was involved. Include the provisions of the Adams-Onis Treaty.
29. Describe what was happening in the Latin America Republics and who was involved.
29. Why did President Monroe issue the Monroe Doctrine and what did it say?
PreAP U. S. History, 8C
Week of February 10, 2020
Assignment Sheet 22
Monday/Tuesday:
Class Activity:
Talking Heads, Cast Your Vote.
Computer Program on War of 1812.
(Https://www.nps.gov/fomc/castyourvoge/curriculum69.cfm)
Complete Chapter 10, begin Chapter 11.
Homework:
Chapters 11, Louisiana Purchase Map due WednesdayThursday
Assessment:
Computer Program, Class participation
Wednesday/Thursday:
Activity:
Continue Chapter 11
Assign Chapter 12
Maps due
Homework::
Complete Chapter 11, work on Chapter 12
Assessment:
Maps
Cass Participation
Friday: Early Dismissal (Green Day)
Activity:
Quiz over Chapters 10 and 11 People and event
Homework:
Complete all work on Chapter 11 and work on Chapter 12. Review for test over Chapters 10, 11.
Assessment:
Quiz
PreAP U. S. History, 8 C
Week of February 3, 2020
Assignment Sheet 2
Title: The Federalist Era: 1789-1800
Key Concepts:
Washington established the new government setting precedents followed successive presidents.
Lesson Objective(s): You will:
• Determine the precedents Washington set in establishing the new government
• Relate the problems and solutions to the financial problems of the new nation
• Describe the major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military and Indian Wars, creating a stable economic system, setting up the court system, and defining the authority of the central government.
• List significant individuals and events
• Explain the origin of American political parties and trace their development
• Define and use vocabulary pertinent to unit and social studies.
Essential Questions:
Was George Washington’s leadership indispensable in successfully launching the new federal government?
Should the United States fear a national debt? (Financial problems of the new nation and Hamilton’s financial plan.)
You must be familiar with the following vocabulary, events, people, and dates as well as answer the study questions.
Vocabulary:
Oath Precedents cabinet national debt
bond Speculators stock tariff neutrality impressments partisan aliens
implied powers sedition nullify caucus
states’ rights
Events:
Washington became president National Bank
Location of Capital Whiskey Rebellion
Wabash River Fallen Timbers
Treaty of Greenville
Proclamation of Neutrality Jay’s Treaty
Pinckney’s Treaty Election of 1796
XYZ Affair Alien and Sedition Acts
People:
George Washington John Adams John Jay
Thomas Jefferson Alexander Hamilton Henry Knox Edmund Randolph General Arthur St. Clair Little Turtle
Anthony Wayne Edmund Genet Blue Jacket
Thomas Pinckney James Madison Charles de Talleyrand
Dates:
1776 1783 1788 1789 1791 1793 1795 1797
Lesson Description:
Monday/Tuesday:
Activity:
Discuss how caucuses function.
Tuesday/Wednesday: Know results of the Iowa Caucuses
In small groups, read and answer the questions over the documents relating to Washington’s Administration.
Begin Chapter 10 Discussion if time permits.
Assign Chapter 11.
Map:
Copy all the information on this map relating to the Lewis and Clark Expedition and Zebulon Pike’s explorations onto your map.
Label: Oceans, Gulf, each of the Great Lakes, Ohio River, Mississippi River, Missouri River, Arkansas River, Red River, Rocky Mountains, Appalachian Mountains.
Label the current states that are in the Louisiana Purchase (green part) and the states east of the Mississippi River.
Color the Louisiana Purchase green, any color you wish for the lands east of Louisiana Purchase. You may color the Spanish Territory whatever you wish. Do not label any states in that or the Oregon Territory.
Title: Louisiana Purchase—in the top middle.
Name, Date, and Period—top right.
Label in black pen and color the water blue. This map will have three colors-- water blue, Louisiana Purchase green, rest--whatever color you wish.
Due next Wednesday, Thursday.
Homework:
Complete all work on Chaoter10
Chapter 11 questions
Assessment:
Class Participation
Questions over the documents
Wednesday/Thursday
Activity:
Video over Eminent Domain
Quiz
Continue discussion on Chapter 10.
Quiz over Hamilton’s plan
Homework:
Chapter 11 questions
Assessment
Quiz
Class participation
Friday
Activity:
Vocabulary and People Quiz
Work on Chapter 11
Chapter 11 Study Questions. Read the chapter and answer these questions in your notebook.
Vocabulary: Define these as they apply to this material.
Embargo
Impressment
Tribute
Nationalism
Nativist
1. Who were the candidates for each political party in 1800? How was this election campaign different from those today?
2. Why did the election go to the House of Representatives and how was it decided? What changed after this with the Twelfth Amendment?
3. What changes did the new administration advocate?
4. Who were the members of the cabinet?
5. Explain why Jefferson was most displeased with Adams?
6. Who was the new Chief Justice?
7. List and explain the three principles of Judicial Review. In which Supreme Court Case were these listed?
8. How did Marshall extend the power of the Court in Marbury v. Madison, McCulloch vs. Maryland, and Gibbons v. Ogden?
9. Summarize how the Louisiana Territory came under the control of Napoleon.
10. Why did Napoleon decide to sell the Louisiana Purchase and for how much? Note Toussaint L’Ouverture and what he did.
11. How did Jefferson justify purchasing the Louisiana Territory?
12. Who were the various explorers and where did they explore? What were some of their discoveries?
13. Considering the new acquisitions of the United States. Why would the Federalists want to secede? Who did they support to help them and what happened?
14. Why were the Barbary Coast states a concern for the Americans? Describe what happened there including names and events.
15. Who were the candidates for president in 1804?
16. What was happening the ships at sea? What action did Jefferson take and why was this a disaster to our economy?
17. Why were war clouds threatening? From whom? What was the immediate result? Note the Embargo Act and the Nonintercourse Act and what each did.
18. Who were the candidates for president in 1808? Who won?
19. Describe the Indian situation. Who were the Indians involved, battles, results, American military leaders?
20. Who were the War Hawks and what did they want??
21. Why did Madison declare war on the British?
22. War of 1812. List events. You can do a timeline or just list major events with the leaders involved.
23. Why do we remember Dolly Madison?
24. Why did the Federalist Party lose respect of the public and who took over their policies? This is one way political parties evolve.
25. What were the positive results of the War of 1812?
PreAP U. S. History, 8 C
Week of January 27, 2020
Assignment Sheet 20
Monday/Tuesday:
You will work with a partner on an activity relating to how the Constitution included reactions to the grievances listed in the Declaration of Independence.
Test review, Constituion, Bill; of Rights, Court Decisions, (Emphasis on the Principles).
Quiz reviews
Assessment:
Class participation
Grievance activity: Review the grievances in the Declaration of Independence and how they were covered in the Constitution.
Homework:
Review for test. Read Chapter 9 and the Constitution!
Chapter 10
Wednesday/Thursday:
Class Activity:
Test.
Homework:
Work on Chapter 10.
Study for second test on Friday.
Friday
Class Activity
Second test over Constitution
Assessment:
Test
Homework:
Chapter 10
PreAP U. S. History, 8 C
Week of January 20, 2020
Assignment Sheet 19
Monday: MLK Holiday
Tuesday:
Class Activity:
Quiz, Tyranny worksheet, Chapter 9.
Handout on Supreme Court Cases, read, review.
Continue class participation of Chapter 9 questions and the Constitution.
Assessment:
Class participation
Quiz
Homework:
Complete all work on Constitution
Chapter 10.
Study for another quiz on Thursday covering material covered today including Court Cases and Constitution.
Wednesday:
Class Activity:
Review quiz
Supreme Court Cases review, Constitution
Homework:
Work on Chapter 10.
Study for quiz
Thursday/Friday
Class Activity
Quiz, Constitution, Supreme Court Cases, Vocabulary, Principles
Complete Constitution
Assessment:
Quiz
Class Participation
Homework:
Chapter 10
Review for government test
PreAP U. S. History, 8 C
Week of January 13, 2020
Assignment Sheet 18
Monday
Class Activity:
Continue Chapter 9.
Review Quiz
Assign Chapter 10
Assessment:
Class participation
Homework:
Brochure due Wednesday
Chapter 10.
Study for another quiz consisting of some similar questions and others from material covered on Monday
Tuesday:
Class Activity:
You will read and study primary source documents relating to the Constitution and does it prevent tyranny. They will answer the questions for a grade.
If they finish those documents, they should work on Chapter 10 if all their work is done on Chapter 9 including the Constitution questions.
Assessment:
Document questions
Homework:
Brochure
Compete Chapter 9
Work on Chapter 10
Wednesday:
Class Activity
Brochure is due.
You will read and study primary source documents relating to the Constitution and does it prevent tyranny. They will answer the questions for a grade.
If they finish those documents, they should work on Chapter 10 if all their work is done on Chapter 9 including the Constitution questions.
Assessment:
Document questions
Brochure
Homework:
Continue work on Chapter 10.
Review court cases, principles
Thursday:
Class Activity:
Brochure due
Complete Chapter 9
Reading of the Constitution, make notes in copy
Assessment:
Brochure
Class Participation
Homework:
Review for government test
Review principles, court cases
Friday: Early Dismissal (Blue Day)
Class Activity:
Finish all work on Constitution, Chapter 9
Assessment:
Class Participation
Homework:
Review for government test
Review principles
Review court cases
PreAp U. S. History, 8 C
Week of January 6, 2020
Assignment Sheet 17
Title: A New Nation, A New Plan of Government: The Constitution: Principles and the Bill of Rights
This unit provides the students an in-depth view of our United States Constitution and the Bill of Rights, including the structure and function of each of the branches of the federal government as established by the Constitution.
Essential Questions: Why do people form governments? How do new ideas change the way people live? How and why do governments change?
Key Concepts:
The United States Constitution established a written plan of government for the new country because the government under the Articles of Confederation was not meeting the needs of the people.
The United States Constitution provides for separation of powers among the three branches of government.
Inclusion of the Bill of Rights was an important factor in the ratification of the United States Constitution.
The amendment process keeps the Constitution a viable document into the 21st Century.
Lesson Objective(s): You will: be able to
• analyze the principles reflected in the United States Constitution and the Bill of Rights
• trace the development of American political thought from the Declaration of Independence through the ratification of the Constitution and the Bill of Rights
• define and give examples of unalienable rights and summarize the rights guaranteed in the Bill of Rights
• describe the importance of free speech and press in a democratic society (Review John Peter Zenger) and
• develop an understanding of their relation to due process
• analyze the arguments between the Federalists and Anti-Federalists.
• identify and analyze the roles of significant individuals during this period and their arguments for passing the Constitution.
• reflect upon the people involved in establishing this new country and the arguments for passing the
Constitution.
• define and use terms in the Constitution that are unique to it.
Monday/Tuesday:
Class Activity:
Complete GR8 Election presentations. Several students were absent or we ran out of time.
Homework:
Complete Chapter 9 questions previously assigned.
Assessment:
Portfolios
Wednesday/Thursday:
Class Activity:
Begin discussion on Government, Chapter 9.
Assign Chapter 10
Assessment:
Class participation
Homework:
Chapter 10
Friday:
Class Activity:
Quiz over material discussed
Continue Chapter 9 discussion
Assessment:
Quiz, class participation
Homework:
Chapter 10
PreAP U.S. History, 8 C
Week of December 16, 2019
Assignment Sheet 16
LESSON DESCRIPTION:
Monday/Tuesday/Wednesday/ThursdayHomework:
Extra credit if wished over holiday. Any past--due work,
Those failing will have an opportunity to make up work. Parents are being notified.
All chapter questions are on my website. If you are missing any, check there.
Chapter 9 is due on January 6, 7.
All extra credit is due on January 6 if you want credit for this ix weeks.
Have a great holiday. Get some rest. The rest of the year is going to be intense with STAAR and finals and preparation for high school.
PreAP U. S. History, 8 C
December 9, 2019
Assignment Sheet 15
Complete work on committees and present to the class.
Questions for the Great Debate
Great Debate on Wednesday, Team and Period 7.
Complete Prompts 1 and 2.
General Election on Friday. All participate.
PreAP U. S. History, 8 C
Week of December 2, 2019
Assignment Sheet 14
NOTE: Test corrections and test make-up Tuesday after school.
Title: GR8 Election
Essential Question.
Why is government needed?
How do our elections work?
Key Concepts:
Self Government
Elections
Objectives:
The students will
· Identify the significance of various individuals involved in the American Revolution and the forming of the New Republic as presented by their classmates (Hero/Villain)
· Determine what makes a state
· Participate in all aspects of the GR8 Election
Key Skills:
1. determining cause and effect
2. ESPN categorization
3. Establishing a state and a government
Monday/Tuesday
Class Activity:
Hero/Villain presentation,
Each of you will write a fact about each person presented. This will be a class grade.
Election: Senators, State committees begin work
Candidates campaign
Homework:
Committee work
Assessment: Hero/Villain, facts, class participation
Wednesday/Thursday:
Class Activity:
Continue election activity—voting on parts of the state
Candidates campaign
Assessment:
Committee work
Class participation
Homework:
Election work
Friday:
Activity:
Primary Election: All vote with a secret ballot.
Homework:
Prompt
Assessment
Class participation, prompt
PreAP U. S. History, 8C
November 18, 2019
PreAP U. S. History, 8C
November 18, 2019
Assignment Sheet 13
Monday
Complete discussion of Chapter 8. Review for test over Chapters 7and 8 including battles and Valley Forge, people, Articles of Confederation, writing and ratification of the Constitution.
Voting for senators if time permits.
Homework:
Complete Chapter 8 if not completed. Review Sheet, Study for test.
Hero/Villain project
Tuesday:
8 C Students are on a field trip.
Wednesday
Test over Chapters seven and eight, Units, 3 and 4.
Thursday:
Complete Chapter 8, review for test
Homework:
Complete Chapter 8 and review sheet. Study for test.
Hero/Villain project
Friday:
(Blue Day Students) Election activity, test corrections.
(Green Day Students) Test.
Homework:
Hero/Villain project
Units 3, and 4 Test Review
Test Review: Know the following:
Why did George Mason, Elbridge Gerry, and Edmund Randolph refuse to sign the Constitution?
People opposing the Constitution: Mercy Otis Warren, Patrick Henry. Why?
The weaknesses of the Articles of Confederation, protests such as Shays Rebellion, and the realization by many that weak central government was not working, that they needed a strong central government were the reasons for the Constitutional Convention and the eventual writing and approval of the Constitution.
Know the Great Compromise which resulted in a bi-cameral legislature, Three-Fifths Compromise, Compromise on Slavery
John Jay, James Madison, and Alexander Hamilton wrote the Federalist Papers which were a number of essays as to why the Constitution should be ratified or adopted. They also argued that it did not need a Bill of Rights because the checks and balances already incorporated in the document would be sufficient control, but they later agreed to request a bill of rights be added.
Know: Wentworth Cheswell, James Armistead, Mercy Otis Warren, James Wilson, Thomas Paine, John Adams, Benjamin Franklin, Crispus Attucks, Thomas Jefferson, John Paul Jones, Abigail Adams, Daniel Shays, Patrick Henry
Dates and significance
Battles: Lexington and Concord, Saratoga, Yorktown
Other: Valley Forge
Treaty of Paris of 1783. Know provisions
Federalists: Beliefs, who?
Antifederalists: Beliefs, who?
Articles of Confederation: Weaknesses? Accomplishments?
Documents, people, and events which formed the basis of the Constitution such as the Magna Carta. Others? Know John Locke and Baron Charles de Montesquieu.
PreAP U. S. History, 8 C
November 11, 2019
Assignment Sheet 12
LESSON DESCRIPTION:
Monday; Blue Day
Activity: Catch-Up Day.
If you have missed tests or other work, now is the time to take the test and submit the late work.
Return work.
Finish the election for name and senators.
Homework:
Complete Chapter 8 questions assigned last week.
Assign Hero/Villain due Monday/Tuesday..
Complete Chapter 9 Study Guide
Quiz over Revolutionary War and 1776 movie.
Tuesday/Wednesday:
Activity:
Quiz-Wednesday
Complete elections.
Assign Hero/Villain for Green day students
Discuss Study Guide, Chapter 8
Homework:
Review questions over Chapter 8.
Hero/Villain
Thursday/Friday:
Activity:
Green Day: Quiz
Complete Chapter 8
Homework:
Hero/Villain
Chapter 9
PreAP U. S. History, 8 C
Week of November 4, 2019
Assignment Sheet 11
LESSON DESCRIPTION:
Monday/Tuesday:
Activity:
Evaluation of the movie 1776 and the 1776 Celebration.
Begin discussion of Chapter 7 questions.
Assessment:
Booklets from 1776 Celebration
Evaluation
Class discussion
Homework:
Complete Chapter 8 study guide assigned last week.
Chapter 9 Study Guide
Wednesday/Thursday:
Activity:
.Collages using pictures already submitted. Complete in groups of three or four.providing I can get the chart paper in time. Otherwise, continue with Chapter 7 questions. Bring glue sticks, map pencils, markers.
Assessment:
Class participation
Collages
Homework:
Study Guides, 8, 9
Friday: (Early Dismissal, Funky Green)
Activity:
Begin questions, Chapter 8 if we are finished with Chapter 7.
Assessment:
Class Participation
Homework
Study Guides 8,9
Chapter 9 Questions.
Government Study: Refer to the Constitution and Chapter 9 to answer these questions. There is no need to use a computer for this assignment; the answers are in the book. These will be due next Monday.
1. We discussed preambles previously. What is the Preamble to the Constitution? What does it include? Explain the meaning of the six goals. (In the Preamble to the Constitution.)
2. Copy the Major Principles of the Constitution and their meanings in your spiral. (Begins on p. 256.)
3. Review Federalism. You should have a chart in your spiral from the lesson on Thursday and Friday. If you do not, make one from the information on page 257.
4. Explain and give examples of Separation of Powers and Checks and Balances. You may want to copy the diagram on p. 259.
5. What is the Bill of Rights? How many other amendments are there?
Copy the Bill of Rights in your spiral. Learn them.
6. Relate or diagram how the Constitution can be amended.
7. There are two provisions that permit the Constitution to be broadly interpreted. What are those? Explain the significance of the ability to amend the Constitution,
The Federal Government
1. How many members are in the House of Representatives? Senate? How are each determined?
2. What is the role of Congress?
4. What are the responsibilities of the president?
5. Describe or copy the diagram of How a Bill Becomes a Law shown in class.
6. Judicial Branch: The Judiciary Act of 1789 established the federal court system. Diagram or describe the U. S. Federal Court System.
7. What is Judicial Review?
Citizenship:
1. The rights of American citizens can be described in three categories: the right to be protected from unfair actions of the government, to have equal treatment under the law, and to have basic freedoms. Explain the meaning of each.
2. “Your rights end where your neighbor’s begin”. What does this mean?
3. What are your duties and responsibilities as a citizen?
Vocabulary: Constitution, Bicameral, Unicameral, Republic, Petition, Ordinance, Depreciate, Confederation, Depression, Manumission, Proportional, Compromise, Sage (Benjamin Franklin), Enlightenment, Federalism, ratify
Constitution:
Answer all the questions on the sidebar of the Constitution. (Write the page number and answer so it is obvious what the question is.)
List and define all the vocabulary
PreAP U. S. History, 8 C
October 28-November 1, 2019
Assignment Sheet 10
LESSON DESCRIPTION:
Monday/Tuesday
Class Activity
Periods 1,3: Finish the last five minutes of 1776. (The equipment balked on Friday.)
Video: America: The Story of Us, Rebel and Revolution.
You will take notes for a grade and a quiz.
Homework:
Chapter 7, Study Questions previously assigned.
Assessment:
Video notes, quiz
Wednesday and Thursday:
Class Activity:
Final Colony name
Discuss Chapter 7 study guide questions. Be sure you have these with you.
Assign Chapter 8 Study Guide
Homework:
Chapter 8
Friday:
Class Activity:
1776 Celebration. You will have a booklet with math problems and questions from the presentations to complete. The booklet is due at the end of the day.
Assessment
Booklets with answers.
Homework:
Chapter 8 Study Guide
Chapter 8 Questions
Read this material before you attempt to answer the questions; it all will make more sense to you and will help on quizzes.
Essential question: Why do people form governments?
Laws are rules we must follow. Every law in the United States is based on rules laid out in a document we call the Supreme Law of the Land known as the Constitution of the United States. In this chapter we are going to learn about the challenges, struggles, and consequences which led to the creation of this document.
1. In the Treaty of Paris of 1783 the British gave up their claim to the Northwest Territory. What formed the borders of that territory?
2. Why do you think that it was called the Northwest Territory?
3. What geographic feature on this map later became vital to the expansion of the United States?
4. Without the British Government, the delegates to the Continental Congress realized they needed states governments and a national government. Describe, in general, the organization and powers of the state governments.
5. We currently are studying a special era in U. S. History called the Era of the Republic which lasted until 1820.
What does it mean that our country is a republic? What kind of republic is it?
6. Answer this question thoroughly, all parts of it.
At the beginning the leaders established a weak central government that could wage war and handle relations with other countries. What was this plan of government? When was it adopted? What were the powers given to the government and what were those denied? List the weaknesses of the government.
7. Even though this government was weak, it did have major accomplishments including winning the Revolutionary War and establishing land policies for governing the expansion of the country. Explain what each of the following accomplished:
A. Ordinance of 1785.
B. Northwest Ordinance
C. Land Act of 1800.
8. What were the problems at home? What were some of the solutions?
9. Spain had come to our aid during the Revolution and controlled large areas of the country. What problems did we face with Spain and how was it resolved?
10. As the citizens became more aware of the lack of ability of the government to handle the national problems, what events caused the leaders to ask for a change?
11. Manumission was practiced in Virginia. What is it? What were the concerns over slavery and the results of its abolition in some areas?
12. Alexander Hamilton and James Madison demanded a change in the government. Hamilton called for a convention in Philadelphia to consider changes. Who were some of the delegates?
13. Describe the organization of the Convention. What was the Virginia Plan? The New Jersey Plan? Describe the Great Compromise.
14. Describe the Three/Fifths Compromise. Include information about the slave trade.
15. Describe the concerns over a bill of rights. How was the Constitution approved?
16. The framers of the Constitution had a number of sources included their own experience in governing themselves, the parliamentary system of the England, the English Bill of Rights, the Magna Carta, and two European philosophers, John Locke and Baron Charles de Montesquieu. Detail what each advocated.
17. Define Federalism. Give examples in our country today. Study the chart on page 246.
18. The Constitution and the laws of Congress make up “the Supreme Law of the Land”. What does this mean?
19. Name the branches of government and the responsibility of each. What do we mean by “checks and balances”?
20. Even though the Constitutional Convention passed the Constitution, it had to be ratified by the states. What two groups of political parties debated the ratification of the Constitution? Who were the people and to which party did each belong. List the arguments of each.
21. The Constitution was ratified based upon what provision? When was it legally ratified? Why did the government not go into effect at that time? What was the final date when all the states had ratified the Constitution?
22. Answer questions 26 and 27 on page 252.
PreAP U. S. History, 8 C
Week of October 21, 2019
Assignment Sheet 9
Monday/Tuesday:
Review for test the first half of period, test during the rest of the period. 20 Questions are on the test.
Homework:
Complete Chapter 7 study questions previously assigned. Work on Timeline due Friday and bring 10 Revolutionary Era pictures for a group collage by Friday. All previously assigned.
Wednesday/Thursday:
Complete movie 1776. Have your questions with you because these will be another grade.
Homework: See Monday/Tuesday
Friday:
Timeline due, present to class for presentation grade
Revolutionary Era pictures due.
Assign Chapter 8 questions
Homework:
Chapter 7 questions must all be done by Monday/Tuesday.
Review for Unit 2 Test:
1. Declaration of Independence, July 5, 1776
2. Need for self government because the colonies were so far from Britain. They realized they needed to have some type of government for an orderly society. They also wanted to protect those rights that all Englishmen had. This related also to the slogan of “No Taxation Without Representation” because they felt that only their colonial legislatures has the right to tax the people in the colonies. Otherwise, it is a form of tyranny.
3. Refer to the movie: Jefferson and Adams gave the reasons why the colonists were justifying their decision to declare independence from Britain. This had never been done before. Through this and the above slogan is the thread that the people rule, they must consent to the laws including the taxes.
4. Know Thomas Paine and Common Sense which was the a pamphlet giving reasons why the colonists should declare their independence; this convinced many this was the right thing to do.
5.. Lexington and Concord: The first battles in the Revolutionary War. British were after the ammunition and weapons stored there.
6. Patriot? Loyalist?
7. Know the various acts ie. Navigation Acts, Stamp Act. Tea Act, Coercive or Intolerable Acts. Note the reaction of the people to these various acts such as smuggling, avoiding taxes, rioting, various protests. Remember that these all led to the American Revolution. The Colonists physically opposed these acts.
8. Mercantilism: Also in the movie with Franklin: Mother country takes the resources letting only that country have those resources, sells their products back to the colonists. Meanwhile, the mother country controlled who can sell to the colonists and who can buy from them. If they wanted anything from another source, the colonists would have to pay high taxes on those products. Thus. Britain controlled the trade in the colonies. With wealth comes power. A country acquires the wealth by controlling the resources and the market.
9. Proclamation of 1763: Colonists could not go past the Appalachian Mountains to settle in what was the West at that time. Then, Britain raised the taxes on the colonists to pay for the French and Indian War.
10. The coercive or Intolerable Acts: Banned town meetings, required quartering of soldiers, closed Boston Harbor so the citizens could not get supplies
11. Who was appointed Commander in Chief of the army of the United Colonies? You should know this from the movie. Think about all the messages delivered by the messenger. Who were they from?
tober 14, 2019
Assignment Sheet 8
Title: The Spirit of Independence Continued
Essential Questions:
Were the colonists justified in resisting British policies after the French and Indian War?
Was the Revolutionary War inevitable?
LESSON DESCRIPTION:
Monday/Tuesday
Complete Chapter 6 study questions, The Spirit of Independence.
Period 2: Read answers to questions written on Thursday. The other classes completed this.
All: Read Declaration of Independence
Complete Colony selection name.
Homework:
Chapter 7, Study Questions
Time Line, Revolutionary War Era Pictures
Assessment:
Class Participation
Wednesday and Thursday:
Video: 1776, Answer the questions as the movie is playing.
Homework:
Timeline and Chapter 7 Questions. Timeline is due October 25
Locate ten Revolutionary Period pictures for group collages due by October 25. Student can use some copies for timeline.
Chapter 7 Questions due on Monday. Previously assigned and due this past Monday.
Assessment: Questions on video
Friday:
Color Run: Students will be in clusters. If all of you are with me for a period of time, you will continue watching 1776.
PreAP U. S. History, 8 C
Week of October 7, 2019
Assignment Sheet 7
This begins a new six weeks grading period. If you are missing any work, you may submit it today. Those who went to the Greek Festival and want credit for this past six weeks must have the report in by Tuesday morning as previously instructed. Otherwise, it can be used for this new six weeks grading period.
Yellowstone Students: You will have an Incomplete right now Plan on taking your tests on Thursday and Friday and get in any missing work. You should have Chapter 6 finished because that was assigned to be due before you left. Pick up Chapter7 if you did not previously.
ALL PAST-DUE WORK MUST BE IN MY HANDS BY TUESDAY AFTERNOON. IF YOU NEED TO STAY AFTER SCHOOL TO COMPLETE WORK, YOU MAY STAY ON TUESDAY. THOSE OF YOU FAILING MUST BE HERE FOR TUTORIALS ON TUESDAY UNLESS YOUR WORK IS IN AND YOU ARE PASSING.
Essential Questions:
Were the colonists justified in resisting British policies after the French and Indian War?
Was the Revolutionary War inevitable?
Key Concepts:
Self Government
Rebellion
Geographic Factor
Unit Objective: In this unit of study the student will:
• review how the results of the French and Indian War and how it relates to the causes of the American Revolution,
• consider how the spirit of independence is rising among the colonists,
• identify the various acts passed the King and Parliament that led to the rebellion of the colonists,
• analyze the causes of the American Revolution as related in the Declaration of Independence
• demonstrate an understanding of the American beliefs and principles reflected in the Declaration of Independence by identifying the colonial grievances listed in the Declaration of Independence.
• examine and describe major eras, significant events, and individuals and their contributions to America.
Monday/Tuesday:
Begin discussion of Chapter 6 for class participation grades
Review Timeline Instructions for Revolutionary Timeline.
Ten Revolutionary Era pictures—color preferred although an all black and white collage is nice also. Pictures must be in an envelope or small plastic bag with your name on it. Due October 25 along with the timeline.
Homework:
Complete all work on Chapters 6 a
Thursday/Friday: Student holiday on Wednesday
Complete Chapter 6 other than reading Declaration
Colony Name Nominations
Governor Nominations
Homework:
Work on Chapter 7.
Scaled Time Line Instructions
The timeline must be horizontal and all writing must be horizontal. This must be hand-written, no computer work.
1. List all the dates of the assigned period of time in your spiral. Include the date and event including any name or location.
2. Determine about how long you expect your time line to be. Five sheets of paper usually is a good maximum.
3. Tape together all the sheets. Make sure the sheets are well taped and even
4. Draw a line through the center of the taped paper. Use a ruler or meter stick.
5. Divide that line into equal segments. Use a ruler.
6. Label the each segment with a year.
REMEMBER: Each line segment must be the same length and represent the same amount of time.
7. Put your events on the line in the appropriate location. Remember to put a neatly-drawn box around each event.
ALL WRITING MUST BE HORIZONTAL AND IN BLACK INK.
Week of September 30,2019
Lesson Description:
Monday/Tuesday:
Activity:
Complete discussion of study questions, review for unit test and one of basic facts.
Check spirals.
Return papers.
Assign Chapter 7; some have Chapter 6 completed.
Assessment:
Spirals, make-up work, class participation
Wednesday/Thursday:
Activity: Unit test, basic fact test.
.Homework:
Work on the study guide.
Chapter 6 due Friday
Assessment:
Tests
Friday:
Activity:
Begin Chapter 6 study guide discussion.
Homework:
Study guide
Assessment:
Class Participation
Chapter 7 Study Guide:
READ the chapter. You must do this or the material will not make any sense to you. You are responsible for all the material in the chapter, not just the questions. Answer the questions in your spiral and leave room for notes.
Some questions require more than one answer.
The American Revolution, 1776-1783
1. Why was Washington’s attack on Trenton so important?
2. Answer the map questions on page. 192.
3. Why was Nathan Hale a significant person in the Revolution? Mary Ludwig Hays McCauley? Who was another woman fighter in the Revolution?
4. Define Loyalist and Patriot. Who was a famous example of each?
5. What were the advantages of the British? The Patriots? You may do this in chart form if you wish.
6. The Continental Congress served as the government of the United States after Declaration of Independence was adopted. What could that government do and what could it not do? What probably was one of its most important early actions even before the Declaration of Independence had been signed?
7. We have already discussed Lexington and Concord, Bunker Hill, and Boston. What is the significance of each of the following? Long Island, Trenton and Princeton, Philadelphia, and Saratoga.
8. There were a number of freed Africans in the country and they wanted to fight. Some already had fought at Bunker Hill and Lexington. What was the decision as to permitting both free and enslaved Africans to fight?
9. What countries became active allies of the United States and what did they contribute. Explain in detail.
10.Who were some of the individuals from other countries who came to our assistance and what did they do?
11.Describe the winter at Valley Forge.
12. “The ideals of liberty and freedom inspired the American Revolution.” Describe the contributions of the women to the war. What did Abigail Adams tell her husband?
13.How did the Continental Congress pay for this war?
14.. What was the first state to gradually free the slaves within it? What were the feelings generally about slavery in the country?
15.Summarize the fighting in the West. Include the part the Indians played.
16.Summarize the War at Sea. Include a definition of a privateer and why they were important to the Revolution. Include the major sea battles and leaders.
17.What was the British plan to defeat the Americans in the South and thus win the war? Include names and places.
18.Although some of the battles for the cities were successful, what was the big problem Cornwallis faced? Who was the leader?
19.Discuss the assistance of Bernardo de Galvez.
20.The Americans then began winning battles. Discuss these including the leaders involved.
21.Where was Cornwallis? Why?
22.Describe the actions of Washington and the Allies leading to trapping Cornwallis at Yorktown
23. Who all were involved in the siege of Yorktown? Describe.
24.Although Yorktown was most important, other battles continued. What was the last sea battle?
25.. Why did the officers conspire against the congress and what did Washington do?
26.Why did the Americans win this war against the most powerful nation in the world at that time?
27.What other people and countries were influenced by our War for Independence?
PreAP U. S. History, 8 C
Week of September 23, 2019
Assignment Sheet 5
With the flooding last week and no school on Friday, Monday and Tuesday will be a make-up day for what we needed to accomplish on Firday.
Activity:
Quiz
Peer Review of the timelines. When we finish, we will begin discussion of Chapter 5.
Turn in Colony Maps
Assign Chapter 6 questions leading up to and including the Declaration of Independence.
Homework:
Study questions: Write answers in pen in spirals
Begin review for unit test.
Assessment:
Colony Maps
Quiz, class participation, Timelines
Wednesday/Thursday:
Activity:
Continue discussion of study questions, Chapter 5
.Homework and Classwork:
Work on the study questions. Due Monday/Tuesday, review for tests over the unit and colonies.
Assessment:
Review and class participation
Friday:
Activity:
Conmplete Chapter 5 study questions discussion
Quiz
Homework:
Study questions
Review for test on Monday and Tuesday.
Spiral check on Monday and Tuesday.
Assessment:
Class Participation
Quiz
Study Questions pp.159-190.
Study Questions. If you do not read the chapter, the material will not make any sense to you. You are responsible for all the material in the chapter, not just the questions. Answer the questions in your spiral. Several of them require more than one answer so include all. Read this material as you would read your family history because that is what it is.
1.Describe the land controlled by the British and by Spain after the French and Indian War. List the boundaries and borders
2. Who were the “Patriots”? “Loyalists”? Relate the parts of the country in which each was particularly strong?
3. King George III issued the Proclamation of 1763 which prohibited the colonists from settling west of the Appalachians on Indian land. Tell why he issued that proclamation (4 reasons). What else was included in this Proclamation that annoyed the colonist?
4. How did the British propose to pay for the French and Indian War and to pay to support the troops in America?
5. Who was the prime minister of England? What was his proposal to stop the smuggling that had begun in reaction to laws passed by Britain?
6. Relate the significance of the Sugar Act of 1774? What was the reaction of the colonists this act? Include their new slogan.
7. Describe the Stamp Act and the reaction of the colonists to it. What did Parliament do then?
8. The next act was the Townshend Acts. What did these acts do and what were the reactions of the colonists?
9, Describe the trouble in Massachusetts.
10. What was the reaction of the colonists to that trouble in Massachusetts?
11. Describe the Tea Act. What was the reaction of the colonists to it in Boston?
12. The British followed with the Coercive Acts. What were they? What did the colonists call them? How did the colonists react?
13. What was the Quebec Act and why did the colonists object to it?
14. Who were some of the leaders of the country who met in Philadelphia in 1774? Why did they meet?
15. What actions did the colonists take in the Continental Congress?
16. What is a militia? What do we have today that is similar? Describe the colonial militias.
17. King George said the New England Colonies were “in a state of rebellion”. What did he do? What were the orders to General Thomas Gage?
18. Describe the Battles of Lexington and Concord and their significance.
19. Describe the action of the colonists when the British troops were marching back to Boston?
20. Assess the significance of the “Shot heard around the world”? Include the name of the poet.
21. Who was involved in the Fort Ticonderoga Battle? Why was this an important battle?
22. Why was the Battle of Bunker Hill important?
23. Why was the Revolutionary War also a Civil War?
24. Why did the Second Continental Congress meet? Name some of the delegates.
25. List the steps the Continental Congress took to begin governing the colonists.
26. The delegates sent a petition to King George. What is a petition, the name of this one, and what did it request. Describe the reaction of the king.
27. How did Washington organize the siege of Boston? What was the result?
28. Why was Thomas Paine so important to the Revolution?
29. Who proposed independence?
30. A committee was appointed to write the Declaration of Independence. Why was it necessary to have the declaration?
Name the committee members. Who did most of the writing?
31. In class, we will read and analyze the Declaration of Independence. Take notes.
PreAP U. S. History, 8 C
Week of September 16, 2019
Assignment Sheet 4
Monday/Tuesday:
Activity:
Family Map presentations
Continue discussion of Chapter 4.
Jamestown Writing Assignment due.
Assign all questions relating to life in the Colonies from 1607-1770, Chapter 5.
Assign Colonies Map. Combine the New England, Middle, and Southern Colonies maps on location and products, pp. 117, 121, 126.
Homework:
Study questions: Write answers in pen in spirals.
Colonies map due on Monday/Tuesday
Assessment:
Class participation, Family Map, writing assignment
Wednesday/Thursday:
Continue discussion of study questions, Chapter 4. Work on Chapter 5 or map
Homework and Classwork:
Work on remainder of the study questions. Due Monday/Tuesday, review for test over the unit. Colonies map.
Assessment:
Class Participation
Friday:
Quiz, Complete study questions if not finished. Study time.
Study Questions pp.131-158.
READ the material; do not just search for answers or your answer will not make much sense. Use a black or blue pen for your answers.
Glue the assignment sheet in your spiral and write your answers under it so you do not have to write the question. 1.Who was one of the best representatives of “Civic Virtue” in the Colonies?
2. Why was fire so important?
3. Why was geography so important to the development of the Colonies? 4. Define: Subsistence Farming, Cash Crops, Diversity, Triangular Trade, Slave Codes
5. Construct a chart or write out the information showing the following for the New England, Middle, and Southern Colonies:
Agricultural Crops, Businesses, Natural Resources, Workers, Geographic Factors
6. How were slaves acquired in Africa? What groups in America objected to slavery?
7. Name and learn the two English Principles of Government which influenced the development of the United States and its Constitution?
8. How did each of the following British ideas influence the ideas the colonists had about their governments? Identify each and its importance.
Magna Carta, representative government, Parliament, English Bill of Rights.
9. Define: Charter, Proprietary, Royal Colonies
10. Define Mercantilism. Explain how the English used it.
11. What were the Navigation Acts and how did the Colonists react to them?
12. Define: Immigration, Emigration, apprentice, indentured servant
13. Read about family life and the roles each member had in the family.
14. Read on page 147 the description of an American by J. Hector St. John De Crevecoeur. What all contributed to the “new American culture”?
15. Summarize the education that developed during this period.
16. What was the First Great Awakening? What unique idea came from this?
16. What was the Enlightenment? Who was an example of a follower?
17. Summarize the significance of John Peter Zenger.
Rivalry in North America:
1. England and France had been rivals for power for many years; with both of them now in America, the rivalry has spread here. Where, in particular, did this “come to a head”? Why there?
2. What did the French do to project their interests? What did the British do? What happened?
3. Describe how the Indians became involved. Include the names of the tribes. Be sure you note who was in the Iroquois Confederacy. What did that confederacy do?
4. What did Benjamin Franklin propose and what happened to it?
5. The beginning of the French and Indian War did not go well for the Colonists. Who changed this and how?
6. Note the major battles and results.
7. What treaty ended the war? What were the provisions of the treaty? .
8. List actions of Britain after the war that affected the Colonists.
9. Note Pontiac’s War and what affect the French and Indian War and Pontiac’s War had on the Indians.
10. What was the French and Indian War called in Europe and why could it be considered a “world war”?
PreAP U. S. History, 8 C
Week of September 9, 2019
Assignment Sheet 3
Monday/Tuesday:
Activity:
Discuss the study questions previously assigned relating to exploration and settlement as well as the influence of religion on conflict and as a reason for settlement.
Answer questions over Plymouth.
Assessment:
Class Participation
Homework:
Timeline of life
Family map
Advance study questions (assign)
Wednesday/Thursday:
Activity:
In small groups read and answer the questions on the Jamestown and Plymouth documents. Share answers with the class.
Assessment:
Class participation
Timeline
Homework:
Family map
New questions
Writing assignment
Friday:
Activity:
Family Map presentations
Homework
Study questions
Study Questions: 1. What was the group that came to Massachusetts in 1629? Who led this later group and what colony did they establish? What else did they establish?
2. Describe the colonies: Massachusetts Bay, Connecticut, Rhode Island.
Why were they established, who led each, and how were they governed?
3. What was King Philip’s War?
Middle Colonies:
1. English Colonies were in New England and in Virginia and Maryland. What country established a colony between these regions? Describe its location. What was the major resource of the colony?
2. What was the name of the company that established this new colony? How did it propose to populate the colony? Include who the patroons were.
3.Who was the governor of the New Amsterdam? What happened to the colony?
4. How was New Jersey formed? How was its population similar to that of New York?
4. Pennsylvania: Who was the founder? What was the religious affiliation? Describe their beliefs. What was the major city? Who came to the colony? Why did they come? What did the southern part become and why?
Southern Colonies:
1.Why was there a high demand for workers in the Southern Colonies? Describe what happens to the soil where tobacco is raised
2.There were three groups of workers who came, some voluntarily and some forced. Describe the three groups.
3.Who established Maryland? Why? What was unique about laws in Maryland relating to crops being raised? What was the major city?
4.What is the Mason-Dixon Line? Later significance?
5. What was the Act of Toleration? What happened to Maryland?
6. Discuss the significance of Bacon’s Rebellion.
7. How were the Carolinas formed. Who was John Locke? What did he state about the property of a person?
8. The Carolinas split into two colonies. How did each develop?
9. What were the agricultural crops of the Carolinas? Include in your answer the significance of Eliza Lucas.
7.Why was Georgia formed? Who actually settled there? Know term, buffer state. Who was the leader?
September 3,2019
PreAP U. S. History, 8 C
Tuesday/Wednesday:
Activity:
Assign study questions.
Explain procedure for using them.
World map test. Turn in maps for final grade.
Homework:
Read text book pp. 77-98 for class discussion.
Study questions—Begin discussion next week.
Family Map—Due September 13.
Assessment:
Map test, World and U. S. Map
Thursday/Friday:
Activity:
Scaled timeline of life. Work on in class. Neatness and accuracy determine grade.
Homework:
Work on study questions, due next week.
Family map: Due September 13
Study Questions:
Answer these in your spiral. Glue the questions in your spiral and answer them underneath the sheet and following it. You must use a pen. There should be no pencil writing in your spiral. These will form the basis for our class discussions. You can expect quizzes over these regularly so be sure to have your work.
1. What is the date of the Magna Carta and why it still is significant today?
2. P. 99. Whose ideas “launched” the Reformation? Take notes from lecture.
3. The Reformation led to the_________. This further led to conflict between the European nations.
4. 1588 was the beginning of Britain as the leading naval power in the world for some 350 years. What was that event?
5. What four countries claimed parts of North America. What did each claim and what was the religion of each?
6. What did they all hope to discover? Mention the major explorers for each country.
7. What did the French claim? Who were the tenant farmers?
8. Why were the French not considered a threat to the Indians?
8. What was the name of the Dutch company which established a colony in North America? Where was the colony? What do you think was their major resource?
9. What was the significance of Roanoke? What happened to it?
10. The Virginia Company of London was the joint-stock company which organized the venture to the New World that landed in what became Jamestown. What was the date it was established? This is a date you must remember.
11. Describe the type of government which developed in Jamestown.
What was the name of the governing body?
12. Who arrived in 1619? (Two different groups)
13.. What happened to the colony?
Vocabulary:
Define as the term relates to chapter material.
Joint-stock Company Charter Headright Burgesses
26, 2019
Assignment Sheet 1
Monday:
Class:
Registration Cards (Monday)
Monday/Tuesday:
Assign world map and family map. World Map is due on Thursday/Friday. Family Map will be due on September 13.
Discuss class rules, expectations, book order and care, and notebook organization, assignments expectations, grading, late work consequences
Homework:
Work on maps: Due Friday;
Wednesday/Thursday:
Diagnostic Test
Work on maps.
Continue discussion of expectations and procedures
Homework:
Complete maps
Friday:
Activity:
Check maps and correct for submission on Tuesday and Wednesday
Clarify assignments. Discuss extra credit opportunities and requirements. Set up notebook.
Homework: Study for map test. Interview relatives for family mGeography
“When people think of geography, they don’t often think of crisis management. But the study of location applies to all sorts of issues that affect people and the environment.
Geography involves more than memorizing and locating states and capitals. It’s a unique way of looking at the world and solving problems. And, for some people, it provides a way to earn a living.
“Understanding geography can help governments and businesses make better decisions,” says Michael Phoenix, a geographer for a mapping software company in Redlands, California. “People who can think spatially—think about where things are in relation to other things—are in great demand.”
Map Assignments for 8 C Students
We expect you to have some basic map place/location knowledge when you enter eighth grade as well as accepted methods of completing a map. Please follow the map instructions on completing your maps of the world, the United States, and all future maps assigned. These maps are due Thursday/Friday, whichever day you have class. You will have some time to work on them, but you will not have the entire period. You will have a map test next week over the material. Spelling will count.
World Map Assignment:
Use a black pen for labeling and map pencils for coloring. Markers and crayons are not acceptable and I will not accept a map with any used. That includes outlining or labeling. It is not necessary to outline a boundary; you use the map pencil for that.
Label only in black pen, print neatly. Label first. Color after you have labeled everything. Color each continent a different color from its neighbor and the water blue. Always save blue for water. It is never used for land areas. Color lightly.
Label: Spell Correctly: You will lose points for incorrect spelling.
Continents: North America Oceans: Atlantic
Europe Arctic
Asia Indian
Africa Southern
Australia Sea: Mediterranean
Antarctica
The Southern Ocean is now appearing on the new maps; the International Hydrographic Organization designated it a separate ocean. The currents, environment, and winds form a very different environment from the rest of the oceans. It is that water south of 60 Degrees South.
Hemispheres: Northern, Southern, Eastern, Western
Special Lines: Prime Meridian, Equator, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, Antarctic Circle
Label these lines with their degrees. Do not round.
Countries and States: England, Ireland, Germany, France, Spain, Portugal, Italy, Russia, Sweden, Norway, Netherlands, China, United States, Canada, Mexico
U. S. Map:
Label:
Original thirteen colonies: You may use the margin for labeling some of the smaller colonies or the correct postal abbreviations.
Oceans
Gulf of Mexico
Great Lakes: Label each
Mississippi River
Ohio River
Missouri River
Hudson River
Rocky Mountains
Appalachian Mountains
Family Map: Students will complete a map showing the origin location of their families, where the immediate family has lived, student’s place of birth, location now, including reasons for moving. Push-Pull factors: Use in your reasons why your family moved. What were those Push-Pull factors? Visit with parents and grandparents to learn more. The map is due on September 14. Talking to your family members is a requirement for this map.
Color code each side of the family and show the movement. This should be in your legend.
Explain on the back of the map the Push-Pull Factors and whatever other information you can add about why and how your family came here. If your immediate family members do not know, consider what was happening in the country where your family originated at the time they came here.
This should be your family history on a map.
Thinking about your ancestors: Research the country where your ancestors were in 1607 and 1776. What was happening there at those times?
Remember:
No family originated in the Western Hemisphere!
This information will be used on a timeline you will be doing next week so have it by next Thursday/Friday.
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