Thurs Oct 31 UCCP Course

Good Morning,

I trust you've had enough time to catch up...

Ready to move on?

I love these online courses, they offer such GREAT information and images.

When watching and making notes BE SURE TO WATCH EACH TOPIC, unless I specify specific topics in the lesson. Typically a lesson will have 2-3 topics that are about 5 minutes each. Also, check out the explore section.
You'll notice we didn't start at lesson 1 and we WON'T watch every lesson. I value your time! Please value this assignment :)

Start with:
UCCP Lesson 10--

http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson10/lessonp_uccp_nonap.html

Fill out this form during:

https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dDNnRktHYzJoZl9IMU5wWUNSbWwyQ3c6MA#gid=0

NEXT:::
When complete
UCCP Lesson 12--
http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson12/lessonp_uccp_nonap.html

Fill out this form during:

https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dDNnRktHYzJoZl9IMU5wWUNSbWwyQ3c6MA#gid=0

NEXT::
UCCP Lesson 13 TOPIC 1 ONLY (of course you can watch the others if you prefer)
http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson13/lessonp_uccp_nonap.html

Fill out this form during:

https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dDNnRktHYzJoZl9IMU5wWUNSbWwyQ3c6MA#gid=0

Wanna know what happens after the Revolutionary War?
UCCP Lesson 14 Topics 2 and 3
http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson15/lessonp_uccp_nonap.html

Fill out this form during:

https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dDNnRktHYzJoZl9IMU5wWUNSbWwyQ3c6MA#gid=0

Monday Oct 28 Catch up

Good Morning,

I think you might need today to catch up on the assignments from last week.

Please use today to finish, improve and update all assignments from last week.

IF you are completely done and Ms. Felding approves you to move forward you can go here:

http://uccpbank.k12hsn.org/courses/USHistoryI/course%20files/multimedia/lesson10/lessonp_uccp_nonap.html

Fill out this form during:

https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dDNnRktHYzJoZl9IMU5wWUNSbWwyQ3c6MA#gid=0

Thursday Oct 24 Moving towards the Constitution

Good Morning,

We are moving towards the birth of the US Constitution.

Simply speaking our Constitution is like a rulebook. Just like sports have rulebooks. For example when you play soccer there are rules as to how many players can be on the field, what qualifies as a foul. Rulebooks talk about how the game is won, who can play the game and lots more.
Our U.S. Constitution is the rulebook for our government.

Today:
Ms. Felding will have printed out this information:
http://info.teachtci.com/resources/ha/TheEnlightenment.pdf

Each topic on in that resource helps us understand how we shaped our Constitution.

Split the topics between groups. Each group of 2-3 students will read the introduction and a topic, make Cornell Notes, then create a poster to share with the class. Each group will clearly present the poster to the class.


The topics:
The Roots of the Enlightenment
Thomas Hobbes
John Locke: Natural Rights
Baron de Montesquieu: Separation of powers
Voltaire
Cesare de Beccaria
The Impact of the Enlightenment on Government
Women of the Enlightenment

After presentations place your poster on the inspiration wall. Each group will make Cornell Notes off each poster.

Tuesday Oct 22 Political Cartoon part 2

Good Morning,

If you weren't able to finish yesterday's work please do that first.
http://santaynez8thgradehistory.blogspot.com/2013/10/monday-oct-21-finish-john-adams-and.html


Once you are caught up with your work please move on to the next assignment:
With your political cartoon complete sit next a partner.
Trade cartoons with your partner
You will answer the questions on this sheet while analyzing your partners cartoon:
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
If your partner has difficulty answering any of the questions on the sheet, that is an indication that maybe your cartoon wasn't clear enough.

This exercise is helping you learn about the events surrounding the American Revolution as well as the power of good political cartoon.


When complete choose a new event from this list to create an even better political cartoon:
http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywartimeline.htm
Be sure your new political cartoon can answer the questions on the archives.gov pdf sheet.

Monday Oct. 21 Finish John Adams and Make Your Own Political Cartoon

Good Morning,

Please finish the assigned John Adams films from last week as well as the Cornell Notes. When complete please take pictures of your complete Cornell Notes from each episode and email the pics to me at cscottsy @ gmail.com

If you need today to finish the videos and your notes, then save the assignment below for tomorrow.

After let's make our own political cartoon. As you have seen so far, political cartoons have a message about an event.
Please review your notes from the political cartoons you've analyzed.
To make your own political cartoon you will pick any significant event from US History that we have studied so far.
Some examples:
Shot heard around the world
Lexington and Concord
John Rolf and Tobacco Seeds
Declaration of Independence
Boston Tea Party
and many more.

Your political cartoon can be one picture or several like a comic strip. While you are working on your cartoon, make sure you can answer the questions on the form below. A complete political cartoon will be able to answer all the questions on the form.
Using this form:
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf

Friday Oct 18 Finish John Adams

Good Morning,

I'm not sure if you were able to finish part 2 of John Adams, if not please finish it first:
https://docs.google.com/file/d/0B0KFq1x1cZRWYmVmNzJhYWQtMzEyNy00Y2EwLTg5MzEtM2Q4NmNkZjY3NGVl/edit?usp=sharing

Next, watch and make Cornell Notes on part 3 (this will probably be the last part of John Adams that you'll watch)
https://docs.google.com/file/d/0B0KFq1x1cZRWMmI1ZWJlMmUtM2Q3OS00MDlkLWE1OTUtNDEyNzA1MmUxZGQw/edit?usp=sharing



HOMEWORK: finish your Cornell Notes from John Adams. Write in the question, summaries, and notes.

Thursday Oct 17 John Adams

Good Morning,

Let's watch John Adams in class today.
While watching please make Cornell Notes.
https://docs.google.com/file/d/0B0KFq1x1cZRWYmVmNzJhYWQtMzEyNy00Y2EwLTg5MzEtM2Q4NmNkZjY3NGVl/edit?usp=sharing


Plans for Friday:
We will make our own political cartoon about an event during the time period of the Declaration of Independence.

Monday Oct 14 John Adams and The Declaration of Independence

Good Morning,

Let's watch a video on John Adams.
While watching make Cornell Notes.

Stop the video with about 10 minutes of class left and share your  Cornell notes with a neighbor. Remember update your notes with information you may have  missed.

In your Cornell Notes answer these questions:
1) Who was John Adams?
2) What was his profession?
3) Where did he live (during the video)?
4) What was the name of the event where the British soldiers fired on the crowd?
5) Make a prediction: How did the event where British soldiers fired on the crowd affect the Declaration of Independence?


link to the video:
https://docs.google.com/file/d/0B0KFq1x1cZRWNWY0MWQ3NTQtOGRmMS00OTI2LWE0NTctZmI4YjMyOWU0MTdh/edit?usp=sharing

Friday Oct. 11 Political Cartoon part 2

Good Morning,

Today's political cartoon is much harder, but REALLY important. I'm sure some of you have seen it on stickers or flags or in books.

Print out this sheet:
http://www.wisconsinhistory.org/teachers/lessons/lafollette/pdfs/cartoonquestions.pdf

Use the words on this sheet while answer the questions on the one above.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html
This link from loc.gov offers some words you MUST use when analyzing the political cartoon below. You don't have to use every word, but at least 3 of them.

Work in groups of 2-4 students and discuss what the cartoon means. TAKE TIME looking at all the words, images, colors. EVERYTHING in a political cartoon was put there on purpose.

Use them when analyzing this cartoon:
http://www.earlyamerica.com/earlyamerica/firsts/cartoon/snake.html

Take your time working on this, provide complete sentences and quality answers.

HOMEWORK: If you were not able to finish in class, wrap up this assignment over the weekend.

Thurs. Oct 10 Loyalists and Patriots and John Adams

Good Morning,

Take a little time to fix and finish your assignment from Tuesday.

Next you are going to analyze a political cartoon.

Political cartoons are cartoons used to exaggerate a political opinion and possibly the truth. Generally political cartoons use caricatures and labels to help the reader understand the cartoon. You must take time looking and analyzing all the details of the cartoon to understand its meaning.


Print out this sheet:
http://www.wisconsinhistory.org/teachers/lessons/lafollette/pdfs/cartoonquestions.pdf

Use the words on this sheet while answer the questions on the one above.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html
This link from loc.gov offers some words you MUST use when analyzing the political cartoon below. You don't have to use every word, but at least 3 of them.

Work in groups of 2-4 students and discuss what the cartoon means. TAKE TIME looking at all the words, images, colors. EVERYTHING in a political cartoon was put there on purpose.

Use them when analyzing this cartoon:
http://en.wikipedia.org/wiki/File:Philip_Dawe_(attributed),_The_Bostonians_Paying_the_Excise-man,_or_Tarring_and_Feathering_(1774)_-_02.jpg







With time left start watching John Adams part 1, make Cornell Notes while watching.
https://docs.google.com/file/d/0B0KFq1x1cZRWNWY0MWQ3NTQtOGRmMS00OTI2LWE0NTctZmI4YjMyOWU0MTdh/edit?usp=sharing

Tuesday Oct 8 Stamp Act Primary Source day 3 -Loyalist

Good Morning,

First read and discuss this with Ms. Felding (taken directly from the wikipedia article):

Loyalists were American colonists who remained loyal to the Kingdom of Great Britain (and the British monarchy) during the American Revolutionary War. At the time they were often called Tories, Royalists, or King's Men. They were opposed by the Patriots, those who supported the revolution. When their cause was defeated, about 20% of the Loyalists fled to other parts of the British Empire, in Britain or elsewhere in British North America. The southern colonists moved mostly to Florida, which had remained loyal to the Crown, and to British Caribbean possessions, while northern colonists largely migrated to Ontario, New Brunswick and Nova Scotia, where they were called United Empire Loyalists. Most were compensated with Canadian land or British cash distributed through formal claims procedures. CREDIT



Next:
Now you are going to read the Loyalist response on page 7. You will need to read it with a partner 3 times.
Be sure to use a dictionary to look up words like:

1. odious
2. alienating
3. affections
4. and others

Print out this Primary Source analysis sheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

Working with a partner read through the loyalist's response from page 7 at this address:
Open this Primary Source:
http://nationalhumanitiescenter.org/pds/makingrev/crisis/text3/stampactresponse1765.pdf


HOMEWORK:
 Finish the Primary Source analysis sheet.

Monday Oct 7 Stamp Act Primary Source Day 2

Good Morning,

Using the same primary source as Friday you will pick a different colonist response to read, analyze and fill out the primary source analysis sheet below.

Print out this Primary Source analysis sheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

Working with a partner read through a colonist's response from pages 2-6 at this address:
Open this Primary Source:
http://nationalhumanitiescenter.org/pds/makingrev/crisis/text3/stampactresponse1765.pdf

While reading 1 of the colonist's response each person needs to fill out the sheet you printed.

HOMEWORK:
 Finish the Primary Source analysis sheet.

Friday Oct 4 Stamp Act Primary Source

Good Morning,

Stamp Act.

First read this:

Definition: First direct British tax on American colonists. Instituted in November, 1765. Every newspaper, pamphlet, and other public and legal document had to have a Stamp, or British seal, on it. The Stamp, of course, cost money. The colonists didn't think they should have to pay for something they had been doing for free for many years, and they responded in force, with demonstrations and even with a diplomatic body called the Stamp Act Congress, which delivered its answer to the Crown. Seeing the hostile reaction in the colonies, the British government repealed the Stamp Act in March 1766 but at the same time passed the Declaratory Act, which said that Great Britain was superior (and boss of) the American colonies "in all cases whatsoever." The Stamp Act gave the colonists a target for their rage. Indeed, the Sons of Liberty was formed in response to this Act. The Stamp Act Congress also gave the colonists a model for the Continental Congress. CREDIT

NEXT:
Discuss the information above as a class with Ms. Felding

NEXT:
Print out this Primary Source analysis sheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

Working with a partner read through a colonist's response from pages 2-6 at this address:
Open this Primary Source:
http://nationalhumanitiescenter.org/pds/makingrev/crisis/text3/stampactresponse1765.pdf

While reading 1 of the colonist's response each person needs to fill out the sheet you printed.

HOMEWORK:
 Finish the Primary Source analysis sheet.

Thursday Oct. 3 Visual Vocab

Good Morning,

Vocabulary is REALLY important, not just for school but for the rest of your life.

Today let's work on creating vocabulary. Take a look at the example picture:

Here's how to do it:

1. split your paper in half (top and bottom) 
2. write the vocabulary word BIG and bold
3. write the definition
4. write a sample sentence (make your own) ask Ms. Felding if you need help.
5. draw a BIG picture.
6. use color

The list of terms:

Participate
Decline
Dsitinct
Economy
Invest
Finance
Immigrate
Deprive
Direct Democracy
Plantation
Cash crop