5/30-6/4
After testing, students worked on completing their NCFE review questions in Google classroom.
5/29
Students participated in an NCFE review.
5/25
Students watched portions of "The Children's March", from minute 11:45-19:30, and then from minute 21:30-25 about the Children's March in Birmingham, AL. We discussed the tactics used by the SCLC in the march, and why children were marching. Next, students worked on their Civil Rights Organization assignment from Google classroom they started on 5/23.
5/24
Many students were out of class taking their world language final exams. Students in class watched portions of the film "Selma". They examined the occasional cross-purposes of various Civil Rights Movement organizations, and how the Johnson administration reacted to Dr. King's request for voting legislation.
5/23
Students reviewed the text of the Voting Rights Act of 1965 and discussed in pairs why it was necessary even though the 15th and 19th Amendments, respectively, already guaranteed African Americans the right to vote. Next, students watched the first 10 minutes of the movie "Selma" in which Dr. King discusses the need for the passage of the Voting Rights Act with President Johnson. Lastly, students started work on this assignment, Civil Rights Organizations. It was sent to them on Google classroom.
5/22
Students viewed maps of Southern states from 1958 and 1964, and discussed their progress in desegregating their schools after the Brown vs. Board of Education Supreme Court decision. Next, they looked at this interactive timeline, and watched a six-minute video about education in Chapel Hill before the Brown decision. Lastly, students completed the overview of the Civil Rights Movement on Google classroom they started in class on 5/21.
5/21
Students reviewed in pairs and then as a class the definitions for de facto and de jure segregation. Also as a class, they brainstormed a list of Civil Rights Movement leaders. Students watched this 10-minute video about the death of Emmett Till in 1955. Lastly, they started this overview of the Civil Rights Movement. It is in Google classroom.
5/18
Students worked on pairs to answer three released NCFE questions. As a class, we discussed the answers. Students also reviewed the connections between the French and Indian War and the American Revolution. Lastly, students watched the first 12-13 minutes of "The Fallen of WWII".
5/17
Students completed the EOG/NCFE tutorial for end-of-year testing. All students must complete the tutorial before May 25th.
Students also had time to work on their NCFE review questions.
5/16
No school
5/15
Students presented their class stories using World War II vocabulary. During the last 15 minutes of class they continued answering questions on the NCFE review.
5/14
Students worked to complete their class stories including World War II vocabulary. They will present in class tomorrow, May 15th.
5/11
Students will continue working on their WWII projects on Monday, May 14th and will present it on Tuesday, May 15th.
They worked in pairs to answer five questions from released NCFE tests. As a class, we reviewed the correct answers. Lastly, students played a Kahoot review games about the American Revolution.
5/9-10
Students were assigned their final project for the World War II unit. Each class is writing a script and/or story about the home front and U.S. participation in the war. All classes have been divided into four groups to work on their WWII vocabulary. Those groups were then assigned a list of vocabulary terms through Google classroom pertaining to four categories from the war: White House, USA, Asia/Pacific, Europe. They have had and will have class time on 5/9, 5/10, and 5/11. Each class will present their work on Monday, 5/14.
5/8
Students worked in groups to complete North Carolina Final Exam review questions. They also received all of the vocabularies they completed from this school year to help them answer the review questions.
5/7
Students reviewed the events that drew the U.S. into WWII. They watched this seven-minute video on rationing and recycling on the home front, and the first seven minutes of this video about the "war town" of Mobile, Alabama. They used the videos to help them answer some of the WWII vocabulary words they began working on in groups on 5/4. Students began receiving the vocabulary sets they turned in earlier this year to help them to prepare for the North Carolina Final Exam (NCFE) in social studies.
5/4
Students watched the first eight minutes of the Story of Us episode about the Japanese attack on Pearl Harbor. They discussed the reasons for the attack. Next, students began completing World War II vocabulary in groups.
5/3
Students discussed the origins of "Jim Crow" in America using these slides as talking points. They watched a four-minute video on Plessy vs. Ferguson and how the decision impacted de jure segregation in the United States.
5/2
Students who completed Great Depression assignment in groups presented their projects today. Each student was required to complete this checklist to provide feedback to their peers about their presentations. Lastly, students played a Kahoot review game about the 13 colonies.
4/27-5/1
Students had class time to work on their final assignment (they chose whether to work in a group or as an individual) for the 1920s and Great Depression unit. It is due on Wednesday, 5/2.
4/26
Students received their final assignment for the 1920s and Great Depression unit. They chose whether to work in groups or as an individual. The directions for either assignment has been sent to them in Google classroom. They will have class time from 4/26-5/1 to complete the project.
4/24-5
Students continued and finished their notes on the causes and effects of the Great Depression in the U.S. A copy of the notes is here and a copy of the graphic organizer is here.
4/23
Students evaluated graphs of two graphs of the agricultural segment of the economy in the 1920s, Farm Mortgage Foreclosure Rate 1920-1930 and Farm Population and Employment, also during that time period. Students discussed what they already knew about the U.S. economy in the 1920s, and contrasted it with the conditions of farmers. Lastly, they continued their assignment entitled Cultural Conflict of the 1920s. If students did not finish in class, it is due by Friday, April 27th.
4/20
Students participated in a student feedback survey from the DPI. Next, they began examing the cultural conflicts present in the 1920s. Each student was sent an assignment called Cultural Conflict of the 1920s through Google classroom.
4/19
Students reviewed the conditions that gave rise to the culture of consumerism in the U.S. in the 1920s. They took notes from slides 14-19 and discussed the debt picture (individual and national) in the 1920s and today.
4/18
Students started working on these notes on the 1920s and 1930s. Here is a copy of the graphic organizer to use with the notes. Students were asked to turn in their industrialization notes they completed in class 4/3, and the Progressive Era reforms assignment in Google classroom they worked on in class on 4/9. Both of these assignments are due on due by Friday, 4/27.
4/17
Benchmark testing again. Students watched the first seven minutes of this video explaining how credit works. In pairs, they were given scenarios in which they figured out how the use of credit affected purchases, and what happens if you only make the minimum payment. It was an exercise to help them understand the consumerism of the 1920s.
4/16
Classes were only 25 minutes due to benchmark testing. Students watched portions of the Story of Us episodes entitled "Boom" and "Bust".
4/13
Quiz on immigration, imperialism, industrialization, and progressivism.
4/12
After the two-hour delay for science day, students finished this article about immigration to the U.S. around the turn of the 20th century. In groups, they answered these review questions. We identified the correct answers as a class.
4/11
Students reviewed the U.S. entrance into WWI. They used these slides and took notes on number eight through 15. Lastly, they received an article on American immigration. Here is a copy of the reading with questions.
4/10
Students continued working on the Progressive Era assignment they started on 4/9. They also received a copy of the study guide for the quiz on Friday. Students should know all of the terms on the the study guide.
4/9
Students worked together in groups to complete this chart on Progressive Era reforms.
4/6
Students reviewed the differences between monopolies and trusts as a warm-up. They received a map of American imperialism to label. The assignment includes background information on the acquisition of imperial land, the dates the U.S. took control, and two questions to answer about the Spanish-American War and the annexation of Hawaii. Here is a copy of the completed questions. A copy of the map is available from me in class. Lastly, they watched seven minutes of the Story of Us episode entitled "Boom" about the Red Summer of 1919.
4/5
As a class, we reviewed the notes on industrialization, specifically discussing trusts and monopolies in the Gilded Age. Next, students reviewed the reasons for global imperialism prior to World War I in their groups and learned how the United States attempted to become an imperial power through the Spanish-American War. They watched this four-minute video about the war and the role of yellow journalism.
4/4
Students completed their notes on the industrialization and labor practices of the Gilded Age. A copy of the completed notes is here.
4/3
Students began working on notes on the industrialization and labor practices of the Gilded Age. A copy of the graphic organizer is here. Students worked in their groups to complete these notes. They will have class time on 4/4 as well.
4/2
Students explored the use of the term Gilded Age (coined by Mark Twain) to describe the United States at the end of the 19th century. They examined three primary source political cartoons that depicted the time period. Lastly, they watched the last eight minutes of the America: Story of Us episode entitled "Cities" about the Triangle Shirtwaist Factory fire
3/22-23
Students examined the role of pop culture in historical research. They participated in a series of group and whole class discussions about media from the 1950s and 60s, and what was communicated about gender roles during those times. We used this presentation as our guide.
3/21
Students viewed the first two slides of this presentation. As a class, we discussed their strategy for the game of Monopoly and how monopolies were present in the time after Reconstruction, the Gilded Age. Students started watching America: Story of Us episode called "Heartland". While watching, they completed a viewing guide they received in class.
3/19-20
Students continued to have class time to complete their Confederate symbols position paper. The assignment should be completed by the end of the day on Tuesday, March 20th, unless a student was absent.
3/16
Students continued working on their Confederate symbols position paper. The paper will be due at the end of the day on Monday, March 19th.
3/15
Students received a copy of the three plans for Reconstruction, Lincoln's, Johnson's, and Congress's. They compared and contrasted them in groups and answered the follow up questions at the end of the document. Lastly, we viewed the political cartoon on slide 16 and discussed the plan/hope for the Freedment during Reconstruction, and the reality.
3/14
Students talked about the walkout and were given names and addresses of public officials to whom they could write letters regarding school safety and gun laws. That information is on Google classroom. They finished their own plan for Reconstruction, creating solutions for how to incorporate Freedmen into society. Next, they watched this video about the response to Presidential Reconstruction and the implementation of Congressional Reconstruction. Lastly, they started examing the two plans using this assignment.
3/13
Students continued working on their Confederate symbols position paper.
3/12
Students were instructed to turn in their annotations and begin writing the introductions to their position papers. They also watched a 60 minutes video, Behind the Decision to Remove a Statue of Robert E. Lee. A reminder, the directions for the annotations and paper itself are on Google classroom.
3/9
To begin class, students watched How Southern Socialites Rewrote Civil War History. Next, students were able to work on identifying and annotating source for their position paper.
3/8
Students viewed the first slide of this presentation, and discussed some of the challenges facing the country after the Civil War ended. In their groups, they began working through specific issues during the Reconstruction period, and creating their own solutions to the problems. They completed questions one and two in this simulation.
3/7
Students were able to work on identifying and annotating source for their position paper.
3/6
Students reviewed how some Confederate symbols are displayed in public spaces, specifically looking at statues of Robert E. Lee in Charlottesville, Silent Sam in Chapel Hill, and Nathan Bedford Forrest in Nashville. They also watched Not the Confederate Flag, a two-minute video explaining the history of the actual Confederate flag. Next, students were given directions for a position paper in which they must explain their views on the display of Confederate symbols. The directions for the assignment are on Google classroom. The paper will be due on Monday, March 19th.
3/5
Students watched the final 10 minutes of the Civil War Animated Map, about the years 1864 and 1865. They had class time to complete their entries for those years from the
Examining the Civil War assignment. The due date for the completed assignment is Friday, 3/9.
3/2
Students reflected of their own knowledge of what a military draft is, and how it has been received by American society in the past. They analyzed the features of a military draft used by the North and South, respectively, by viewing the political cartoons on slides 27 to 29. Next, they viewed this video about the New York City Draft Riots in 1863. Lastly, students watched a scene from the movie "Glory" about the initial training of African American soldiers in the Union army.
3/1
Students analyzed political propaganda from the 1864 President election to identify and discuss the issues of the campaign. They used slides 22-26 of the Civil War vocabulary and turned in their completed graphic organizers. Lastly, they watched five minutes of PBS's American Experience about Lincoln's assassination. The full video is here.
2/28
Students analyzed campaign posters for the 1864 Presidential election. They viewed this five minute video about Lincoln's delivery of his Gettysburg Address. Next, they completed the assignment on the first page of this document in which they had to read the Gettysburg Address and interpret Lincoln's meanings in each section. We discussed their responses as a class.
2/27
Students had the chance to finish their 1862 entry and work on the 1863 entry of the Examining the Civil War assignment.
2/26
Students watched the 1863 chapter of the Civil War Animated Map. They read the Emancipation Proclamation in groups and participated in a whole class discussion about Lincoln's purposes for the Executive Order, and which slaves he was freeing. Lastly, students started their 1863 entry of
Examining the Civil War.
2/23
Students watched the 1862 portion of the Civil War Animated Map and worked on the 1862 entry of the Examining the Civil War. Students also watched from minute 23:20-31 of the movie Lincoln to examine Lincoln's own thoughts about the Emancipation Proclamation.
2/22
Students started writing the 1861 entry of the Examining the Civil War assignment. They used the first six minutes of the Civil War Animated Map and analyzed this timeline of 1861 as resources.
2/21
Students finished watching the America: Story of Us episode about the Civil War. They completed the viewing guide and discussed what technological advancement most impacted the war. Lastly, we discussed the next assignment that students will start in class, Examining the Civil War.
2/20
Students reviewed the strategies, respectively, of the North and South in the Civil War. They continued watching the Civil War episode of Story of Us. In groups and as a whole class, they discussed the impact of privatization of the railroads in the South versus President Lincoln assuming control of railroads in the North to benefit the military.
2/19
Students reviewed the first part of the Union battle strategy. They continued Civil War vocabulary (slides 15-20). After learning about both parts of the Union strategy, students predicted the Southern strategy based on the relative strengths and weaknesses of both sides. Lastly, students started the America: Story of Us episode about the Civil War. The episode highlights the impact that technological innovations had on the war. Students worked to complete a viewing guide while watching. The viewing guide is available from me in class.
2/16
Students viewed a primary source political cartoon of Lincoln's 1861 inauguration. They watched from minute 22-30 of this video about Lincoln's election and the Battle of Fort Sumter. Next, they viewed a primary source image of the first major battle of the Civil War, the Battle of Bull Run/Manassas and read Confederate spy Rose O'Neal Greenhow's primary source account of the battle.
2/15
Students continued adding to their Civil War vocabulary. They completed through slide 15. Students also participated in a discussion about military leadership of the North and South, respectively.
2/14
Students reviewed the strengths and weaknesses of the North and South prior to the start of the Civil War. They received new vocabulary for the Civil War. The graphic organizer is here and the terms can be found here. Most classes completed through slide 12. Students are responsible for turning in the following from class on 2/9, 2/12, and 2/13: Social Divisions in Antebellum NC, "Comparison-North and South", and the "Civil War 150" handout. The "Major Battles of the Civil War" can be turned in for extra credit.
2/12-2/13
Students researched background information about the North and South on the cusp of the Civil War. They completed a handout entitled "Civil War 150". The handout is available in class. They also completed "Comparison-North and South" and "Major Battles of the Civil War" using History Channel's site, Civil War 150, as well as Battles of the Civil War from the Civil War Trust.
2/9
Students read an article about the social divisions during the Antebellum period in North Carolina. They answered questions corresponding to the reading. The assignment is here.
2/8
Students participated in an online budgeting simulation, Playspent. They were asked to consider their spending decisions on this assignment.
2/7
Students participated in a brainstorming session identifying what they would need to pay for as adults. Next, they reviewed a sample budget. They looked up the starting salary for the career they thought they might pursue and created their own budget. We also review the current tax brackets, and how taxes are paid out of gross income.
2/6
Students took a quiz on Antebellum vocabulary.
2/5
Students worked as individuals or in pairs to create a visual representation (drawing, chart, diagram, etc.) to answer the essential question: What political, economic, and societal changes in the mid-1800s created a climate of conflict that lest the U.S. towards a civil war? Here is a copy of the assignment. Students also watched this review of the Antebellum period.
2/2
Students were introduced to the concept of chattel slavery in the Antebellum South. They watched this video of the description of slavery and how slaves resisted their bondage. They also discussed this interactive diagram of the Atlantic Slave Trade. Lastly, they participated in a Kahoot review of the Antebellum period.
2/1
Students reviewed the Election of 1860 and the role of Lincoln's victory in Southern secession. Students received an Antebellum study guide and worked in groups to complete it. Also, a video we didn't watch in class but some may be interested in is How the Republican party went from Lincoln to Trump.
1/31
Students viewed the political cartoon on slide 19 of Antebellum vocabulary, and discussed how it described the sectionalism of that time period. They completed slides 14 to 16 of the vocabulary and watched "Dred Scott v. Sandford".
Students learned about a quiz on the Antebellum period on Tuesday, 2/6. They should study the vocabulary words, the handout entitled "American Diversification" they received in class, and a study guide they will receive in class on Thursday, 2/1.
1/30
Students viewed a political cartoon of "King Cotton" and discussed how cotton connected Southern slavery and Northern factories. The completed a handout entitled "The Atlantic Slave Trade and Slavery in America" using this website, http://www.slaverysite.com/Body/facts%20and%20figures.htm. The handout is available in class. Lastly, each class discussed what they learned from the sectionalism exercise. They read portions of Alabama Unionists to better understand the risks of disloyalty for Americans during the Antebellum period.
1/29
Students continued Antebellum vocabulary. They completed slides 11 through 13. They watched minute eight to 13 of the American Story of Us episode entitled "Division", and discussed the causes and effects of the cotton gin.
1/26
Students continued working on Antebellum vocabulary. They complete slides seven through 10. During their work on vocabulary, students watched this video about the Underground Railroad, and this video about the Kansas- Nebraska Act of 1854. They were reminded that the U.S. expansion RAFT is due at the end of the day today, and that U.S. expansion vocabulary is due by next Friday, 2/2.
1/25
Students completed an analysis of "A Tragic Prelude" . The image is at the top, and the graphic organizer is at the bottom of the page. Next, students were divided into two groups, blue or green, and given these instructions about an exercise on "sectionalism" (see the vocabulary words for an explanation of the term) they would be participating in. Lastly, students started Antebellum vocabulary. The graphic organizer is here, and the vocabulary words can be found here.
1/24
Students received notecards with information about the North and South, respectively, during the Antebellum period. They had to work together as a class to identify which details described which region. Next, they received this handout with additional information about the differences between the North and the South, and answered the two questions at the bottom of the page.
1/23
Students viewed Cherokee People by Paul Revere and the Raiders. They discussed the effects of Indian Boarding Schools and the Trail of Tears described in the song. Lastly, they worked on the RAFT assignment from 1/22.
1/22
Students finished the last of the words in U.S. expansion vocabulary. They received a RAFT writing assignment about U.S. expansion that is due by Friday, 1/26. The directions and rubric can be found on Google classroom.
1/16
Students finished the U.S. expansion vocabulary graphic organizer. The terms are here. They also watched a three-minute video from the History channel about the War of 1812. Students were given time in class to discuss the terms and create their hints for the vocabulary words.
1/12
Students continued using these slides, modern portrayals of Native Americans. As a class, we analyzed the political cartoon on slide nine, and the photographs and quote on slide 10. Lastly, students watched this TED talk about the history of Native Americans living on the Pine Ridge Reservation.
1/11
Students analyzed modern portrayals of Native Americans. They viewed and discussed the images on slides one through four.
1/10
Students started class by discussing the the impact of Manifest Destiny on Native Americans. They continued filling out their U.S. expansion graphic organizer. They complete slides five through seven of U.S. expansion vocabulary. Next, they watched minute 27-35 of We Shall Remain about the Cherokee reaction to the Indian Removal Act. They turned in their civics vocabulary. Students can retake their civics quiz on 1/11 or 1/12.
1/9
Students viewed this image of Rip Van Winkle and discussed why North Carolina was nicknamed the "Rip Van Winkle State". Students had portions of class to finish the article and the map started on 1/8.
1/8
Students viewed this image and reviewed the concept of Manifest Destiny as it relates to westward expansion. They watched this three minute video about Rip Van Winkle in order to begin to understand why North Carolina earned the nickname the "Rip Van Winkle State" in the early 1800s. They read an article entitled Searching for greener pastures: Out-migration in the 1800s about the lack of reforms and progress in the state at that time. Lastly, they each received a copy of this map, and used these two maps, Louisiana Purchase and Statehood Timeline, to fill it in. Directions on how to fill in the map are on Google classroom.
1/3
Students viewed this primary source image and used it to identify and describe positives and negatives for Native Americans and settlers during western migration. They completed the first two vocabulary terms for U.S. expansion. A copy of the graphic organizer can be found here, and the vocabulary is here. Lastly, they watched a portion of Story of Us about the Donner party in 1846.
1/2
Students reviewed the push/pull factors that motivated the early colonists to move from Europe to the New World. They reviewed how checks and balances affects the three branches of government, and then discussed how those principles applied to Jefferson's purchase of the Louisiana Territory. Next, they watched from minute 7:45-12:45 of America: Story of Us episode about westward migration.
12/20
Quiz on civics.
12/19
Students are working on three assignments in Google classroom: study guide, texts for civics quiz, and U.S. citizenship exam.
12/18
Students finished the lesson with Mrs. Allee. They participated in a Kahoot review game for the quiz on civics on Wednesday, 12/20.
12/15
Mrs. Allee, the 8th grade counselor, taught students about online safety.
12/14
Students completed filling in all of their civics vocabulary words. They also received an additional copy of notes to use to prepare for the quiz on Wednesday, 12/20.
12/13
Students continued adding to the Civics vocabulary terms they started yesterday. Each class completed through slide #12 of these vocabulary words.
Students will take a quiz next Wednesday, 12/20.
They should study:
1. Civics vocabulary
2. the article on the Articles of Confederation they received in class on Monday, 12/11
3. notes on the seven Democratic Ideals found in the Constitution, the Bill of Rights, and the North Carolina constitutions they will receive in class on Thursday, 12/14
12/12
Students reviewed the strengths and weaknesses of the Articles of Confederation. They watched the first two minutes of this History Channel video to review why the Articles failed. Next, they started learning the vocabulary for our Civics unit. The vocabulary terms are here, and the graphic organizer they began to fill out is here. They finished slides #1-7.
12/11
Students were asked to brainstorm the criteria for an effective government. Then they read this article on the first government of the United States, the Articles of Confederation. They worked in groups to identify the helpful, positive things the Articles did for the country and the harmful, negative issues it caused. Lastly, students watched How to build planes in the air and discussed how that endeavor might be similar to trying to create and use America's first government.
12/8
Students delivered their speeches. We watched the scenes from the "John Adams" miniseries in which the Continental Congress voted for independence.
12/7
Delayed opening-students continued working on their American Revolution speech.
12/6
Students continued working on their American Revolution speech.
12/5
Students received the directions for their final project for the American Revolution unit. Their task is to write a speech to persuade other colonists to their point of view. The directions were sent to each student in Google classroom. They will have 12/5, 12/6, and possibly 12/7 to work in class and the assignment is due at the end of the day on 12/8.
12/4
Students worked in groups to read the middle section of the Declaration of Independence in which Jefferson identifies the wrongs committed by King George III against the colonies. They identified his worst offenses and discussed their impact on the colonies as a whole class. They read the final sections while listening to this video, and identified three main ideas from those parts of the document. Students were reminded that Friday, 12/8, is the last day that missing work can be turned in for progress reports.
12/1
Students brainstormed what they remembered about the Enlightenment. They watched this video about John Locke and his influence on the Enlightenment. In groups, they read portions of Common Sense by Thomas Paine, and analyzed whether or not Paine would have agreed with Locke's ideas. In addition, they discussed how Locke influenced Thomas Jefferson as he wrote the Declaration of Independence. Next, they each received a copy of the Declaration and followed along as the first part was read aloud on this video. Lastly, they identified three main ideas from the first half of the Declaration.
11/30
Students reviewed as a class what they learned yesterday about the role African Americans and Native Americans, respectively. They watched from minute 20 to 37:20 of the "Independence" episode for America: Story of Us. They read this article to help them better understand the contributions of Native Americans to the Revolution, and watched the first three minutes of this video about African Americans during this time period. They worked in groups to complete the "similarities" portion of their graphic organizer.
11/29
Students received a graphic organizer to compare and contrast the experience of African Americans and Native Americans in the American Revolution. They reviewed the role of women from the assignment on the leaders of the Revolution. They watched America: Story of Us episode two, "Independence" (minute 2:30-5 and then 6:30-20) to help them complete the graphic organizer.
11/28
Students reviewed the strengths and weaknesses of the Continental and British armies, respectively, and discussed why the Continental Army did not need to defeat the British but could not lose to them. They read these statements (page two) about the condition of the Continental soldier during the winter at Vally Forge, and drew conclusions about their welfare and level of motivation. Students watched from minute 55 to 1:05 of episode two, Independence, of the John Adams miniseries. Finally, they read about the French involvement on the side of the colonists in the War of Independence. After reading, students has to answer there questions related to the article. If they did not finish in class, the assignment became homework. A copy of the reading with questions is available in class.
11/27
Students discussed how the American Revolution could also be considered a civil war. They completed this assignment on the leaders of the American Revolution. Each group divided the leaders for research purposes, and then shared the information with each other. Groups selected the top eight (of 16 on the list) as the most important leaders of the Revolution. Lastly, they debated which leader was the most important from among their top eight.
Students can retake the American Revolution vocabulary quiz on 11/27, 11/30, and 12/1.
11/21
Students read this primary source enlistment notice (first page) for the Continental Army. They identified what the notice requested volunteers bring with them to the army, and how long the enlistment would be. Next, they created a hypothesis about the state of the army based on the notice. Students then received a list of strengths and weaknesses of the Continental and British armies, respectively. They arranged them to identify the correct strengths and weaknesses of each side.
11/20
Field trip
11/17
Quiz on the American Revolution vocabulary.
11/16
Students worked on the American Revolution Leaders assignment from 11/15. Many did not finish and they will be given time to complete it in a later class period. They participated in a review game for the quiz tomorrow on the American Revolution vocabulary.
11/15
Students compared and contrasted the two examples of North Carolina colonial protest, the Edenton Tea Party and the Regulator Movement. They started work on American Revolution Leaders, dividing the work among the group members.
11/14
Students in 1st period received paper copies of the assignments, and those in 3rd, 4th, 7th, and 8th periods accessed their assignments in Google classroom. Each student should complete the readings and questions on Edenton Tea Party and The Regulators. Both events are examples of North Carolina colonial resistance to British rule.
11/13
Students reviewed in small groups and as a whole class the impact of mercantilism and salutary neglect on the relationship between Great Britain and the colonies. They completed the final six vocabulary terms from American Revolution vocabulary (slides 13-17). Lastly, they finished watching the end of the trial of the soldiers accused of murder in the "John Adams" miniseries.
There will be a quiz on the American Revolution vocabulary on Friday, November 17th.
11/9
Some students rebelled against taxation. They discussed in small groups, and then as a whole class how their experience connected to that of the colonists. They watched portions of the trial of the British soldiers accused of murder in the Boston Massacre from the "John Adams" miniseries.
11/8 (11/7 was a teacher workday)
Students were greeted with additional taxes. They discussed this political cartoon about the repeal of the Stamp Act. Next, they added slides nine through 12 of the American Revolution vocabulary to their graphic organizer. They also viewed this image of "The Bloody Massacre". Students discussed the events of the Boston Massacre and watched from minute 6:30-9, and then 12:45-14:45 of the HBO "John Adams" miniseries.
11/6
Students were informed at the beginning of class that they would now be taxed colonial North Carolina pounds for using the classroom space and supplies. An appointed student tax collector recorded what taxes were paid. Students watched minute 30:30-42 of episode one of America: Story of Us about the Battle of Lexington and Concord. They used the video to complete the Risk Assessment they started in class on 11/2. They completed one term from American Revolution Vocabulary, Committees of Correspondence.
11/3
Students in my 8th period class received a notice about the behavioral expectations regarding the end-of-year reward field trip. It was to accompany their report card. Below is a copy of that notice:
Students analyzed this image of tarring and feathering and this image of a propaganda poster against the Stamp Act to better understand the colonial reaction of British taxes. They continued working on their Risk Assessment from 11/2. Lastly, they each received 30 £ of colonial North Carolina money from 1771.
11/2
Students added one term, Proclamation of 1763, to their American Revolution vocabulary. They discussed the response of the colonists and British to the their victory in the French and Indian War. Finally, they started analyzing the colonial response to British taxes on this Risk Assessment. To complete the assessment, students used this document, Timeline of Resistance, 1763-1774.
11/1
Students continued American Revolution vocabulary. We discussed the French and Indian War. Students watched from minute 1:45-6:15 of this video to help understand the war and how it impacted the relationship between Great Britain and the colonies. They also read a portion of the 1660 edition of the Navigation Acts as groups, and identified the rationale for the British economic policy of mercantilism.
10/31
Student reviewed as a class the characteristics of revolution. They started vocabulary for the American Revolution. The vocabulary can be found here, and the graphic organizer is here. We completed the first three terms.
10/30
Students worked in groups to brainstorm the characteristics of a revolution. We discussed them as a whole class and then predicted which ones would apply to the American Revolution. Students took a pre-assessment on the American Revolution through their Google classroom site.
After testing, students worked on completing their NCFE review questions in Google classroom.
5/29
Students participated in an NCFE review.
5/25
Students watched portions of "The Children's March", from minute 11:45-19:30, and then from minute 21:30-25 about the Children's March in Birmingham, AL. We discussed the tactics used by the SCLC in the march, and why children were marching. Next, students worked on their Civil Rights Organization assignment from Google classroom they started on 5/23.
5/24
Many students were out of class taking their world language final exams. Students in class watched portions of the film "Selma". They examined the occasional cross-purposes of various Civil Rights Movement organizations, and how the Johnson administration reacted to Dr. King's request for voting legislation.
5/23
Students reviewed the text of the Voting Rights Act of 1965 and discussed in pairs why it was necessary even though the 15th and 19th Amendments, respectively, already guaranteed African Americans the right to vote. Next, students watched the first 10 minutes of the movie "Selma" in which Dr. King discusses the need for the passage of the Voting Rights Act with President Johnson. Lastly, students started work on this assignment, Civil Rights Organizations. It was sent to them on Google classroom.
5/22
Students viewed maps of Southern states from 1958 and 1964, and discussed their progress in desegregating their schools after the Brown vs. Board of Education Supreme Court decision. Next, they looked at this interactive timeline, and watched a six-minute video about education in Chapel Hill before the Brown decision. Lastly, students completed the overview of the Civil Rights Movement on Google classroom they started in class on 5/21.
5/21
Students reviewed in pairs and then as a class the definitions for de facto and de jure segregation. Also as a class, they brainstormed a list of Civil Rights Movement leaders. Students watched this 10-minute video about the death of Emmett Till in 1955. Lastly, they started this overview of the Civil Rights Movement. It is in Google classroom.
5/18
Students worked on pairs to answer three released NCFE questions. As a class, we discussed the answers. Students also reviewed the connections between the French and Indian War and the American Revolution. Lastly, students watched the first 12-13 minutes of "The Fallen of WWII".
5/17
Students completed the EOG/NCFE tutorial for end-of-year testing. All students must complete the tutorial before May 25th.
Students also had time to work on their NCFE review questions.
5/16
No school
5/15
Students presented their class stories using World War II vocabulary. During the last 15 minutes of class they continued answering questions on the NCFE review.
5/14
Students worked to complete their class stories including World War II vocabulary. They will present in class tomorrow, May 15th.
5/11
Students will continue working on their WWII projects on Monday, May 14th and will present it on Tuesday, May 15th.
They worked in pairs to answer five questions from released NCFE tests. As a class, we reviewed the correct answers. Lastly, students played a Kahoot review games about the American Revolution.
5/9-10
Students were assigned their final project for the World War II unit. Each class is writing a script and/or story about the home front and U.S. participation in the war. All classes have been divided into four groups to work on their WWII vocabulary. Those groups were then assigned a list of vocabulary terms through Google classroom pertaining to four categories from the war: White House, USA, Asia/Pacific, Europe. They have had and will have class time on 5/9, 5/10, and 5/11. Each class will present their work on Monday, 5/14.
5/8
Students worked in groups to complete North Carolina Final Exam review questions. They also received all of the vocabularies they completed from this school year to help them answer the review questions.
5/7
Students reviewed the events that drew the U.S. into WWII. They watched this seven-minute video on rationing and recycling on the home front, and the first seven minutes of this video about the "war town" of Mobile, Alabama. They used the videos to help them answer some of the WWII vocabulary words they began working on in groups on 5/4. Students began receiving the vocabulary sets they turned in earlier this year to help them to prepare for the North Carolina Final Exam (NCFE) in social studies.
5/4
Students watched the first eight minutes of the Story of Us episode about the Japanese attack on Pearl Harbor. They discussed the reasons for the attack. Next, students began completing World War II vocabulary in groups.
5/3
Students discussed the origins of "Jim Crow" in America using these slides as talking points. They watched a four-minute video on Plessy vs. Ferguson and how the decision impacted de jure segregation in the United States.
5/2
Students who completed Great Depression assignment in groups presented their projects today. Each student was required to complete this checklist to provide feedback to their peers about their presentations. Lastly, students played a Kahoot review game about the 13 colonies.
4/27-5/1
Students had class time to work on their final assignment (they chose whether to work in a group or as an individual) for the 1920s and Great Depression unit. It is due on Wednesday, 5/2.
4/26
Students received their final assignment for the 1920s and Great Depression unit. They chose whether to work in groups or as an individual. The directions for either assignment has been sent to them in Google classroom. They will have class time from 4/26-5/1 to complete the project.
4/24-5
Students continued and finished their notes on the causes and effects of the Great Depression in the U.S. A copy of the notes is here and a copy of the graphic organizer is here.
4/23
Students evaluated graphs of two graphs of the agricultural segment of the economy in the 1920s, Farm Mortgage Foreclosure Rate 1920-1930 and Farm Population and Employment, also during that time period. Students discussed what they already knew about the U.S. economy in the 1920s, and contrasted it with the conditions of farmers. Lastly, they continued their assignment entitled Cultural Conflict of the 1920s. If students did not finish in class, it is due by Friday, April 27th.
4/20
Students participated in a student feedback survey from the DPI. Next, they began examing the cultural conflicts present in the 1920s. Each student was sent an assignment called Cultural Conflict of the 1920s through Google classroom.
4/19
Students reviewed the conditions that gave rise to the culture of consumerism in the U.S. in the 1920s. They took notes from slides 14-19 and discussed the debt picture (individual and national) in the 1920s and today.
4/18
Students started working on these notes on the 1920s and 1930s. Here is a copy of the graphic organizer to use with the notes. Students were asked to turn in their industrialization notes they completed in class 4/3, and the Progressive Era reforms assignment in Google classroom they worked on in class on 4/9. Both of these assignments are due on due by Friday, 4/27.
4/17
Benchmark testing again. Students watched the first seven minutes of this video explaining how credit works. In pairs, they were given scenarios in which they figured out how the use of credit affected purchases, and what happens if you only make the minimum payment. It was an exercise to help them understand the consumerism of the 1920s.
4/16
Classes were only 25 minutes due to benchmark testing. Students watched portions of the Story of Us episodes entitled "Boom" and "Bust".
4/13
Quiz on immigration, imperialism, industrialization, and progressivism.
4/12
After the two-hour delay for science day, students finished this article about immigration to the U.S. around the turn of the 20th century. In groups, they answered these review questions. We identified the correct answers as a class.
4/11
Students reviewed the U.S. entrance into WWI. They used these slides and took notes on number eight through 15. Lastly, they received an article on American immigration. Here is a copy of the reading with questions.
4/10
Students continued working on the Progressive Era assignment they started on 4/9. They also received a copy of the study guide for the quiz on Friday. Students should know all of the terms on the the study guide.
4/9
Students worked together in groups to complete this chart on Progressive Era reforms.
4/6
Students reviewed the differences between monopolies and trusts as a warm-up. They received a map of American imperialism to label. The assignment includes background information on the acquisition of imperial land, the dates the U.S. took control, and two questions to answer about the Spanish-American War and the annexation of Hawaii. Here is a copy of the completed questions. A copy of the map is available from me in class. Lastly, they watched seven minutes of the Story of Us episode entitled "Boom" about the Red Summer of 1919.
4/5
As a class, we reviewed the notes on industrialization, specifically discussing trusts and monopolies in the Gilded Age. Next, students reviewed the reasons for global imperialism prior to World War I in their groups and learned how the United States attempted to become an imperial power through the Spanish-American War. They watched this four-minute video about the war and the role of yellow journalism.
4/4
Students completed their notes on the industrialization and labor practices of the Gilded Age. A copy of the completed notes is here.
4/3
Students began working on notes on the industrialization and labor practices of the Gilded Age. A copy of the graphic organizer is here. Students worked in their groups to complete these notes. They will have class time on 4/4 as well.
4/2
Students explored the use of the term Gilded Age (coined by Mark Twain) to describe the United States at the end of the 19th century. They examined three primary source political cartoons that depicted the time period. Lastly, they watched the last eight minutes of the America: Story of Us episode entitled "Cities" about the Triangle Shirtwaist Factory fire
3/22-23
Students examined the role of pop culture in historical research. They participated in a series of group and whole class discussions about media from the 1950s and 60s, and what was communicated about gender roles during those times. We used this presentation as our guide.
3/21
Students viewed the first two slides of this presentation. As a class, we discussed their strategy for the game of Monopoly and how monopolies were present in the time after Reconstruction, the Gilded Age. Students started watching America: Story of Us episode called "Heartland". While watching, they completed a viewing guide they received in class.
3/19-20
Students continued to have class time to complete their Confederate symbols position paper. The assignment should be completed by the end of the day on Tuesday, March 20th, unless a student was absent.
3/16
Students continued working on their Confederate symbols position paper. The paper will be due at the end of the day on Monday, March 19th.
3/15
Students received a copy of the three plans for Reconstruction, Lincoln's, Johnson's, and Congress's. They compared and contrasted them in groups and answered the follow up questions at the end of the document. Lastly, we viewed the political cartoon on slide 16 and discussed the plan/hope for the Freedment during Reconstruction, and the reality.
3/14
Students talked about the walkout and were given names and addresses of public officials to whom they could write letters regarding school safety and gun laws. That information is on Google classroom. They finished their own plan for Reconstruction, creating solutions for how to incorporate Freedmen into society. Next, they watched this video about the response to Presidential Reconstruction and the implementation of Congressional Reconstruction. Lastly, they started examing the two plans using this assignment.
3/13
Students continued working on their Confederate symbols position paper.
3/12
Students were instructed to turn in their annotations and begin writing the introductions to their position papers. They also watched a 60 minutes video, Behind the Decision to Remove a Statue of Robert E. Lee. A reminder, the directions for the annotations and paper itself are on Google classroom.
3/9
To begin class, students watched How Southern Socialites Rewrote Civil War History. Next, students were able to work on identifying and annotating source for their position paper.
3/8
Students viewed the first slide of this presentation, and discussed some of the challenges facing the country after the Civil War ended. In their groups, they began working through specific issues during the Reconstruction period, and creating their own solutions to the problems. They completed questions one and two in this simulation.
3/7
Students were able to work on identifying and annotating source for their position paper.
3/6
Students reviewed how some Confederate symbols are displayed in public spaces, specifically looking at statues of Robert E. Lee in Charlottesville, Silent Sam in Chapel Hill, and Nathan Bedford Forrest in Nashville. They also watched Not the Confederate Flag, a two-minute video explaining the history of the actual Confederate flag. Next, students were given directions for a position paper in which they must explain their views on the display of Confederate symbols. The directions for the assignment are on Google classroom. The paper will be due on Monday, March 19th.
3/5
Students watched the final 10 minutes of the Civil War Animated Map, about the years 1864 and 1865. They had class time to complete their entries for those years from the
Examining the Civil War assignment. The due date for the completed assignment is Friday, 3/9.
3/2
Students reflected of their own knowledge of what a military draft is, and how it has been received by American society in the past. They analyzed the features of a military draft used by the North and South, respectively, by viewing the political cartoons on slides 27 to 29. Next, they viewed this video about the New York City Draft Riots in 1863. Lastly, students watched a scene from the movie "Glory" about the initial training of African American soldiers in the Union army.
3/1
Students analyzed political propaganda from the 1864 President election to identify and discuss the issues of the campaign. They used slides 22-26 of the Civil War vocabulary and turned in their completed graphic organizers. Lastly, they watched five minutes of PBS's American Experience about Lincoln's assassination. The full video is here.
2/28
Students analyzed campaign posters for the 1864 Presidential election. They viewed this five minute video about Lincoln's delivery of his Gettysburg Address. Next, they completed the assignment on the first page of this document in which they had to read the Gettysburg Address and interpret Lincoln's meanings in each section. We discussed their responses as a class.
2/27
Students had the chance to finish their 1862 entry and work on the 1863 entry of the Examining the Civil War assignment.
2/26
Students watched the 1863 chapter of the Civil War Animated Map. They read the Emancipation Proclamation in groups and participated in a whole class discussion about Lincoln's purposes for the Executive Order, and which slaves he was freeing. Lastly, students started their 1863 entry of
Examining the Civil War.
2/23
Students watched the 1862 portion of the Civil War Animated Map and worked on the 1862 entry of the Examining the Civil War. Students also watched from minute 23:20-31 of the movie Lincoln to examine Lincoln's own thoughts about the Emancipation Proclamation.
2/22
Students started writing the 1861 entry of the Examining the Civil War assignment. They used the first six minutes of the Civil War Animated Map and analyzed this timeline of 1861 as resources.
2/21
Students finished watching the America: Story of Us episode about the Civil War. They completed the viewing guide and discussed what technological advancement most impacted the war. Lastly, we discussed the next assignment that students will start in class, Examining the Civil War.
2/20
Students reviewed the strategies, respectively, of the North and South in the Civil War. They continued watching the Civil War episode of Story of Us. In groups and as a whole class, they discussed the impact of privatization of the railroads in the South versus President Lincoln assuming control of railroads in the North to benefit the military.
2/19
Students reviewed the first part of the Union battle strategy. They continued Civil War vocabulary (slides 15-20). After learning about both parts of the Union strategy, students predicted the Southern strategy based on the relative strengths and weaknesses of both sides. Lastly, students started the America: Story of Us episode about the Civil War. The episode highlights the impact that technological innovations had on the war. Students worked to complete a viewing guide while watching. The viewing guide is available from me in class.
2/16
Students viewed a primary source political cartoon of Lincoln's 1861 inauguration. They watched from minute 22-30 of this video about Lincoln's election and the Battle of Fort Sumter. Next, they viewed a primary source image of the first major battle of the Civil War, the Battle of Bull Run/Manassas and read Confederate spy Rose O'Neal Greenhow's primary source account of the battle.
2/15
Students continued adding to their Civil War vocabulary. They completed through slide 15. Students also participated in a discussion about military leadership of the North and South, respectively.
2/14
Students reviewed the strengths and weaknesses of the North and South prior to the start of the Civil War. They received new vocabulary for the Civil War. The graphic organizer is here and the terms can be found here. Most classes completed through slide 12. Students are responsible for turning in the following from class on 2/9, 2/12, and 2/13: Social Divisions in Antebellum NC, "Comparison-North and South", and the "Civil War 150" handout. The "Major Battles of the Civil War" can be turned in for extra credit.
2/12-2/13
Students researched background information about the North and South on the cusp of the Civil War. They completed a handout entitled "Civil War 150". The handout is available in class. They also completed "Comparison-North and South" and "Major Battles of the Civil War" using History Channel's site, Civil War 150, as well as Battles of the Civil War from the Civil War Trust.
2/9
Students read an article about the social divisions during the Antebellum period in North Carolina. They answered questions corresponding to the reading. The assignment is here.
2/8
Students participated in an online budgeting simulation, Playspent. They were asked to consider their spending decisions on this assignment.
2/7
Students participated in a brainstorming session identifying what they would need to pay for as adults. Next, they reviewed a sample budget. They looked up the starting salary for the career they thought they might pursue and created their own budget. We also review the current tax brackets, and how taxes are paid out of gross income.
2/6
Students took a quiz on Antebellum vocabulary.
2/5
Students worked as individuals or in pairs to create a visual representation (drawing, chart, diagram, etc.) to answer the essential question: What political, economic, and societal changes in the mid-1800s created a climate of conflict that lest the U.S. towards a civil war? Here is a copy of the assignment. Students also watched this review of the Antebellum period.
2/2
Students were introduced to the concept of chattel slavery in the Antebellum South. They watched this video of the description of slavery and how slaves resisted their bondage. They also discussed this interactive diagram of the Atlantic Slave Trade. Lastly, they participated in a Kahoot review of the Antebellum period.
2/1
Students reviewed the Election of 1860 and the role of Lincoln's victory in Southern secession. Students received an Antebellum study guide and worked in groups to complete it. Also, a video we didn't watch in class but some may be interested in is How the Republican party went from Lincoln to Trump.
1/31
Students viewed the political cartoon on slide 19 of Antebellum vocabulary, and discussed how it described the sectionalism of that time period. They completed slides 14 to 16 of the vocabulary and watched "Dred Scott v. Sandford".
Students learned about a quiz on the Antebellum period on Tuesday, 2/6. They should study the vocabulary words, the handout entitled "American Diversification" they received in class, and a study guide they will receive in class on Thursday, 2/1.
1/30
Students viewed a political cartoon of "King Cotton" and discussed how cotton connected Southern slavery and Northern factories. The completed a handout entitled "The Atlantic Slave Trade and Slavery in America" using this website, http://www.slaverysite.com/Body/facts%20and%20figures.htm. The handout is available in class. Lastly, each class discussed what they learned from the sectionalism exercise. They read portions of Alabama Unionists to better understand the risks of disloyalty for Americans during the Antebellum period.
1/29
Students continued Antebellum vocabulary. They completed slides 11 through 13. They watched minute eight to 13 of the American Story of Us episode entitled "Division", and discussed the causes and effects of the cotton gin.
1/26
Students continued working on Antebellum vocabulary. They complete slides seven through 10. During their work on vocabulary, students watched this video about the Underground Railroad, and this video about the Kansas- Nebraska Act of 1854. They were reminded that the U.S. expansion RAFT is due at the end of the day today, and that U.S. expansion vocabulary is due by next Friday, 2/2.
1/25
Students completed an analysis of "A Tragic Prelude" . The image is at the top, and the graphic organizer is at the bottom of the page. Next, students were divided into two groups, blue or green, and given these instructions about an exercise on "sectionalism" (see the vocabulary words for an explanation of the term) they would be participating in. Lastly, students started Antebellum vocabulary. The graphic organizer is here, and the vocabulary words can be found here.
1/24
Students received notecards with information about the North and South, respectively, during the Antebellum period. They had to work together as a class to identify which details described which region. Next, they received this handout with additional information about the differences between the North and the South, and answered the two questions at the bottom of the page.
1/23
Students viewed Cherokee People by Paul Revere and the Raiders. They discussed the effects of Indian Boarding Schools and the Trail of Tears described in the song. Lastly, they worked on the RAFT assignment from 1/22.
1/22
Students finished the last of the words in U.S. expansion vocabulary. They received a RAFT writing assignment about U.S. expansion that is due by Friday, 1/26. The directions and rubric can be found on Google classroom.
1/16
Students finished the U.S. expansion vocabulary graphic organizer. The terms are here. They also watched a three-minute video from the History channel about the War of 1812. Students were given time in class to discuss the terms and create their hints for the vocabulary words.
1/12
Students continued using these slides, modern portrayals of Native Americans. As a class, we analyzed the political cartoon on slide nine, and the photographs and quote on slide 10. Lastly, students watched this TED talk about the history of Native Americans living on the Pine Ridge Reservation.
Students analyzed modern portrayals of Native Americans. They viewed and discussed the images on slides one through four.
1/10
Students started class by discussing the the impact of Manifest Destiny on Native Americans. They continued filling out their U.S. expansion graphic organizer. They complete slides five through seven of U.S. expansion vocabulary. Next, they watched minute 27-35 of We Shall Remain about the Cherokee reaction to the Indian Removal Act. They turned in their civics vocabulary. Students can retake their civics quiz on 1/11 or 1/12.
1/9
Students viewed this image of Rip Van Winkle and discussed why North Carolina was nicknamed the "Rip Van Winkle State". Students had portions of class to finish the article and the map started on 1/8.
1/8
Students viewed this image and reviewed the concept of Manifest Destiny as it relates to westward expansion. They watched this three minute video about Rip Van Winkle in order to begin to understand why North Carolina earned the nickname the "Rip Van Winkle State" in the early 1800s. They read an article entitled Searching for greener pastures: Out-migration in the 1800s about the lack of reforms and progress in the state at that time. Lastly, they each received a copy of this map, and used these two maps, Louisiana Purchase and Statehood Timeline, to fill it in. Directions on how to fill in the map are on Google classroom.
1/3
Students viewed this primary source image and used it to identify and describe positives and negatives for Native Americans and settlers during western migration. They completed the first two vocabulary terms for U.S. expansion. A copy of the graphic organizer can be found here, and the vocabulary is here. Lastly, they watched a portion of Story of Us about the Donner party in 1846.
1/2
Students reviewed the push/pull factors that motivated the early colonists to move from Europe to the New World. They reviewed how checks and balances affects the three branches of government, and then discussed how those principles applied to Jefferson's purchase of the Louisiana Territory. Next, they watched from minute 7:45-12:45 of America: Story of Us episode about westward migration.
12/20
Quiz on civics.
12/19
Students are working on three assignments in Google classroom: study guide, texts for civics quiz, and U.S. citizenship exam.
12/18
Students finished the lesson with Mrs. Allee. They participated in a Kahoot review game for the quiz on civics on Wednesday, 12/20.
12/15
Mrs. Allee, the 8th grade counselor, taught students about online safety.
12/14
Students completed filling in all of their civics vocabulary words. They also received an additional copy of notes to use to prepare for the quiz on Wednesday, 12/20.
12/13
Students continued adding to the Civics vocabulary terms they started yesterday. Each class completed through slide #12 of these vocabulary words.
Students will take a quiz next Wednesday, 12/20.
They should study:
1. Civics vocabulary
2. the article on the Articles of Confederation they received in class on Monday, 12/11
3. notes on the seven Democratic Ideals found in the Constitution, the Bill of Rights, and the North Carolina constitutions they will receive in class on Thursday, 12/14
12/12
Students reviewed the strengths and weaknesses of the Articles of Confederation. They watched the first two minutes of this History Channel video to review why the Articles failed. Next, they started learning the vocabulary for our Civics unit. The vocabulary terms are here, and the graphic organizer they began to fill out is here. They finished slides #1-7.
12/11
Students were asked to brainstorm the criteria for an effective government. Then they read this article on the first government of the United States, the Articles of Confederation. They worked in groups to identify the helpful, positive things the Articles did for the country and the harmful, negative issues it caused. Lastly, students watched How to build planes in the air and discussed how that endeavor might be similar to trying to create and use America's first government.
12/8
Students delivered their speeches. We watched the scenes from the "John Adams" miniseries in which the Continental Congress voted for independence.
12/7
Delayed opening-students continued working on their American Revolution speech.
12/6
Students continued working on their American Revolution speech.
12/5
Students received the directions for their final project for the American Revolution unit. Their task is to write a speech to persuade other colonists to their point of view. The directions were sent to each student in Google classroom. They will have 12/5, 12/6, and possibly 12/7 to work in class and the assignment is due at the end of the day on 12/8.
12/4
Students worked in groups to read the middle section of the Declaration of Independence in which Jefferson identifies the wrongs committed by King George III against the colonies. They identified his worst offenses and discussed their impact on the colonies as a whole class. They read the final sections while listening to this video, and identified three main ideas from those parts of the document. Students were reminded that Friday, 12/8, is the last day that missing work can be turned in for progress reports.
12/1
Students brainstormed what they remembered about the Enlightenment. They watched this video about John Locke and his influence on the Enlightenment. In groups, they read portions of Common Sense by Thomas Paine, and analyzed whether or not Paine would have agreed with Locke's ideas. In addition, they discussed how Locke influenced Thomas Jefferson as he wrote the Declaration of Independence. Next, they each received a copy of the Declaration and followed along as the first part was read aloud on this video. Lastly, they identified three main ideas from the first half of the Declaration.
11/30
Students reviewed as a class what they learned yesterday about the role African Americans and Native Americans, respectively. They watched from minute 20 to 37:20 of the "Independence" episode for America: Story of Us. They read this article to help them better understand the contributions of Native Americans to the Revolution, and watched the first three minutes of this video about African Americans during this time period. They worked in groups to complete the "similarities" portion of their graphic organizer.
11/29
Students received a graphic organizer to compare and contrast the experience of African Americans and Native Americans in the American Revolution. They reviewed the role of women from the assignment on the leaders of the Revolution. They watched America: Story of Us episode two, "Independence" (minute 2:30-5 and then 6:30-20) to help them complete the graphic organizer.
11/28
Students reviewed the strengths and weaknesses of the Continental and British armies, respectively, and discussed why the Continental Army did not need to defeat the British but could not lose to them. They read these statements (page two) about the condition of the Continental soldier during the winter at Vally Forge, and drew conclusions about their welfare and level of motivation. Students watched from minute 55 to 1:05 of episode two, Independence, of the John Adams miniseries. Finally, they read about the French involvement on the side of the colonists in the War of Independence. After reading, students has to answer there questions related to the article. If they did not finish in class, the assignment became homework. A copy of the reading with questions is available in class.
11/27
Students discussed how the American Revolution could also be considered a civil war. They completed this assignment on the leaders of the American Revolution. Each group divided the leaders for research purposes, and then shared the information with each other. Groups selected the top eight (of 16 on the list) as the most important leaders of the Revolution. Lastly, they debated which leader was the most important from among their top eight.
Students can retake the American Revolution vocabulary quiz on 11/27, 11/30, and 12/1.
11/21
Students read this primary source enlistment notice (first page) for the Continental Army. They identified what the notice requested volunteers bring with them to the army, and how long the enlistment would be. Next, they created a hypothesis about the state of the army based on the notice. Students then received a list of strengths and weaknesses of the Continental and British armies, respectively. They arranged them to identify the correct strengths and weaknesses of each side.
11/20
Field trip
11/17
Quiz on the American Revolution vocabulary.
11/16
Students worked on the American Revolution Leaders assignment from 11/15. Many did not finish and they will be given time to complete it in a later class period. They participated in a review game for the quiz tomorrow on the American Revolution vocabulary.
11/15
Students compared and contrasted the two examples of North Carolina colonial protest, the Edenton Tea Party and the Regulator Movement. They started work on American Revolution Leaders, dividing the work among the group members.
11/14
Students in 1st period received paper copies of the assignments, and those in 3rd, 4th, 7th, and 8th periods accessed their assignments in Google classroom. Each student should complete the readings and questions on Edenton Tea Party and The Regulators. Both events are examples of North Carolina colonial resistance to British rule.
11/13
Students reviewed in small groups and as a whole class the impact of mercantilism and salutary neglect on the relationship between Great Britain and the colonies. They completed the final six vocabulary terms from American Revolution vocabulary (slides 13-17). Lastly, they finished watching the end of the trial of the soldiers accused of murder in the "John Adams" miniseries.
There will be a quiz on the American Revolution vocabulary on Friday, November 17th.
11/9
Some students rebelled against taxation. They discussed in small groups, and then as a whole class how their experience connected to that of the colonists. They watched portions of the trial of the British soldiers accused of murder in the Boston Massacre from the "John Adams" miniseries.
11/8 (11/7 was a teacher workday)
Students were greeted with additional taxes. They discussed this political cartoon about the repeal of the Stamp Act. Next, they added slides nine through 12 of the American Revolution vocabulary to their graphic organizer. They also viewed this image of "The Bloody Massacre". Students discussed the events of the Boston Massacre and watched from minute 6:30-9, and then 12:45-14:45 of the HBO "John Adams" miniseries.
11/6
Students were informed at the beginning of class that they would now be taxed colonial North Carolina pounds for using the classroom space and supplies. An appointed student tax collector recorded what taxes were paid. Students watched minute 30:30-42 of episode one of America: Story of Us about the Battle of Lexington and Concord. They used the video to complete the Risk Assessment they started in class on 11/2. They completed one term from American Revolution Vocabulary, Committees of Correspondence.
11/3
Students in my 8th period class received a notice about the behavioral expectations regarding the end-of-year reward field trip. It was to accompany their report card. Below is a copy of that notice:
During the last week of school the 8th grade will be attending Busch Gardens.
This trip is also a reward for hard work and accomplishments throughout the year. Students on this trip have followed school rules and procedures, and we want to make sure they enjoy the trip.
IF ANY STUDENT RECEIVES DISCIPLINE REFERRALS RESULTING IN 2 DAYS OF ISS OR ONE DAY OF OSS, THEY MAY LOSE THE PRIVILEGE OF ATTENDING THIS FIELD TRIP, PER ADMIN’S DECISION.
Please contact team leaders Molly Caudill(Mahalo) or Billy Giblin(Ohana) with any questions.
Students analyzed this image of tarring and feathering and this image of a propaganda poster against the Stamp Act to better understand the colonial reaction of British taxes. They continued working on their Risk Assessment from 11/2. Lastly, they each received 30 £ of colonial North Carolina money from 1771.
11/2
Students added one term, Proclamation of 1763, to their American Revolution vocabulary. They discussed the response of the colonists and British to the their victory in the French and Indian War. Finally, they started analyzing the colonial response to British taxes on this Risk Assessment. To complete the assessment, students used this document, Timeline of Resistance, 1763-1774.
11/1
Students continued American Revolution vocabulary. We discussed the French and Indian War. Students watched from minute 1:45-6:15 of this video to help understand the war and how it impacted the relationship between Great Britain and the colonies. They also read a portion of the 1660 edition of the Navigation Acts as groups, and identified the rationale for the British economic policy of mercantilism.
10/31
Student reviewed as a class the characteristics of revolution. They started vocabulary for the American Revolution. The vocabulary can be found here, and the graphic organizer is here. We completed the first three terms.
10/30
Students worked in groups to brainstorm the characteristics of a revolution. We discussed them as a whole class and then predicted which ones would apply to the American Revolution. Students took a pre-assessment on the American Revolution through their Google classroom site.
8/28
Students received a copy of the 2017-18 Syllabus. A completed copy of the syllabus can be found here. As a class, they worked on filling it out to better understand the class policies and procedures.
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