Web Resources

These are the Web Resources to use for our "Pirates and Slavery" project. Use them as an alternative to google or random web sites/searches. In addition, use the sites on the right to get information, as well as the Brain Pop or World Book Online sites (get the passwords from my classroom ASAP!). In addition, use the extensive collection of books in my classroom. You may not take them home, but you may visit before/after school or during study hall.

Slavery Sites

Slavery and the Making of America - This site tells the history of American slavery from its beginnings in the British colonies to its end in the Southern states and the years of post-Civil War Reconstruction. Sections in this site are: Time and Place; Slave Memories; The Slave Experiences; and many more.

Slavery in America – related to above site by presenting companion information to the PBS program - Students can explore Roads to Freedom, the site's interactive exhibition on slaves seeking liberty, complete with spoken narration and music. The site's Narratives/Biographies section includes audio clips and texts from slaves, former slaves, and their descendants.

Understanding Slavery - An interactive world map traces the roots of slavery, while excerpts from an autobiography follow the life of one enslaved man from his childhood to his eventual freedom, and a graphic reenactment provides a detailed view of a slave auction. Site also includes teacher tips and other resources.

Voices from the days of Slavery - The almost seven hours of recorded interviews presented here took place between 1932 and 1975 in nine Southern states. Twenty-three interviewees, born between 1823 and the early 1860s, discuss how they felt about slavery, slaveholders, coercion of slaves, their families, and freedom. Several individuals sing songs, many of which were learned during the time of their enslavement. It is important to note that all of the interviewees spoke sixty or more years after the end of their enslavement, and it is their full lives that are reflected in these recordings. The individuals documented in this presentation have much to say about living as African Americans from the 1870s to the 1930s, and beyond.

More Slavery Sites:
http://www.sciway.net/hist/chicora/slavery18-2.html

http://xroads.virginia.edu/~hyper/wpa/index.html

Pirate Resources
The History of Piracy - A great site designed by historians to tell the history of specific pirates, their ships, flags, "acheivements," etc. This site uses and references primary sources, so it's legit and very useful.

Keneesaw University's Resource Page - A legitimate, historically accurate site. It will link to about 30 other pages, with games, photos, WebQuests, and other activites you can use. Designed for students to use, with links to student projects, too.
A Neat Map designed by the North Carolina Department of Tourism. It shows the location of Pirate Haunts and believed crash sties.

North Carolina Maritime Muesuem - Lots of Blackbeard and other pirate info.

This is an interesting site run by "some guy," but I can't validate it's accuracy. A lot of it looks good, but some of it looks very "raw," and hasn't been researched or checked to ensure accuracy. Use this site with caution, which means I suggest fact-checking anything you read on it.

AWESOME SITE with great info on pirate artifacts and treasures. Beware, though... they'll try to lead you into their store, where lots and lots of cool stuff could be bought! Heck, you may even want to take a trip to Key West!

Congrats, 5th Period

After conducting a real poll after today's quiz, 5th Period was voted as the best class outline, with 2nd period just a few votes shy in second place. 8th period, master manipulators of the online poll, managed 5th... last place. See, everything you read on the internet is true!

Native Cultures Projects

I've tried for a couple weeks to get these onto the blog through a widget, but can't quite figure it out. So, I'll take up a post to embed the best through a slideshow. Didn't really want to do it this way, but at least it's done!

Videos on the 13 Colonies

Removed... lesson over, no longer needs to be here.

Notes on Southern Colonies

These are the notes that we will use to to discuss the rise of the Southern Colonies on Friday.

Once again, a couple slides are goofed and a photo or two are missing due to conversion problems. No bother, the text and content remains.

| View | Upload your own

Notes on the Middle Colonies

These are the notes we'll be using during our discussion of the Middle Colonies Tuesday - Wednesday. If you miss school, or something during class, here you go.

I do appologize for the formatting problems in the below slides... my version of Office apparently isn't widely compatable yet.

| View | Upload your own

Extra Credit Opportunities

This satire piece, taken from The Daily Show last June, is rife with valuable discussion points. In fact, we'll see it again in February/March during the Constitution Unit. For now, though, I'd like to hear from students: How do Americans in 2007 treat Mexicans/Illegal Immigrants? Is such treatment fair or unfair? Is there an irony in Americans treating Illegals so badly, considering our class discussions of the last few weeks (Columbus, Conquistadors, the Pilgrims, English destruction of the Pequot)?

Give me your thoughts... any kind of writing that shows you've generated a comparison between the two (Immigration in 2007 vs. Colonization in 1600's) or have generated any original thought will earn you as many as 10 extra credit points. Any work should be turned in by Friday, 12/7. Your thoughts should be at least one paragraph to be considered for EC.

Oh, and you may recognize John Hodgman, the man Jon Stewart is talking to. He's "that guy" in the PC vs. Mac commercials, and has also written a book, which I have in my classroom. John Masello and Mason Maguire - this one's for you!

And finally, as a current event issue, this blog post is the very kind of thing that writers are on strike for in California. Bring me a simple synopsis of that strike and its issues (one paragraph), and what this post has to do with it, and you can earn 5 points extra credit. It's very important to understand what's behind current events, to ask "why," so you fully understand topics, not just people's opinions of them. This current event is very easy to notice, especially when your favorite TV shows stop running fresh episodes on TV (like the Daily Show, Office, 24, Lost, etc.).

Huck and Chuck!

The argument that we've gotten off task when occasionally discussing Chuck Norris facts is no longer relevant. He's officially endorsed Mike Huckabee, and the results are hilarious, and educational. Think we'll be seeing this again during the Constitution Unit? Yes, because Chuck told me so, and I can't disobey Chuck.

This has absolutely no connection to Friday's Daily Show clip, either! THAT is truly coincidence, unlike the disappearence of some guy's wives, disappearance of Native Americans, or our mention of "The Great Fonzarelli."

Homework for the Week of 11/26

Monday: Complete "Growth of the Colonies" WS (blue).

Tuesday: None.

Wednesday: Complete items 1,3 & 4 on your "Birth of the 13 Colonies" WS. 6th period should complete 1-6.

Thursday: None.

Age of Exploration Test and Timeline Activity

Results will be posted on the 2nd Trimester, and should be completed and posted by 12/5 or 12/6. Likewise with the Timeline Activity.

Students who did not finish it today should do so Tuesday morning, or Tuesday during study hall.

Ammar's Flash Movie (Native Cultures Project)

http://www.toufee.com/cgi-bin/user.pl?u=220851192486256

Another Great Photo(s)

This is a Christopher Columbus Memorial in Washington DC (you'll see it next year!). There are 3 interesting points you should notice. I'll give you some help.

1. How is the artist trying to show Chrissy?
2. What cultures are represented?
3. What false information does the sculpture perpetuate?

Whomever can answer all 3 questions, in 3 complete sentences (or more) by Friday, 11/16, will receive 5 points extra credit. Be sure your work is legible, please!

This does not apply to 8th Period... you'll get an alternative extra credit opportunity on Monday.

And now, the Memorial:



















And a closer look... perhaps it's a hint?

Close-up of the Phoenician Coin from our "Before Columbus..." Activity

Homework for the Week of 11/5

Monday: Please read and outline Chapter 3, Section 2 (pages 74 - 80).

Tuesday: None.

Wednesday: Write 1 paragraph answering this question: "Who was really the first people/person to America?" Use 3 facts, and use the "Before Columbus..." activity and WS as the backbone of your thought. Students absent should e-mail me for this copy!

Thursday: Complete your "Explorers Chart" and finish up your Map and Cap prep!

Halloween Homework

... is nonexistent. As a tax for this service, though, I would like 10% of today's candy income. :)

Vocab Word #4, #5, & #6

Colony/Colonialism:

When a nation establishes a new "mini-nation" outside its borders. The "main" or "old" or "bigger" country holds all power and authority over the colony.

District Resources

Our district - though the work of Kathy Kucera - has added 2 great resources available to our students. One, World Book Online, may be the best place for students to research. It is full of facts, of course, but is well organized, making it very easy for students to find information, much like Wikipedia, but almost guaranteed to be correct.

The second, Brain Pop, is a very cool site full of 3-5 minute cartoons for students to watch. In fact, there is one for Halloween right now! This site is a fantastic because it explains a few topics that are sometimes very heavy (terrorism), full of lies or stereotypes (pirates), and very cool, but something that we don't cover in class (chocolate!).

Both sites are wonderful, yes, but require login though a password. I cannot post them here, for legal reasons, so please ask your student to write it down off my board. I'll ask students to do so tomorrow, so look for it Tuesday night!

American Geography Games Part 2

Also as a note - Students who scored 100% (100/100) on the last Map and Cap Quiz do NOT have to take the quiz. I mentioned it in post long ago, but just wanted to remind you, in case you think your child is trying to squirm out of studying!

I'm reposting this, as many student can't locate it from 2 months ago. I've added lots of new games and clarified it a bit.

Next Map and Cap is coming in November (8th? 9th?). Get to work, kiddos!

The Most Popular (amongst parents, too): Name all 50 states as fast as you can.

Accurately place the state capitals in their correct locations.

This is another version of Game #2, dragging states into their correct places. A very tough one, but gets easier when you've placed 10 states or so. Thanks to Alyssa McLean for the find!

The simplest of state ID games, but annoying as states are sloppily drawn, making identification sometimes unfair and inaccurate.

This is by National Geographic, and you can test your knowledge of all countries, continents and states/provinces throughout the world. Might be tougher on slooooow computers. Thanks to Mrs. Hagensee and Macy Murray for finding this one.

Finally, a completely new game that not only requires identification of a state, but also asks you to type in the capital name, too. Thanks again, Macy!

Another great game - you need to draw each state, identify it, and name its capital. Lots of different learners should like it - and learn from it! Jordan Krawczyk - you the girl!

And if you're not having an easy time thinking "you can do it," check out this kid. Many of you lose any valid excuse when a kid can't even dress himself knows all his states and capitals. And he even eats while doing it! He must be Food Smart!
A

Native Cultures Projects DUE 10/26

Most students have made great strides this week in the IMC. With 120 minutes of class time and the supervision of myself, the aides, and the IMC staff, most students have done tremendous work finding information and creating a product that shows some authentic learning. I'm impressed with what many students have done... I look to see very good things tomorrow in class.

When turning in Projects tomorrow, please turn in the following:
1. The actual project!
2. Your blue rubric sheet (2 sided)
3. Any written information
BE SURE YOUR NAME IS VISIBLE ON ANYTHING YOU TURN IN!!!

One thing I will add - I will offer an extra credit opportunity to students who wish to present their projects. 3 points apiece to students who give a 1-3 minute description of what they designed, where they found their information, and what Big Question they answered.

Native Cultures Projects

We should really be getting into the projects now. Rubrics went home today, so look for them.

Also, here is the beginning of my list of resources to use:

This is Audacity, the program that allows you to record... and it's FREE.

One major problem students are having is ACCURACY. Many students are building/writing/podcasting before they even research. Students must load up on information before they create a product of their learning. Would you build a house before you've drawn blueprints? Bake without a recipe? Many students are doing just that by not having information before they build. Loss of points due to inaccuracies, not having resources, or being unclear will destroy your grade. Use these websites to help you find information:

Fact Monster
World Book Online (get the login from the IMC!!!)
Encarta
History Channel
Wikipedia

Oh... AND PLEASE USE THE BOOKS/ENCLYCLOPEDIAS IN THE IMC.

States and Capitals Song

Thanks to Ammar K. for the great contribution! Animaniacs have some very cool songs for memorizing things from government and American history, so we'll add those through the year.

Homework for a Half Day (10/17)

Please finish your Native Civilizations Chart/Map WS. Be sure to follow (read and)directions completely.

Homework for Monday, 10/15

Please complete a 3-2-1 summary of our Native Civilizations presentations today.

3 facts you learned.
2 things you found most interesting.
1 question you have.

Map and Cap Quiz RESULTS

Quizzes went back today, and most are very good. The following students "Aced Out," which means they scored 100/100, testing out of any future Map/Cap Quizzes:

Connor W.
Connor B.
Claire A.
Celeste A.
Danny T.
Sarah T.
Tosha K.
James I.
John I.
Anna J.
Ammar K.

Our next Map and Cap Quiz should be coming 1-2 weeks into November.

Native Cultures Projects

This is our first project, and should take 2-3 weeks to complete. Students may work in groups or with a partner, but only with the understanding that a group failing is their responsibility, and I must know about any problems for me to fix them. These projects are meant to be assessments, projects that show what students have learned. These projects are being assigned now, so students know what to look for while we explore the Native Cultures/Civilizations of the Americas before Columbus.

The projects are due on 10/26. Students must notify me of their project selection on Friday, 10/19. All projects will include rubrics (handed out next week), should have 5 sources sited on a bibliography, and should be done with amazing creativity and attention to detail/fact.

Vocab is Coming in Bunches Now

We'll be covering these words in the next 2.5 weeks, so we'll be starting our weekly vocab quizzes by the end of the month:

Enlightenment
Alliance
Colony/Colonization
Conquistadors
Couriers du Bois
Creole
Mestizo
Mission

Major Grade Changes Coming...

Progress Reports come out today, but please don't be too confident yet - Map and Cap Quizzes get put in computers soon, and Renaissance --> Enlightenment Test will be graded and entered by next Monday. The possible points will jump from 140 to 310 or more, greatly changing whatever grade comes home on the Progress Reports. So please, check SDS weekly to see what the most accurate grade is. I don't want anyone to be falsely confident of a high mark today, and be suprised when I call home with a bad grade in a week two!

Test on Wednesday!

Please study for your test tomorrow, and complete your "Revolutions in Europe" WS (Info Iceberg). This chart and worksheet is designed to help you review (force you to, actually!), so get that done as you start reviewing your study guide. Any questions? E-mail me!

Map and Capital Quizzes (#2)

Long story short - early scores show great Quiz results; they'll be in SDS as soon as possible.
First, students are doing very well this time. The bar was raised, and I'm impressed with how well the students have done. This represents not just my high standard and expectation for success, but an even more impressive work ethic and desire to succeed by the students. We haven't reviewed since our initial week of Geography, and the high scores indicate some sincere efforts by both parents and students. Thanks, Mom and Dad, for helping quiz the students as you clearly have... despite it being repetitive!

Second, I'm working as hard as possible to get them graded. As any teacher can tell you, when students don't leave you alone about the scores, that usually means they've put in the needed work to get a good grade. They don't ask when they've bombed! I've got 3 periods done, and I'm quitting at 10:00. I'll get back to work tomorrow morning and afternoon, so check the computers by 8 or 9 tomorrow evening for the grades. Unfortunately, the wake of a former student's father takes precedent tomorrow afternoon. They'll be in as soon as physically possible!

First Test - Revolution in Europe

Our first test is coming up, on Wednesday, October 10. Study guides go home today, Thursday, and will be used as a review tool in class on Tuesday. The main goal fo this unit is for students to be able to describe WHY Europeans left for America, thereby starting America.

Oh, and I'm also adding a second option to the Essay section:

Decide why Europeans left for America. List at least 3 reasons (supporting facts) from class to support your answer.

Map and Cap Quiz Tomorrow, 10/3 ALL STUDENTS

Please study for your Map and Capitals Quiz... study with the yellow sheet you received in class, or on the blog with games. I fear many of you haven't studied much, and this will clearly show who has studied. This quiz will be of 50 points, so you know where to "set the bar," so to speak.

This is the link to the older post with the games in it... please book mark the games you like so you don't have to keep searching every time you want to do them.

Homework for Thursday, 9/27

We're getting a little philosophical today!

Students need to write one paragraph (5-8 sentences) answering this question: which is better - fact or faith? Students should define the word they choose, then use some examples to support their opinion. This is an opinion-based assignment, so only effort is graded, not accuracy or truth.

Vocab Word #3

Revolution: a sudden or radical change in culture or government.

Letters to Mr. Little

About 2 weeks ago, students did a little "free-write," letting me know a little bit about themselves and reflecting out their learning styles. We'll be doing this every so often, about every 2 months, and is a great way to facilitate communication between myself and the students. I get to know far more about the students then I'd ever learn in class, even those I'm close with, and students also get a chance to vent a bit.

Of course, all of this is confidential, with 2 exceptions - when somebody is in danger, or when the student is in danger. Otherwise, the student can write freely without worrying about any consequences.

Vocab Word #2

Martin Luther: Anarchist/Revolutionary who challenged the Catholic Church's practices (like indulgences); began the Reformation by doing this.

Vocab Word #1

Renaissance: A rebirth and rediscovery of classic Roman and Greek ideas, culture.

CBS Show "Kid Nation"

CBS premiers a new reality show tonight - Kid Nation - featuring a former student and Lakeview Alum - Migle Dravistavituce (last name horribly misspelled!). The program airs at 7:00 on Ch. 2, so check it out if you can. It's rare that a person from your school is famous, or at least gets to have an opportunity like this. At the very least, root for her. At best, be inspired by her. I expect to see a few other students reach great heights in my career, so stop reading this and go do something great!

Here is a link to her bio on the CBS Website, and

This is a link to a Downers Grove Sun article about her experience.

Homework for the Week of 9/17

Monday: Finish reading pgs. 11-18 and complete WS 5 (white).

Homework for the Week of 9/10

Monday: Please finish your States & Capitals/Map WS. Be sure to follow directions explicitly!!!

Tuesday: Your "Foreword" WS is due on Thursday. Feel free to use an adult, a reliable (non-google) website, textbook, other book, or encyclopedia for help.

American Geography Games

These are the games we're playing today:

Name all 50 states as fast as you can.

Accurately place the state capitals in their correct locations.

This is another version of Game #2, dragging states into their correct places. A very tough one, but gets easier when you've placed 10 states or so. My first score was 90.19. First one to beat it gets 5 points EC. Thanks to Alyssa McLean for the find!

Game Number Three.

This is a much, much better version of Game #3. It's by National Georgraphic, and you can test your knowledge of all countries, continents and states/provinces throughout the world. Might be tougher on slooooow computers. Thanks to Mrs. Hagensee and Macy Murray for finding this one.

Finally, a completely new game that not only requires identification of a state, but also asks you to type in the capital name, too. Thanks again, Macy!

Another great game - you need to draw each state, identify it, and name its capital. Lots of different learners should like it - and learn from it! Jordan Krawczyk - you the girl!

Homework for 9/6

Textbooks went home today, and they should stay home! I have a textbook set here, so keep that at home. And no book socks, please. They're too small and damage my books.

For homework, students should finish their letters to Mr. Little. These letters should be "free-writes, where students write about themselves and let me know what they think of their learning style and personality types. This is a simple letter to let me know a little more about students, but also to assess how much they learned while studying the kind of "learners" they are, and the kind of personalities they have.

What Kind of Learning Style Does This Demonstrate?

~Thanks to Jessica Lach, 7th Period, for supplying the video!

Homework for the Week of 9/3

Student Inventory Sheets are due tomorrow. These are the yellow worksheets handed out in class today. Any student that completed the previous "Student Inventory Cards" will recieve 3 points extra credit for them. Instead, Student Inventory Sheets are a mandatory assignment.

Student Inventory Card

For our first week in class, we are busy identifying the kind of "learners" that we are. Students will get to take a few quizzes to discover the ways they best learn and interact with others. To show what we learned, students will be making a "Student Inventory Card (SIC)," which will contain this information. Students wiill recieve more information about the actual card tomorrow.

Most students have identified what Learning Style and Personality Type they are, and we have done this this with the quizzes below. With them, I will put a brief description of both categories, along with a link to the on-line quizzes students took. Simply click each link to see what the students did.

If you are a student, both quizzes are now located here. Learning Styles is the one with the colorful graph, and was also shorter. The Personality Temperament was longer (70 questions) with lots of big words.

Learning Styles: This uses the Mulitple Intelligences theory, identifying the 8 major "kinds of smart" that students are. Students find out what their areas of strength are, as well as weaknesses. This has been the most interesting so far.

Personality Type: Students find out which of the 4 Personality "types" they have. This is important to teaching them the basic idea that we're all different, therefore we act differently. When we work in groups, people are encouraged to understand that some partners may share differences, but also learn that those can be worked around to acheive success. Students will be recieving more information on their personality temperament on Friday. Just a note - most students did not take the online version due to its great length. We completed a much shorter, though less comprehensive, though far easier version in class today.

2nd and 4th Period Only!

If you did NOT finish or print today's Quiz, you may do so at home. Be sure to write the Code from the results, and to print and bring in those results!

What Learning Style Are You?

There are Eight Intelligences, or "kinds of smart," and those that you score highest in determine which intelligence you are best at. These are the Eight Learning Styles. Students are more likely to succeed when working in their areas of strength, which are typically their highest 2 or 3. The Intelligences are:

Bodily-Kinaestetic: These students excel at physical activities, like sports or dance. These students are also successful at building things and associating learned material with physical movement. Think dancers, comedians, builders, and artists.

Interpersonal: These students excel when interacting with other students and are usually extroverts. Usually, Interpersonal learners understand others' emotions and are empathetic. Think politicians (in theory, maybe not practice!), social workers, and managers.

Verbal-Linguistic: These students excel when reading, writing, and memorizing dates or lists. They learn best by taking notes, debating, discussing, and listening to lectures. They also pick up foreign languages easier. Think lawyers, philosophers/thinkers, teachers, and writers.

Logical-Mathematical: These students excel when when recognizing patterns, reasoning, make abstract observations, games like sudoku, and usually in math and/or science. Think doctors, mathematicians, and scientists.

Naturalistic: These students excel outdoors and when working with nature. Think farmers, gardeners, conservationists, park rangers, and some scientists.

Intrapersonal: These students excel when working alone, due to being introverts. These students are great at reflection and are usually great at identifying their emotions and feelings. Think theologians and writers.

Visual-Spatial: These students excel when using visuals. Spatial students usually find more success when visually manipulating material (mind maps, lists, word searches) and visually studying the construction of material. Think engineers, architects and artists.

Musical: These students excel when using music to learn. While these students are more talented in identifying sounds, thereby playing instruments better, they are also great listening learners (lectures, speeches, books on tape). These students usually use some kind of rhythm or even song when studying and learning. Think musicians, singers and composers.

While these intelligences help us identify how our students and children learn, it is important to note that several of these overlap, and result in shared characteristics. Students do not have ONE intelligence, but instead have a strength. Intelligent students should be strong in many, while the average person has several strong intelligences. I instruct students to recognize what they are gifted and good at, and work to those strengths when selecting projects and activities in school. However, students are ALL capable of achieving in all areas and in all forms of work. These don't create excuses, but find strengths. Students should be accountable to work from their strengths and also to improve weaknesses.

First Homework - 8/28

Nothing big, but the "Class Guide" that we begin talking about on Tuesday is due at the end of the week. Parents should take a look at it and sign it. Classes will be going over it this week.

Online Access to Texbook

Hello Parents and Students!

Our textbook will be available online this year. You'll get your real textbook, too, but this should help when you forget yours at school or whenever you're away and need it. Visit this site, which you should bookmark. Its also listed in my "Links" to the right.

You'll have to register, so use these codes once you get your schedules and find out what classes of mine you are in. Copy and past them into the boxes once they ask you.

2nd Period - 3D033F51D8930620C3DE
4th Period - 9C16DB5EBDF21765C36B
5th Period - BE54AA23579C15EE80CA
6th Period - 63DC39C0843595DD2C7F
7th Period - 595229B826488A92D30F
8th Period - B3861547408C0238D655

This site allows you to search by page, print pages, or to just read off the computer screen. They have other "things" on the site, which I won't use, but feel free to use yourselves. Most information is found on THIS blog, the homework hotline, or in my classroom. They do have a useful encyclopedia, thesaurus, dictionary, and almanac you may use for any school work, not just mine.

We will, however, use this site for some components of the Constitution Unit, which includes online Quizzes.

Fun Summer SS Games!

Try these out if/when you're bored:

Name all 50 states as fast as you can: http://www.ironicsans.com/state22.html

Accurately place the state capitals in thier correct locations: http://www.addictinggames.com/50statecapitals.html

An easier game: http://www.addictinggames.com/geographygameusa.html

Have fun!

Homework for the Week of 5/21 - 5/25

Building/Project Selection: Due Monday, May 21
Materials and Method to complete your project: Due Tuesday, May 22
List of resources/information to use in class: Due Wednesday, May 23
Final Project Due Date: Tuesday, May 29

Web Resources for Chicago Project

We will launch the "Giants of Chicago" project on Monday, 5/21, so here are the links most helpful for finding information.

For general historical information, photos and facts:
http://www.encyclopedia.chicagohistory.org/
or
http://encarta.msn.com/encyclopedia_761576998/Chicago_(city_Illinois).html
or
http://library.thinkquest.org/CR0215480/
or
http://www.chicagohistory.org
or
http://www.lib.depaul.edu/eresource/subject_search_infotype.asp?TopicID=141&SubjectID=13

For information on skyscrapers, buildings and landmarks:
http://www.emporis.com/en/wm/ci/bu/sk/li/?id=101030&bt=2&ht=2&sro=1
or
http://skyscraperpage.com/cities/?cityID=4
or
http://mintaka.sdsu.edu/faculty/erics/web/arcchicago.html

For information on the 77 different neighborhoods of Chicago:
http://neighborhoods.chicago.il.us/
or
http://en.wikipedia.org/wiki/Chicago_neighborhoods

Detailed Photographs:
http://digicol.lib.depaul.edu/site-templates/client_LPNC1/index.html
or
http://www.picturingchicago.com/
or try searching here:
http://images.google.com/imghp?tab=il

A Timeline of Chicago's History:
http://www.chipublib.org/004chicago/chihist.html

Alphabetical Listing of Landmarks and Skysrapers, Past and Present:
http://www.ci.chi.il.us/Landmarks/List.html

Below is the Powerpoint used to launch the project. Students should know what they are doing when they come home Monday.

CHM - Second City! - Podcast Tour

Here's the link: http://www.chicagohistory.org/static_media/CHM-CrossroadsTour.zip

Save it, then open it up with "WinZip." If you don't have it, you can download it very easily at http://www.download.com/WinZip/3000-2250_4-10665474.html?tag=lst-0-2 . Ask your parents BEFORE you download any new software, though it's very safe and a relatively small file.

This will open LOTS of mp3 files (almost 30 total!). They are divided into sections that are 1 or 2 minutes a piece, and cover a specific subject ('L' trains, explorers, music, protests, riots, etc). You can listen to them all, or pick the ones that seem interesting... tell you what, though - they are a LOT more interesting when listening to consecutively.

Have fun with them... they SHOULD make more sense tomorrow!

Homework for the Week of 5/14 - 5/18

Monday: Read and Outline 10.5.

Tuesday: None!

Wednesday: Bring your field trip WS and dress nicely tomorrow.

Thursday: Study for your test, bring your outlines!

Friday: None!

Example of an Outline

Here's how we started in class. Once you get past I.B (Jefferson Believed...), you fill in the blanks between II, III, and IV.

10.1 - A Republican Takes Office

I. Jefferson's New Ideas/Inaguration
A. He wanted a simple ceremony
1. Jefferson walked to his inaguration.
2. He spoke softly.
3. He still ate meals at his favorite diner before and after.
4. Instead of bowing, he shook hands with his guests.
5. Jefferson also wore plain clothes.
B. Jefferson belived that our nation's power came from ordinary people.

II. Jefferson's Democratic Style

III. A Smaller Role for Federal Government

IV. Stengthening to Supreme Court

Creating Outlines

Outlines are very, very important for students to become more self-sufficient learners. Especially in social studies, students are required to create notes and outlines during lectures and reading. For success in older grades, mainly high school, students MUST know how to create an outline that is easy to review, is well organized, and contains key information. This is the structure that we use to do outlines, and are probably consistent with what most classes and teachers expect:

I, II, III... Main Sections of Material (typically the Dark Blue headings in our textbook)

A, B, C... Main Ideas of Each Section (typically the Red headings of each paragraph/section in our textbook)

1, 2, 3... Supporting details, facts, vocab, and any other example that helps support the Main Idea (A, B, C...)

You may also use the following:

a, b, c...
i, ii, iii...
Both are used for smaller examples, but are not neccesary or widely used in middle school.

Homework for the Week of 5/7 - 5/11

Monday: Finish reading and outline Chapter 10, Section 1.

Tuesday: Finish reading and outlining Chapter 10, Section 2. Then, complete questions 3,4,5,7 (WICS).

Great Cicada Website

Since we've talked about the emergence of the 17 year cicadas a bit in class, here's a great website if you want to study more:

http://web.extension.uiuc.edu/cicadas/index.html

Homework for the Week of 4/30 - 5/4

Monday: None... go enjoy the beautiful day outside!

Tuesday: Finish WS 95 (2,3,4,8), the paragraph you were assigned (5), or both (7).

Wednesday - Friday: None!

Homework for the Week of 4/23 - 4/27

Monday: Read 278 - 282, answer questions 1-6 WICS.

Tuesday: Read 284 - 286, answer questions 1-4,7 WICS.

Wednesday: Read 287 - 290, answer questions 1-5, 8 WICS, and 8 should be a paragraph.

Thursday: None... field trip day!

Friday: Finish Wednesday's HW, and finish your writing from Friday's class. Have fun with it, too!

Constitution Test Part 2 - Study This Stuff!!!

For tomorrow's Part 2 of the Constitution Test:

Amending and Electing (10 quetions)
Line of Succession (5)
Judicial Branch (5)
Citizenship (5)
Checks and Balances (15)
How a Bill Becomes a Law (5)
Wild Card (5)

Constitution Test Questions Part 2

Here's another sample of questions. Expect answers Tuesday, about 7-ish!


55. Which state has the most Electors? California

54. What is the “formula” for determining the number of Electoral votes each state has? Representatives + Sentators = Electoral Votes (Il has 2 Sen, 19 Reps, so 21 Electoral Votes)

59. In a Presidential Election, who breaks a tie? House of Reps

60. In 2000, how did President Bush win the election? Losing the Popular Vote, but Winning the Electoral College

70. Which President most recently appointed 2 Justices between 2005 and 2006? Bush

78. Punish Pirates - Legislative Branch

80. Raise, Lower and Collect Taxes- Legislative Branch

85. Make any “necessary laws” - Legislative Branch

86. Filibuster - Legislative Branch

87. Approving/Rejecting Appropriations (Budget, $$$) - Legislative Branch

96. Who is the famous presidential-election-bound, “rockstar” Senator from Illinois? Barack Obama

97. Who is the “other,” older, more experienced Senator from IL? Dick Durbin

98. Who is our Representative? Judy Biggert

99. Which of the following is not one of the original 4 Cabinet Positions? Anything not named Jutice, State, Treasury or Defense.

100. Who is the guy who holds the record for longest filibuster, famously trying to stop the Civil Rights Act during the 1950’s (he had to wear a diaper and have a bucket nearby just to do it, remember?!)? Strom Thurmond from South Carolina

Part 1 of the Constitution Test

The test will be 100 questions (2 points apiece), split into two days. Tuesday (Part 1) will cover:

1. Preamble Goals (5 Questions)
2. Principles of the Constitution (5)
3. Articles of the Constitution (5)
4. Responsibilities and Qualifications of each Branch (25)
5. Bill of Rights (10)

Good Luck!

Constitution Test Questions

These are a few questions from the ACTUAL Constitution Test. Which branch do these responsibilties belong to: Legislative, Executive, or Judicial?

Override a Veto
Veto a Bill
Impeach a Justice or President
Declare a law Unconstitutional
Issue an Executive Order
In charge of the Militia
Appropriations and Budget approval
Appointment of Judges and Federal officials
Commander-in-Chief
Coining Money

Answers to come...

Board Notes From Thursday, 4/12

A simplified version of an immigrant lives in our country LEGALLY and becomes a US Citizen.

How a Bill Becomes a Law - Board Work and School House Rock!

First, the board work from today (I'm sorry for the "sloppy" handwrighting!).


Next, a classic - but incredibly useful - video that we watched in class:

Board Notes From Tuesday, 4/10

These were the notes from the board today. The should be memorized for Friday's Quiz.

Ask Mr. Little - Week of April 9

“Ask Mr. Little”
Student Questions for the Week of April 9

1. What Exactly did Andrew Johnson get impeached for?

President Johnson had violated the “Tenure Act,” which prevented him from firing a Cabinet member until a successor had been replaced. He was impeached, then acquitted.

2. What is the yellow snake flag in your room?

The yellow snake is the “Don’t Tread On Me” revolutionary flag of the colonists. It dates back to a political cartoon by Benjamin Franklin, where he urged the colonies to unite and “fight” the Brits. The snake eventually became a symbol for the colonists, the strong, sneaky, yet very violent and dangerous. “Tread” means “walk,” so it basically says “don’t walk on me.” Think of it both literally (would you want to step on a snake?!), and figuratively (taking advantage or treating someone poorly). The flag was a symbol that both unified the colonists and urged the Brits not to push them… or else…

This flag is also used today by the US Navy in the “War on Terror,” for nearly the same reason.

3. why is Thomas Jefferson saying “this is the fourth?” if he wasn’t the fourth president?

Those are Jefferson’s last words, confirming it was the anniversary of the nation’s birth, one he helped create by authoring the Declaration of Independence. Very ironic that he passed away on that day, isn’t it?

4. Who is the youngest supreme court justice?

Joseph Story was appointed at the age of 32 (in 1811).
Horace Lurton was the oldest appointed at age 65 (1910).

5. Who is the youngest chief justice?

John Jay, the first CJ, was 44 when he was appointed in 1789.

6. Can people in the us territories become president?

This is very controversial. Several people (including John McCain currently) have run for president with this problem, but none have been elected. This would likely become a very big problem if someone becomes elected and was born outside the Continental US. One source I found says yes, that “natural” citizenship applies to any person born in any US territory, state, or military base. This also extends to those Americans born overseas, on vacation.

7. Can I apply for citizenship for another country?

It depends. Each country has their own immigration/citizenship laws, so you’d have to check with whichever country you want to live in. The US has no laws against Dual Citizenship, but there are drawbacks. What if both countries go to war, and ask for your military services? In which do you pay taxes?

The US government does reserve the right to revoke your citizenship if you were foreign born, become an American citizen, then returned to that foreign country for a long time. Also, America does have a law requiring to “renounce your old citizenship,” but it’s not always recognized by other countries, and isn’t always followed through on. The US doesn’t really care if you’re a Mexican citizen if you’re living in America, paying taxes.

8. Can the president get arrested? If yes, does the VP take over until he gets out?

Yes. The President has been arrested for some small crimes (Ulysses Grant was speeding on his horse), but nothing serious. Since the Constitution says a President shall be impeached for “high crimes, bribery and misdemeanors,” anything more serious would call for impeachment. It’s very unlikely that the President would commit an “arrestable” crime since he has drivers, protection, etc. I imagine if President Bush was seen on TV kicking a dog, he would probably be arrested, but something like that is very unlikely… I hope!

9. Can the vice president be fired?

Yes. The President can also be impeached. Usually, a VP will just resign, as Spiro Agnes (Nixon’s VP) did.

10. Is it possible to be a citizen of several countries?

See Question #7.
11. If you are born in Puerto rico, can you run for us president?

See Question #6.

12. What countries today still acknowledge a monarch?

Most modern monarchies are “Constitutional Monarchies,” meaning that they serve as leader with an “elected head of state,” kind of like how the UK has the Queen and the Prime Minister. There are lots of these kinds of governments today, as they blend modern democracy and efficiency of government with a tradition, like a King/Queen. Some examples are: Sweden, Spain, United Kingdom (See # 16), Norway, New Zealand, Monaco, Kuwait, Japan, Denmark, Cambodia, Belgium and Andorra.

13. where is Monaco? Is it an independent nation?

Monaco is “on” the southeastern corner of France, between France and Italy. It’s an insanely wealthy country, one of the 5 wealthiest in the world, I believe, and the smallest nation outside of the Vatican. It’s famous for Monte Carlo, a hotel/resort/casino. Prince Rainer and Princess Grace Kelly are famous celebrities from it.

14. why does our country trade with communist china but not communist Cuba?

Great question, though I’m not sure I can answer it correctly. This is largely a question of politics and money. There is much more to gain with a friendship with China than one with Cuba. China provides us with a strong economic partner and has been an ally against the Soviet Union, Japan, communist countries allied with them in indo-China (e.g. Vietnam) and North Korea. Also, China is a rapidly growing country, is building a very strong military, and has 1/6 of the worlds population (over 1 Billion).

Cuba’s population is smaller than Illinois and provides us with nothing that we can’t do on our own (sugar, tobacco grows well here), and is a remnant of our arch-enemy during the Cold War (the Soviet Union). While it’s a contradiction of the “communism is our enemy” idea, it’s a matter of money and military protection, in my guess. China simply provides us with so much more than Cuba has, or will.

15. Why are Cuban cigars illegal in the us?

It is Illegal to sell any Cuban-made product in America due to a trade embargo. Starting with John F. Kennedy – and supported by every President Since – the US decided not to support the regime of Fidel Castro. Unfortunately, this has probably hurt the Cuban people most, and not affected Castro or his regime.

16. What are the current commonwealths of great Britain?

First, you should understand:

• Great Britain = the island that England, Wales and Scotland is on.
• England = the larges nation of those 3 British countries (though referred to as Britain).
• United Kingdom = the monarchy that includes GB and Northern Ireland. That monarchy has 15 additional Commonwealths that the Queen “rules” over. The Queen is more a figurehead than a ruler, and doesn’t run the day-to-day operations, as those 16 countries are almost fully independent. Those nations are:

Antigua, Australia, Bahamas, Barbados, Belize, Canada, Jamaica, Grenada, New Zealand, Papua New Guinea, Saint Kitts and Nevis, Saint Lucia, Saint Vincent, Solomon Islands and Tuvalu

Homework for the Week of 4/9 - 4/13

Monday: Read pg. 259-261 and answer questions 1-5.

Tuesday: Read 265 - 268 and answer questions 1-4.

Wednesday: None!

Thursday: Study for Quiz: Bill of Rights, How a Bill Becomes A Law, Becoming a Citizen, Being a Responsible Citizen, and the Line of Succession.

DC Trip Update

You can now sign up online for the DC Trip! We need 10 more people to sign up to get a second bus, which would give us 80 kids! Sign up at: www.educationaltours.com, and enter code 441-68580.

Constitution Update

Project: I am currently grading them all, and you should see them completed in the next week. They will be done by next Tuesday, 4/17, before I begin grading Constitution Tests.

Missing Work: There is quite a bit in there... get it in! As a maturing student, you must become more accountable for your work. Part of my job as a teacher is to foster that maturity, so you've noticed my lack of "chasing" students for missing work. YOU must take accountability for what you do, and YOU must get your work in on time, and done fully. I will continue to excellently prepare you in the classroom, but YOU decide what you do with that knowledge. Will you fumble it, will you run with it, or will you forget you even have it?

Constitution Test: We have 6 classes left until test time! We will review for 5 minutes everyday, including all material from our Unit. We will review all of Monday, 4/16, as well, but this lead up is intended to remind you of the coming test. What are you doing to prepare yourself? Are you making note cards? Are you reviewing/completing notes? Are you reviewing old quizzes? You might want to create a study group to help each other out!

I firmly, completely, whole-heartily believe that you are all well-prepared and hard working enough to do well on this Test. It is not a matter of intelligence, but how much you CARE. Failure to prepare is preparing to fail. What will you do this week? Work hard... I BELIEVE YOU WILL SUCCEED!

Let Freedom Ring! Extra Credit Opportunity

A phenomenal fusion of great American orators. A very cool seven minutes.

As we learn the Constitution, we learn that we have a government that gives us structure, protection from an overruling government, a say in the government and individual rights. Watch this video and compose a 1-paragraph "comment" generating your own statement about freedom. What must Americans do to protect such freedom? What must Americans do to be responsible citizens? What must our leaders do to preserve such ideas? Who ARE our leaders? Which people do you recognize in the video? Be sure to include an idea or two (Constitutional fact) from class, not only emotion and opinion.

All answers should include your first name and last name initial at the bottom("signed, Jacob L") . If unable to comment, a 1-paragraph typed essay is sufficient. The most excellent answers can earn 10 points extra credit, though your actual amount will vary.

Thursday's Quiz #3

The schedule/calendar says this will be an Amendments Quiz, but that is being changed. We will instead quiz over:

Responsibilities and Qualifications of each Branch (white review sheet from Monday)
Checks and Balances (notes, yellow sheet from Tuesday)

The quiz will be 25 questions, worth 2 points apiece, and be in the same format as the other quizzes we've given on the Constitution.

Goals for the Week of 4/2 - 4/5

Monday: Review #3 and #4.

Tuesday: #5

Wednesday: #5

Thursday: Quiz over #3,4,5

Homework for the Week of 4/2 - 4/5

Monday: Students need to bring a newspaper into class for a "check and balance" activity. News mags like Time/Newsweek are acceptable.

Tuesday: None.

Wednesday: Study for the Quiz, and remember to turn in your Constitution Project tomorrow!

Thursday: None.

Reminders, Date Changes

Spring Break Homework Assignment Due: Monday, April 2
Constitution Project Due: Thursday, April 5
Constitution Test: Tuesday and Wednesday, April 17 and 18

"Ask Mr. Little"

Since I never get to the "random box of off-topic questions" quite as often as we'd like, I have a solution. I'll start posting the responses in the "Question Corner" portion of the room, as well as on my blog. And, yes, I'll even answer questions like "Are you a Vampire?" Which, of course, I'm not. Or am I....

Ask Mr. Little - March Issue

“Ask Mr. Little”
Student Questions for the Month of March

1. Is it illegal to burn a state flag?

No state can ban flag burning, as such a law would violate the 1st Amendment. Our Supreme Court would likely hear the appeal, then overturn it.

Some states, however, do ban you from burning someone else’s flag, under the law of it being illegal – obviously – to damage another’s property. Sneaky way of getting around the 1st Amendment, eh?!

2. Did Dakota split in half, or was it always North and South?

Like a lot of the western US (western being west of the original 13 colonies), the Dakotas were originally a part of the “Dakota Territories,” just as Illinois was a part of the “Northwest Territories.” We’ll learn more about this next month, but the Dakotas started as a large territory that was later split into the states of N/S Dakota, Wyoming, and Montana. It was eventually reduced to just the size of present-day N/S Dakota, and in 1889, was admitted to the Union as 2 separate states. While they were a part of a “territory,” or colony together, they were never the same state. That’s because the population is in dramatically different areas (far north and far south), making it unmanageable as one state. Also, the Republicans (then in power in the west), wanted to have 4 more Senators instead of just 2!

3. What was the most recent filibuster?

In 2005, Democrats had grown tired of Republicans (though President Bush) nominating “conservatives,” and people they didn’t think were fit for the office. Not based on their qualifications or their ability to uphold the Constitution, but because they didn’t like their politics. There is a very fine line dividing the two, and its very difficult to know when one is being “unjust” or just not doing what you’d like them to do.

Anyway, the Democrats filibustered many of the Presidents candidates. As the minority party, they wouldn’t be able to vote the nominee’s down, but they can stall…and stall… and stall… and stall. The idea was to so frustrate the Republicans, that the Democrats would get what they wanted: more liberal, less conservative judges.

Filibusters are confusing, because they create change indirectly. The goal of a filibuster is almost to “prove a point,” or irritate the opposition enough to change their mind. Quite often, it is the only voice the minority (smaller) party has. If there are 55 Republicans, and 45 Democrats, the Democrats are the minority party. Therefore, whenever they vote, Republicans win. The Democrats (sometimes best) choice is to filibuster to stall and “prove a point.” Voting would just result in a loss, so they stall, delay any vote, and get what they want. While they don’t always get what they want, a President sometime backs down because it’s a very strong show of force, and the President must appoint new judges. If the Democrats refuse to break their filibuster, then President has no choice but to change his mind.

We’ll talk a lot more about filibusters in class this week, as well as if they are fair or not.

4. Is cheerios a British company?

No. General Mills, a company based out of the Midwest, I believe, is wholly an American company. They own Cheerios.

5. If America is a Republic, then why do schools teach that it is a democracy?

I can’t speak for all teachers, but our government is taught as a democracy early in school because the idea of that kind of government is easier to understand. Saying that we’re a “democracy” and that “all people have a say” helps you feel good about your government, and learn it a little better.

While not totally accurate, junior high and high school teachers are entrusted with helping you more fully understand what a republic is. Everyone still has a say, but the logistic and practical nightmare of collecting 300 million votes makes a republic a little more reasonable.

6. How long did it take to establish a friendship with Britain after the Revolution?

The Americans and British argued over the northern American border for the much of the 1800’s, but later became valuable trade partners to each other, thanks to the Industrial Revolution. Both had become very formidable powers due to their wealth, and I think they needed each other to continue and increase that wealth.

During the 1900’s, two World Wars and common enemies fused us into the “best buddies” we are today.

7. Did the British try to take the colonies back?

Most historians think, no, the Brits did not try to take us back. However, many of those historians still think that the British wanted us in their “sphere of influence,” and wanted some control over us.

We haven’t learned it yet, but many people consider the War of 1812 to be the American Revolution: Part II. That’s where the Americans and Brits fought over lands in northern America and Canada, as well as the perception by Americans that the British weren’t going away and may have wanted the land back. Fortunately for us, the British Empire was fighting all over the world (primarily with Napoleon of France), so their attention was never fully on us. This is the war when the Brits burned much of Washington, DC, including the White House. That’s when Dolly Madison famously saved George Washington’s portrait hanging there.

8. Did they have jails during the 1700’s in the colonies?

Yes, they did. While stocks and pillories were more common punishments for crimes, colonists could still be thrown in jail. Some were even sent back to Britain. However the biggest influence on all life in the colonies was religion. Most people followed the bible to some degree, and believed that punishment would ultimately come from God. This was the biggest deterrent to crime, but jails and other methods were probably used for repeat offenders and more serious crimes. Cub games hadn’t been invented to punish people with, yet. :)

9. What types of entertainment did the 13 colonies have?

Not a lot. Remember, the Colonists are fighting for their lives. Work is done all day, and warring with the Natives (when not robbing them) takes up the left over time. Sadly, I’m sure some colonists were entertained by the treatment of Native Americans.

In Jamestown, the first game of American soccer was believed to have taken place. There’s not a ton of evidence to support this idea, but some historians believe so. Entertainment and games weren’t among the important facets of colonial life, therefore weren’t recorded as well as trade, religion war, and governments.

10. When did the colonies become states?

The colonies declare themselves as “states” for the first time in the Declaration of Independence in 1776. They remained states though the war (though 1783), and during the Articles of Confederation era (1781 – 1787). By calling themselves states, they remained very independent, as we’ve learned, maybe even too independent. Not until they were a “more perfect union” after the Constitution was ratified, did we become states like we are today.

Spring Break Homework Assignments

This assignment is for students who scored less than 80% on the latest quiz (Constitution Quiz 2/3 Branches Quiz). Students will need to type a 3 paragraph essay, with a paragraph on each of the branches. Students will need to summarize what each of the branches does, and include the qualifications for each branch.

This assignment is not punishment. The study of the 3 branches represents 75% of the Constitution unit. Students who fail to do well on this quiz, will NOT do well on the Test without extra help and work. It is my job to ensure that each student knows this stuff inside and out. Scoring below a B on an OPEN NOTE quiz does not represent a solid knowledge of this material, thus an extra assignment is necessary.

Students on vacations are still expected to complete this assignment. If there is no time to type this, I will accept a written version only with a parent note. STUDENTS ARE TO BE RESPONSIBLE AND ACCOUNTABLE FOR THEIR OWN WORK. Take responsibility and pride in your grade and your work.

All assignments are due MONDAY.

Students who scored over an 80% may do the assignment, and "extra credit" will be given.

Thursday's Quiz

Be sure to know the requirements of each branch (such as age, residency, etc.), and be able to recognize some of the responsibilities of each branch.

This quiz will be 20-25 questions, worth 2 points apiece.

Constitution - Article Three Notes

Constitution - Article Two Notes

Homework for the Week of 3/19 - 3/23

Monday: Periods 2,3,4,5,8: Finish reading 252 - 257, and complete questions 1-6. Period 7: Complete notes online, then complete questions 1-2 on page 257.

Tuesday: None.

Wednesday: Study for the Quiz, Please! Know the requirements and responsibilities of each branch.

Goals for the Week of 3/19 - 3/23

Monday: 3,4

Tuesday: 3,4

Wednesday: 3,4

Thursday: 3,4

Goals for the Week of 3/12-3/15

Monday: Goal #'s 2,4,5 and 18 on your study guide.

Due to ISAT's NO HOMEWORK this week!

Constitution - Article One Notes

DATE CHANGES

Due to Good Friday cancelling school on 4/6. All Constitution Projects will be due on 4/5 (Thursday).

Also, we will have no quiz this week, and will instead combine our quizzes on 3/22.

Preamble in Everday Life?

Here are a few scenarios to think about (from our class discussion today):

1. An immigrant comes to America seeking the same treatment, jobs, and opportunities as everyone else.

2. Each state gives up their own currency to create a national one (the American Dollar).

3. Our military bombs another country that has just attacked us (or will in the near future).

4. A man is convicted of robbing a bank.

5. The government prepares a vaccine so that we don't all fall victim to the bird flue epidemic; keeps us safe and healthy.

6. The National Guard comes to the aid of victims of Hurricane Katrina and helps stop the rioting and violence in New Orleans.

Answers-------------------------------------------------------------------------

1. Secure the Blessings of Liberty
2. Form a More Perfect Union
3. Common Defense
4. Establish Justice
5. Provide for the General Welfare
6. Ensure Domestic Tranquility

Notecards

You have to do 2 versions of notecards:

1) Due March 9 (Friday): Name, Name of Constitution Project, Due Date. Many have already done this.

2) Optional: Making notecards (frontload style) of the Vocab and Goals from the Constitution Study Guide.

I only need the first one today, as the other is purely optional, as you wish.

Goals for the Week of 3/6 - 3/9

Tuesday: #'s 1,6,7 on your Study Guide.

Wednesday and Thursday: #'s 6,7,10 on your Study Guide.

Friday: #'s 6,7 on your Study Guide.

Homework for the Week of 3/6 - 3/9

Tuesday: Read pages 248 - 251.

Wednesday: Watch the news (reading a paper/magazine works, too) and find 1 example of each of the 6 "Goals of the Preamble." Be sure to be clear, use WICS, and head your paper.

Thursday: Quiz tomorrow on Preamble Goals and Principles of the Constitution. You have to do 2 versions of notecards:

1) Due March 9 (Friday): Name, Name of Constitution Project, Due Date. Many have already done this.

2) Optional: Making notecards (frontload style) of the Vocab and Goals from the Constitution Study Guide.

I only need the first one today, as the other is purely optional, as you wish.

Friday: None!

Tuesday and Wednesday Notes (3/6 - 7)

Correction to "List Poster" for Constitution Project

The listing for "List Poster" should read as this:

List Poster
Create a poster (standard size) clarifying some of these lists, and explaining them to viewers::

 Bill of Rights
 President’s Cabinet/Line of Succession
 7 Articles
 6 Goals of the Preamble
 Duties of a Responsible Citizen

Be sure to include not only the titles, but descriptions so readers can understand what the poster is about. “Graphic Organizers” make it very clear for readers, and be sure to be as clear, and easy to read as possible!

DC Trip Presentation

DC Trip - October 2007

Today in class, I also presented information about the Washington DC trip that this years' 7th graders will be eligible to travel on next year. This was only an informal "presentation," as Ms. Casey and Mrs. Hayes will be hosting a more formal information meeting in 2 weeks. If you're interested in sending your children on the trip, the information meeting will be Monday, March 12 at 6:00, here at Lakeview. Please contact one either Ms. Casey or Mrs. Hayes if you have any more questions. They know it all!

Look for the presentation on my blog very soon.

Constitution Test and Project!

Our big date... the Constitution Test will be on Tuesday and Wednesday, 4/10 and 4/11. Study Guides and project details for that unit were delivered today, on Thursday, March 1. Expect more details when your children bring those assignments home. Students have been given 5 weeks to review the Study Guide, vocabulary, goals, etc. I expect excellence, as our students will be very well prepared. There are no excuses for poor performance. The Constitution Test is no longer a "requirement" to pass junior high, but it's weight (150 points) and this Unit of study (almost 400 points) should convery how important it is.

For the Constitution Project, students need to select a project and subject and turn it into me by next Friday, March 9. We're doing this to avoid procrastination, or waiting until April 4th to begin the assignment!

Again, expect more details when your children come home today.

Why Did the Articles of Confederation Fail?

Here are the reasons we discussed in class:

1. No power to tax.
2. Money problems (weak currency, different in each state).
3. No system of courts.
4. Disputes of what to do with western lands.
5. Couldn't settle arguements between states and foreign governments.
6. Nations took advantage because it earned no respect.
7. No leader or executer to carry out laws (NO President yet!).
8. Congress can't pass laws without 9 of 13 states agreeing (70%).
9. Can't control/moderate trade.

Homework for the Week of 2/20 - 2/23

Monday: Finish Reading 200-204, and complete questions 1,2,3,4,6.

Tuesday: None!

Goals for the Week of 2/20 - 2/23

Monday: 1) Describe the "mood" in America after the Revolution.
2) List the reasons why the Articles of Confederation failed.

Tuesday: 1) List the reasons why the Articles of Confederation failed.
2) Recognize the division between states and the lack of unity.

Homework for Thursday, 2/15

Keep studying for test: your Extended Response Questions/Essays are due tomorrow at the end of class!

Homework for Wednesday, 2/14

Study for Revolution Test!

Want to Improve your Grade?

Students and parents often ask me how they can improve their Social Studies grade. Go over this checklist with yourself/child if they are struggling, and you will likely find holes in their routine or work ethic.

How Can I Improve My Grade?
Before you ask, check this list:
1. Are you doing your homework and assignments?
2. Do those assignments get turned in on time?
3. Do you correct mistakes on homework or assignments?
4. Do you double-check your work for mistakes?
5. Do you ask appropriate questions in class?
6. Do you seek assistance before or after school, or even during study hall?
7. Do you study for tests/quizzes (more than one day in advance)?
8. Do you take notes on what you read and what we discuss in class?
9. Do you review those notes?
10. Is your SS binder organized so its easy to find materials?
11. Do you actually read the textbook?
12. Do you use your class time wisely? If you finish early, do you go back and review?
13. Do you practice answering questions on your own?
14. Do you use a dictionary or thesaurus when you don't understand words.
15. Do you submit answers to the Question of the Day box... EVERY day?

TAKE PERSONAL RESPONSIBILITY FOR RAISING YOUR GRADE

American Revolution Test (Part 2) - Friday, 2/16

A part of this test - on Friday - will also be an Extended Response Question (ERQ/Essay). Students must select one of these questions:

1) Would you have been a loyalist or a patriot during the Revolution?
2) What were the causes of the Revolution? Rank and describe at least 9.
3) How did the Americans earn independence?
4) What were the different perspectives of the Revolution? Compare and Contrast the 5 different points of view discussed in class (National Leader, Loyalist, American Trader, etc.)

Students must pick one question to answer, and their answer must be 3 paragraphs long (5-8 sentences each). Students should also use 3 facts per paragraph, something that we discussed in class, in group work, through a class activity, or other assignments. The web is NOT an acceptable resource, as we're assessing what students have already learned, not what they can find online. Each opinion must be supported with a fact, and students must always answer "Why?" Leave no statement open-ended. Using Vocab words and terms also makes you look smart, and looks like you studied. :)

This essay may be done in advance, and turned in on Friday, too. With a major test on Thursday, I don't want to give 2 high-pressure tests 2 days in a row. Students may work on them during class time, of course, but I will accept ERQ (essays) that were completed at home. Students have already had knowledge of these questions for a week, and they are major themes we've discussed, not new ideas. Students should support their answers from our class work and what they've learned.

Because of the nature of this question (tons of time to prepare, ISATs in a month, and the option to work on it at home), I expect excellence.

American Revolution Test (Part 1) - Thursday, 2/15

Our next test is a big one, worth between 100 - 125 points, by far the biggest grade of this Trimester. This test covers the American Revolution, which is mostly Chapter 6 (70%), but some Chapter 5 (30%). The following are the most imporant things a student can use to prepare for this test:

Little Books, made in class Friday - Tuesday.
Vocab Charts (Chapter 6 is white, Chapter 5 is orange).
Study Guide, with Sample Questions listed below.
All of our class materials (activities, notes, worksheets).
Last 3 weeks worth of daily Goals.
Reading Chapters 5 and 6 from the Textbook.

We will also have an Extended Response Question, which will be in a following post.

Here are sample questions students may use as preparation for the test:
1. Who was Benjamin Franklin, and what important idea did he have during the Albany Congress?
2. What did George Washington do for the Continental Army that was so important?
3. How did the role of women change during the Revolutionary War?
4. Native American leader (Mohawk Chief) who helped fight the British.
5. Know the difference between the First and Second Continental Congress.

Be sure to put these in Chronological Order (earliest to latest):
Group 1:
6. Intolerable Acts
7. Battle of Yorktown
8. Stamp Act
9. The (first) Treaty of Paris is Ratified
10. Boston Massacre

Group 2:
11. Green Mountain Boys take Ticonderoga
12. French Become Allies with Americans
13. Beginning of the French and Indian War
14. Battle of Long Island
15. Adoption of the Declaration of Independence

Know these terms/people:
16. Native American leader (Mohawk Chief) who helped fight for the British.
17. Song played by the British after they suffered defeat and surrendered to the Americans at Yorktown.
18. America’s First Traitor.
19. Symbolizes the work ethic and dedication of women in the Revolution. She fought in her husband’s place during a battle.
20. New style of warfare used by the colonists; sneaky hit and run attacks.

Homework for Monday, 2/12

All students should complete their "Little Books" for Wednesday. Students should use the following as guidelines for each page:

Cover "How the Americans won Independence"
Page 1: "French and Indian War"
Page 2: "British anger the Colonists"
Page 3: "Colonists Fight Back"
Page 4: "Accidents & Misunderstandings"
Page 5: "Declaration and Independence"
Page 6: "How the War was won"
Page 7: "Inspiring Leaders and Founding Fathers"

Each page should contain the headline listed above, and either a list of words/actions/descriptions or some artistic representation (scene/symbol/collage). Those with the most detail to clarity, are the most descriptive, and that review the Revolution best will receive full credit (40 points).

Goals for the Week of 2/12 - 2/16

Monday: 1) Explain how the Americans won the Revolutionary War.
2) Describe how the Americans earned Independence.

Tuesday: 1) Describe how the Americans earned Independence.
2) List the Causes/reasons for Revolution.

Wednesday: 1) Describe how the Americans earned Independence.
2) Review for the test!

Thursday: 1) List, in chronological order, certain important events of the Revolution.
2) Describe how the Americans earned Independence.
3) Recall the important people, facts, events and terms of the Revolution.
4) Explain the different perspectives of the Revolution.

Homework for Friday, 2/9

No homework, but please bring colored pencils, markers and other materials for little books on Monday!

Homework for Thursday, 2/7

All students need to read pages 191-195, and complete every last section of their vocab chart.

These will be checked in on Friday, when I return to class.

Homework for Tuesday, 2/6

2nd, 3rd, 4th periods - Nothing!
5th, 7th and 8th periods - Read pages 191 - 195, complete your vocab chart.

No Homework, Monday 2/5

Just do your best to mourn the Bears... and look forward to Baseball! 10 more days!

Goals for the Week of 2/5 - 2/9

Monday: 1) Was the American Revolution really a Revolution? Decide so.
2) Distinguish the different personal aspects of the American Revolution.

Tuesday: 1) Continue to compare different perspectives of the Revolution.

Wednesday: 1) Describe how the Americans' new strategy and fighting style helped them win the war.

Friday: 1) Review/Describe how the colonists became independent.
2) Make little books.

A Little Extra Credit

To any of my students who brings the following to class Monday/Tuesday (next time I see you, depending on IOWA schedule):

"Find the definition to revolution, and write it on an index card." It must be in the format of notecards that we do in class.

Worth 3 points. Simple, but free EC.

Podcasts Now in Links ----------->

A "podcast" is simply a file that you may download and listen to with an iPod or mp3 player. If you have iTunes, you can subscribe to almost any thing, sports, news, entertainment, and get automatic updates of shows you like. I like them because you can listen to them whenever you'd like, just like music, and makes these shows more accessible.

In education, Podcasts are nice because they allow learners who prefer listening (auditory) over seeing/reading a unique way to get information. I personally prefer them, and I've put up several that students can subscribe or download as study aids, as a source for more information, or as a resource when working on a paper or project.

I hope you find them useful!

Today's Homework

Students need to read 186-189 (Chapter 6, Section 4; The inequities of the Revolution). Then, complete the Guided Reading Worksheet and Vocab Chart #'s 20-23.

Goals for the Week of 1/29 - 2/2

Monday, Tuesday: 1) Generate your own Declaration of Independence, complete with a preamble, reasonable causes (grievances), and powerful concluding statement.

Wednesday: 1) List the Causes of the Revolution.
2) Recognize the terrible struggle of war in 1776.

Thursday: 1) Was the American Revolution a glorious victory, free of imperfections?

Friday: 1) Decide if the American Revolution was really a Revolution for everyone.
2) Clarify and recall vocab and ideas from the American Revolution.

Anne Hutchinson Mock Trial Work

Most students will receive their grades today for the Anne Hutchinson Trial. Overall, I'm very happy with how they went. This is the first time I've done this trial, and though it's a tricky one to perform, the students did well. You'll also see grades on-line this morning. Only a few students don't have grades up, as we're awaiting completion of their reflection essays. Grades are now posted in my room weekly, too, so students have even more access to their grades.

Also, you'll be able to see a video of the trial up soon. Hopefully before 1:30. Look for an update here as to where on the blog you can find it.

Homework for Wednesday, 1/31

Students need to read pages 181 - 185 (Chapter 6, Section 3; Discusses the struggles of the mid-Revolution war). They also need to complete questions 15-19 on their (white) vocabulary charts.

"Declare Yourself" Assignment Clarification/Apology

Yesterday students were assigned some writing work while I was gone. Unfortunately, I made a typo in my instructions. The assignment was to have 8 grievances, each a sentence, and I mistyped the instructions to read a paragraph each. The result was a 10-paragraph work which turned - from many students - into a diatribe about how they get too much homework! Of course, I'm terribly sorry for the typo, but those students who did the work will be rewarded fairly. I don't give too much homework, so while it came as a surprise, I hope students can acknowledge my gratitude for completing a daunting assignment in such short time. Many students were quite creative and enthusiastic, too. I'm sorry, and thanks!

Posted after school today...
After reading some, and browsing through all, I just want to reiterate how pleased I am with all of the work my students have done. Many students used their anger over the assignment as a muse for what to Declare freedom from. I'm sad that my assignment is equal to the tyranny of King George, but I'm very pleased that so many students really "got it," and learned what causes revolution, and what causes a drastic, emotional measure like the Declaration of Independence. Bravo, students!

Welcome to Mr. Little's Blog!

This page will be used to keep parents and students up-to-date with what is happening in class. You can find important assignments, projects, news, upcoming tests, and other pertinent information to our class. For example, we'll soon be making an announcement about the 2007 8th Grade Washington D.C. field trip.

For this week, 1/29 - 2/2, we'll be wrapping up our dissection of the Declaration of Independence. After that, we'll decide if the American Revolution was really a revolution. More to come regarding those assignments.

Today's assignment, "Declare Yourself" is worth 25 points. The "creative" portion of it is strictly that... creative. It is not required, and students may earn up to 10 points extra credit for completing that portion.

The Anne Hutchinson Mock Trial has finished, and grades will be distributed Wednesday.