Tuesday, May 9, 2017

TUE 5-9

In-class:
  • Students read an article on the chain of events that prompted the US to enter WWII.  
  • Students summarized every few paragraphs in the margin and completed the chart on page 3 of the below document.
Homework:

  1. Continue reviewing quarter 1 terms using Quizlet set online
  2. Quiz on all 21 terms Thursday
  3. Finish today's assignment if needed


Lightning Time

https://quizlet.com/_3fx9ic

Monday, May 8, 2017

MON 5-8

IN CLASS:
1. CNN
2. Rise of Dictators - POP UP FIGURES (notes)
  • Slides for notes (you have use your Wake County ID/password to access)
  • Be sure to watch the video clips on Hitler and Stalin's slides (should be able to click on the screen for link)
HOMEWORK:
  • Quizlet Quarter 1 Terms - work on these each night
  • Quiz on these terms Thursday

Tuesday, May 2, 2017

TUE 5-2


  • Students continued working on their FDR comic strip using Pixton.
  • Comic strip due tomorrow
    • On Wednesday, groups will have twenty minutes to complete and prepare to present.
Homework:
Be studying for Thursday's test.  Study guide was sent home last week; multiple Quizlet sets are also posted.  

Friday, April 28, 2017

FRI 4-28

In-class:
  • In small groups, students researched one of the new programs/regulations of FDR's New Deal.
  • Monday, students will finish researching and prepare a digital comic strip to present to the class on their findings.

Homework:

I have added a study set on Quizlet for the Great Depression and New Deal - check it out to review for Wednesday's test :)

  • If you haven't joined yet, click here.  
  • If you have joined, you should be able to log in, find my class, and access the new set!
Study guide for Wednesday's test (given to students on Thursday)

FRI 4-28

Research Links

Thursday, April 27, 2017

THU 4-27

https://quizlet.com/join/Q8daRJqQv
Use the link above and the study guide given today to review for Tuesday's test. 

Textbook Pages for FDR's New Deal
Finish today's chart if needed (10 minutes of work time tomorrow)

Monday, April 24, 2017

MON 4-24


In-class / Homework
  • Complete the Instagram vocab review sheet for the terms linked below.
  • Watch the four video clips from History Channel to add to your definitions (slide 2)
  • Finish all 11 definitions/pictures by Wednesday



Tuesday, April 18, 2017

TUE 4-19

Today in class:


Homework:
Finish rest of vocab chart; study for quiz tomorrow

Monday, April 17, 2017

MON 4-17

In-class:
*CNN Student News
*Finished propaganda chart
*Crash Course Video - America in WWI
*While watching the video, we paused and added definitions to vocab chart for the following words: Espionage Act, Sedition Act, Great Migration

Homework:
1. Vocab Chart : War bonds, propaganda, Espionage Act, Sedition Act, Great Migration
       --> Use video clip, Thursday's guided notes, or look words up online
2. Study vocab - quiz Wed or Thu

Thursday, April 13, 2017

Wednesday, April 12, 2017

WED 4-12

In-class:
Students completed a gallery walk to explore four different categories of weapons used during WWI
  • Weapons in the Air
  • Weapons on Land
  • Weapons at Sea
  • Firearms
Students viewed video clips, quotes, pictures, and infographics to learn about each of these topics.

Homework:
3 more words on vocab chart: trench warfare, u-boats, convoy system
Textbook pages to reference (use 6-9)

Tuesday, April 11, 2017

TUE 4-11

In-class:

Students completed a WWI Timeline of events that led to US declaration of war on Germany

Students were assigned one of two assignments to complete and then share with a partner to complete the timeline
Option 1 : Sinking of the Lusitania
Option 2 : Zimmerman Telegram

Homework:

Last four words on side 1 of vocab chart
Textbook Pages

Monday, April 10, 2017

MON 4-10

In-class:We discussed the causes of WW1 and labeled a map of European alliances.

For homework:
WWI Vocab Chart (first 4 words: militarism, alliances, imperialism, nationalism)
Textbook Pages for Vocab (use pages 1 & 2 in the folder)

Wednesday, April 5, 2017

WED 4-5


  • Students finished stations from yesterday.
  • Students were introduced to their assessment for this unit


    • Students will write a response letter to "Aunt Bessie" and select their top 3 progressive reforms to fund.
    • The criteria/scoring guide are on page 2 of the above document.
    • This letter will be completed outside of class, may be handwritten or typed, and is due a week from today - WEDNESDAY 4/12.



Tuesday, April 4, 2017

TUE 4-5

  • Students worked on stations to explore various reform movements that took place during the Progressive Era.
  • Students completed this chart as they went.
  • The resources are linked below if you missed the activity or didn't finish.
    • Station Information/Documents
    • The information is organized as follows:
      • Food Safety (pages 1-9)
      • Deforestation (pages 10-19)
      • Living Conditions (pages 20-29)
      • Child Labor (pages 30-43)
      • Government Corruption (44-54)
      • Temperance Movement (55-62)
      • Civil Rights (63-66)


Monday, April 3, 2017

Friday, March 31, 2017

Wednesday, March 29, 2017

WED 3-29

In-class:

1) Vocab Review - Quiz Friday on Industrialization Vocab Chart & Immigration Terms

  • Quizizz Review Link (you may take this quiz as many times as you need)
    • Open https://join.quizizz.com in your browser
    •  Enter the 6-digit game code 301644  , and click "Proceed"
    • Now enter your name and click "Join Game!"
    • You will get an avatar, and then see a "Start Game" button. Click it to begin!
  • finish at home if needed
  • your diagram should have 15 solid, thoughtful items/ideas total AND a minimum of 3 in each section




Tuesday, March 28, 2017

TUE 3-28


  • Students took a mock citizenship test in small groups as we began our study of immigration during the late 19th / early 20th centuries.
  • We discussed background information on Ellis and Angel Islands and watched two video clips
    • link to slides / videos (be sure to view the slides in "PRESENTATION" mode in order for the video clips to work)
  • Students began CURE-ing a reading on these immigration centers



Monday, March 27, 2017

MON 3-27

Welcome back, 8-1!

Today in class:



Wednesday, March 1, 2017

WED 3-1 THU 3-2

We learned about and discussed the major aspects of the Industrialization Era.
Industrialization Slides

Students also watched a Crash Course episode to recap what we learned, paying attention to three central concepts:
1) What resources made the industrial revolution occur?
2) How did businessmen profit during this era?
3) What were the positive and negative effects of this era on the working class?





Tuesday, February 28, 2017

TUE 2-28

In-class:

America: Story of Us (Cities)

HW: 
3rd / 7th / 8th : Take-home quiz due tomorrow

9th only : Take-home quiz due Thursday; finish video and notes
(start at 26:39)

Monday, February 27, 2017

MON 2-27

In-class:

  • Reconstruction Vocab Chart (draw detailed picture for definition of each of the 12 terms)
  • This + last week's reconstruction notes (4 pages) will count as a CW grade (to be checked on Tuesday)
For homework:
  • Take-home Quiz due Wednesday (except for 9th - these students will get theirs tomorrow and it will be due on Thursday)
    • open-notes but complete *on your own*
    • pick *one* of the six characters' points-of-view to read and base your answers on
    • final paragraph should be 6-8 solid sentences that pull details from the character description AND your vocab/powerpoint notes

Tuesday, February 21, 2017

TUE 2-21

In-class and for HW:

Finish study guide and review for test tomorrow!

If you finish study guide, email me for link to review Quizizz game.  


Sunday, February 19, 2017

MON 2-20

Today in-class:
1) Go to Google Classroom and open today's assignment (Google Doc titled "Study Guide - Civil War Unit." If you have not joined for SS yet, the codes are listed below.
2) Refer to the table-of-contents below to locate and organize your Civil War documents/handouts/etc.  
3) Use these materials to fill in the study guide - type your answers directly in the Google Doc. 

***HOMEWORK***
  • Work on study guide for at least twenty solid minutes.  Plan to come to class Tuesday with at least 3 of the 4 sections completed.
  • Your unit test is Wednesday.
Civil War Table-of-Contents:
Google Classroom Codes:
Period 3: gtqm05
Period 7: 39zsrk
Period 8: kotrfnf
Period 9: gfjp57 

FRI 2-17

  • Students were given time to work on their one-pager - due Tuesday!
  • We finished class with a discussion of 9 major takeaways of the historical significance of "Glory."

Thursday, February 16, 2017

WED 2-15 & THU 2-16

  • We finished the movie "Glory."
  • Students began a one-pager assignment to demonstrate their understanding of several important concepts throughout the movie.
    • The quotes for part two of the assignment can be found here:
    • *Due Tuesday 2/21*

Wednesday, February 15, 2017

TUE 2-14

In-class:

Glory - Day 2 of 3

Updates:
  • Unit Test on the Civil War will be next Tuesday 2/21
  • Study guide will be given in class on Thursday

Monday, February 13, 2017

MON 2-13



In-class: students with permission began watching Glory.  
No HW tonight.



Alternative assignment for movie
1) View the tabs on the left (Introduction, Task, Process, etc.) and follow the directions in each section.  Make sure you complete tasks *in order*.  
2) For steps 1-3 (under "Process"), type your research/responses in a Google Doc and share it with me.  Make sure you at least look at/gather some info. from each link.
  • Draw your recruitment poster on a piece of printer paper.
  • Type your final column piece (cite your researches at bottom) on a separate Google Doc - be sure to find pictures (and cite them) to add to your piece.

Thursday, February 9, 2017

THU 2-9

In-class:
* CNN Student News
* Discussion of America: Story of Us (episode 5) guiding questions
* Timeline: "Who Freed the Slaves?" - Students took turns sharing their assigned event from the timeline; students recorded the missing words on their own sheets as they were shared.


Homework:
Permission slip (if needed)

Wednesday, February 8, 2017

WED 2-8

In-class
  • CNN Student News
  • America: The Story of Us (Civil War)
    • went over first 1/2 of the questions 
    • we'll go over the second 1/2 tomorrow

Homework:
  • Finish at least 80 percent of viewing guide 
  • Get permission slip for movie signed

Tuesday, February 7, 2017

TUE 2-7

In-class
*Stations Quiz
*America Story of Us Episode 5 (Civil War)

Homework:
Glory Permission Slip due Thursday
(bring it by tomorrow for movie treats)

*If you lost yours, you may write (with pen) or type the following message, so long as the parent's signature is handwritten in ink.

"I give/don't give my student __________________(insert student name) permission to watch Glory (rated "R") in social studies in honor of Black History Month and to wrap up our unit of study of the Civil War.  I understand that scenes of war violence that contribute to the "R" rating will be skipped in class. 
Parent Signature ___________________________"

Monday, February 6, 2017

MON 2-6

In-class
Students finished filling out their stations sheets using the sources pictured below.

Homework: Finish stations if needed; quiz tomorrow on main idea of each picture

* if you tried to access pictures earlier, my apologies for them not loading.  I've put them all in a Google Doc (link below)

Civil War Stations Readings (google doc)
Civil War Stations Readings (PDF)

Friday, February 3, 2017

FRI 2-3

In-class

  • Students turned in article-of-the-week from Monday
  • CNN Student News
  • Students finished labeling map from yesterday.
  • Students began station 1 of 7 using the handouts pictured below.  The seven documents to read can be found on my next post.

Thursday, February 2, 2017

THU 2-2

In-class

  • CNN Student News
  • Students finished their guided notes from yesterday - "War Erupts" and we went over as a class
  • Students colored and labeled a map of Civil War states / divides



Homework:
None

Tuesday, January 31, 2017

TUE 1-31

In-Class
CNN Student News

  • Finished notes from Friday
  • Turned notes into cartoon strip using the outline pictured below.
  • For each event (box), reread your notes on that topic and turn it into a box cartoon-strip-style (with characters, action, quote bubbles, etc.)
  • Color is optional - this is just to help you process the information.



Homework:
Finish cartoon strip
Quiz tomorrow - review game link on yesterday's post

Monday, January 30, 2017

MON 1-30

In-class
CNN Student News
CURE article - due Thursday

Homework:  

  • Quiz Wednesday on Abolitionist notes and Causes of the Civil War notes
  • Review questions game link below:
    • Open https://join.quizizz.com in your browser
    • Enter the 6-digit game code 683425  , and click "Proceed"
    • Now enter your name and click "Join Game!"
    • You will get an avatar, and then see a "Start Game" button. Click it to begin!

Friday, January 27, 2017

Thursday, January 26, 2017

THU 1-26


This Week In Class...
  • For the past three days, students have been researching an abolitionist from the 19th century and creating a character poster.  
  • Today was students' last official day to work on this in class; the final product is due Monday.  
  • Students are welcome to take this home anytime to continue working.


Instructions, Rubric, and Graphic Organizer (for research)

Some examples for guidance (this shows the style of the final product, but does not reflect this project's topic of abolitionism)
Students are also allowed to cut out clothing, hair, background objects, etc. if they prefer that to drawing/coloring.




Monday, January 23, 2017

TUE 1-24




RECENTLY ADDED OPTIONS

Henry "Box" Brown
Henry "Box" Brown was born, enslaved, on a Virginia plantation in 1815. After his family was sold, Brown committed himself to escaping from bondage. He had himself shipped in a wooden box from Virginia to Philadelphia, where slavery had been abolished. Brown was subsequently the subject of a popular slave narrative, which he adapted into a stage show. The details of his death are unknown.



Solomon Northrup
Born in July 1808 in Minerva, New York, Solomon Northup grew up a free man, working as a farmer and violinist while having a family. He was lured south and kidnapped in 1841 and enslaved for more than a decade, enduring horribly violent conditions. Northup was freed in 1853 with help from colleagues and friends. His experiences are the subject of the book and film 12 Years a Slave.
John Brown
John Brown was a 19th-century militant abolitionist.  Facing much financial difficulty throughout his life, he was also an ardent abolitionist who worked with the Underground Railroad.  He believed in using violent means to end slavery, and, with the intent of inspiring a slave insurrection, eventually led an unsuccessful raid on the Harper's Ferry federal armory. Brown went to trial and was executed on December 2, 1859.





Susan B. Anthony


Susan B. Anthony was a suffragist, abolitionist, author and speaker who was the president of the National American Woman Suffrage Association.  She was arrested for voting illegally.  It wouldn't be until 14 years after Anthony's death—in 1920—that the 19th Amendment to the U.S. Constitution, giving all adult women the right to vote, was passed.

Harriet Beecher Stowe
Harriet Beecher Stowe was born on June 14, 1811, in Litchfield, Connecticut. Her father, Lyman Beecher, was a leading Congregationalist minister and the patriarch of a family committed to social justice. Stowe achieved national fame for her anti-slavery novel, Uncle Tom’s Cabin, which fanned the flames of sectionalism before the Civil War. Stowe died in Hartford, Connecticut, on July 1, 1896.







ORIGINAL OPTIONS

William Lloyd Garrison

William Lloyd Garrison was an American journalistic crusader who helped lead the successful abolitionist campaign against slavery in the United States.  He grew up in a poor family, raised by his single mother after his dad walked out.  Known for his criticism of the Constitution as a "pro-slavery" document.








The Grimke Sisters
Abolitionist and feminist Sarah Moore Grimk√© and her sister Angelina were the first women to testify before a state legislature on the issue of blacks' rights.  Growing up on a southern plantation, both she and her younger sister, Angelina, developed anti-slavery sentiments based on the injustices they observed. From an early age, they also resented the limitations imposed on women.








Sojourner Truth


Born in upstate New York circa 1797, Sojourner Truth was the self-given name, from 1843 onward, of Isabella Baumfree, an African-American abolitionist and women's rights activist. Truth was born into slavery, but escaped with her infant daughter to freedom in 1826. She devoted her life to the abolitionist cause and helped recruiting black troops for the Union Army. Her best-known speech on racial inequalities, "Ain't I a Woman?" was delivered extemporaneously in 1851 at the Ohio Women's Rights Convention.

Harriet Tubman

Harriet Tubman escaped from slavery in the South to become a leading abolitionist before the American Civil War.  Tubman risked her life to lead hundreds to freedom in the North as the most famous "conductor" on the Underground Railroad. She also helped the Union Army during the war, working as a spy among other roles. After the Civil War ended, Tubman dedicated her life to helping impoverished former slaves and the elderly, establishing her own Home for the Aged. In honor of her life and by popular demand via an online poll, in 2016, the U.S. Treasury Department announced that Harriet Tubman will replace Andrew Jackson on the center of a new $20 bill.


Frederick Douglass
Abolitionist leader Frederick Douglass was born into slavery sometime around 1818 in Talbot County, Maryland. He became one of the most famous intellectuals of his time, advising presidents and lecturing to thousands on a range of causes, including women’s rights and Irish home rule. Among Douglass’s writings are several autobiographies eloquently describing his experiences in slavery and his life after the Civil War, including the well-known work Narrative of the Life of Frederick Douglass, an American Slave.  He was the first African-American citizen to hold a high US government rank.

Lucretia Mott

Born Lucretia Coffin on January 3, 1793, in Nantucket, Massachusetts, Lucretia Mott was a women's rights activist, abolitionist, and religious reformer. Mott was strongly opposed to slavery and a supporter of William Lloyd Garrison and his American Anti-Slavery Society. She was dedicated to women's rights, publishing her influential Discourse on Woman and founding Swarthmore College. Mott died in Pennsylvania in 1880.

Elizabeth Cady Stanton
Born on November 12, 1815, in Johnstown, New York, Elizabeth Cady Stanton was an abolitionist and leading figure of the early woman's movement. An eloquent writer, her Declaration of Sentiments was a revolutionary call for women's rights across a variety of spectrums. Stanton was the president of the National Woman Suffrage Association for 20 years and worked closely with Susan B. Anthony.




Friday, January 20, 2017