Ongoing U.S. Geography

You need to know the location of all 50 states by the end of May. You should be working on this several times a week or a state or two per day depending upon your former knowledge.

Summary of all March Work (Completion Checklist)

The following listed assignments must be completed thoroughly and with good quality by Fri, 4/3, the last day of school before break. Completion of this checklist also counts as an assignment.

Please, complete the following checklist for finished work and turn it in with any work that hasn't been turned in (or emailed) yet.

I. ASSIGNMENT 1 - 3 History Questions:
8th Grade - 3 paragraphs total, one per prompt
7th Grade - 1 paragraph total on all 3 questions

Prompt 1: Who tells or records history? Can we ever entirely know the truth?

Prompt 2: How can we be responsible and intentional with learning, interpreting, analyzing history?

Prompt 3: Given your responses to 1 and 2 above, what are some important perspectives and ideas that we should keep in mind about the history of slavery and the Civil War?

__________Assignment Completed

_________Your assessment of the effort and quality put forth on this assignment.

ASSIGNMENT II - 8th Grade only (7th grade was in dynamics week)
Individual Research on a key piece of the history of slavery timeline/outline:

________NOTES/RESEARCH

________PRESENTATION OF RESEARCH TO CLASS

_______Assignment Completed

_______Your assessment of the quality and effort put into this assignment.


ASSIGNMENT III - Poster, chart, writing, creative mini-project -
Your ideal format to show and explain what you learned about the causes of the Civil War

__________COMPLETED/PRESENTED

_________Your assessment of the quality and effort put forth into this assignment.

ASSIGNMENT IV:
I SEE, I THINK, I WONDER (about photos and music of 1800's)

__________COMPLETED

__________QUALITY, EFFORT

ASSIGNMENT V: UPSTANDERS THROUGHOUT THE HISTORY OF SLAVERY
Notes, Comparison-Contrast of Frederick Douglass and Sojourner Truth

__________COMPLETED

__________QUALITY, EFFORT

Outline of Slavery 1619 - 1800, Monday's Class

The following outline corresponds to the big puzzle box lid of US history 1800's with an emphasis on slavery at the time. The top of the timeline highlights the major historic events and topics that we've studied earlier: colonies, Declaration of Independence, Revolutionary War, The Constitution, and the combo unit on connections in the 1800's between: physical geography, immigration, industrialization, Manifest Destiny, Western Expansion... and now we're adding the slavery piece.

Monday, 3/16, Lesson
Introduction: slavery in ancient and pre-American history – Asia 3500 BC, Greece 400 BC, Mid-East, China, India, Native Americans, Africa-west and east: Moslem, African Empires-Mumbara, Dubian, King Solomon, Zimbabwe, interior of continent outward, African slave trade to 1619 – England, Netherlands, France.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I. Slavery 1619 – 1800 List brief notes as you look at your timeline and listen to lesson: A) Jamestown, 1619

B) Slave Trade, 1619 – 1785, p. 169 – 173 (blue) America Will Be, text


C) Geography of Slave Trade, a “triangle” of locations, geography, resources,
Access and trade routes, economy, movement

D) 1785, Congress Makes Slavery Illegal in NW Territory (see map p. 293, blue)

E) 1793, Whitney, Cotton Gin, Drives up more Slave Trade

F) 1793, Fugitive Slave Law

G) 1800, Gabriel Prosser – Conspiracy, Revolt, Hangings

Outline of Slavery Events 1800- 1875: Topics for Individual Research/Presentation

This brings us to Tuesday’s individual assignments for research and presentation for class about remaining key events for slavery, 1808 – 1865. Some work will need to be completed at home in preparation for your presentation to class on the event and its significance.

II. Slavery, 1808 – 1849
A student for each A, B, C group has been assigned to each event below for II and III.

A) 1808, Congress-Ban on African Slave Importation _______________


B) 1820. Missouri Compromise __________________


C) 1822, Denmark Vessey ____________________


D), 1831 Nat Turner ___________________


E) 1831, Wm. Lloyd Garrison ________________


F) 1846, Wilmot Proviso ___________________


G) 1849, Harriet Tubman ____________________

III. Slavery, 1850 – 1865
A) 1850, Mexican War and Compromise of 1850 – California _____________
Stricter fugitive slave laws

B) 1852, Harriet Beecher Stowe, Uncle Tom’s Cabin ________________

C) 1854, Congress and Kansas, Nebraska,
Repeal of Missouri Compromise ____________________

D) 1857, Dred Scott Decision _________________


E) 1859, John Brown, federal arsenal in W. VA, revolt ________________


F) 1861, Confederacy established, South secedes, starts Civil War_______

G) 1863, Lincoln, Emancipation Proclamation ________________

H) 1865, Lincoln assassinated, war ends, 13th Amendment ________________

Individual Research and Presentation on Key Events and Topics in US Slavery 1800 - 1875

Individual 8th Grade Assignments for Slavery in the 1800’s

At some point during your presentation of research on a key piece of our timeline for American slavery in the 19th Century, you should address the following questions. You may decide to present these in a different order, but each question should be answered completely and clearly. You are required to write at a minimum excellent paragraph each on 1 – 5 and another for 6 – 9. These will be used in your presentation of your research and evaluation of the event for which you’ve been assigned.

*You are strongly encouraged to use these questions below as subtopics for your research note sheet. Of course, you may not be able to answer them in this order and you may need to locate other sources to answer them fully. The computers will be reserved for you as well as two texts and many books in the room.

1) Who was involved?

2) When did it occur?

3) Where did it happen?

4) Why did it happen? If it is more complex than one cause, please, describe which various factors contributed to the event?




5) What is the significance of the event happening in the history of slavery in the 1800’s or U.S. history beyond this period?




6) Is there any connection between your event and “the individual and society” or “identity and spheres of obligation (universe of values)?


7) Is there any connection between your event and “identity, race, and belonging?


8) Is there any connection between the event and inclusion/exclusion (“us and them”)?


9) Is there any connection between your event and the larger historic case study of our bigger study of U.S. history in the 1800’s? (are there connections between your event and Manifest Destiny and U.S. Expansion, immigration, industrialization, physical geography)? Feel free to draw a chart if that makes the complexity easier than words only.

Paragraph Journaling on Perspectives that Record and Interpret History

In class today we discussed these 3 ideas at length following our historic case study of immigration in the 1800's.


1) Who records and/or tells (oral) history? Can we ever be certain we hear all of the story or the "truth?"

2) How can we be responsible and intentional when we study or interpret history?

3) Which varying points of view will we need to consider when we learn about the Civil War?

HOMEWORK:
8th grade assignment: please, write a clearly structured paragraph in response to each question (topic sentence, minimum 4 main body sentences that each begin with a linker/transition, and conclusion sentence).



7th grade assignment: you may opt to do one larger paragraph that combines all three questions above with the same paragraph expectations.

Please, locate and use your handouts with "pizzaz, emphasis, importance words for topic and conclusion sentences and the linker/transition chart.

1800's Immigration in the U.S. timeline homework

1) Go to the following site for 1800's immigration. It has links, photos, and overviews of main events.

http://www.xtimeline.com/timeline/Immigration-in-the-1800-s-G

2) On the back of the larger immigration timeline you made in class today, copy the timeline on the main page of the website.

3) For each event (each link) observe photos and pictures, read the "blurbs" that explain the pictures, and list brief notes on the timeline you copied.

4) Bring to class tomorrow to discuss.

CS Spring Conference Prep Form - due Wed 3/4

Please, write in complete sentences with specific examples and description. I encourage you to use your report card for both strengths and growth areas as I tried very hard to describe these individually for each student.

You will need to make yourself more space for each topic below after downloading or cutting and pasting onto your computer or notebook paper.

1) STRENGTH (2 examples) Academic, not behavioral:



2) GROWTH (2 examples of "before / after" semester I in CS:



3) CHALLENGE AREA-S (2 examples of what you worked on hard but still need to target; also describe any strategy you tried already:



4) WEAKNESS - an area which you only recently became aware of, perhaps via your report card that you intend to work on semester 2:

Spring Conference Prep for CS

Part of today's class was provided to begin the following 4 areas for conferences 3/12 and 3/13.

The form below that was passed out in class is lavendar. If you are one of many home ill or continuing to complete this at home, you're welcome to copy it onto your desktop, fill it out, and email it if you cannot print at home.

It is important this is turned in tomorrow, Wed, even though there is not CS class.

If you don't see Dee, put it on her desk please, or email it by 3:00.

We watched the first half hour of Destination America, a PBS series about immigration. This first episode highlights the 1800's, the period we are currently studying and European immigration, and we will continue the film the second half of class Friday.

To all of you at home, please rest and get well as soon as you can. We miss you.

Immigration 1800's Photo Gallery and Journal

Please, go to the following website and list the following for each picture in your journal:

I see...
I think...
I wonder...


http://library.thinkquest.org/26786/en/media/view.php3?meKey=7&toKey=58&torKey=0&tolKey=10

Bring into class tomorrow, Tuesday, 3/3, prepared to share your notes, comments, and questions.