Wednesday Dec 19

8th Grade Woot!

So yesterday was pretty crazy with the Christmas program, soooo our plans changed a little.
Today we'll take the US Constitution test. Preamble, summaries of Articles and Bill of Rights. After the test we'll start experiencing the Lewis and Clark Expedition.
We won't have much time so we'll need to move swiftly through the groups as you lead us through the expedition.

Beware of the Bear!

Thursday 12.13 Lewis & Clark Project

Good Morning,

Let's get the Preamble test out of the way. On the paper provided please write the Preamble word for word. Extra credit for summaries of any Articles and Amendments.

Read below to understand the Lewis and Clark project we discussed on Tuesday.

We are going to recreate the Lewis and Clark Expedition. Each group will study a range of dates.

Your goal is to help the class relive the Lewis and Clark Expedition. Like retelling the story as if you were on the trip. This is not a "presentation" think about it more like story time.

1. Create artifacts and props to make your section of the expedition real. 
2. Include large map of area covered in your section.
3. Explain what the team went through in your section, you'll lead the class through the expeditions experience.
4. Explain unfamiliar terms like: "prairie goat" and "portable soup" and others

Group 1: Overview of the Expedition and events leading up to the team leaving. (include Thomas Jefferson, gathering supplies, scary challenges ahead, etc.) Really important that this group builds up the anxiety, the unknown, the sense of wonder before going where no American has gone before.
Group 2:  May 14, 1804 - August 30, 1804
Group 3: September 4, 1804 - December 31, 1804
Group 4: January 1, 1805 - May 30, 1805
Group 5: June 1, 1805 - December 31, 1805
Group 6: 1806
Group 7: After the trip.

Tuesday 12.11

Let's finish the Lewis and Clark film we started yesterday.

Continue studying for your Constitution test. Thursday - Preamble. Friday Preamble and Articles. Monday Preamble, Articles and Bill of Rights.

Monday 12.10

Hi,

We'll review Thursday and Friday's work.
After we'll watch and make notes on Lewis and Clark: Great Journey West 

Friday 12.7

Good Morning,

As you know I'm still in San Diego for AVID training, and I hope things are going well for you at school.

Today:
Make cornell notes using the posters everyone created yesterday. The posters should be posted on the inspiration wall.

Enjoy the weekend.

Thursday 12.6

Good morning,

As you know I'm in San Diego for some AVID goodness. I hope you're having an amazing day!

You'll have 40 minutes to create a poster on one of the Citizenship Handbook sections (in the textbook pages 126-145). With a partner pick one of the Citizenship Handbook sections (there are 10 total). Make, finish and post your poster on the inspiration wall in the 40 minutes.

After the poster:

Take the Hamilton/Jefferson Political Parties test with a partner. For the essay questions please put the page # and paragraph # of where you found the information. The sub will hand out the test, but you can also find it here.

12.4 Tuesday

Good morning,

Please go to  http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson19/lessonp_uccp_nonap.html
watch and make cornell notes on the "XYZ Affair" and "Alien and Sedition Acts"

HOMEWORK: complete your cornell notes (summaries, questions, eq, etc)

Monday 12.3

Good Morning,

Time for project presentations. Please fill out this Presentation Rubric Form for each group.

After you have a chance to work on your Study Island assignments: Please have at least 20 questions complete by this Friday (12.7.12) for the following tests: 5a Founding of the Nation, 5b Pre-Constitution Documents, 5c U.S. Constitution, 5d Bill of Rights and 5e Early American Politics.

Friday 11.30

Good Morning,

Please show me the project work you completed for homework last night.
The project started yesterday needs to be complete by the end of class today.

Thursday 11.29

Hey 8th Grade!

You are continuing your work at memorizing the Constitution (Preamble, summaries of the 7 articles and the Bill of Rights).

Individually you are going to watch 3 sections on the UCCP presentation:
1)Hamilton and Jefferson
2)Federalists and Democrats
3)Washington's Farewell Address.

Please make Cornell Notes in your IN for each of the sections.
Link to the presentation: http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson18/lessonp_uccp_nonap.html

So grab some headphones and begin.

After: let's make something to represent the information learned in the presentations. You can always go back to the presentation to revisit the information. Please discuss your idea with me before starting work.
Some options of things you can make: poem, poster, skit, rap, story, essay, puppet show, etc.

Tuesday 11.20

Happy last school day before Thanksgiving!

We are going to take the Amendments quiz and the Foundations of the Constitution quiz. It's all online.

Really curious to know your answer to the last question :)

Monday 11.19

Good morning,

We will review our notes on the Amendments. Share with a partner to improve your own notes.
Let's watch Hip Hughes Stupid Ways to Remember the Amendments. 
Take this Foundations of the Constitution pretest for homework.
Test tomorrow on Amendments 1-10 and the foundations of the Constitution.

Friday 11.16

Finished Amendment wiki? Then take cornell notes on the other Amendments.
In your notes be sure to address the questions for each Amendment (at the bottom of the wiki). That means write the question and the answer. Also, in your own words summarize the amendment.

Happy end of the week!

Thursday 11.15 Amendment Wiki

Good Morning 8th Graders,

We are going to build our Amendment wiki today.
Go here and request to join by clicking "Join Now" then request to join the wiki.
sysconstitution.wikispaces.com

Each person will be responsible for one Amendment.

Constitution- End of First Sprint

8th Grade Woot!

The end of your first sprint is today!
We'll have a quick stand up meeting with each group.
You need to have both learning goals complete today.

As a reminder I've pasted the original assignment below:
We started talking about the Constitution, now it's time to put some meat on the bones.

Our Constitution learning goals for today and tomorrow:
We need to understand the major debates during the development of the Constitution.
Includes--
Shared power among the branches of government
Divided state-federal power,
Slavery,
Rights of individuals and states
Status of American Indian nations under the commerce clause
-
The Federalist position
The Anti-Federalist position
The Bill of Rights


In your groups of 3 discuss how you are going to address each of the learning goals listed above. 
Requirements:
Provide evidence of exploring the information in the form of Cornell Notes or other methods (schoodling, etc.)
Choose a process of how you want to show your learning. A partial process list: List, construct, paint, teach, sketch, manipulate, interview, record, simulate, classify, categorize, separate, compare, dissect, contrast, advertise, survey, combine, invent, compose, hypothesize, predict, role-play, estimate, infer, create, produce, evaluate, judge, debate, discuss, editorialize, decide, recommend, choose. 
Now make something using the process you've chosen -What ever you build needs to include all of the learning goals above. It may be small to represent the learning goal. This could be a drawing, poster, animation, movie, journal, essay, clay model, presentation, play, puppet show and much more. SEE BELOW for our partial list of builds.
Everyone in the group agrees to work towards accomplishing the learning goals listed above.

Process + Build = Project


So how do we start?
In your groups of 3 decide which Learning Goals you will start with.
Using the scrum board in the back break down what you are going to make and the process you will use into small tasks. Tasks are the small items that you will work on to meet the learning goal.
For example: Learning Goal- "The Federalist Position"
Tasks- 1)research by reading through the textbook section  2)research using wikipedia, 3)make cornell notes on research in IN  4)decide what you are going to make (poster, animation, drawing, etc.) 5) Decide which process you are going to use to make something 6)Get materials you need for your build.

You will be assessed on the completion of your notes and your ability to explain how your build demonstrates the learning goal.
 

Thursday 11.8 Constitution and Scrum

Good Morning!

We started talking about the Constitution, now it's time to put some meat on the bones.

Our Constitution learning goals for today and tomorrow:
We need to understand the major debates during the development of the Constitution.
Includes--
Shared power among the branches of government
Divided state-federal power,
Slavery,
Rights of individuals and states
Status of American Indian nations under the commerce clause
-
The Federalist position
The Anti-Federalist position
The Bill of Rights


In your groups of 3 discuss how you are going to address each of the learning goals listed above. 
Requirements:
Provide evidence of exploring the information in the form of Cornell Notes or other methods (schoodling, etc.)
Choose a process of how you want to show your learning. A partial process list: List, construct, paint, teach, sketch, manipulate, interview, record, simulate, classify, categorize, separate, compare, dissect, contrast, advertise, survey, combine, invent, compose, hypothesize, predict, role-play, estimate, infer, create, produce, evaluate, judge, debate, discuss, editorialize, decide, recommend, choose. 
Now make something using the process you've chosen -What ever you build needs to include all of the learning goals above. It may be small to represent the learning goal. This could be a drawing, poster, animation, movie, journal, essay, clay model, presentation, play, puppet show and much more. SEE BELOW for our partial list of builds.
Everyone in the group agrees to work towards accomplishing the learning goals listed above.

Process + Build = Project


So how do we start?
In your groups of 3 decide which Learning Goals you will start with.
Using the scrum board in the back break down what you are going to make and the process you will use into small tasks. Tasks are the small items that you will work on to meet the learning goal.
For example: Learning Goal- "The Federalist Position"
Tasks- 1)research by reading through the textbook section  2)research using wikipedia, 3)make cornell notes on research in IN  4)decide what you are going to make (poster, animation, drawing, etc.) 5) Decide which process you are going to use to make something 6)Get materials you need for your build.

You will be assessed on the completion of your notes and your ability to explain how your build demonstrates the learning goal.

Our partial list of ideas of things you can make:
Diary
collection
puzzle
diagram
Photographs
Sculpture
Diorama
Map
Scrapbook
Stitchery
Mobile
Model
Illustration
--
Graph
Survey
Questionnaire
Commercial
Report
Diagram
Chart
--
Story
Poem
Play
Pantomime
Song
News Article
Cartoon
Advertisement
Structure
Invention

Monday 11.5

Hello!

Let's watch this: http://www.youtube.com/watch?v=W9H3gvnN468&feature=player_embedded
and vote on the answers
Then we'll watch this: https://www.youtube.com/watch?v=sHEDXzOfENI

This is HW if not finished in class:
After summarize the article under "Dig Deeper" here: http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer
Use your IN.
The article:

What would happen if the Electoral College tied? One of our favorite YouTube Educators, CGP Grey, answers that question and many more in this incredible video.
The United States chooses its president and vice president through indirect elections.  Think of other countries that you have visited or heard of in the news (or countries where you may have friends and relatives). How do those countries choose their presidents? Do those countries elect a president or a prime minister? Do those countries have vice presidents?
America is commonly defined as a democracy. What are the various definitions of a democracy? After examining the definition(s), do you still think America is a democracy? Can you think of other countries that are democracies? How do they elect their leaders? Is the system similar to the US? What about countries that are not democracies? How are leaders chosen in non-democratic countries?
America has never had a female president or vice president. Can you think of other countries who have elected women as their president or vice president? What system does that particular country have?
http://www.ndi.org/
http://www.madeindemocracies.org/
http://www.nobelprize.org/educational/peace/democracy_map/
Many people think the United States should get rid of the electoral college completely.  They believe the winner-take-all system is not fair.  Can we think of a compromise for those who want to get rid of the electoral college and those who want the president and vice president to be elected by the popular vote. What are some pros and cons of the electoral college?  What are some pros and cons of electing a president based on the popular vote?
Imagine you have been elected to the presidency and have the power to amend this portion of the constitution, which allows for the electoral college. Would you change the system? Why or why not?

Friday 11.2

End of the week, Yay!

First go to StudyIsland.com and take the pretest and 5a Founding of the Nation (at least 20 questions). I'll log the grades on your 5a test, so you may retake the test until you get the grade you want.
No Homework, enjoy the weekend!

Thursday 11.1

The day after Halloween,
So I trust you had a safe and fun evening!

1. First let's read the Proposition essays aloud to the class.
2. After we'll offer constructive comments.
3. I'd like to collect your Proposition essays today.
4. When finished with the Persuasive Proposition essays go here: http://www.icivics.org/web-quests/constitution-rules-running-country
5. Make Cornell Notes in your IN based on the text in the 7 page webquest
6. On the left page of you IN write and answer the questions from slides 3-7.

HOMEWORK: P. 4 only-- ReWrite your Persuasive essay. INCLUDE ACCURATE INFORMATION, facts. YOUR GOAL IS TO PERSUADE PEOPLE TO VOTE THE WAY YOU WANT. BE ACCURATE, INCLUDE FACTS!

1. Did not get to: When complete go to: http://www.icivics.org/games/do-i-have-right
2. You do not have to register (click 'no thanks')
3. Click start new game
4. Choose your character, at the bottom click 'this is me'
5. Continue setting up the game and begin playing.

Tuesday 10.30

Happy Tuesday!

Let's vote in the CA student mock election today.
After let's learn about how the president is elected. It's not as simple as you may guess.
Go here: http://www.enchantedlearning.com/vote/presidential_elections.shtml
Then create a mind-map in your IN detailing the process.

Thursday 10.25 Persuasive Propositions

Good Day,

Please show your completed persuasive essay to Ms. Felding (or whoever the sub may be). So she can make note of who has it completed.
3 separate people will peer edit your essay.
While peer editing ask yourself "are they doing a good job of convincing me to vote they way they want?"
When peer editing is complete begin working on your final draft.
Please type your final draft. It's due tomorrow.

HOMEWORK: Final draft of the Persuasive Proposition

Peer Review Proposition Persuasive

Good Morning,

Please get your outlines and persuasive proposition essays.
Peer edit 3 proposition essays.
Did they argue their side effectively. Were you convinced?
Time left we'll watch the Constitution Video Quiz

Proposition Defense Paper

Happy Monday,

Please get out your Proposition Outlines from Friday.
Let's peer review your outlines.
HOMEWORK: Proposition defense essay (persuasive essay) Rough Draft due tomorrow.

Proposition Argument

Good Morning,

You are going to use the information from your Proposition slideshow to begin writing an argument for a yes or no vote. Start with an outline of your argument. THIS IS AN INDIVIDUAL ASSIGNMENT.

First you'll need to choose to argue for a yes or no vote on your proposition. Don't worry you can argue either side.
Copy the outline template below- and fill out with the appropriate information. Do this in your Interactive Notebook (on the next available page).

I.          INTRODUCTION

A.        Opening;  For the opening choose one of the options below:

Quotation(s) (Maybe a quote from one of the arguments for your proposition)

Question(s) (What would happen if.......?)

Myths ("Most people think that . . . ; but in fact . . .)

Reference to text (e.g., one of the essays)

Statistics, Quick Background to Issue

B.        Thesis Statement- YOUR position on the Proposition

II.         BODY

A.        --Definitions, Background Information (e.g., include the summary you wrote in your own words); not too much of this, just enough so that the reader has a clear understanding of the issue);

B.        What the opposite vote would mean. If you are arguing for a YES vote, then this section is to define a NO vote. If you are arguing for a NO vote, then this section is to define a YES vote.

C.        Reason #1 the audience should vote the way you suggest:  First Major Sub-Argument 

 or Area of Evidence Supporting Your Position

(Topic sentence followed by support, including quotes and paraphrases from sources) You may include how much money it will cost or the ethics (morals) behind your vote. Or how you can see the terrible impacts if it doesn't pass.

D.        Reason #2:  Second Major Sub-Argument or Area of Evidence Supporting Your Position (Topic sentence followed by support, including quotes and paraphrases from sources)

III. CONCLUSION     

A.        Restate argument in light of material covered above. Show once and for all how the the evidence lead to the conclusion, the recommended course of action.

Proposition Slideshow, Presentations and a Test re-do

Hey 8th Grade,

1. First let's retake the test,Click here. to access the test. Don't worry you all did great, it's just another chance to prove your the Declaration of Independence knowledge.
2. When you finish the test please continue working on your Proposition slideshows. 
3. Stay focused on your slideshow as they are do 30minutes before class is out. 
4. The last 30 minutes you will present your proposition to the class.

HOMEWORK: Write a summary of your proposition -IN YOUR OWN WORDS
Show your progress reports to your parents, have them sign it and bring it back.

Elections: Propositions

Today,

We are going to investigate our State Propositions on the current ballot.
You will select a proposition and prepare a slideshow to present the proposition to the rest of the class.

1. Open your Google Drive
2. Click "Create"
3. Select "from template"
4. Click "Public Templates" in the upper left corner
5. Type "cscottsy" in the search box
6. Select the 'Elections 2012 Propositions" to use as a template.

Monday 10.15

Good Morning,

1. A happy Monday to you!
2. You have the opportunity to take an awesome test. Click here.
3. Next we are going to share our Constitution Cornell Notes from Friday with a partner. 
1. Share your notes with another person.
2. Update your notes with information you learned from your partner. 
3. When finished work on your questions and summary on the Cornell notes.
4. We'll watch more of the Constitution Video Quiz
5. HOMEWORK: Per.2 Finish the project. Per.4 No homework 

Friday 10.12.12

Good Morning,

1. Please get your homework see Wednesdays blog for details.
2. Let's review your work
3. By Monday 10.15.12 you need to have your travel blog complete.
4. With time left in class you can choose to either continue working on your travel blog or
5. play Investigate a Roman Death http://www.bbc.co.uk/history/ancient/romans/launch_gms_deathrome.shtml 
6. or Fling the Teacher http://www.schoolhistory.co.uk/games/fling/ancientrome/
7. or Alien Adventures The Romans http://www.schoolsliaison.org.uk/aliens/access/curatorCol/roman.htm

HOMEWORK: Finish your travel blog - see Wednesdays blog for details.

Thursday 10.11.12

Did you see today is 10.11.12? That's fun!

1. If you didn't turn in the 5 questions please do so first thing.
2. Let's watch some more America The Story of US Revolution -episode 2 and take schoodles on The Revolution template
3. With a group take the questions you've all created and build a test you think would appropriately cover the Declaration of Independence. You can reword questions or even come up with new ones. Each group should come up with 5 questions from easy to difficult.
4. Each group will grab a couple of the student-made questions. 
5. One person in the class make a doc and share with everyone including cscottsy@gmail.com
6. Type your groups 5 questions on the doc in your groups section.
7. Next let's do a whole class review to understand the questions.
8. Your test will be tomorrow.
9. HOMEWORK: Study for the test tomorrow, finish The Revolution Schoodle -summary and notes.

Tuesday, Schoodles

Hi everyone,

It's Josiah's 7th birthday, please sign his card.
Let's make Schoodles while we watch America the Story of US -episode 2 The Revolution.
We'll also finish any late presentations and fill out the Presentation Rubric Form.

Monday 10.8.12

Happy Monday!

1. Time to present your project Reworked. 
2. While the groups are presenting fill out the Presentation Rubric Form.

HOMEWORK: Create 5 questions for a test that are about why the 13 colonies declared independence from Britain.

10.5.12

Happy Friday,

1. Let's review what "ReWorking" your project means.
2. I'll give you time to "ReWork" your project.

Project Due Today

1. Please get out your IN so I can check your completed Cornell Notes from Monday's Slides.
2. Take your time filling out this Project form.
3. Let's see your project.
4. Discuss project process.
5. Time to watch the Presidential Debates from last night. http://youtu.be/dkrwUU_YApE
6. Use this form as we watch the Presidential Debates. Paste the form in your IN when complete.
7. HOMEWORK: Rework your project/presentation with the information discussed in class - Project reworked due Monday. This may include a better presentation, more information, accurate information, involving everyone in your group and more. 
8. Extra Credit: What famous document's words were on the wall behind the Presidential Debate? To get extra credit email your answer in a complete sentence with the subject line "Presidential Debate Extra Credit Question"

Project due Thursday

Good Morning,

1. I'm giving you the entire class period to work on your project.
2. Don't forget it's due Thursday at the beginning of the class period.

Have FUN!

Happy Monday.

Monday!

1. First please fill out this form.
2. Please make the next page in your IN ready for Cornell Notes.
3. Make Cornell Notes off of the slides we review in class. You can find the slides here. Slides 51-54 The Great Awakening to Declaration of Independence.
4. Let's pick up where we left off.
5. Update your tasks, I will give points today based on your tasks. Remember your tasks should be able to move from the work in progress column to done in about 5-25minutes. If it's longer than 25 minutes break it into more tasks.
6. The project is due on Thursday -at the beginning of class- so we have enough time to share. I would like to show more America the Story of US if we have time.
7. HOMEWORK: Continue work on project.

DOI Schoodles America Story of US and Project

Hey,

1. Lets watch and Schoodle (using the Declaration of Independence template)   America The Story of US from about 20min. in on "Rebels"we get an idea of what life in the 13 Colonies was like before we declared independence.
2. When finished glue your Schoodles in your Interactive Notebook.
3. Project update: I will be giving a grade today based on the quality of the tasks on the Scrum board. Remember: you need to make tasks for each task you want and/or need to complete to finish the project. 
4. Don't forget your goal of the project "Create a project that explains why the 13 colonies declared independence."
5. HOMEWORK: work on project, glue in schoodles.

Review DOI Take Home Test, DOI Project

Good Morning,

Please follow the steps below:

1. Please get out your take-home Declaration of Independence test so we can correct and review the problems.
2. After we finish discussing the test, begin working on your project. 
3. Add more tasks to the task area of the Scrum board.
4. Make sure you have tasks in your Work in Progress area of the Scrum board -anything you are working on should be in the Work in Progress section.
5. Move completed tasks to the Done column of the Scrum board.
6. The last 10-15 minutes I'd like to watch America the Story of US
7. HOMEWORK: Work on project

Declaration of Independence Project

Good Morning,

1. Please click here to fill out this form.
2. When the form is complete you may continue working on your project tasks. BE SURE to write down all the tasks required to complete your project. 
3. I will be meeting with each group to ask what you've done and what you are going to finish today.
4. With any time we can watch John Adams - HBO series
5. HOMEWORK: Continue working on your project tasks and complete this take home Declaration of Independence test.

Project meet Scrum, Scrum meet Project

Hey Team,

Step 1: Your goal: Create a project explaining the reasons why the 13 Colonies signed the Declaration of Independence.
Step 2:Write down all the tasks you need to do to complete the project, put these on post-it notes.
Step 3: Put the time (estimated) required for each task.
         -a task is small piece of the larger project. For example: "Research" is not too complex for a task. Consider "Research-read through textbook section" and "Research-read through wikipedia article" and "Research-use other book resources in classroom"
Step 4: Post the tasks on the Scrum board in the back of the room.
Step 5: Begin working on tasks and move the task notes to Work in Progress section.
Step 6: Have FUN!

HOMEWORK: Continue working on the project  

The Project

Hola Period 2:

1. I'll check your homework
2. Let's decide what kind of project we are going to build.
3. We can break into groups or work as one team.
4. We'll assign roles and jobs and responsibilities.
5. If we have time we'll watch more clips from John Adams - HBO series
6. HOMEWORK: Work on your portion of the project and glue in your DOI sheet (see yesterday's post -summarizing and nonfiction activity) in your Interactive Notebook 

Hola Period 4:

1. I'll check your homework
2. Split into project groups: This project is different than any other you've done in the past. You are going to ask your partner "What can I build to help you learn about the Declaration of Independence?"
3. Write down in your Interactive Notebook their answers to the question above.
4. If we have time we'll watch more clips from John Adams - HBO series 
5. HOMEWORK: In your IN DRAW, COLOR and LABEL your project idea. And glue in your DOI sheet (see yesterday's post -summarizing and nonfiction activity) in your Interactive Notebook

Declaration of Independence

Hey Travelers,

1.  Click here to add your blog URL to the list. Click here to see everyone's URL (or how to get to their blog).
2. Please open your blog and share your post with two neighbors. Each person needs to review two blog posts and fill out this form for each blog you review.
3. As a reminder the homework was:   HOMEWORK from 9/17: Go to http://www.ourdocuments.gov/doc.php?doc=2 and answer the following questions in your travel blog:
1. When was the Declaration of Independence signed?
2. Who was involved in the Declaration of Independence?
3. Make a timeline from June 10, 1776 to August 2, 1776
4. Don't you just love 4...
5.  After you've finished reviewing blog posts and filling out the form please explore the Declaration of Independence here: http://www.goorulearning.org/gooru/index.g#!/r/acfdc89d-9097-45ee-b3fa-3353acce869a
6. While exploring the Declaration of Independence please use the summarizing and nonfiction activity form.
7. If we have time we'll watch more clips from John Adams - HBO series

Homework: Finish 5&6 above. On your next blog post describe 3 different project ideas you would like to do that covers: The Declaration of Independence, the reasons why the 13 colonies declared independence and the consequences.

Republics and Independence

Hi,

1. Please have your IN ready for me to check. 
2. Glue in the Republics sheet on the next page in your IN.
3. Open your Travel blog and answer the prompt: "Describe the similarities and differences between Ancient Rome and the U.S. Constitution" -Make sure you use the information from yesterday. PLEASE ADD an applicable image to your post. Don't forget to click Publish when you've finished.
4. Click here to take the EASY pop quiz. 20 easy points, yum.
5.  Let's start watching some clips from John Adams - HBO series
6.  HOMEWORK: Go to http://www.ourdocuments.gov/doc.php?doc=2 and answer the following questions in your travel blog:
1. When was the Declaration of Independence signed?
2. Who was involved in the Declaration of Independence?
3. Make a timeline from June 10, 1776 to August 2, 1776

Constitution Day

So it's Constitution Day, what is the Constitution? Why should you care?
We know that the US Constitution was influenced by the Roman Republic, lets find out more.

Let's watch a video:
http://www.youtube.com/watch?v=p8BwWBc571k

After watching the video work with a partner to compare the Republics in Ancient Rome and Modern day U.S. Link to doc 
You'll need a US History textbook opened to p. 100 

Extension: Please glue in the first 5 pages of your Interactive Notebook - the pink packet handed out in class. Page 1 Table of Contents, Page 2 Table of Contents, Page 3 Cornell Notes, Page 4 Left page ideas, Page 5 Right page ideas

The Lyrics to the School House Rock video:
Rockin' and a-rollin', splishin' and a-splashin',
Over the horizon, what can it be?
The pilgrims sailed the sea
To find a place to call their own.
In their ship Mayflower,
They hoped to find a better home.
They finally knocked
On Plymouth Rock
And someone said, "We're there."
It may not look like home
But at this point I don't care.
Oh, they were missing Mother England,
They swore their loyalty until the very end.
Anything you say, King,
It's OK, King,
You know it's kinda scary on your own.
Gonna build a new land
The way we planned.
Could you help us run it till it's grown?
They planted corn, you know
They built their houses one by one,
And bit by bit they worked
Until the colonies were done.
They looked around,
Yeah, up and down,
And someone said, "Hurray!"
If the king could only see us now
He would be proud of us today.
They knew that now they'd run their own land,
But George the Third still vowed
He'd rule them till the end.
Anything I say, do it my way now.
Anything I say, do it my way.
Don't you get to feeling independent
'Cause I'm gonna force you to obey.
He taxed their property,
He didn't give them any choice,
And back in England,
He didn't give them any voice.
(That's called taxation without representation,
and it's not fair!)
But when the Colonies complained
The king said: "I don't care!"
He even has the nerve
To tax our cup of tea.
To put it kindly, King,
We really don't agree.
Gonna show you how we feel.
We're gonna dump this tea
And turn this harbor into
The biggest cup of tea in history!
They wanted no more Mother England.
They knew the time had come
For them to take command.
It's very clear you're being unfair, King,
No matter what you say, we won't obey.
Gonna hold a revolution now, King,
And we're gonna run it all our way
With no more kings...
We're gonna elect a president! (No more kings)
He's gonna do what the people want! (No more kings)
We're gonna run things our way! (No more kings)
Nobody's gonna tell us what to do!

Rockin' and a-rollin', splishin' and a-splashin',
Over the horizon, what can it be?
Looks like it's going to be a free country.

13 Colonies

Task 1: Go to cscottsy.com and download the US History Flexbook
Task 2: Open your blog so I may read/check it
Task 3: You've posted several post-its on the Inspiration wall.

Using the information on the post-its and what you find in the text create Cornell notes. Your essential question: What influences shaped the 13 Colonies?
To understand this question you need to remember that the Colonies were built by immigrants.

Task 4: Open the US History Flexbook -you downloaded it earlier.

1. On your own read through 1.3 Passenger Lists to the New World
2. In your Interactive Notebook------
3. Answer the 2 questions on page 8 -on the right page of your IN
4. Answer the 2 questions on page10 -on the right page of your IN
5. Do the activity that reads: "Make a chart comparing....." this goes on the left page

Mind Mapping The 13 Colonies

The 13 Colonies, the beginnings of the USA. 
Let's Schoodle while we watch the first 18 minutes of America the Story of Us : Rebels.

After you've made some beautiful Schoodles grab a text book and some post-its and fill up the inspiration wall with appropriate information. I'll split you into 7 different groups and assign a section of information.

Under each of the Mind Map bubbles your group will add several post-its.
Notice the 13 Colonies are split into 3 groups: New England, Middle and Southern. Use your Schoodle notes and the textbook to find information.

 After all the post-its are up on the inspiration - make Cornell notes in your Interactive Notebook based on the posted information.

Extension: On your travel blog write about one of the colonies you would like to visit and why. Be descriptive and use complete sentences.

Designing a September 11 Memorial

Hey campers,

You are going to design a memorial for the September 11 attacks. Let's first remember what happened on September 11, 2001 : http://en.wikipedia.org/wiki/September_11_attacks

Take a look at some pics of the attacks : http://www.huffingtonpost.com/2012/09/11/september-11-photos-_n_1869226.html

And look at other memorials:
Vietnam Memorial:

WWII Memorial:



Korean War Memorial:
 

Travel Blogs

Yeay! We are finally ready to start our travel blogs. Let me explain. As we study history this year you will be writing on your blog as a travel writer.
You ask: "How do I start a blog?"
"What is a travel writer?"

Let's start with the blog.

1. In the Google search bar type "Blogger"
2. Create a limited profile - This is just your name Chris or Sally or Mike (you can add or change this later).
3. Click the "New Blog" button
4. Create a title- follow this example: Chris' Travels Through US History or Sally's Travels Through US History or Mike's Travels Through US History
5. Create your address- follow this example:  Chris7-1 or Sally7-3 or Mike 8-4 (NOTICE THERE ARE NO SPACES BETWEEN your name and class)
6. Select a template: You choose -make it pretty!
7. Blogger will create your new blog.
8. Click on the Orange rectangle with the white pencil to start your first blog post

Now what is a travel writer and what makes a good travel blog.

1. Let's watch a YouTube vid http://digitalnomad.nationalgeographic.com/2012/06/15/what-makes-a-good-travel-blog/
2. Read this article online http://www.vagabondish.com/recipe-great-travel-blog/

Primary v Secondary Day 2

Let's finish our Cornell notes -summary and questions. For the left-page extension activities please draw lots of examples of Primary and Secondary Sources to show your understanding.


After you finish your Cornell notes grab a 8th grade textbook and identify 10 primary sources offered. Flip through the text, in your Interactive Notebook describe the primary sources.

Primary and Secondary Sources

Let's watch a couple YouTube videos:
http://www.youtube.com/watch?v=yVL_qQ4xv90&feature=related
and
http://www.youtube.com/watch?v=cHTtpYYbhm0&list=PLXgW1JCgcfp4cXL_CxINGKzdEK5a-63Hz&index=3&feature=plpp_video

Please make notes while watching the video.
Essential question: What are Primary and Secondary Sources?

After the video you will work with another to develop a Primary vs. Secondary Source poster.
Your goal: Make an interesting and visually appealing poster to demonstrate your understanding of Primary and Secondary Sources.
Review the rubric and your notes.
The Rubric: http://goo.gl/VkGmn

Did you hear about the lunchroom fight?

Imagine that you are the principal of a school and you just found out that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember that NO ONE is just plain lying.




For each of the questions below, in pairs write your ideas/answers on post-its to post on the inspiration wall
•    Why would there be different stories of the event if no one is just plain lying?
•    What are the different types of people who might have seen this fight? (e.g., friends of those involved versus people who don’t know the kids who were fighting; those who were fighting versus those who were witnesses; adults versus kids)
•    What might make one person’s story more believable or plausible than another person’s?

On your own answer the following questions on the right side of your Interactive Notebook:
a. Why might people see or remember things differently?
b. Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy?
c. Physical Evidence: what kinds might have an effect on what you believe: bruises, missing objects, etc.

Logos, Mars and Blogs

Please post your finished class logo design on the inspiration wall. We will decide on a class logo -or maybe another redesign.

After we select a final design for the class logo, I want you to ask yourself "What do I want the Principal, my Teachers, and fellow students to say about me at the end of the year?" Please write this in your Interactive Notebook.



Curiosity landed! Let's watch the NASA video of the work that went in to making sure Curiosity would land successfully. http://youtu.be/h2I8AoB1xgU?t=1s a Great example of using the Design Thinking process of prototyping for success.

Marshmallows to Designing Class Logos

You're probably wondering how this will ever apply to history class. Have no fear, it's all a part of my master plan.
Yesterday you had another shot at the Marshmallow Challenge, most groups had a standing structure. The record was 81cm, currently held by a 7th grade team. If you recall from the discussion before and after the challenge, it's all about the process. Traditionally you take a shot at addressing the challenge/problem, create something and cross your fingers that it works. We found that your traditional methods of problem solving did not help you build a spaghetti tower.

Let's revisit the Design process:
Today we are going to design a class logo.

The challenge/problem: Design an awesome logo that represents our class and what we will be learning. 
Step 1: Grab some post-it notes and something to write with. Write/draw/doodle/scribble as many ideas on post-its as you can (1 idea per post-it please) and stick the notes on the inspiration wall.
Include: colors, words, pictures (drawings), phrases (You Can Do It!), shapes.
Step 2: After the logo ideas are on the inspiration wall everyone will review and evaluate the ideas. Pick the ideas you like, blend the ideas, mix the ideas and add your own flavor.
Step 3: I will put you in small groups of 2-3. Each person will design a class logo.
Step 4: Trade your logo with someone in your group. Each person should draw, write, cross-off, add-to the partners logo. (5min)
Step 5: Discuss what changes were made and why. With the extra time refine your logo sketch.
Step 6: Pin up your logo on the inspiration wall. Be ready to explain your logo to the whole class.
Step 7: Go back to your desks and design a final logo, using your the ideas discussed in class.
Step 8: Pin up final logo, class vote for best logo. We'll digitize and put on our websites.

For Friday:
Please finish your class logo design and bring a list of types of projects you would like to do in History class. For example: plays, movies, animations, physical project (castle)....

Marshmallow Challenge Part 2

Yesterday you gave your best shot at the Marshmallow Challenge and many of your towers collapsed under the weight of the marshmallow. You are going to do the Marshmallow Challenge again today, using the Design Thinking process. Take a look at the image:

Most teams talked about a design, started building and with less than 2 minutes left tried to make the tower hold the marshmallow.

Today, the same rules apply. Consider the problem, discuss the problem, understand the problem before talking about a design and building.

You should try a few different designs to test your structure. The record yesterday was 67cm. I know every team can beat that.

Marshmallow Challenge

Be ready for a fun way to work as a group.
Your task is to construct the tallest tower with the materials supplied. The entire marshmallow must rest on top. We'll do this in small groups of 3-4 people.

The Rules:

1. ✦Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier.
2. ✦The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team. 
3. ✦Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the paper bag as part of their structure.
4. ✦Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures.
5. ✦The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified.

It'll be a blast!

First Post for 8th Grade. Here We Go

8th Grade. You know we had fun last year. This year we are going to have even more. More movies, more 'breaking-the-tradition' fun. Get ready because here we go....
This year you'll discover the past of our great country.
We'll start with the forming of the colonies (reminding you of what you learned in 5th grade), then off to the Declaration of Independence when we tell Britain "it's not you, it's us, I'm sorry but it's over"
The US Constitution as we explore the current election of our next President.
Federalists
The birth of political parties
The new American lifestyle
Our early foreign policy
Moving West over the Appalachian Mountains.
The development and explosion of slavery
Lewis and Clark, Texas, Native Americans -- expansion
Abolition or the move to end slavery
The War between the States (The Civil War)
Reconstruction -as we destroyed our own land
New Economy

I can't wait to see what you will create. In the comment section below tell me something you are excited about learning this year.