Ready, Set, Go! December 21, 2015

Happy first day of winter - get ready for weather close to the 70s???  Sure doesn't feel like most winters I'm used to.

Tomorrow, regardless of what period you have social studies, you will take your Revolutionary War test FIRST THING.  You will go to your SECOND period class, take attendance, take your test, and then leave for the movie at 8:35.

Essay Progress Survey

Please fill out this Google Form.

If you have ANY questions or concerns, email them to me!

ESSAY DUE DATE AND CRITICAL INFORMATION

• Tomorrow is the last day to work on the essays IN CLASS with me.
• I want to grade these over break.  If you can submit this to me on Google Drive BEFORE you leave for break, please do so.
• If you have MAJOR questions, or need more time, please take it.  
• If you do not turn in your essay before you leave for break, it is due RIGHT AFTER WE GET BACK.  
• I may assign you to a mandatory after-school help session if you do not turn in your essay within a day or two of getting back from vacation.
• Focus on the Rev War test this weekend for the test on TUESDAY.  

IF ANY OF THIS PRESENTS A PROBLEM, PLEASE CONTACT ME SO WE CAN WORK ON A SOLUTION TOGETHER.

How to Cite the DBQ Packet ("the snake handout"

Here we go!

1) Go to EasyBib.  Click on "all 59 options".
2) Choose "Lecture/Speech" - it will send you to a new page.
3) Look for the option to pick "Reading" - click on that.
4) Type in the title of the packet
5) Scroll down to "Contributors".
6) Click on the box for "Last/corp."  Fill it in with CMS Staff.
7) Fill in the following:  Event Title - Handout given in class  City - Stratham, NH Location - Cooperative Middle School  Date viewed - put today's date
8) Scroll to the bottom and click "Create Citation".

If you need the original cheat sheet to finish your Works Cited, here it is.

Events Template

If you are doing the EVENTS focused essay, here is a possible setup for your body paragraphs:

TOPIC SENTENCE - state why this event made the colonists angry and brought them closer to war with England.

BACKGROUND SENTENCE - explain the event/law - when was it passed?  If it's a tax, what did it tax?  If it's a law, what did it do?  If it's an event, what happened?

ANGER - Explain in a little more depth why it made the colonists angry.  Explain what they did as a result.

REACTION - How did the British react?  Were more laws passed?  Did other things happen?

CONNECTION - explain why this event brought the colonies one step closer to war.

If you write one or two sentences for each of these, you will have a full paragraph!

Review Guides for the Revolutionary War!

Hey everyone - here are some study guides for you!  These are aligned with the handout I gave you in class.

Quizlet for Key People

Quizlet for Key Terms

Quizlet for Key Battles

Checklist for Essay

For those of you who need to see things listed out for you, you are singing the song of my people!  Here is a checklist for you to help you keep on track with your essay:

_____ I have a thesis statement that has been approved by Mrs. Siecke.

_____ I have three topic sentences (one per body paragraph) that have been approved by Mrs. Siecke.

_____ I have identified several pieces of DIRECT evidence (quotes, facts, etc.) that I can use in my body paragraphs.

_____ I have drafted an introduction and asked Mrs. Siecke to look it over if I have questions.

_____ I have drafted body paragraphs and asked Mrs. Siecke for help if needed.

_____ I have reviewed my essay for grammar and mechanics.

_____ I have set up my EasyBib page with chapter 6 from the textbook, the DBQ packet, and any outside sources I used on my own.

_____ I have submitted the final copy of the essay through Google Docs or in hard copy.

The Write Stuff: December 14, 2015

All classes - this week we are focusing on assessment, both in the form of your essay and an upcoming content knowledge assessment on the Revolutionary War.  You have time with the computers this week, which we will use for both of these purposes.

What you need to do for the essay:
By now, you should have an approved thesis, and should have drafted some topic sentences.  If you haven't, you need to get caught up!  The last step before you start writing the essay is to gather your evidence.  I have a handout for you to do that.  Once you have all three of those prewriting steps done, you can start drafting the essay.

Your essay MUST be formatted in MLA style.  It is also best if you submit it through Google Docs, although you can print it and submit it if you want.  If you'd like help making sure you've set up your document correctly, watch this video and Mr. Stowell will show you how to get it done right the first time!!!

Here is the video as a link as well.

What you need to do for the test:
Review the list of topics you were given in class.  If you can't find it, here it is again.  I will make some Quizlets to help you study, and I also have set up some video clips with questions to help you review.  In order to get to these video quizzes, you have to sign up ACCORDING TO WHICH PERIOD YOU HAVE US HISTORY.

Period One, click here.
Period Two, click here.
Period Five, click here.
Period Six, click here.
Period Seven, click here.

These video clips count in the Formative Assessment category, so you will want to make sure to get them done by FRIDAY of this week.

HOMEWORK:  Your homework this week is the same all week.  You need to continue working on your essay and start studying for your test.  You may want to do all your work on the essay in class, and then study outside class for the test.  Or you may want to work on the essay straight through, and then prepare for the test.  If you work diligently in class, and work for 20 minutes to half an hour a day outside class (in study hall, team time, or for homework), you should be able to complete preparing for both of these important tasks!

Revolution continued: December 11, 2015

Today we covered the middle third of the Rev War lecture.  Then you looked at the strengths and weaknesses of both sides to predict how the Continental Army will respond to the challenges of fighting the world's greatest military power.

HOMEWORK:  Draft your body sentence topic paragraphs and bring them on Monday!!!!

Revolution Begins! December 10, 2015

I was out yesterday, so you worked on your knowledge of some of the battles of the Revolutionary War.  If you missed this assignment, come see me.

Today in class, I gave you the rubric for the essay and a handout listing the ideas you need to know for the Revolutionary War assessment.  Remember, the goal is to get your essay and this assessment done and submitted before you leave for the break.

We started reviewing the Revolutionary War content today in class with a lecture!  Everyone's favorite!!!! We will alternate between working on our essays, covering the events of the war, and preparing for our assessment over the next week.  I have computers in class next week, so you will have time to prepare in class for both of these major assessments.

If you need copies of the rubric, the list of required information, or the lecture notes, please see me in class.

Wrapping Up Thesis Statements: December 8, 2015

HOMEWORK: Today in class, we finished our work with identifying underlying causes of the Revolutionary War so you can write revised thesis statements tonight.  Here are some underlying causes we identified:

• The colonists and the British began using military action against each other.
• The British passed laws to punish the colonies and keep them under control.
• The colonists started to organize formally against the British.
• The British violated the colonists' rights with unfair laws.
• The British taxes the colonists to pay off their war debt.

I posted some sample thesis statement setups yesterday - look at those to help you if you need it!  

State Your Case: December 7, 2015

Today is the 74th anniversary of "the date that will live in infamy" - also known as the attack on Pearl Harbor.  We watched the historic film of President Roosevelt asking Congress to declare war on Japan, before discussing what you know about the causes and effects of that war, and then comparing the causes of WWII to the causes of the Revolutionary War.  Why would we do this?  Because some of the underlying causes of WWII were ALSO causes of the Revolutionary War - and by finding the similarities between these two wars, we identified those causes.

HOMEWORK:  Nearly all of you need to revise your thesis statements.  Below are some ideas to help you:

If you are trying the UNDERLYING CAUSES question, here are some examples of underlying causes we found in per 7 today:

SETTING UP YOUR THESIS:  Your thesis needs to PREVIEW the three major ideas you intend to explore.  Here are some thesis "formulas" you can use:

You can adapt this formula to your essay question.  For example, if you are doing the Major Events question, you can substitute "Major events that led to the Revolution" for "The underlying causes of the Revolution".

A WORD TO THE WISE:  Your thesis statement is the LAST sentence of the intro paragraph.  If you have to add sentences after your thesis statement for it to make sense, you don't have a thesis.  See me for help!

Introducing...Your Essay! DECEMBER 1, 2015

I was not in class today, because I was at a day-long curriculum meeting.  I will be back tomorrow, in time for ROPES COURSE!!!

Today in class, you worked with Ms. Crane to get some ideas for your introductions.  We will be working on thesis statements when we return from Ropes Course.  The thesis statements I've seen so far are going in the right direction, but I see a lot of misunderstanding of the concept of "underlying causes" - that is critically important, so we'll spend some time on it.  HOWEVER - I do want you to try to draft a thesis statement if you have not done so already.  It will help you if you have something to work with on Monday!

HOMEWORK:  Draft a thesis statement and give it to me on paper or through Google.  I need this before Monday!

Welcome Back! November 30, 2015

To get all our brains back in gear, today we spent some time in class reminding ourselves of why our forefathers and mothers fought so hard:  To declare their independence from oppression.  You did this by declaring your own freedom, henceforth and forevermore, from tyranny in all its forms!  Spiders! Siblings!  Anti-skateboarding efforts!  Parental rules!  Friend drama!  We shall bear our chains no longer!!!

More seriously, I wanted you guys to refresh your memories about two very important ideas, those being the existence of "natural rights" (rights you have just because you exist in society) and grievances (a fancy word for complaints). The Patriots chose to split from England because they believed that they had legitimate grievances stemming from the fact that their government was violating their rights.  That's really what it boils down to.

HOMEWORK:  Use your well-honed essay writing skills to draft a strong thesis statement for your essay on the causes of the Revolutionary War.  Remember to review which essay prompt (on the first page of the DBQ packet) you and I have chosen for you.  Be sure to state your position and preview your major reasons in one clear, complete sentence!

Please share your thesis through Google Docs, or write it out on separate paper.

If you truly don't remember what a thesis statement is, here is a resource explaining it - but be warned, it's for college students, so the examples they give will not be what I'd expect from an 8th grader.

Thesis statement assistance

Here is a sample thesis statement builder for an 8th grade essay.  Please note that it might need a little tweaking to reflect the prompt you've been assigned and your personal approach to the topic.

If you still don't understand thesis statements, check this out:

Happy Thanksgiving! November 24, 2015

Today, you had a choice to work on your packet or help out with a community service project in class, or if you were all caught up, to relax with A Charlie Brown Thanksgiving!  Thank you to the many of you who helped me prepare to decorate the Exeter Historical Society tree for the Festival of Trees.

If you did not finish your packet in class today, please remember that it is due when you return!  I have linked it below in case you happened to lose it in the 24 hours since I gave it out.

Pre-Revolution DBQ Handout

DBQ Excitement!!! November 23, 2015

Today in class, I started the long, long, LONG process of walking us all through the essay process.  We are beginning with a DBQ, which is short for Document-Based Question.  This is something you will see in Social Studies classes through high school.  In a DBQ, you have a number of different documents with analytical questions to answer.  These will help you prepare for the essay, but we won't worry about that until after the break :).

You have time today and tomorrow to work on your packet.  I will be checking in with you to see how you're doing.

Happy Weekend! November 20, 2015

I hope everyone had a good Friday - two days off, two days of school, and then we all get a little break from one another!!  We're almost there, but meanwhile...

HOMEWORK:  We continued working on Declaration concepts for the last day today.  If you did not complete one of the questions from the small group task sheet as an individual assignment, you need to do that this weekend.  If you are in period 7, you may need to do 2 - check your notes!  The list of tasks is posted on yesterday's blog if you need it.

Declarative Statements, cont'd: November 19, 2015

First of all, I need to make sure you all know the following: Today is NOT actually my 60th birthday, despite what Mr. Wiggin wrote on my board!!!

Today in class, we worked on our classroom tasks associated with the Declaration of Independence.  Most of my classes got to the point where students are working on the small-group tasks or the extension assignment.  Per 7 missed class yesterday for an assembly, so they are working on the grievances and some groups are working on small-group tasks.

HOMEWORK:  Choose one item from the small-group task list to complete as an individual activity. BAND MEMBERS - if you will miss class tomorrow, do TWO of the tasks.

If you need a copy of the small-group tasks, it is linked below.

Small-group tasks

Declaration Cont'd: November 17, 2015

Today in class, we continued to work on our Declaration activities.  By the time you get done with these activities, you are going to know the Declaration VERY well!!

HOMEWORK:  Nothing new tonight, but you need to review and revise your Works Cited if it is not correct!

This We Declare: November 16, 2016

Today in class, I had you think about where you might have stood if you were alive and living in the Exeter area in the 1770's - would you be a Patriot, a Loyalist, or neutral?  You had a range of responses based on everything from personal beliefs to your parents' occupations to concerns about governance.  So in that way, we are not very different from our colonial forefathers (and mothers)!

We are going to spend some time this week making a close study of the Declaration.  It is a challenging document, but it's critically important to understanding our society and our culture.  I don't expect you to understand everything you read, but I do expect you to make a good-faith effort to do as much as you can, as best you can.

In class, we watched a short documentary about the Declaration.  You were assigned the task of numbering the lines of the Declaration so it will be easier for you to find information as you complete the tasks coming up!

HOMEWORK:  You were assigned a ten-line section of the Declaration.  Choose three terms from your section that you don't understand, or that you think are difficult or necessary to know.  Define the terms using a dictionary or a device.  You can write the definitions right on the document.  If you were not here and did not get assigned a section, you can do the first ten lines.  Watch the video and read along first!  If the video does not appear below, go to YouTube and search for

A Reading of The Declaration of Independence.

Delcaration Close Reading Version

You Say You Want a Revolution? November 12, 2015

Today in class, I checked to see if your outlines were done by having you answer a few questions from the outline.  I noticed that most of you had your outlines done, which is great, but those of you who don't will find that this holds you back as we continue our work.  In other words, spend some time to get caught up!

You are using those chapter outlines to help you with our current assignment, which is to be ready for our discussion about "Whose Side Are You On?".  As I mentioned in class, not all colonists were in favor of cutting ties with England.  In fact, many colonists felt strongly loyal to England, and argued that revolution was treason.  You were given a handout describing a number of typical colonists.  Using the information about the colonists, and the outline of events from Ch 6, figure out if these people would have been Patriots, Loyalists, or neutral.  Figure out TWO laws that would have affected him or her, and at least ONE other reason that would influence how he or she felt.

HOMEWORK:  Finish the chart you started in class!  The handouts are linked below if you need them!

Whose Side Are You On - reading

Whose Side Are You On - chart

George Vs. Paul: November 10, 2015

Happy Veterans' Day Eve!  In case you forgot, we do NOT have school tomorrow - make sure you don't show up at your bus stop, because no one will come pick you up!

In class yesterday and today, we started class with an activity and ended with some time to work on your CHAPTER SIX OUTLINES.

Yesterday, we did some work on the concept of "Taxation without representation is tyranny".  In our simulation "The King's M&Ms," you experienced the phenomenon of taxation without representation. I gave you a writing challenge to explain what that statement meant and why the colonists felt that way, but there was a twist: You had to use the words although, unless, if, and because somewhere in your response.  These terms represent conditional thinking - in other words, they show that you understand why things occur the way that they do.

Today in class, we examined two pieces of artwork from the 1750's and 1760's to see how they present two very different people. We looked at a portrait titled King George III in Coronation Robes:

And we looked at the John Singleton Copley portrait of Paul Revere:

These two portraits have very important, and very different, messages about the values and structure of British vs. colonial society.  You did a nice job in class today of analyzing those differences.

HOMEWORK:  YOU NEED TO FINISH YOUR CH 6 OUTLINE.  If you did not sign out a textbook, I linked the sections on Monday's blog post.

Keep On Truckin' - November 9, 2015

Today in class, we revisited the key concept of "TAXATION WITHOUT REPRESENTATION IS TYRANNY," which we experienced in our simulation called "The King's M&Ms".  I challenged you to go beyond just telling me what that phrase meant by including words that indicate causal relationships (although, because, unless, if).  That turned out to be more challenging than a lot of people thought it would be!

HOMEWORK:  You need to walk in the door on THURSDAY with the chapter 6 outline COMPLETELY DONE!!  The individual sections of Ch 6 are linked below.

Ch 6 Sec 1
Ch 6 Sec 2
Ch 6 Sec 3
Ch 6 Sec 4

If that doesn't work, try this link.

Looking Ahead: November 6, 2015

All of you who came today for parent conferences are very lucky to have the nice, sweet parents that you do!  It was a great day of getting to talk to many of you in more depth than we usually get in our daily routine, so thank you to all of you (especially those of you who got up earlier than you may have wanted to on a day off!).

I have updated a lot of grades in PowerSchool, so please check to see what you may need to find, pass in, or complete.

If you need to complete the WORKS CITED, please look at Tuesday's post.
If you need to complete the F&I War Graphic Organizer (Q2-5), please look at Monday's post.
If you need another copy of the F&I War reading, please look under 10/29.
If you need another copy of the Colonial Identity assignment (Q2-3), please look under 10/27.

Have a great weekend, don't eat all your Halloween candy, and I will see you Monday!!

End of an Era: November 3, 2015

Today in class, I introduced the concept of salutary neglect and how it affected the colonies.  It's hard to imagine that neglect can sometimes be a good thing, but as far as the colonies were concerned, they liked it that way and were not happy when England decided to change things!  We will start looking at how that affected relations between the colonies and their mother country tomorrow.

HOMEWORK:  You are going to create a sample Works Cited page to practice these skills and make sure you know what you're doing before the big essay comes down the pike!

The Works Cited is due Thursday.  Please use the following to help you complete it:

Citing Sources Homework Assignment

Works Cited Cheat Sheet

Ch 5 Sec 3 - textbook

Go to YouTube and search "keith hughes" and "French and Indian War" - cite this video.

Run a search for "French and Indian War timeline".  Choose one of these sites and cite it as a website.

If you are truly stuck and the instructions don't help you, try these:

How to use EasyBib:

Much longer version:

IF YOU RUN INTO PROBLEMS, PLEASE EMAIL ME.

Welcome to 2nd Quarter! November 2, 2015

Today, we got second quarter officially underway - yes, we have a few assignments already listed as Q2, but regardless - we got second quarter underway by collecting your work from Q1 and archiving it.  You will be using it at the end of the year to assess your amazing growth as scholars and citizens!  Yay!

We also reviewed our readings and charts about the French and Indian War to make sure you caught all the information available in your readings.  As you get to be better, more capable students of history, you will find that the answers aren't always neatly packaged for you - sometimes you have to go get them yourself.

HOMEWORK:  You picked a graphic organizer on the French and Indian War to complete for homework today.  Use your article and (if needed) information from the links below to help fill it in. Please come in with it filled out COMPLETELY and IN DETAIL.  If you don't like the graphic organizer you chose, you may choose a different one from the link below.  Please label your graphic organizer Q2-5.

Please note:  Do NOT come in tomorrow and tell me you "didn't know what to do"... you have filled out graphic organizers for years now! THE ONLY PEOPLE WHO DON'T NEED TO FILL IN THEIR ORGANIZERS COMPLETELY ARE THE ONES WHO CHOSE THE DIFFICULT OPTION.

If you are having a hard time finding information to fill in, use the additional resources linked below to help you.

Graphic Organizers

History.Com resources on the F&I War

SparkNotes summary of the F&I War

Happy Weekend! October 30, 2015

First quarter is officially .... DONE!  And just in time for Halloween, too!

If you did not finish the homework for today correctly, please do it over the weekend.  Behave yourself and bring me some candy!

Question-Building Part 2: October 29, 2015

Today in class, you had a chance to continue working with some evidence about our "trigger event" (inciting incident) that eventually is going to lead into the Revolutionary War.  Your job is to generate inquiry - which is a fancy way of saying, you are building questions to ask about this event that will help you understand it.

In class, you looked at a number of pieces of evidence, called inputs.  You analyzed them to figure out what you can learn from them (conclusions) and what you don't know (questions raised).  Now it's time for the last two steps:

In class, we began the process of reviewing your questions.  You did the following:

• If you can answer the question, you don't need to do anything more with it.  CROSS IT OUT.
• If you THINK you can answer the question, but you aren't sure, CIRCLE it.
• If you can't answer the question, leave it alone.

Next, COPY the questions you STILL have to answer into the last column of your worksheet.  Yes, you need to write them out again.  You can combine or reword them if needed.

Finally, get a copy of the handout given for homework.  

• Read the handout.
• UNDERLINE anything in the article that helps to answer any of the questions you still have about this trigger event.  

You may need to go back and forth a few times to check your work.  Do this.

If you need the handout again, it is linked HERE.

Question-Building: October 28, 2015

Today in class, we talked about the nature of conflict.  As we discussed in class, conflict seldom arises spontaneously - there's usually some kind of root cause, if we trace it back far enough.  The main focus of our studies this quarter is going to be the Revolutionary War, and we're starting our studies by looking at the "trigger event" that set us on the path to war.

In order to learn about this event, we're using an activity called Question-Building.  The best way to learn about something new is by asking good questions, but it can be hard to know what questions to ask.  This activity will help you formulate questions that will lead you to a better understanding of this event.

HOMEWORK:  None tonight, but be ready for some homework tomorrow.

Colonial Identity and Becoming American - October 27, 2015

We are continuing to look at how American colonists started becoming a distinct culture, one that was different from what they left behind in England.  Yesterday, we talked about why people don't like to be told what to do (not even by their government), and now we are examining how the colonists started down that path (see what I'm doing here???).

The first thing you needed for class today was your homework from last night, i.e., the completed Q2-1 assignment.  It is described and linked under yesterday's blog post if you need it.

Assignment Q2-2 - I gave you some notes in the form of a mini-lecture today.  If you misplace or lose your lecture handout, the PowerPoint is linked here.  You can get a new copy of the handout from me, or you can print it straight from the PowerPoint.

After that, we talked about summarizing what we've learned.  To recap what we discussed in class, a summary takes information and shortens it to its most critical elements.  Some tips we shared about summarizing include:

• Combine similar facts into one statement
• Cut out descriptions and details when not necessary
• Use short, bulleted statements instead of sentences
• Use key words and phrases when possible

HOMEWORK:  Summarize what you learned from the lecture and the homework by completing Q2-3, the Colonial Diagram.  If you have to finish yesterday's work first, please do so!  If you choose to color your summary, please do so neatly so I can display it!!!

Colonial Diagram

Mondays are Fun-Days, Right???? October 25, 2015

Aaaand welcome back!  I hope you all had a wonderful weekend, feel good about how you did on our second major assessment, and are ready to wrap up a strong first quarter and begin second quarter.  We have Halloween at the end of this week, and then we're into November, which means a LOT of things ... student conferences on the 6th; Veterans' Day on the 11th; and of course, who can forget, Thanksgiving break at the end of the month.  It's a long month with a lot of interruptions, so let's get going....

HOMEWORK:
Please complete Q 2 and 3 of the section review from Ch 5, sec. 1.  Here is the link to the online textbook.  Otherwise, you can check one out for study hall, team time, or overnight.

Wrapping up the Week: October 23, 2015

Today, periods 5 and 6 took their later colonization assessment, while my other classes finished up assessments, finished some book work assignments, and in some cases, watched a few minutes of Colonial House.  I look forward to starting a new unit with you on Monday!  Those of you who need to finish your assessments, you will have time to get that done. Have a great weekend, because it sounds like a fall classic!  Pick some apples, rake some leaves, get lots of fresh air, and we'll talk next week.

Later Colonization Assessment: October 22, 2015

So we missed per 5 and 6 today - those of you who see me then will take your test tomorrow.  If you need to finish it, you will get time in class tomorrow, or come see me during a team time or study hall.  Thanks!  Good luck!

Resources, Resources, Resources: October 19, 2015

Today in class, we talked about your next ASSESSMENT, which is coming up on THURSDAY (except for per 5, which we will discuss).

Here are some resources and ideas to help you study.  Make sure you check back, as I will add more resources as they become available!

Here is the rubric for the assessment.  It tells you what you are expected to do, and what will qualify you for each grade (E, M, P, NTY).
Rubric for Later Colonial Development Assessment

Here are the Carousel Questions we answered in class using your colonies and regions charts.  I am using these to build the chart for your assessment!  If you are unsure of what you should know, here are the answers that we reviewed in class.  Make sure you also know your major settlements, too....

If you need to brush up on some of our "big ideas" for this unit:
Mercantilism video
Triangle Trade video
Atlantic Slave Trade video

If you need it again, here is the blank map of the colonies and the answer key.

Resources for Slavery/TT Paragraph

Happy Wednesday!  Because of testing, I don't see all my classes until tomorrow.  You should be working on your paragraphs, so I am going to give you some resources to help you with that if you need it.

For starters, here is the Paragraph Scoring Guide.  If you want to know what you're going to be graded on, this is a good place to look.

If writing a paragraph is difficult for you, use the General Paragraph Outline Shell to help you get your thoughts down on paper.  Please make sure to write out your thoughts in full sentences, and then put them on separate paper!

The Abolition Project has a very good graphic that explains some of the ways that slavery fed into Triangle Trade.  

Boundless.com has a more detailed article about much the same thing, if you want to go a little deeper.

Slavery in Virginia has a good discussion of what slaves did for work in one colony after they were bought for labor.

The chart below is from the Colonial Williamsburg site that I shared with you in class:

The Growth of the Black Population: 1625 23 1648 300 1671 2,000 1680 3,000 1700 16,390 1720 26,559 1730 30,000 1740 60,000 1775 210,000 Let me know if you need any other particular information.

Man's Inhumanity to Man? October 13, 2015

Today in class, we continued to ponder the role of slavery in the colonies and how that affected the Triangle Trade.  Would the colonies have been able to participate in Triangle Trade without slavery?  How did slavery enable the Triangle Trade?

HOMEWORK:  Please pay attention to due dates!

Write a one-paragraph response to the following question:  What role did slavery play in the Triangle Trade?

• DUE on THURSDAY for per 1&2; FRIDAY for per 5-7
• Please do your best possible work
• NEATLY handwrite or type your paragraph - may share through email/Google Drive

I will post some resources and materials for you to use.

Happy Friday! October 9, 2015

Guess what we did in class today???

Yep.  Vocab knowledge retakes!!  If you did not remember, that doesn't mean you can't retake this section - but it does mean you have to do it on your own time now.

If you are interested in revising your APPLICATION or EXTENSION portions of your test, please get that done for TUESDAY.

Today in class, we also reviewed and corrected our Carousel Questions.  These will be helpful/useful later!  Next week, we're going to talk about slavery and the role it played.  But until then, enjoy!

Round and Round: October 8, 2015

Today, we continued to work on our "carousel" questions and answers activity.  Tomorrow it has to get wrapped up for sure!  Then we will review your answers and see how well you used the textbook and how thoroughly you answered the questions.

HOMEWORK:  For homework, please complete the "Colonial Advertisement" assignment.  YOU get to try to convince people from colonial times to buy into one of the four choices of ideas listed at the top of the sheet!  You can complete the assignment on the handout itself, or you can use a blank sheet of paper, complete it on the computer, whatever works for you.  Just make sure you show me that you understand the term/phrase you chose!

Here is a copy of the handout.

Also, remember that TOMORROW is the VOCAB KNOWLEDGE RETAKE at the very beginning of class.  Be aware that:

• You must study for 15 minutes to qualify for the retake
• You must come in with your completed retake/relearn contract
• You must turn in the original assessment with the contract

If you are ready to retake but forget your contract/original assessment, you can attempt the retake, but you will not get your grade changed until the signed contract and original assessment are in my hands!

Here is a copy of the relearn/retake contract.

If you want to get to my online study guide on Quizlet, look through my past blog posts for the Quizlet link.  Thanks!

Short But Sweet: October 7, 2015

Half day (okay, two-thirds day) today!  In class, you had a chance to retake your original formative assessment on the 13 original colonies.  If you are STILL not happy with that grade, come see me during a team time to do a retake of the retake!

You had vocabulary due today.  If you didn't get it done, do it tonight.  You have no new homework.  HOWEVER, test corrections are coming due and you need to get those done!  Review the contract and my earlier blog post to see what you need to do!

The Character Does Matter club is making goodie bags for the Pease Greeters.  If you are interested in contributing to this effort, they have a wish list of items for students to contribute.  Students can bring those items to me or to Mrs. Glennon.
Here is the list.

One last word to the wise:

I just washed the desks last Friday, and they were covered with pencil marks and grubby fingerprints already by yesterday.  No one has time for that.

Enjoy the half-day, and be ready for hard work tomorrow!

Tuesday News: October 6, 2015

Homework for tonight - Please define the following terms:

• Indentured servant
• Raw materials
• Finished products (also called manufactured goods)
• Cash crops
• Import
• Export
• Duty (as in tax)
• Navigation Acts

You can look these up on line through dictionary.com, thefreedictionary.com, merriam-webster.com, or yes, even Wikipedia!

Today in class, you either finished up defining Triangle Trade and comparing your definition to mine, and then started the carousel questions on the 4 colonial regions, or you completed the carousel questions.

Many of you did not have your maps and charts done.  Get these done for tomorrow.  

Don't forget...

...colonial development maps and charts (Q1-15 and Q1-16) are due tomorrow!  Book sections are linked under Friday's blog post.

Retakes and Revisions for Historical Thinking Assessment

Today, you got back your assessment on historical thinking terms.  Here is how it was graded:

Part 1. Knowledge - matching vocab terms.  If you got these right, you have PARTIALLY MET the standard.  This is equal to a 76.  If you did not, you are NOT THERE YET, which is equal to a 64.

Part 2.  Application - using the vocab terms.  If you got these right, you have MET the standard.  This is equal to an 88.  You are now officially done and don't need to do anything else, unless you so choose.

Part 3.  Evaluation - using the vocab terms to explore an issue in more depth.  If you complete this task thoroughly, accurately, and insightfully, you have EXCEEDED the standard.  This is equal to a 100.

"What if I didn't meet the standard?"

If you have not earned a grade that you feel reflects your ability, you need to get a relearn/retake contract from me. One is linked below.

The contract spells out what you need to do. There is a part for your parents to sign, a part for me to initial, and a part for you to initial.  Please review it carefully.

To make up the KNOWLEDGE portion of the exam, you need to complete a retake.  This will be a fill-in-the-blank using the five terms.  Before you do the retake, you need to spend 15 minutes studying my Quizlet or your own flashcards.  The Quizlet is linked below. The retake is on Friday at the beginning of class.

To make up the APPLICATION portion of the exam, you need to complete a review activity.  I will post a PowerPoint for you to go through and test yourself, then you can make corrections to your original quiz and resubmit it. Please complete this by next Tuesday.

To make up the EVALUATION portion of the exam, you should review the comments and checklist you were given.  I also will have a reteaching lesson during team time that you may choose to attend. Revise your first attempt and return it next Tuesday.

PLEASE DOUBLE-CHECK YOUR RETAKE CONTRACT AND MAKE SURE YOU AND YOUR PARENTS HAVE SIGNED/INITIALED IT AS NEEDED.

Relearn/Retake Contract

Vocabulary Quizlet (online flashcards and games)

Application Level Review PPT

Test Retake Info and Other News: October 2, 2015

Today in class, you guys continued to work on getting your maps and charts for the 13 original colonies completed.  This is the last class time you're going to have for these assignments, so get the work done!

Next week, I'm going to give you a relearning contract for the first quiz you took.  Here is the rundown on how that is going to work:

• For the content knowledge portion (vocab):  You will spend some time studying with flashcards or my online resources, and then you will do a fill-in-the-blank retake.
• For the content application portion (short answer):  You will complete a review activity and then do test corrections.
• For the extended credit portion, you will get your quiz back with a checklist that indicates how close you came to meeting expectations.  If you want to retry that for more credit, you will have a certain amount of time to get that done.  

You have no new homework this weekend, but don't forget, you have the colonies map check next week!  Don't wait to practice!

Ch 4 Sec 1
Ch 4 Sec 2
Ch 4 Sec 3
Ch 4 Sec 4

Charts and Maps and Coloring, Oh My! OCTOBER 1, 2015

It's October already!!  And in light of that:

Today in class, we reviewed your debriefing of the mercantilism game and started looking at how the 13 colonies developed.  You're working on a chart and map to show how the colonies spread and what they had to offer their mother country, England.  Meanwhile, you need to keep working on your knowledge of the colonies map!  Don't forget that you will be rechecked on that next week!

If you are struggling to understand mercantilism, here's a little review.  It's dry, but to the point:

Winners, Losers, and Mercantilism: September 30, 2015

Today, we wrapped up our mercantilism game and you guys debriefed the activity before leaving class.  The point of the activity was to teach you what the policy of mercantilism was and how it led to the development of the 13 colonies (and we live in one of them!).  Tomorrow, we'll look at how well the activity hit the target, and we'll start learning about the development of the 13 colonies into distinct regions.

Don't forget that next week you'll be retaking your "pop quiz" on the original 13 colonies! Practice your colonies!  Below is a link to the worksheet for tonight.  Look at the earlier blog post for the practice materials on the colonies.

Mercantilism Worksheet

Riches, Fame, and the Mercantilism Game!!! September 29, 2015

Today in class, we played a game to help you grasp the concept of mercantilism. This was the guiding economic principle that all the European powers followed during the 1600's and 1700's. According to mercantilism, the way to become a powerful country was by stockpiling silver and gold and establishing colonies to generate raw materials and buy finished goods back from the "mother country."

We did not finish playing our game in class today, so we will spend tomorrow wrapping up the game and finding out what you learned/remember about mercantilism.  See you tomorrow!  Enjoy the break from homework, but remember, next week you will be retested on the original 13 colonies.  Map and key on yesterday's blog post.

Primary vs. Secondary Sources: September 28, 2015

Hello -
Today we started with a "pop quiz" (except it's not really a quiz) about the 13 original colonies.  Next week, you will see the same assignment again, and you will get a chance to redo it for a better score.  If you earned a 13 or 14 out of 14, you are excused from the retake.  If you still don't do well, you need to find another time to do your retake.  I have linked a blank practice map and an answer key below.

Otherwise, we wrapped up our primary/secondary source lesson today.  We reviewed the Mayflower Compact and what makes it a primary source.  The good news is, the Mayflower Compact is the hardest primary source you will read all year, so now that's out of the way!  Then, we returned to Q1-3 and identified if the sources listed were primary or secondary, or neither.  You seemed to do pretty well with that process.

HWK:  Bring in a piece of primary source evidence that proves what YOU did this summer. Remember, primary source evidence means it is firsthand knowledge, from an eyewitness, or original to the times.  It does not need to be a document - it can be a photograph, a ticket stub, a program from an event, whatever you have!

Blank colonies map

Colonies answer key

Happy Weekend! September 25, 2015

Everyone took a quiz today.  I hope you did well!  If you did not get a chance to check my nameless wonders for your work, please do so as soon as you can.  This is a good time to check your grade in PowerSchool and look for any missing work that you don't have credited to you.  Please turn it in as soon as possible.

Homework:  Per 7, the following is due for you on TUESDAY.

Choose ONE of your educated guesses from assignment Q-4.  Confirm - were you right or not?  However, please make sure you CITE EVIDENCE to prove why you were right or wrong (meaning, tell me where you found proof - textbook, New Look book, or through your own research).

Firsthand Knowledge and Ready for Assessment: September 24, 2015

First of all, here is an online study aid for the quiz tomorrow:

Quizlet link

Play around with the features on this site!  It will help you study and review in a number of ways.

Today in class, we are learning about primary sources and what those are by examining one of the most famous primary sources in our history that you've never heard of - the Mayflower Compact.  You're going to look at this document very closely, to see what you can (and can't!) figure out from these sources.  We'll be looking at primary sources all year, so this is an important concept.  Hope you get to have some fun with it, too!

More Swimming! September 23, 2015

Today, all our classes had time to participate in a fishbowl discussion.  It went well and I was pleased with how you did!  We will continue to do this at regular intervals through the year.  I hope you enjoyed having a chance to chat with your compadres, and had at least one time when you heard something or read something that made you think.  In our discussions, we talked about how mass entertainment portrays different groups of people, such as teens or Native Americans, and how that can affect what we think about them.

HOMEWORK:  Prepare for your quiz Friday!  I have attached the PowerPoint we used in class today to review.

Review PowerPoint

Swimming with the Fishes: September 22, 2015

Today in class, most classes started a fishbowl discussion about -- well, a lot of things: Native Americans, mass media, entertainment, historical fact vs. historical fiction, and whose responsibility it is to tell the truth.  You did very well and I look forward to continuing our discussion tomorrow!

I also announced our first quiz, coming up on Friday.  We will be doing some review questions tomorrow and Thursday at the beginning of class.  It is based on the five terms associated with historical thinking on our handout.  Let me know if you have any questions....

HOMEWORK:  Read the article given in class.  Choose four to five statements from the article that made you think.  Set up a T-chart on your paper with quotes on one side, and your response on the other.

If you were in per 1 - 6, read the Thanksgiving article.
Thanksgiving articleIf you were in per 7, read the Pocahontas article.
Pocahontas article

Disney History: September 21, 2015

Hey guys!  Today, most of my classes prepared for a fishbowl discussion about the Disney movie Pocahontas versus historical reality.  Per 7, you guys missed a class last week, so we are trying to catch up to the other four classes.

What you need to do outside class (aka The Work of Home):

Per 1 - 6:
Take out your "Earliest Colonies" word sort (Q1-4).  Choose ONE of your "Educated Guess"es from the back of the sheet, and confirm whether you were right or not!  HOWEVER ... the key part is, cite your source for your information!  For example:

"As the textbook shows...."
"According to the New Look book...."

If you did not find an answer to your educated guess, use your smart device and find out!  Just make sure to cite your source in your answer.

Per 7:
Read the "Thanksgiving: A Day of Mourning" article given in class.  Highlight what you think are the FIVE most important points in the article.  Bring it to class tomorrow!

Happy Friday! September 18, 2015

More to come soon, but here are the readings:

New Look at Thanksgiving - Plymouth

New Look at Jamestown

Per 7, get the handout from yesterday's blog post.

Were You A Survivor? September 16 and 17, 2015

Today in class, we got a chance to talk about your understanding of "conflict" and "cooperation".  These terms are important to us this year, because in some ways, the story of human existence can be summed up as the tension between these two opposites. As we continue our work on the early colonies, keep in mind how razor-thin the margin between survival and failure can be, and how that might push the colonists to compete for scarce and necessary resources!

The work - By now, most of you are finished with your textbook summary note sheet.  Once you are done with that, you can work on one of the following:

• Venn diagram of Jamestown and Plymouth
• Note sheet on your assigned "New Look" book - 1607/Jamestown or 1620/Plymouth

We will continue to work on this in class tomorrow.  See me to check off assignments (textbook, Venn diagram, note sheet) as you complete them.

HOMEWORK:

Wednesday, 9/16 - nothing new

Thursday, 9/17 - self-assigned/20 minutes' work on the Jamestown primary source handout given in class.

Jamestown Primary Source worksheet

What Did We Learn? September 15, 2015

Yesterday, I took you out in the woods to walk in the shoes of the first settlers - at least for fifty minutes!  You were given the task of trying to help your "colony" survive the first winter by finding food, shelter, and resources, as evidenced by creating a popsicle stick house as a group.  However, most groups did not have enough of all the resources to create the house alone.  Whether you chose to work with the other groups or against them, you had to make choices - often very interesting choices - about whether to cooperate or come into conflict with other groups!

Today, you had a special guest star playing the role of Mrs. Siecke.  You continued the work of learning about the first colonies by gathering information on a graphic organizer, which you may or may not have finished in class.

HOMEWORK:  For tonight, you got a debriefing handout about yesterday's activity to complete.  If you weren't here, complete JUST the first two questions and write "ABSENT" at the top.  Thanks!

Get Your Story Straight: September 11, 2015

Hi everyone,
I hope you had a good time reliving an event from your past and seeing what someone else had to say about it!  I always enjoying looking over this assignment and reading your responses.  We also got ready to start taking notes on Jamestown and Plymouth.

No new homework tonight.  Next week, we are going to hit it hard with Jamestown and Plymouth, after a day of experiential learning on the ropes course.  Please make sure (!!!) if you have not gotten a ropes course form to us, bring in one on Monday!  I have posted a link below.

Have a great weekend, everyone.

Ropes Course Form

No News is Good News: September 10, 2015

No homework tonight.  If you were absent today, we did a warm-up activity and then watched the rest of the video we started yesterday.  I can get you a link to the video if you need it.  See you tomorrow!

You Know More Than You Think You Do: September 9, 2015

Today in class, we started transitioning from talking about historical thinking to talking about historical content.  Our first content unit is about the earliest British colonies that survived, those being Jamestown and Plymouth.  I know you all have some familiarity with something to do with these colonies, and our work in class today focused on drawing out what you already know (we call that "prior knowledge" in teacher talk).  Then we started looking at an old educational video about the two colonies so we can apply our knowledge about perspective and bias.  Stay tuned for more tomorrow!

HWK:  Complete Part 2 of the worksheet handed out in class today, completing the sentence stems on the back of the handout.  If you want some guidance on how long you should work, do as much as you can in about 20 minutes of effort.  If you need another copy of the handout, it is linked below.

The Earliest Colonies Prior Learning Worksheet

Trustworthy Sources: September 8, 2015

Hey everyone,
Today we shared our work on evaluating the trustworthiness of different kinds of sources.  You got a chance to share your thinking, either as a "victim" or a "volunteer," about what makes a source more suitable than another.

Per 1, 2, 5, and 7 all finished this assignment last week and discussed it today.  Per 6 worked on it in class and submitted it today.

HWK:  All classes EXCEPT per 6 need to turn in the second half of their personal story for Evaluating Sources TOMORROW.  Per 6, it is due for you on THURSDAY.

No Trust Issues Here: Thursday, September 3, 2015

Our guiding question for class today was, "what is trust?"  We all nod understandingly when our friends say something is trustworthy, but what do we mean by that? To an historian, trust is critically important, and not something to be taken lightly.  The sources we read, the people we believe, the artifacts we examine, all these need to be handled with an eye toward this important concept.

In class today, we started by discussing "trust" and what that means.  Then you worked in round-robin partner interviews to choose trustworthy sources in a worksheet exercise. When we reconvene on Tuesday, we will talk as a class about the sources we chose and why we trust one source over another.  Eventually we will be looking at OURSELVES as sources, and deciding if we're the most trustworthy option or not!

HWK:  Today, you passed in your half of your two-part personal story (Evaluating Sources).  Your homework is to have the other person involved write out his or her part for WEDNESDAY.  If you need a copy, it's linked under yesterday's blog post.

If you and a fellow Team 12'er are talking about the same story, you do NOT need to do this again.  HOORAY!!  On Tuesday, I'll collect names of kids who need me to make copies and we'll deal with it from there.

Thanks everyone, have a great weekend, and....FREE TOM BRADY!!!

Thinking Like An Historian, Day 2: September 2, 2015

Congratulations - Day 3 is in the books!  We used our new vocab terms today to talk about a current event, the renaming of Mt. McKinley in Alaska.  You did a good job looking at this issue from multiple perspectives and identifying the biases and perspectives different groups and individuals would have.

For the next part of this unit, you will be looking at how hard it is to get one accurate account of any given event.  Your homework for tonight is to complete the first part of the "Evaluating Sources" assignment - choose one major event or memorable story from your life, and share it on the first page of the handout.

Evaluating Sources, parts A and B

Thinking Like An Historian: September 1, 2015

Today in class, we discussed some of the issues that historians have to consider by defining terms that influence our understanding of history.  We defined perception, perspective, bias, and interpretation, and then most of my classes spent time discussing how they would figure out what really happened if they were Mr. Perkins investigating a fight in the cafeteria.

HOMEWORK:  Complete assignment Q1-1, "The Lunchroom Fight". Spend 15-20 minutes drafting possible questions to find out what happened, using "w" words as your guideline.  If you lost your handout, it is linked below.

The Lunchroom Fight

Monday, Monday: August 31, 2015

Hello, and welcome to Team 12!!!!  Today, we spent the day just getting to know some of the ways things will be run, so there's not much to report.  You do need to get a separate binder for this class sooner rather than later, so please see if you can get one for next week.

Tomorrow, we will be plunging into some thinking, talking, and writing, so be ready!  Rest up tonight and see you bright and early....

Weekly Wrap-Up: Week of June 8-12, 2015

Hi everyone, I hope you are enjoying your last few days as middle schoolers and your ropes course experience!

You will not see me in class today or tomorrow, and chances are likely that we will not meet formally on Wednesday.  So here is what you want to focus on:

Finish and submit your essay if you have not done so already.

Prepare for quiz retakes with the review handout.

Study for your End of Civil War quiz FRIDAY by making a foldable study guide.

Check PowerSchool to see what is done, what is not done, what has been graded and what is still outstanding.

Quiz Retakes

Hi all,
If you want to retake either the Pre- or Early Civil War quiz, here is what you must do:

Print out the quiz retake form.

Use the Quizlet if you need to review the vocab.

Fill this out as best you can.  See me if you have questions about what you need to do.

Bring the completed quiz retake form to me when you are ready to retake.

PLEASE COMPLETE ANY RETAKES BEFORE YOU LEAVE SCHOOL ON FRIDAY, 6/12!

Happy Friday!!! June 5, 2015

Hey everyone!  I hope you guys traveling to Canobie Lake today had a good day.  We had very few people in classes, so it was a very laid-back day, but we DID accomplish something...

...namely, the following.  Posted below is a screen shot of my board, with five questions (plus an extra credit) listed.  These are your five questions for your end of Civil War quiz next FRIDAY.  You know as of right now exactly what you will be asked, which is as follows:

I have a deal for you as well:
If you make a foldable study guide for our quiz, and answer these questions thoroughly on your study guide, you can guarantee yourself a grade of no lower than a 70.  Bring your completed, thoroughly filled out foldable to the quiz and turn it in at the beginning of class.  If you do not earn at least a 70, your study guide will bring your grade up, but ONLY if you do that at the BEGINNING of class!

If you have forgotten how to make a foldable, I will show you or get a classmate to walk you through it.

DON'T FORGET - Ropes Course Monday/Tuesday!  Come prepared for the weather and the time of day!!

Wrapping Up the War: June 3, 2015

We are finishing up our major studies about the Civil War.  P 1&2 read some articles about how the war affected children and the impact it had on medical care. P 5 started the end of Civil War lecture, p 7 finished the lecture, and p 6 enjoyed the excitement of learning via video.

Online version of the lecture

Guided notes for the lecture

Rainy Days and Tuesdays: June 2, 2015

Hi everyone,
All my classes are at very different points in wrapping up the Civil War.

P 1, 2, & 6 - wrapped up the Later Civil War lecture notes
P 5 - enjoyed the excitement of learning via video!
P 7 - began the Later Civil War lecture notes

You got a chance to look at your quizzes if you took them.  Info on retakes coming soon.

HOMEWORK:  None

Rainy Monday: JUNE 1, 2015

Today in class, we took a quiz.  Now that may sound bad, but we didn't have to hike through the rain on muddy roads in boots that weren't really sized to fit; we're not wearing soggy, hot, dirty clothes made out of wool or cotton; we don't have to eat camp rations that mostly consist of nasty biscuits or cornmeal "johnnycakes" with salted meat or maybe some dried peas for dinner tonight; and we get to go to bed on mattresses free of bedbugs, lice, fleas, and other vermin - so all in all, we're doing much better than your typical Civil War soldier!

HOMEWORK:  There is no homework tonight.  From here out, homework mostly will consist of prepping for our last quiz (next week?), editing and revising your essays, and preparing for retakes of the Pre-Civil War quiz and the Early Civil War quiz.

Quiz Reminder and a Science Handout Too!

Hey everyone, enjoy your weekend!  It will be warm and sunny, so you can have a picnic while you study for Monday's quiz!!!!!  Links and materials in yesterday's blog post.

Science handout - in case you need it!  Ms. Cunic asked me to post it.

Materials to Review: Quiz on Monday, 6/1

Here is the link to the lecture PowerPoint with seat chats.  If you need a hard copy, print it off in "Notes" format.  You need to know:

• The goals of each side
• The meaning of "limited war" for each side
• The strategies each side followed
• The outcomes of this stage of the war

Here is the link to the "Cheat Sheet" on the five key events and vocab terms associated with the Pre-Civil War era.

Here is a link to the Quizlet with the exact terms you need to know for the quiz.

Here is a link to information about the Battle of Antietam.  If you don't have the handout we did in class, and can't get one from a friend, then use this to refresh your memory.

Here is a link to information about the Emancipation Proclamation.  If you don't have the handout we did in class, and can't get the information from a friend, then use this to refresh your memory.

Get Ready for Quizzing! May 27, 2015

Hey everyone,

The following is going on today:

Per 1 & 2 - Later Civil War, Part 1 - guided notes
Per 5 - review the Emancipation Proclamation; begin foldable study guide
Per 6 & 7 - make your foldable study guide for Monday's quiz!

Here is a Quizlet on the ten terms I expect you to know (** Note:  TWO of those terms SHOULD be major review!!! **)

Homework Weekly Wrap-Up: Week of May 25 - 29, 2015

Our LAST week before we head into the LAST month of your LAST quarter before you move on to high school and the big, wide world!!!  A lot is going on inside and outside school, I know.  Here we go:

Monday (Memorial Day) - due on TUESDAY when I see you next!

Please make sure you completed whatever I assigned you on Friday to have for me when we got back.

Tuesday - due on WEDNESDAY

This is the original due date for your essay.  Some of you may need more time.  I will accept essays through Friday and not consider them late.  However, you will have to keep up with the regular day-to-day assignments as well.

Wednesday - due THURSDAY 

We have a quiz on the Pre-Civil War era, vocabulary, and Early Civil War on MONDAY of next week.  For Thursday, please have your North Vs. South foldable COMPLETED for tomorrow.

Thursday - due FRIDAY

All classes:  BE SURE YOUR FOLDABLE STUDY GUIDE IS DONE.  Submit your essay tomorrow on line or in hard copy.  Email me with questions if you have any!


VOCAB REVIEW - Your choices are as follows:

• Make a vocab foldable (I will share a possible format with you)
• Use Quizlet to study for 15-20 minutes
• Use your flashcards (if you made them for the earlier assignment) to study for 15-20 minutes
• Make up your own pencil and paper vocab quiz - try swapping with a friend and take theirs!

Friday - you have a quiz on MONDAY!!!

We will play a review game in class on Friday - check your understanding - are you ready???

Happy Long Weekend!

Hey everyone!

Today in class, we all discussed where you are with your essays and what you need to get done.  I set a goal for you based on what you have done and what you need in order to progress.  Your goal may be different, but here are the most common goals:

If your outline is done and approved --> draft 2 body paragraphs

If your outline has a few gaps --> finish outline, draft 1 body paragraph

If your outline is off-target --> redo outline

Some of you have graphic organizers to complete for your body paragraphs.  If I gave you a packet in class today, please look through it and make sure you do what you need to do.  Sorry I can't be more specific, but I individualized a LOT of assignments!  Have a great weekend!  Remember why we celebrate Memorial Day!!!

Essay Update: May 21, 2015

Hi everyone,
Here is where we are after testing:

1) You should have filled out your pink essay outline by now and had me review it.  However, if you haven't, it is linked under Friday, May 15th if you need a blank copy.  The document you need for primary sources is linked under Thursday, May 14th.

2) If you HAVE filled out the pink essay outline AND you know that you have specific evidence to cite, start drafting body paragraphs.  Two would be great, but one is fine.  If you have specific concerns, feel free to bring in your outline to me tomorrow and I'll check it over.

3) If your pink essay outline is not done, it HAS TO GET DONE ASAP.  I need to see it during class tomorrow.

TL;DR VERSION:  OUTLINE SHOULD BE DONE.  START DRAFTING PARAGRAPHS.

Testing, 1, 2, 3... May 19 and 20, 2015.

Ohhhh the joys of standardized tests.... keep working on those essays!  Use the resources posted under last week and this week to help you out.

If you need to do your Seat Chats, that resource will be posted soon.

Summer Lucky, Summer Not: May 18, 2015

Welcome back!  Yesterday felt like July, today feels like we went back to late March.  The joy of springtime in New England...

Today in class, the classes that were all caught up (1 & 2) watched a video on Antietam.  My remaining classes will finish the lecture on the first phase of the war, and then start the video.

See the weekly wrap-up for homework.

If you missed either part of the lecture, I am posting the PowerPoint with the seat chats and narration.  You will need to view the PowerPoint and complete the seat chats on your own.  Turn in the seat chat handout when you're done.  I hope to post the PowerPoint today, but check back later if it's not here now.

Homework Weekly Wrap-Up: Week of May 18-22, 2015

Here is what we have going on this week:

Monday - due on WEDNESDAY before you leave the building!!!

You have an extension on the essay outline that was due today because of copying issues.  If it's done, turn it in.  If not, you have until WEDNESDAY when you leave the building to get it done and in.  It is your job to remember to complete this assignment and get it to me even though we are testing!! It is linked under Friday of last week if you need a copy.

Due on FRIDAY before you leave the building

Please submit drafts of TWO of your body paragraphs.  If you have been following along and doing what you need to do, you should head into the weekend with a completed introduction, all your topic sentences done, your supporting evidence identified, ideas for your conclusion written down, and two body paragraphs underway.  That leaves you with one body paragraph to complete and some editing and polishing to finish.

No Use Crying Over Spilt Milk ... Or Coffee? May 15, 2015

Yes, it was a little whiffy today up in room 215, wasn't it?  Rumor has it that an old coffee with cream in it - as in months old - got knocked over, and we got to enjoy the resulting aroma.

So things got a little different through the day.  Here is the recap:

P 1
P 2 - Finished Early Civ War lecture; turned in Seat Chats

P 5
P 6
P 7- Will finish lecture Monday

HOMEWORK:
P 7 - since our class got interrupted by a fire drill, I will check any outstanding thesis statements and topic sentences on MONDAY

EVIDENCE OUTLINE ASSIGNMENT - I noticed today that the handout is incorrect.  I will get you new copies on Monday, or you can print your own from the link below. THIS IS NOW DUE TUESDAY OR WEDNESDAY.  Yes, we are testing during those days.  Yes, you have to find me and turn it in anyway.  Yes, I will remind you. Yes, you should continue moving forward on drafting your essay.  No, I am not changing the due date, I built in several extra days just in case.

Essay Evidence Organizer

JUST FOR FUN -
Great turnout for Superhero Day, today, everyone!!! Here is our very own superhero AND Student of the Month, with his archnemesis at his side, looking thrilled to be in Social Studies:

And here he is in action, with the League of Justice by his side!

HAPPY WEEKEND, EVERYONE!!!!!

Happy Thursday! May 14, 2015

Hi everyone,
I got a very good report from the substitute yesterday - thank you for your good behavior!

Today in class, we started our overview of the early phase of the Civil War.  If you miss part of today or tomorrow, come back to this blog for an update about what to do to make up that work.

HOMEWORK - I collected topic sentences.  I will have them back for you tomorrow.  The next phase is to find evidence to support each topic sentence. That is due on MONDAY after the weekend!

I will link the DBQ primary source packet and the essay evidence outline below.

Essay outline assignment

DBQ primary source packet

A Rainy Tuesday: May 12, 2015

Hey everyone!  Today was a light work day in class, but it was necessary for me to get a glance at your thesis statements and check them for thoroughness.

We filled out a handout that I can give to absentees next time I see you.  IF YOU WERE ABSENT TODAY, I MUST SEE YOUR THESIS STATEMENT AS SOON AS POSSIBLE.  You can email it to me or bring it tomorrow!!!

HOMEWORK:  Check the weekly homework wrap-up :) :) :).

BTW, if you loved today's movie clip, here it is!

Introduce Yourself! May 11, 2015

Today in class, we worked on introductions for your essays.  Since everyone's essay is on the causes of the Civil War, we can all use similar ideas in your introductions.

I have put all the information you need for homework on the weekly wrap-up post below.  If you need help writing your thesis statement, I have linked my thesis and intro guidelines for ideas.  If you are really, really stuck, just get some ideas down on paper and we'll work on it tomorrow.

I got some really good ideas for introductions today in our group work!  You can see the results of our hard work below!

Jay and Tucker showing us how it gets DONE!

Homework Weekly Wrap-Up: Week of May 11 - 15

Hi all!
I liked having all the week's homework up on the blog for Monday so that people could plan their week, so I'm going to continue this as much as I can through the end of the year (and that is coming up fast!).  Please understand that things change and I have to be flexible, so if something needs to be shifted or reconfigured, look HERE to make sure you know what to do.

HOMEWORK

MONDAY - due on TUESDAY
Develop a thesis statement for your essay, based on the level of essay that you are choosing to complete.  Write it out COMPLETELY and in FULL SENTENCES on a separate sheet of paper to turn in tomorrow.  Use the prompt to help you create the thesis!

AC:  Your thesis should identify the three specific events you are exploring
CP:  Your thesis should refer to broader, underlying issues (economic, political, social)
Honors:  Your thesis should introduce the theme you are tracing throughout the essay

Three Models of Thesis Statements/Intro Paragraphs

TUESDAY - due on THURSDAY

• Draft a topic sentence for each body paragraph.  Be sure your topic sentences reflect the thesis! You can submit this on a Google Doc or on paper.

THURSDAY - due Friday or Monday, your choice

• Identify TWO pieces of evidence from the DBQ (or outside sources) you could use in each body paragraph.  You might need to look back at the original packet to get specifics.  I will have a handout to help you with this.

VERY IMPORTANT - Many of you are at the point where you do not need to be led through the essay process, or the way I structure the essay is not the way you do it for yourself.  Please listen in class, as I will be offering an option for those of you who wish to work more independently.

DIY Essay Contract