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.