Christmas Eve? No, ESSAY Eve!!!! December 22, 2016

Hi everyone,
Today in class, you had time to finish your essays.  If it will not be done by the time you leave class, you have a brief form to fill out detailing your plans.  If you will not get your essay in today, please remember that you will not be able to revise your essay after you get your first grade.  So please be sure to do your best possible work the first time if this is the case for you!

Shootout at the Last Chance Corral: Dec. 21, 2016

Hi everyone,
In case you need it, here are the chapter sections for your info.

Chapter 6, Sec 1

Chapter 6, Sec 2

Chapter 6, Sec 3

How to Cite Sources -Pre-Rev Essay

Hi everyone,
For this essay, you do not need to create a Works Cited.  However, you do need to tell me where you got your information.  So you will be using parenthetical citations. Here is what this will look like:

For a DBQ document - Name it in the sentence and add (Doc X) at the end.  It will look like this:

• For example, "The Value of American Trade" chart shows that in 1765,... (Doc A).
• As Janet Schaw wrote in 1775, "blah blah blah," (Doc F).

For the textbook - put the name of the lead author (Garcia) and the page number after the quote. It will look like this:

• After the Stamp Act was passed, "blah blah blah" (Garcia 61). [Note: THIS ONLY WORKS FOR A DIRECT QUOTE.]

For an outside source - Put a simplified version of the website after the quote in parentheses, or name it in the lead-up to the quote. It will look like this:

• In the colonies, "the colonial assembly was the lowest in a three-part structure of government" (Reference.com).  
• As stated in LiveScience.com, the Enlightenment was "blah blah blah".

How do I lead into a direct quote or specific source?
Here are some sentence starters:

• For example,...
• As ______ shows,...
• As [name of speaker] said,"blah blah blah"...
• For instance,...
• As [something] proposed,... (ex: As the Tea Act of 1773 proposed,...)
• In [year], [name of speaker] said, "blah blah blah".

Grading for Essay

Hi everyone,
Please note that hard copies of the rubric for this essay have been available since last Friday.  However, if you missed it, here is the rubric.

One Week to Go Til Ho, Ho, Ho: December 19-23, 2016

Hello everyone,

This is the ONE and ONLY homework post for this week, because we are doing ONE and ONLY one thing all week - working on our essays!

Your essay MUST be SUBMITTED through Google Classroom by the end of class on Thursday.  Even if it is not complete, you must submit it so I can grade what you have done.

• Any essays not finished AND submitted by that time will be recorded as "X" for all three summative grades.
• You can submit your essay after that, but I will grade your essay last and you will NOT be eligible to revise your work.
• Your essay must be typed and must be submitted by Google Classroom.

Reminders:

MLA format means:

• Header at upper left - your name, my name, US History per XX, date
• Double spaced
• 1" margins
• 12 point font (Arial, Times New Roman, Cambria, other simple fonts, black and white only)

You do not need a Works Cited.  I will post instructions on parenthetical citations tomorrow.

HOMEWORK:  Please see the suggested timeline below:

Monday - Draft topic sentences, complete paragraph organizers (if needed) or begin body paragraphs.

Tuesday - If you did paragraph organizers, begin writing your paragraphs.  If you began drafting body paragraphs, finish the three body paragraphs.

Wednesday - FIELD TRIP - review body paragraphs.  Make sure each one has at least ONE reference to a piece of evidence and/or a specific quote, and detailed facts.  

Thursday - draft conclusion paragraph, review spelling, punctuation, capitalization, and formatting.  Check citations for correct format.  Submit!

RESOURCES: If you still don't understand the link between taxes and the rebellion, here is an article that will explain it to you more clearly.

If you want some help structuring your paragraphs, here is a graphic organizer that will make sure you have all the pieces you need.  Be sure to make a copy for yourself so you can type into it!

If you are referencing the French and Indian War in your essay, here is a copy of the article you read earlier this quarter about that war.  If you are not sure what the Proclamation of 1763 did, here is a short explanation.

Final Steps to War: December 15, 2016

Hi everyone,
Because I am so nice, I am going to give you a handout outlining the final steps on the way to the conflict between the colonists and England.  If you are interested in looking at a resource for more information, try this:

https://www.amrevmuseum.org/timeline/

The descriptions are brief, but it has some good details!

Today in class, we spent time drafting an intro paragraph. As Mr. Zakian has told you, you need to write a "broad to specific" introduction. However, in an historical essay, you also have to set context for your reader.  If you followed the intro builder I gave you, you should have left class today with a completed intro paragraph.  Once I get your thesis approved, you will be done with your first paragraph!

I asked you to make sure you got your DBQ packet done if it wasn't done already!  You should check your packet against the answer key to be sure you are on the right track.

HOMEWORK:
Ideal: Start your evidence organizer
Not ideal, but acceptable: Revise or draft a thesis statement for Mrs. Siecke to review
Danger zone: Finish your DBQ packet so you can check the answer key tomorrow

Evidence organizer - Enlightenment ideals

Evidence organizer - Underlying causes

Evidence organizer - Major events

A Revolting Essay! December 14, 2016

Hi everyone,
Today in class, you took a check-in quiz on the Ch 6 Sec 2 reading.  It is a formative assessment, and you got to use your notes, so hooray for being caught up and ready for class!!

After that, you got some work time. Aside from some check-ins, at this point, you will be working at your own pace.  However, I want to make sure you are making progress, so I will be checking in with you at certain points.
Here is a suggested timeline for your essay:

• Weds: Finish DBQ packet (classwork; finish for homework)
• Weds homework: Choose essay option you wish to try (pending Mrs. Siecke's approval); Draft thesis statement for approval 
• Thursday: Practice drafting introduction for historical essay; check your DBQ packet answers
• Thursday homework: Start evidence organizer
• Friday: Finish evidence organizer, draft topic sentences for review
• Monday - Wednesday: Draft essay in class 

Please note: If you keep up with the suggested timeline, you can take the weekend off if you have a lot to do or just want a break. If you fall behind, you will want to complete anything not done for homework.

HOMEWORK:  If your DBQ packet is not done, you should finish it.  Please write a draft thesis statement to submit for approval.

We Declare It: December 13, 2016

Hi everyone,
Today in class, we wrapped up our work with the Declaration of Independence.  You had a chance to do some active listening to a video read-aloud of the Declaration.  I hope you think about what it means to say that "all men are created equal," and that we all have the"inalienable rights" to "life, liberty and the pursuit of happiness." These are lofty goals for any country to try to uphold!

We also spent some time starting to discuss the ESSAY coming up. I gave you a packet of primary and secondary source materials that you will use for evidence to support your major points in your essay.  The packet also includes the essay prompts for you to consider.  Everyone gets one packet of information "free" - if you lose the one you were given in class, you will need to print off a new copy for yourself.  I have linked it below.

DBQ Packet - Causes of the Revolution

I reviewed what we will be doing in class for the rest of the month, until break.  Here is the breakdown:

Wednesday - Ch 6, Sec 2 check-in; DBQ work time
Thursday - Review grading rubric; group or individual work on introduction
Friday - Review thesis and topic sentences; choose the correct organizer/s for your needs/choice of prompt

Monday and Tuesday - work time with Chrome Books
Wednesday - FIELD TRIP; limited time in school
Thursday - final wrap-up; last chance to turn in essay and have it be "on time"

Britain vs. Colonists, Round 2: December 12, 2016

Hi everyone, and happy First Day of School Affected By Snow for 2016-17!

I hope you all made it in safely today!

Today in class, I reviewed how we are going to cover the remaining events leading up to the Revolutionary War.  There are a lot of famous events coming up, such as the Boston Massacre and the midnight ride of Paul Revere.  However, I do not want to spend a lot of time in class going over each important event step by step.  I want to spend that time helping you prepare for and draft your essay on the causes of the Revolution.  So the watchword for this week is, YOYO. This stands for "You're On Your Own" - in this case, you are on your own to do some reading and other work around the events between 1763 and 1776, and we will use class time to analyze primary sources; identify the skills you currently are developing in English class, and how those relate to a social studies essay; and draft critical elements of that essay (thesis statements, topic sentences, etc.).

HOMEWORK: Your homework for tonight and tomorrow night is to read and take notes on Ch. 6, Sec. 2.  You can use one of THREE methods for note-taking:  Textmapping, teacher-generated outline, or note-taking method of your choice.  The only method you CANNOT use is just to make a bullet list of what you think is important in the reading.  You need to have some kind of structure.

Directions for reading and note-taking

Ch 6, Sec 2 reading

Teacher-generated outline (for those who choose)

If you would like to take notes, but don't know what format you'd like to use, here are some links to different ideas:

Formal Outline Notes setup

Another example of formal outline notes, with variations

How to Take Two-Column Notes

If you are interested in Cornell Notes, it is a more detailed version of two-column notes:

Britain vs Colonists, Round 1: December 8, 2016

Hi everyone,
Today in class, you finished text mapping Ch 6, Sec. 1. Tonight, your homework is similar to the work you did with Mr. Zakian finding quotes in text.  Use your completed text map to fill out the Post-Reading handout.  It is linked below if you missed it.

Post-Reading Assignment

Taking It To the Streets: December 6, 2016

Hi everyone,
I am not in school today, and I am very sorry about that!  I will be very glad to see all of you tomorrow!

In class today, you have a prereading activity, a reading, and short assignment to complete. For homework, finish anything you did not get done in class.  The focus of this activity is on the actions of the Sons of Liberty.  How did this group of colonists protest against British actions?  Were their protests justifiable?  Would you be willing to do what they did to protest circumstances they thought were unfair?  I hope you think deeply about these issues!

HOMEWORK:  If you need any of the documents from class today, I have linked them below.

Pre-reading activity

General reading - this is the version most of you got in class today

Post reading analysis

Storm Day - BRAINstorm, That Is! December 5, 2016

Hi everyone,
Today in class, you were taxed like the colonists were in the 1760's and 1770's. I have to say, most of you did not take it well AT ALL!!

For tonight, please brainstorm what you know about the causes of the Revolutionary War.  Work on this for 15 minutes.  You will know you have worked for 15 minutes because you are going to log your time in and out.

This is a great opportunity for you to create your own graphic organizer!  You can organize it any way you like.  Some examples are:

• W's organizer - set up columns for who, what, when, where, why how
• Divide the paper into sections (quarters or thirds).  Label each section with a category - people, places, events, miscellaneous
• Write a narrative description of what you know - could be what you learned from activities you did in school, what you remember from a field trip to the Freedom Trail; what you know from visiting the American Independence Museum in 5th grade, etc.

Wrap It Up: December 2, 2016

Hi everyone,
Today in class, we did some work to bring our discussion of the French and Indian War to a close.  If you were not here in class today, please make sure you have the reading assignment done.

MAKEUP WORK FOR PEOPLE ABSENT TODAY:
Please watch BOTH videos below to help you with the homework.  Send me an email stating that you watched them both.

HOMEWORK:  TEXTBOOK OF THE FUTURE.
If you have not finished the reading you were assigned, you need to get that done first.  Then you need to do the following:

1,000 years from now, there will be a lot more US history to share.  Textbooks will need to condense their text to include just the most critical information.  As a textbook author, you have three sentences with which to explain why the French and Indian War was a critical event in US history.  You don't need to explain causes and such, unless that is part of the reason why it is important!

The French and Indian War: DECEMBER 1, 2016

Hello everyone,
Today in class, we finished up our study of primary and secondary sources around the inciting incident that led to the American Revolution.  We took some time to review what we learned and make sure you had the right interpretation of some of the trickier items.

HOMEWORK:  You have a reading to complete!  Make sure to FOLLOW THE DIRECTIONS printed at the top of the reading.

Here is a new copy of the reading if you need it.

Inciting Incident: November 30, 2016

Hi everyone,
Today in class, we began examining the inciting incident that led to the chain of events that culminated in the conflict of the Revolutionary War.  We are reviewing primary and secondary sources to see what we can learn about this event!  If you were not in class, we will catch you up tomorrow.

HOMEWORK:  Please complete this worksheet tonight.

Conflict Begins: November 29, 2016

Hi everyone,
Today in class, we wrapped up our work with the Backcountry and introduced some of the concepts we will be discussing, including "inciting incident," "chain of events," and "conflict".

HOMEWORK:  Per 1, 2, 5 - none; per 6 & 7 - complete the chain of events flow chart. It should start with an inciting incident and end with a conflict.  You can use something from your own life, something you've observed, or an historical event you know.  Please don't use a movie, because movies often make the inciting incident too obvious.

TEXT MAPPING: If you were absent for text mapping, please do the following:

1) Finish text mapping your reading.  The instruction are here. Show me the completed text map.

2) Review yesterday's homework assignment. Choose one paragraph topic to complete. You can submit it by Thursday.

And We're Back: November 28, 2016

Well, those five days passed by quickly, didn't they?  Welcome back!  The days are getting really short and the chill is setting in, and that can mean only one thing:  IT'S TIME FOR THE REVOLUTIONARY WAR!!!  Okay, maybe it doesn't mean that to YOU, but it means that to ME. From here on, everything we do in class is going to help us focus on the Causes of the Revolutionary War essay, and that includes today's classwork...

Today in class, we finished textmapping Section 4 of Ch 4, our reading on the Backcountry.  This region was very different from the other three regions, and it will play an important role in the Revolutionary War - but we haven't gotten there quite yet.  In class, you were expected to finish your textmapping and annotate your key points (this means mark them in the margins) with your W words - who, what, when, where, why, how.  This will help you when you get to your homework.

HOMEWORK:  Using your textmapping assignment for information, write a one-paragraph response to ONE of the following prompts:

What qualities made the Backcountry a unique region?
- OR -
Was the Backcountry more like or unlike the region you studied?

You may submit this in hard copy or through Google Classroom.  Please do NOT share it directly with me!

The Day Before the Day Before Break! November 21, 2016

Hi everyone,
Today, we did some text mapping again, this time with a section of our grade level textbook.  I think you will find this reading strategy more and more useful as you get used to it, and as you start making it your own.  We are reading about the fourth region of the colonies, the Backcountry. This is a unique region of the colonies, one that still holds onto some of the patterns of living established in colonial times.

HOMEWORK:  NONE.  If you owe me a brochure, you will be working on it tomorrow during movie time.  If you owe any of us any major assignments, expect to be busy!

Last Day for Brochures: November 18, 2016

Hi everyone,

Before the end of class, please complete the following form:  Brochure Work Completion Survey

I am checking all the Google Classrooms for my five class periods by the end of the school day today (Friday).  Anyone whose work is NOT shared to my Classroom by the end of the day WILL receive an "X" (No Work Submitted) for the SUMMATIVE assessment, and a 0 for the Works Cited FORMATIVE assessment.  This will not mean you won't get graded - it is to show that I have not seen it yet!

You have had plenty of time to get this assignment done in class, so now you need to finish this on your time.  Please get it done ASAP.

Last Day for Brochures: November 18, 2016

Hi everyone,

Before the end of class, please complete the following form:  Brochure Work Completion Survey

I am checking all the Google Classrooms for my five class periods by the end of the school day today (Friday).  Anyone whose work is NOT shared to my Classroom by the end of the day WILL receive an "X" (No Work Submitted) for the SUMMATIVE assessment, and a 0 for the Works Cited FORMATIVE assessment.  This will not mean you won't get graded - it is to show that I have not seen it yet!

You have had plenty of time to get this assignment done in class, so now you need to finish this on your time.  Please get it done ASAP.

Works Cited and Other Excitement: November 16, 2016

Hi everyone,
Today in class, we worked on our Works Cited to make sure that you know how to cite photographs and digital images properly.  This is only a formative assessment right now, but you will need to complete an EasyBib for a summative assessment later this year.

Here is a properly formatted Works Cited for your review.
If you don't know what a correct Works Cited page looks like, here is an example.

Yesterday, we looked at a number of brochures to identify what good brochures have in common. If you don't remember or weren't in attendance, look at yesterday's blog post for information about what a brochure should have in it.

What Is a Good Brochure, Anyway? November 15, 2016

Hey everyone,
Today, we looked at brochures to figure out what makes a brochure interesting and effective.  If you want some review or additional ideas, here are some links:

Elements of Effective Brochure Design

Brochure Design

Remember, you are trying to "sell" your region of the colonies to people who would benefit from living there.  Think about what makes sense. For example, inviting farmers to live in New England, where there was not much large-scale farming, does not make sense.

HOMEWORK: Keep working on your brochure!  Check the team calendar for ideas about what to do, or check the lists below.

What kind of information do we find in brochures?

• Schedules, timetables, calendars
• Map/directions, location
• Special events
• Short descriptions of history/background
• Important dates

How do brochures catch our attention?

• Big font, eye-catching titles, bright colors
• Use of superlatives (biggest, tallest, most, best)
• EXCLAMATION POINTS!!!!
• Pictures of people having fun
• Pictures of pretty landscapes 
• Bold headers
• Catchy phrases and slogans (fun for the whole family!!!)

Time to Write: November 14, 2016

Hi everyone,
You have had several days to get some background information gathered about your region of the colonies.  Now we are going to start discussing what you need to do with that information.

GOAL:  Your goal is to create a successful marketing campaign (brochure) that will attract the right kind of colonists to your region.  The "right kind" are those who would feel most at home and be most successful in that region.

ROLE:  You are a marketing expert who understands how to present facts in the best possible way to make your product the most appealing it can be!

AUDIENCE:  Your audience is people living outside the 13 colonies in the first half of the 1700's.

SITUATION:  In this case, if people don't move to these colonies, the colonies do not grow and they do not do the mother country any good.  More people = more growth = more success!

PRODUCT:  A brochure that reflects your knowledge of this colonial region in a way that makes that region sound attractive and appealing!

Here is the rubric

HOMEWORK:  Your completed brochure is due on FRIDAY.  You should have your background notes done, or nearly done, TODAY.  Expect to spend approximately 20 minutes-1/2 hour per night on this assignment to make it your best possible work!

Time for Your Input! November 9, 2016

High quality work descriptive writing

Hi everyone,
I want to know what you think!!  Give me some insight into how I should grade you, and I will include your ideas in the rubric.

HOMEWORK:
Don't forget, you have your LAST mini-summative for Hail to the Chief TOMORROW.

Here is a link to a Quizlet deck to help you study.

If you did not get a chance to look up these terms, be sure to review these. Thanks!

Colonial Development Brochure: November 7, 2016

Hi everyone,

Today, we begin looking forward to our Colonial Development unit. We are not quite done with the Hail to the Chief Unit, but we will wrap that up with a vocab mini-assessment on THURSDAY.  I hope you did well on your Electoral College mini-assessment last Friday!

COLONIAL BROCHURE MATERIALS

Colonial Regions Notes Template - make a copy and save it to your drive!

Colonial Region Brochure Master Copy - make a copy and save it to your drive!

COLONIAL BROCHURE SOURCES:

http://mrnussbaum.com/13regions/

https://www.landofthebrave.info/new-england-colonies.htmhttps://www.landofthebrave.info/middle-colonies.htmhttps://www.landofthebrave.info/southern-colonies.htm

http://www.softschools.com/facts/13_colonies/new_england_colonies_facts/2040/
http://www.softschools.com/facts/13_colonies/middle_colonies_facts/2039/
http://www.softschools.com/facts/13_colonies/southern_colonies_facts/2045/

https://www.eduplace.com/ss/socsci/books/content/ilessons/4/ils_tn_gr4_u4_c06_l1.pdf

http://englishcolonizationofna07.pbworks.com/w/page/46062880/The%20Southern%20Colonies
http://englishcolonizationofna07.pbworks.com/w/page/46062913/The%20New%20England%20Colonies
http://englishcolonizationofna07.pbworks.com/w/page/46062893/The%20Middle%20Colonies

This has some good miscellaneous information:

http://classroom.synonym.com/four-reasons-people-came-englands-american-colonies-20869.html

These sources are more advanced:

http://www.ushistory.org/us/5.asp - Southern colonies
http://www.ushistory.org/us/4.asp - Middle colonies
http://www.ushistory.org/us/3.asp - New England colonies

NATIVE AMERICAN MAPS

http://www.npr.org/assets/news/2014/06/Tribal_Nations_Map_NA.pdf - A little easier
http://www.emersonkent.com/map_archive/united_states_indian_tribes.htm


HOMEWORK:  Please have all your vocabulary terms for the Hail to the Chief unit defined for WEDNESDAY.

Colonial Development Brochure: November 7, 2016

Hi everyone,

Today, we begin looking forward to our Colonial Development unit. We are not quite done with the Hail to the Chief Unit, but we will wrap that up with a vocab mini-assessment on THURSDAY.  I hope you did well on your Electoral College mini-assessment last Friday!

COLONIAL BROCHURE MATERIALS

Colonial Regions Notes Template - make a copy and save it to your drive!

Colonial Region Brochure Master Copy - make a copy and save it to your drive!

COLONIAL BROCHURE SOURCES:

http://mrnussbaum.com/13regions/

https://www.landofthebrave.info/new-england-colonies.htmhttps://www.landofthebrave.info/middle-colonies.htmhttps://www.landofthebrave.info/southern-colonies.htm

http://www.softschools.com/facts/13_colonies/new_england_colonies_facts/2040/
http://www.softschools.com/facts/13_colonies/middle_colonies_facts/2039/
http://www.softschools.com/facts/13_colonies/southern_colonies_facts/2045/

https://www.eduplace.com/ss/socsci/books/content/ilessons/4/ils_tn_gr4_u4_c06_l1.pdf

http://englishcolonizationofna07.pbworks.com/w/page/46062880/The%20Southern%20Colonieshttp://englishcolonizationofna07.pbworks.com/w/page/46062913/The%20New%20England%20Colonieshttp://englishcolonizationofna07.pbworks.com/w/page/46062893/The%20Middle%20Colonies

These sources are more advanced:

http://www.ushistory.org/us/5.asp - Southern colonies
http://www.ushistory.org/us/4.asp - Middle colonies
http://www.ushistory.org/us/3.asp - New England colonies

NATIVE AMERICAN MAPS

http://www.npr.org/assets/news/2014/06/Tribal_Nations_Map_NA.pdf - A little easier
http://www.emersonkent.com/map_archive/united_states_indian_tribes.htm


HOMEWORK:  Please have all your vocabulary terms for the Hail to the Chief unit defined for WEDNESDAY.

Yea or Nay, Electoral College: NOVEMBER 2, 2016

Hi everyone,
I hope you are all back to normal, after a night of trick or treating and a couple of days of feasting on the aftermath!  I was not here yesterday, so you had a work day.  Tomorrow, we will review our knowledge of the Electoral College and then have a short assessment on it on Friday.

If you are not sure what you should know, here are some basics:
1. Why did the Founders set up an Electoral College system?
2. Why not allow people to vote for President directly?
3. How does the Electoral College system pick the President?
4. How many electors does each state get in the Electoral College? How is that decided?
(Bonus) what are some of the positive and negative aspects of using an Electoral College system?

Here is the article you read in class.

I can't link the Electoral Process packet you got in class, so you will need to get a new copy from me if you lost it.

HOMEWORK:  Review review review!!!

Yay for College ... The Electoral College!!! October 31, 2016

Hi everyone,
Today in class, we spent some time looking at the Electoral College process.  As I mentioned in class, even though we make a big deal about the Presidential election, we the people don't actually elect the President - we elect the people who vote for the President. You saw the results of that today when we voted for M&Ms versus Skittles.  There are positive and negative elements of the Electoral College process, which we will look at in more depth over the next few days.  I hope you enjoyed the chance to vote for your favorite candy!

HOMEWORK:  I like Snickers. Just saying.

Hail and Farewell: October 28, 2016

Hi everyone,
Today in class, you took your mini-assessment on the Presidency - what qualifications you have to meet and the seven jobs the President fulfills.  I hope you did well, but if you did not do as well as you'd like, you may retake that after I calculate your grade and return it to you.

Most of you completed makeup work or a reading when you were done. It was pretty productive for a rainy Friday!

HOMEWORK: Any assignments related to the Presidency MUST BE DONE FOR MONDAY.  I have attached some of the assignments below.

7 Jobs of President Reading and Worksheet

Print off the reading and worksheet. Complete the worksheet, then check it with the accompanying key.

Presidential Qualifications Roundabout - That assignment is not in a form that I can post, so you have to get a copy from me.  Boooo.  It says "I want you to vote" at the top and you probably have it.

MONDAY we start the Electoral College!!

Practice, Practice, Practice!

For your first summative for the Hail to the Chief unit, you need to be able to identify the Seven Jobs of the President.  To help you practice, review this slide show and match the pictures to the Presidential job.  Try it with and without your notes!

Hail to the Chief: October 25, 2016

Hi everyone,
It *just* occurred to me that I did not post anything yesterday!  I am sorry.

Yesterday, most classes (except per 5) began a new mini-unit, "Hail to the Chief". We usually talk about the President's job when we address the Constitution, but with the election so close, we're going to pause our study of the colonies long enough to look at this important part of our government structure.

Yesterday (in most classes), I handed out a grade tracker sheet and we started reviewing what the President does and who is qualified to run for President. We will start that process in Per 5 today.  Today, most classes reviewed the Constitution's language around the President's duties, and then completed a graphic organizer summarizing what those duties are.

HOMEWORK:  All periods except per 5: Complete the "Presidential Want Ad" or "Superhero for President" assignment for THURSDAY.

Supporting Materials for Assessment/Submit Assessment Paragraph/s HERE.

If you find it difficult to set up your paragraph, you can use this Paragraph Structure Organizer to make sure you get it right!

If you are unsure about how to format your paragraph, there is a sample here.

Click this link to submit your paragraphs.

Formatting instructions:
To double space -
* Format
* Line spacing
* Double

Ready to Assess: October 18, 2016

Hi everyone,
Today, I introduced the assessment we'll be completing for this unit. It is a writing assessment, so make sure you review the formative assessment you completed (if you completed it) to make sure you understand paragraph format.  This is an EXTENDED PARAGRAPH response, so you will need to make sure you have a lengthy, detailed response.

In class, we looked through our materials from this unit and pulled together the resources that will help us answer the prompt.  Then, we began filling out the graphic organizer to help make sure you have enough information to meet the expectations.

HOMEWORK:  Please complete part 1-3 of the graphic organizer.  Do not start drafting your paragraph yet.

If you lost your graphic organizer, one is linked below.

Extended paragraph graphic organizer.

Let's Do The Numbers Rhumba!

bgivyuobhip

Here is the code to get into the numbers game. Good luck - may the odds be ever in your favor!!

Give Me A T! E! A! M! Teambuilding Day!!!!

Hi everyone,
Today, you had a chance to go visit the Seacoast School of Technology to see the amazing programming available to you.  Some of those programs are available next year, and even more will be open to you as juniors in high school.  I hope you paid attention and thought seriously about what the SAU has to offer you as you get closer to the Real World!

Speaking of your future, we did not have regular classes today.  Instead, you had a chance to rotate through a number of different teambuilding activities. These activities earned you "credits" the way you need to earn credits in high school and college. Those of you who earned your 20 credits got an entrance ticket to a raffle. The purpose of today's activities was to get you to think about planning - how important it is to plan, and how you have to think ahead to make sure you fulfill your requirements.  We also hope you had fun!!

HOMEWORK:  None.  However, if you owe me work, you need to get that done!

The Write Stuff: October 11 and 12, 2016

Hi everyone!
On Tuesday in class, we started reviewing your extension answers on the first assessment. We continued that process on Wednesday.  We started by reviewing our first extension question and breaking it down into its tasks. Then we looked at the rubric to be sure we understood how grades were being assessed.  In small groups, you looked at sample answers and scored them.  Then, we worked on breaking down the other two extension questions into their tasks.

HOMEWORK:  If you did not complete the paragraph writing assignment from last week, it is a FORMATIVE ASSESSMENT.  Please complete it ASAP. It is linked on the October 6/7 post. Thanks!

OTHER HOMEWORK: This is a one-time case where you can revise a test extension to try to earn an Accomplished or Exceeds.  You have until Friday to submit those revisions, or to retake the "Meets" portion of the test.

In order to submit a revision, you MUST complete a graphic organizer for EACH of the extension questions, and submit it along with your revised answers.  The purpose of this graphic organizer is as follows:

1. To write out the prompt completely so you are sure you know what you're being asked
2. To break down the prompt into each specific task you need to do
3. To check what you already wrote and see which tasks you HAVE completed
4. To figure out what you need to ADD in order to answer the question completely

Once you have thoroughly completed the organizer, you can revise your answers.

The Write Stuff: October 11 and 12, 2016

Hi everyone!
On Tuesday in class, we started reviewing your extension answers on the first assessment. We continued that process on Wednesday.  We started by reviewing our first extension question and breaking it down into its tasks. Then we looked at the rubric to be sure we understood how grades were being assessed.  In small groups, you looked at sample answers and scored them.  Then, we worked on breaking down the other two extension questions into their tasks.

HOMEWORK:  If you did not complete the paragraph writing assignment from last week, it is a FORMATIVE ASSESSMENT.  Please complete it ASAP. It is linked on the October 6/7 post. Thanks!

OTHER HOMEWORK: This is a one-time case where you can revise a test extension to try to earn an Accomplished or Exceeds.  You have until Friday to submit those revisions, or to retake the "Meets" portion of the test.

In order to submit a revision, you MUST complete a graphic organizer for EACH of the extension questions, and submit it along with your revised answers.  The purpose of this graphic organizer is as follows:

1. To write out the prompt completely so you are sure you know what you're being asked
2. To break down the prompt into each specific task you need to do
3. To check what you already wrote and see which tasks you HAVE completed
4. To figure out what you need to ADD in order to answer the question completely

Once you have thoroughly completed the organizer, you can revise your answers.

More Fun With Text Mapping! October 6 and 7, 2015

Hi everyone,
Thursday in class, you either were introduced to text mapping, or you continued with the text mapping process.  If you do not remember what text mapping is, or why I want you to learn about text mapping, here is a link to the presentation I showed in class to help explain what text mapping is, and to remind you of what we did in class.

If I saw your class on Friday, you finished the text mapping process and began the post-reading handout (see below).

When you have finished mapping, please complete the post-reading handout.  This is due on TUESDAY for everyone.

Remember not to come to school on Monday, BTW. No one else will be there!

Mapping It Out: October 5, 2016

Hi everyone,
Sorry to have missed you yesterday!  I heard you enjoyed the magic of learning via video, so you may be sorry I came back!

Today in class, for those classes that met, we started learning a new skill called text mapping.  In text mapping, you use color coding and highlighting to annotate (mark up) a copy of an informational reading (textbook chapter, website, news article).  If you are enormously curious or have a lot of time on your hands, and you want to know more, this link will teach you more than you ever wanted to know about text mapping and how it works!

HOMEWORK:  No new homework today. If you did not finish your Jamestown reading and summarizing questions, please do so.  They are overdue, unless I did not meet your class today (per 5 & 6 only).

Jamestown, Day 1: October 3, 2016

Hi everyone,
Today in class, we began talking about British colonization by looking at some primary sources about Jamestown.  If you were not in class, the packet is linked below. The packet questions and summarizing questions at the end are due on WEDNESDAY.

Jamestown packet

Take Two: September 30, 2016

Hi everyone,
Today in class, we took a formative assessment on mercantilism and triangle trade.  I know many of you will want to do a retake, which is fine.  However, I do want to point out that I previewed all the questions yesterday when we discussed our mercantilism worksheet and outlined triangle trade.  Please make sure that you are taking notes of what I diagram on the board and the info I repeat as being important!

After that, we did a close analysis of a critical vocabulary term - COLONY.  Most of us know and use the word correctly in context, but we will be using this term for the next three units, so we need a specific, detailed, and accurate understanding of this important concept.  After all, if you don't know how colonies operate, how will you understand why our colonies wanted to separate?

I will pass back your formatives on Monday, and you can use them to review for your retakes.  Don't forget, if you want to retake the summative assessment, you can do that as well.  I am including the two review powerpoints so you can practice applying your historical thinking terms.  Bring your contract, your test corrections, and your original test to any team time when I am available and you can retake - let's get this done soon!  Have a great weekend!!

Historical Thinking Review

Another version of review

Test Retake: Historical Thinking

Please see me at team time on Monday, Wednesday, or Friday of next week (10/3) to retake the second section of the exam.

Here is the Quizlet for the vocabulary terms.

Globalization, 1600s Style: September 28, 2016

Hi everyone,
Today, we added the concept of Triangle Trade to our understanding of mercantilism.  The two topics are very closely interconnected, because mercantilism encouraged the formation of colonies, particularly in the "New World'; colonies had to generate raw materials to send to their mother countries; the need for labor encouraged the use of enslaved Africans as a source of captive workers; and the need for those workers encouraged trade with Africa - thus, triangular trade came about. I included a full color copy of the map I displayed in class:

Tomorrow, you're going to start with a simple formative assessment to summarize what you know about mercantilism and triangle trade. Focus on the key ideas - the chief goal of mercantilism, the path of raw materials and finished goods (which went where), and the role of colonies. Know the three major points of the trade triangle and what went where and you will be fine!

Merchants and Colonies and Trade, Oh My! September 28, 2016

Hi everyone!
Today in class, we finished our mercantilism game and figured out how mercantilism affected the major European powers.  Some won big, some lost big, but in the end, most of you seemed to have a good time along the way (which is a nice bonus).

After the game ended, you had a chance to debrief with your table groups. This is critical information, because it helps show what you learned and understand as a result of playing the game - and because it will help you with tonight's assignment!

HOMEWORK:  Your task is to show me that you understand the policy of mercantilism by doing one of the following:

• EITHER you can make a "top ten" list of rules, guidelines, or do's and don'ts to share with European countries that want to become mercantilism powers.  For example, you might tell a European country, "always have a lot of ships available to trade goods" (and no, you can't use that one).
• OR, you can make a meme (appropriate for school please!) that shows you understand what mercantilism means, as shown in our game.  Please share with me or print it out and bring it in (printing is better than sharing).

Win Some Fame in the Mercantilism Game! September 27, 2016

Hi everyone!
Today in class, we started playing a game to teach you about mercantilism - the policy pursued by the major European powers to become wealthier and more powerful than their enemies by controlling trade and gaining gold and silver.  I hope you enjoy the game and learn a lot!

You have no new homework for tonight.  Please make sure you check PowerSchool.  If you have a lot of "late" or missing assignments, you need to know that this will affect your Habits of Learning grades for progress reports.

Old World, New World: September 26, 2016

Hi everyone,
Today in class, we caught up from my day away on Friday. I am sorry that some of the instructions got lost in translation, but you guys were good about going with the flow and being productive!  If you have not finished up the atlas work (especially if you were out on Friday), you are going to need to see me to sign out an atlas for a study hall or overnight.  I DO NOT HAVE MANY ATLASES! Please handle them with care!!!

HOMEWORK:  You have a one-page formative assessment to complete tonight. It will be scored as a formative assessment.  If you don't like the grade you earn the first time, you will get a second shot at it later.  Please note:  Everything you need to answer these questions is on the sheet. You can use the notes we took on England, France, and Spain to help you.  Whatever knowledge of the colonies you have may be useful as well, but please do NOT desperately Google answers!

Here is the worksheet if you need it.

Mapping It Out: September 23, 2016

Hi everyone!

I was not in school today, which I am sure makes you all very sad. But don't worry - I'm thinking of you!!!  I'm not going to tell you where I went, but I will give you a hint:

Today in class, you had time to complete some handouts using a US history-themed atlas.  If you did not finish in class, that is fine.  If you did finish, you had the option to complete an extra sheet for an extra reward, TBA soon!  If you were not in school, please see me when you return, because I need to arrange for you to borrow an atlas.

HOMEWORK: None - but be ready to hit the ground running on Monday!

Choose Your Way: September 22, 2016

Hi everyone!

Today, per 7 finished their tests (or came close).  The other four classes completed an introductory activity to make the transition from Historical Thinking to Early Colonization.  Your unit overview and other information will be coming soon, promise - I know how eager you are to get that news!!!

You have homework tonight, assigned yesterday.  Look at yesterday's link if you need a copy of that handout. Have a great night!

Moving Forward, Looking Backward: September 21, 2016

Hi everyone,
Today, most of you finished your tests and began a previewing activity on the Earliest Colonies.  That activity is DUE at the beginning of class FRIDAY.  Please do not leave it for the last minute.  Per 7, you chose to wait a day to take your test, but you need to work on the same assignment so you do not fall behind.

Here is a copy of the Earliest Colonies assignment if you lost it.
Please read the instructions and email or see me if you have questions!

This Is Only A Test: September 20, 2016

Happy Day Before Fall, everyone!!!

Most of you took a test in class today.  If you need time to finish it tomorrow, you will have it.

Per 7, your test is tomorrow. Scan the blog posts below for supporting materials you can use to study. Good luck!

ARTISTS AND DESIGNERS NEEDED FOR T SHIRT DESIGN!!!

Hi everyone!

If you like art, if you have excellent doodling skills, or if you just like to design tshirt logos on Zazzle in your spare time, listen up!!!  Team 12 needs a tshirt design by the END OF THIS WEEK.  Please draw it NEATLY in FINAL FORM (no erasure marks, dark black ink on white paper) and submit it to any team 12 teacher by FRIDAY.  Voting will take place over the weekend. Thanks!

Ready to Excel: September 19, 2016

Hi everyone,
Today, we wrapped up our discussion of historical thinking skills in preparation for our first major assessment tomorrow.  You are being assessed on ONE standard, which is:

Analyze similarities and differences among different sources, including the date, reason why the source was created, who it was created for, the person who made the source, and where it was made.

In order to be able to do this, you need to know the vocabulary historians use, and how they explain what they know using that vocabulary.

To help you study, here are some resources:

Review PPT #1

Review PPT #2

Blank copy of Pocahontas analysis

Quizlet of vocab terms

Our Current Unit: Historical Thinking

Our first unit of the year is on Historical Thinking - what are the unique skills, approaches, and vocabulary historians use to understand our world?  How can we apply these skills, approaches, and vocabulary to our work in the classroom?

If you want more information, please click on this link to read the unit overview.

The assessment for this unit is estimated for SEPTEMBER 20th.  More information to come!  Keep checking this space!

Our Current Unit: Historical Thinking

Our first unit of the year is on Historical Thinking - what are the unique skills, approaches, and vocabulary historians use to understand our world?  How can we apply these skills, approaches, and vocabulary to our work in the classroom?

If you want more information, please click on this link to read the unit overview.

The assessment for this unit is estimated for SEPTEMBER 20th.  More information to come!  Keep checking this space!

NEW Habits of Learning Rubric!

Habits of Learning Performance Rubric

Hi everyone,
This is the NEW Habits of Learning rubric for 2016-2017.  We cut down on the number of behaviors we're monitoring, and the number of scores you can earn.  In order to make honor roll/high honors, you must earn 3's on both scores.

Think It Over: September 14, 2016

Hi everyone,
Today in class, we started by taking a check-in to measure our knowledge of the ten key vocab words associated with Historical Thinking.  I hope you are starting to recognize these terms when you see them!

We had some fun sharing our opinions about a number of different questions, some silly ones and some more serious. Then we looked at opinions as a topic, and how some opinions require support from evidence to be valid, while others are based solely on what we like and don't like.  As we move forward this year, we will be emphasizing valid reasoning - meaning, I will want you to have supporting information behind your arguments to explain why you feel the way you do.  We also talked about how historical events can be based on beliefs and opinions that we know now are not valid, because evidence gathered over time has proven or disproven them.

HOMEWORK:  The second part of the check-in is due tomorrow.  You can use the vocab handout to help you.  If you lost it, it is linked below.

Second part of learning check-in.

It's All In How You View It: September 13, 2016

Hi everyone,
Today in class, we used our personal experience stories to practice evaluating sources, using the concepts we are learning in our first unit of study.  I have enjoyed skimming your stories in the process of monitoring this assignment - you certainly have led very full lives in your thirteen (give or take) years!!!

If you were not in class, you need to get the stories you passed in to me before you can complete the assignment. For this reason, the materials are not linked here.  Get the materials you need from me, and then do the following:

1) Skim read both stories.  Highlight any information in the stories that addresses the W words (who, what, when, where, why).

2) Using your highlighted stories, answer the questions for Q1-3, Evaluating Sources Wrap-Up (handout given in class).  Please make sure you use full sentences, give reasons, and answer fully!!!

3) Bring your highlighted stories and handout with you and turn them in ASAP!

This guy might have a very different perspective on things....

HOMEWORK:  Finish your Evaluating Sources Wrap-Up if you started it in class. Remember, you have a surprise pop quiz tomorrow on your Historical Thinking unit vocabulary!!!

Quizlet - Historical Thinking Vocabulary

If you want to study your Historical Thinking terms, here is a Quizlet to help you.

History in the Making: September 12, 2016

Hi everyone,
I took a little break from the blog on Friday because you already had the homework, and the activity was not one you can recreate at home, needless to say!

We took a break from classwork to have an experiential lesson on Friday, attempting to survive the colonial wilderness.  If you weren't there, ask a friend what happened!  We had a good time and I'm sure you all reflected deeply on your experience over the weekend (well, maybe or maybe not!).

Today, we got back to our unit on Historical Thinking and finished our work identifying more and less reliable sources.  Make sure you are reviewing those terms and the others on our vocab list regularly.

HOMEWORK:  Tomorrow, you are going to complete the activity with the Personal Experience Stories you've gathered (yours and a partner's).  If you have not gotten both versions, you have this one last shot at getting what you need for tomorrow!

Also, we are having a pop quiz on Wednesday over your ten vocab terms.  Even though I am announcing it, I'm sure it will still be a surprise to some of you come Wednesday.  This will be a formative assessment that you can retake if needed.

Believe It Or Not! September 7, 2016

Hi everyone,
Today in class, we discussed the concept of reliable information from historical sources - in other words, we looked at whether or not we can trust the sources we're using to give us accurate information.

Interesting? Sure! Reliable? I don't think so!!

We began class by analyzing several - ahem - "news" magazines to identify what those sources want us to believe is true, and we quickly found out that a lot of their "news" is rumor, guesswork, and nonsense. Then we made a list of ways that we can double-check the information those sources give us, such as looking for expert opinions, using the internet to research other news outlets to see if they have the same information, and just observing what happens over time to see if something comes true or not (if Miley Cyrus really IS going to have a baby, well, we're all going to know soon enough!).  To practice applying our newfound learning, you worked with a partner on a "which source is better" activity.  If you were not in class today, I will give you a copy of that handout and you can practice on your own.

HOMEWORK:  Personal Experience Story, Part 1 (your story).  See previous posts for description and suggestions!

REMEMBER: Experiential learning activity on the ropes course tomorrow! Come dressed and ready for whatever the weather brings!

Primary Sources cont'd: September 7, 2016

Hi everyone,
Today in class, we continued looking at primary sources by examining a primary source closely.  You guys did a great job reading this challenging text and figuring out what it had to teach us.  Keep reviewing your historical thinking vocabulary terms as we work with them over the next few days in class!

HOMEWORK:  Your homework is described in yesterday's blog post.  Be sure to work on your assignment a little at a time instead of waiting until the last minute!

Checklist for Personal Experience Story

Hi everyone,
If you are uncertain about how to go about your personal experience story, here is a suggestion:

1) Identify a possible story and someone who can write a second version.
2) Ask that person to help you!  You can direct them to this blog for information!
3) Figure out how to submit your story - Google Doc, typed, or handwritten.  Draft your version of story - don't worry if you miss some details or forget some info.
4) Check with your partner - when will he or she be able to turn in their version?
5) Review your version and add details or info that was missing.
6) Get your version to Mrs. Siecke
7) Check with your partner one last time!
8) Bring your partner's version with you to class, or have them send it to me (csiecke@sau16.org), for MONDAY, 9/12.

Primary and Secondary Sources: September 6, 2016

Hi everyone,
Today, we started looking at two different kinds of sources: Primary and secondary.  These are important vocabulary terms for historians, because they have different strengths and weaknesses. A primary source means it is firsthand evidence - a document or artifact from the time period, from eyewitnesses or people involved with the event.  A secondary source is one that retells the event in some way (could be a movie, a piece of artwork, a textbook). We then began the process of trying to make sense of a famous primary source from our country's history, which we will continue tomorrow!

HOMEWORK:  Q1-2 - Personal Experience Narrative. This assignment may need a little lead time, so be ready!  You are going to pick an event from your life that was witnessed or experienced by someone else as well.  You AND the other person who witnessed/experienced the event are going to write out what happened.  Next week, we will compare the two different versions of this event and analyze it for historical accuracy and reliability!

WHAT THIS MEANS:  You need to make sure you have an event that someone else has witnessed/experienced.  That can be a friend, parent, relative, coach, or classmate.  This person will need to be willing and able to write out his/her version of events, so be sure to ask!

CHOOSE SOMETHING SPECIFIC AND FOCUSED!  Write about "my first time on a roller coaster," not "my family's ten-day trip to Disney".  Something with a beginning, middle, and end is best.

MAKE SURE YOU HAVE SOMEONE LINED UP TO WRITE THE SECOND VERSION BEFORE YOU WRITE YOUR VERSION!

This assignment can be submitted via Google Drive, typed out, or handwritten.  Try not to read your partner's version of the assignment until we use it in class!

YOUR story is due on FRIDAY, 9/9.  Your partner's story is due the following Monday, 9/12.

Calling All Hurricanes! Homework DUE Tuesday, September 6th

Hi everyone!

The purpose of this activity is for you to get familiar with my classroom blog.  To show me that you found your way to this site, please complete the short check-in linked below. Happy long weekend!!!

Blog Check-In Form

P.S. This is NOT a formative assessment, but I am checking it off. Students who don't complete this task will be invited to sit with me at lunchtime some time in the near future and learn about my blog then!

Group Thinking: August 31, 2016

Hey everyone,
Today, all my classes except Per 7 set some expectations for how we behave in group work.  You did a great job demonstrating the expectations for what will and WON'T happen when we work in groups!

You got a handout of vocabulary terms associated with our first unit of study on historical thinking.  If you lose that handout or need a new copy, get one from me in class, or print the FIRST page of the handout linked below.  Be sure to keep track of these terms!!!

Historical Thinking Unit Vocabulary

HOMEWORK:  Scroll down to find the blog post about the Blog Check-In assignment.  Click on the link to the form and fill it out!

In the Eye of the Beholder: August 30, 2016

Kandinsky, Composition VIII

Today in class, we talked about how it can be difficult for us living in modern times to know exactly what happened in our past.  We did an activity in class to show how we may struggle to understand what we are told, using this picture as our topic of discussion. I hope you had a good time trying to make sense of what your partner was telling you!

For homework, you are going to complete the handout "Group Work Analysis" - we will use this tomorrow to help us set expectations around how groups will function in our classroom throughout the year.  If you misplaced your handout, it's linked below.

Group Work Analysis

Team Forms If Needed

If you have lost or misplaced the welcome packet, here are the forms that need to be returned:

Parent Contact Information

CMS Recess Contract

If you want a copy of our contact information:

Contact Information

If you want a copy of the entire welcome packet, please contact Mrs. Siecke at csiecke@sau16.org.

Any school forms (nurse, etc.) can be turned in to any team teacher.  Any subject-specific forms (such as the ones for gym or science labs) need to go to that teacher.

PHOTO DAY IS THURSDAY.  Please do not bring in school photo forms until Thursday - they are given directly to the photographer.  Geskus will have an online option for ordering photos available as well.

Welcome to 8th Grade!!! August 29, 2016

Hello everyone, and welcome to 8th Grade US History!  This is where you will find a brief description of what we do on a daily (or almost daily) basis, along with links to handouts, other websites, and additional information you may find useful.  Your first line of action whenever you are out, unsure of what to do, or in need of something should be to check this site!

I threw in this photo because I love what it has to say to us about history, sources, truth, and perceptions. We'll spend our first unit of study talking about what it means to study history and what historians have to watch for - and watch out for!  I hope over the course of this year, you will learn some things about this country we call home, gain deeper insight into yourself as a student and member of a community, and have some fun at some point along the way.

HOMEWORK:  Go home, take a deep breath, have a peaceful evening, and adjust to the reality of everyday life again.

Final Days: June 13, 2016

Today we missed seeing your smiling faces, since you spent most of your day at the Big House.  Please make sure you take care of any outstanding obligations soon, as time is winding down!!!

You will get a chance to see your tests tomorrow.  If you really feel compelled to try a retake, you can do that during per 5, 6, or 7 on Wednesday.  The info will be the same, but the format will change.

FIELD DAY FIELD TRIP FORM for those in need

If you are reading this, you probably need a Field Day field trip form.

Here is the letter.

Field Trip Form

Please keep the letter and use it for reference so you know what you should and should not do/bring/wear/expect on Field Day!!!!

Quick Recap: June 7, 2016

Hey everyone, we have a test tomorrow, in case you forgot!

Here is what you need to know:

Vocab - be familiar with the terms on the Quizlet that were written on the board.  Be able to use them in a fill-in-the-blank section.

Major Battles - Be able to match descriptions with names.  There are five key battles and the name of the event that began the war.

Multiple Choice - Be able to recognize the answers to the guiding questions we used to take our notes.  Be familiar with the different phases of the war, the different strategies and goals, different leaders of each side (one key person per side), the "turning point" moments of the war, why the South lost, how the war affected each side. I suggest reviewing the PPTs with audio commentary - see instructions on how to download them on yesterday's post.

Identification - be able to recognize different statements as describing the Confederacy or Union.

Extension - there are three questions to answer for extension credit if you want to try to earn an E.

You are almost there!  Good luck!!!

Review-A-Palooza! June 6, 2016

Quizlet Link to Vocab Words

Hey everyone,
We have a test Wednesday!  Today and tomorrow, we are preparing for it.

If you are using the PowerPoint presentation links, please make sure you do the following in order to get the audio links:

Click on the link
When the Dropbox window pops up, click on the Download button
Click on "Direct Download"
The PPT will download to your computer
Click on the downloaded PPT icon to open it
The audio should play!

The End of the War, the End of the Year: June 3, 2016

Later Civil War PowerPoint with Audio

Getting It Together: JUNE FIRST, 2016!

Hey everyone!  The final countdown, if you haven't already started one, really begins TODAY.  So much to finish up - here we go!

If you were in per 1, 2, and 7 - no homework.  We finished up the Emancipation Proclamation and prepped to take notes on the Later Civil War.

If you were in per 5 and 6 - we enjoyed the Excitement of Learning (about Antietam) via Video!  The homework is to finish the graphic organizer notes on the form handed out in class - if you need help, use the resources on yesterday's blog post.

Final approach to 9th grade in view!!!

"Battle oh horrid battle": May 31, 2016

If you were in class today, you watched a video on the Battle of Antietam. It was a critical turning point in the Civil War in several ways.

HOMEWORK:  Using the notes you took in class, and/or the resources shared below, complete the handout identifying how Antietam was a turning point battle.

RESOURCES:

Ducksters Antietam for Students

Photography and Antietam

Emancipation Proclamation

Reaction to Emancipation - just read about the first part.

How the war affected ordinary Americans (more difficult reading level)

Impact of Civil War photography on opinion (also more difficult)

While You Were Out: May 25 and 26

Hi everyone,
Yesterday in class, we completed the notes in your flipnote study booklets.  If you were not here, I have attached the PowerPoint so you can complete the booklet or review and check your notes against whatever your friend wrote down.

Early Civil War PowerPoint

Today, we rechecked our understanding of federation and confederation. If you were not here for that, I will do a final retake next Wednesday during Team Time. If you still need to review those concepts, please look at the link posted on May 23rd.

After that, we worked on a map and reading with questions.  They are linked below.  If you were away, please print them out and complete them ASAP.

US Map
Border States Map Directions and Reading

Final Words: May 24, 2016

Here are a few key reminders:

Your essay is due tomorrow.

If it is not submitted tomorrow, either electronically or in print form, you will receive grades of "No Evidence Submitted" until your essay is turned in.

If your essay is turned in after Wednesday (and that means at 12:00:00.01 am on Thursday), you will be graded without penalty, but you will not be allowed to revise and resubmit your work.

If your essay is going to be late anyway, you are better off taking the time you need to do it well than rushing to get it done, because you will only get one shot.

If you try to submit your essay from the road and it fails to send, it is late and the one-time-only policy holds.

I prefer that you hand in printed copies of your essays, but will accept electronic copies.

If you have any questions, please review the past few blog posts before you email me questions, please.

If I don't get an essay from you by Wednesday, June 1st, I will contact home.

Shots Fired - And the Civil War Begins! May 23, 2016

Hi everyone,
Today, we shifted our focus from the events that led up to the Civil War to the Civil War itself!  First, we reviewed a critical concept necessary to understand the differences between the Union (United States) and Confederacy (Southern states).  Then we started looking at some of the underlying differences between the two sides.

** IF YOU WERE ABSENT TODAY - Please make sure you get the yellow class participation sheet that was handed out today.  Review with a friend who was present in class and get the information you need.

The review question we used to begin class is a five-point FORMATIVE ASSESSMENT.  You will not get credit for a first-round attempt, but we are going to revisit this question on THURSDAY at the beginning of class.

The question we answered today is, "What is the difference between a federation and a confederation?" Your answer needed to include the words "power," "central government" and "states" or "state government".

If you do not remember the differences and need a refresher, the terms "central government," "federation," and "confederation" are all reviewed in this Quizlet set.

HOMEWORK:  Essay due WEDNESDAY

** The question came up, can Montreal travelers wait and submit their essays electronically from the road?  The answer is yes, HOWEVER, if I do not receive your essay on Wednesday (regardless of when you sent it), it is late, and you will not have time to revise for a higher grade.  I strongly encourage you to finish the essay and submit it before you leave.

Building the Body of the Essay: May 20, 2016

If you want more copies of the Paragraph Organizer, it is linked HERE.  Make your own copy to put your info into it!

Hi everyone,
Today we tag-teamed in English and Social Studies to help you with this essay.  You had the opportunity to work on your essay intros with Mr. Zakian, and you had work time with me in class to develop your essays.

One of your assessments is on formatting and citations.  I am not going to go over MLA format with you in class, so I've attached a video about the basics of MLA if you have questions.  Please note, I want the body of the essay DOUBLE SPACED.  You can have a title if you want, but you don't have to - I do not care either way.

CITING SOURCES - if you do not use outside sources of your own choosing, you do not need to do a formal Works Cited page.  However, you DO need to cite your sources in the body of your essay.  Here is how you will do that:

[Name the source by its full title] Give the evidence [Follow with the document ID as (Doc ___)]

What it looks like:

According to the Cotton and Slavery - Production graph, there were 3,957,760 slaves in the United States in 1860 (Doc C).

As Frederick Douglass wrote in "Life of An American Slave," "Mr. Plummer was a miserable drunkard, a profane swearer, and a savage monster," (Doc I).

If you do your own research and quote the info you found, follow the same pattern - put the title of the source at the beginning, and put the general location where you found the source at the end of the sentence:

As the "Path to the Civil War" video states, the election of Abraham Lincoln was a major reason the South broke away from the Union (History.com).

If your source is a book and you name the title, put a page # in parentheses at the end:

As Harriet Beecher Stowe wrote in Uncle Tom's Cabin, "blah blah blah" (p 61).