Crossing the Delaware!

Today, George Washington makes a sneak attack on Hessian soldiers in Trenton, New Jersey. Harassed and battle weary, Washington's Continental Army has been chased through 3 colonies. Now, with the new year about to begin on January 1st, most of the soldiers will have to make a decision to re-enlist... or go home. Desperate to keep his men in the fight, Washington finds himself making an unusual move that pays off! Watch below as Washington makes his famous crossing of the Delaware:

Power of the Individual in History

The Big Idea for the day: Impact of Individuals

Enduring Understanding: Decisions and actions of individuals can influence the outcome of an event.

As we study the Revolutionary War, it is important that we recognize the contributions of individuals in winning American independence. Your assignment today should help you take a step in that direction! Read the task and follow the procedure below. You may type your assignment, or write on a piece of lined notebook paper.

Task:
Find 5 people you believe had an effect on the outcome of the American Revolution.
If you are at home today, you should pick just one person and be prepared to hand in your work tomorrow.

Procedure:
Using a textbook or computer, find 5 individuals who may have influenced the outcome of the American Revolution.
For each individual, write a description of the person, what he/she did that was important, and why you believe their action or actions made a difference.
Write a "what if this person had never lived" scenario for each individual.

Example:
Thomas Gage- Governor/General of Massachusetts. He was sent to place Massachusetts and Boston under martial law after the Boston Tea Party. Parliament instructed him to put down the growing rebellion, but his actions (attempt to capture guns at Concord) led to the death of 8, and many more wounded Colonists at the Battle of Lexington. The Battle of Lexington helped to unite Colonists against England. More than ever, they would view the British Army as an invading force.
Thomas Gage's decision to make a frontal assault at the Battle of Bunker Hill led to yet another British military disaster. Over 1,000 Redcoats were killed or wounded, convincing Americans that it was possible to successfully fight against the more experienced, better trained British soldiers.
Scenario:
If Thomas Gage had never lived, perhaps the Governor/General of Massachusetts would not have attempted to capture the guns at Concord, and the Battle of Lexington might not have happened. If the Battle of Lexington had not occurred, the Battle of Bunker Hill would not have happened, and the Colonists may have continued to believe that it was impossible to stand up against the powerful British Army.

Washington takes charge!

Today we will finish up with the Battle of Bunker Hill, then watch a video of General George Washington as he takes charge of a non-existent Continental Army!

To watch the video we are watching in class today, look below:

The Revolutionary War begins

Today we will study the first major battle of the American Revolution... Bunker Hill.

You will have an opportunity to place yourselves in the shoes of British General Thomas Gage.

If you found yourself in charge of an army surrounded by rebels, what would you do?

Declaration of Independence Quiz

Click on the title of today's blog to take a quiz on the Declaration of Independence.

When you finish go to the following site to read and answer questions about Common Sense written by
Thomas Paine (picture) :

http://www.quia.com/quiz/2870829.html

Declaration of Independence review

Let's see what you have learned about the Declaration of Independence.
Complete the following activities:

Rags to Riches
http://www.quia.com/rr/750706.html

Signer word search
http://www.apples4theteacher.com/word-finds/declaration-of-independence.html

Pop-up paragraph
http://www.quia.com/cz/404998.html

Declaration of Independence Jumbled Words Activity
http://www.quia.com/jw/425820.html

Film about the Declaration of Independence:
http://www.earlyamerica.com/independence.htm

Declaration of Independence

Yesterday, you learned that the Declaration of Independence was a document written to "justify" the colonial rebellion to the rest of the world. Today, we will read the actual document and complete the assignment below:

Declaration of Independence: Student Worksheet

Each student (or group) will have a copy of the Declaration of Independence. You will use the method for reading documents in your analysis. I will review with you the first two steps in analyzing the document. For the third step or reading, answer the questions below. You may write directly on the Declaration, in your notes, or on a separate sheet of paper.

Part I: As Individuals Declaration of Independence

1. On the document underline the following and letter your answer starting at the first word of the answer:

a. What is the purpose of the Declaration? (paragraph 1)

b. What three natural or unalienable rights do men have? (paragraph 2)

c. Governments get their power from whom? (paragraph 2)

d. What must people do if government abuses its power? (paragraph 2)

2. On the Declaration, number the grievances found. (Hint: there are twenty-eight.)

3. Underline the "action" part of the document. (What are the signers going to do?) (last paragraph)

4. Place brackets around the part that shows the compact or pledge of the signers. (last paragraph)

Part II: In a Group:

1. In your groups, discuss why the grievances are actually the causes of the Revolution.

2. On a separate sheet of paper entitled "Causes of the Revolution," the group should list ten of the causes of the American Revolution.

3. Put a star next to the three causes your group feels were the most important. At the bottom of the page justify why the group chose these causes. Hand in your group assignment by the end of the period.

Revolutionary Ideas: John Locke and Thomas Jefferson

Today we will begin our study of the Declaration of Independence. First, we shall look at how Thomas Jefferson used many of the ideas of English philosopher John Locke (picture) to justify the Colonists' rebellion to the rest of the world.

Click on the title of today's blog to take the quiz.

Causes of the American Revolution Test

To take the test, click on the title of today's blog. The secret word is patriot (shhh!)
When finished with the test, read a book, or work on an assignment from another class.

Good Luck! If you studied, you will do well.

Test Review

Today we review for Monday's test over causes of the American Revolution.
A great way to practice for the test is to play the formative assessment games.
Items on the test:
proclamation of 1763
French and Indian War
Sugar Act
Stamp Act
Quartering Act
Navigation Acts
Boston Massacre
Tea Act
Sons of Liberty
Boston Tea Party
"No taxation without representation"
King George III
English Bill of Rights
Intolerable Acts
Battles of Lexington and Concord
boycott
import
export
writ of assistance
Thomas Gage
martial law
Samuel Adams
Paul Revere
minutemen
"Shot heard 'round the world"
patriot
loyalist
whig
tory

Letter for Reconciliation

Today, we finished the film April Morning. Now students will write a formal letter to
King George III with three goals in mind:

1. Explain how the Battle of Lexington and Concord happened.
2. Justify the actions of the Colonists (give 3 causes)
3. Ask that the Colonists not be punished for their actions.

The letter is due tomorrow at the beginning of the period, along with the movie journal.

April Morning

This week we will be watching the film April Morning. April Morning is an historical fiction novel by Howard Fast depicting the Battle of Lexington and Concord from the perspective of a fictional teenager, Adam Cooper. It takes place in the 27 hour period from April 18, 1775 to the aftermath of the battle. During that stretch, Adam comes of age and resolves his difficulties with his demanding father.
Students will journal each day about the film. When the film is finished, journals will be turned in and graded. If a student misses a day of school, he/she will need to watch the missed portion of the film before or after school.

The Intolerable Acts

Cause and Effect is a wonderful thing. It allows us to make something good happen, it also allows us to avoid something bad..., if we take the time to study it. Today, we study the Intolerable Acts. If you were in class yesterday, you know the Boston Tea Party was the cause. Now we will see the effects.
Click on the Liberty's Kids film below to learn about the Intolerable Acts. When you are finished, you can play the review games under Formative Assessment.

The Boston Tea Party

We will continue studying causes of the American Revolution today, with a PBS series called "Liberty's Kids". The 28 minute animated show depicts the events leading up to, and including, the Boston Tea Party. When you finish, you may go to Formative Assessments and play some review games.

Road to Revolution

This week we will look at causes of the American Revolution. To help you achieve necessary understanding, you will play a Revolutionary game. Click on the title of today's blog to register and begin playing the game.

Think you know it all?? Prove it! Go to Formative Assessments and click on
Battleship: Causes of the American Revolution

13 Colonies Test

Today is the test. Here at school we are taking a paper test, but if you are at home, and know your username and password, you can use the link below to take the test. The secret word is patriot.

http://www.quia.com/quiz/2818257.html

Good Luck!!

Test Review

Tomorrow is the test over chapter five. We will spend the day reviewing. When preparing for this test, concentrate on the vocabulary, and the notes we have taken in class.

Remember class, there is a direct correlation between the amount of time you spend studying, and the grade you earn on the test. You have all the tools, use them!

For some great test practice, click on the title of this blog to play some review games.

Vocabulary

Today, students will complete vocabulary words and terms from Chapter 5 of the Textbook. This will help to give us some background knowledge going into the French and Indian War.

Words, terms, people, places, etc. can be found on the first page of each chapter section.

Click on the title of today's blog to try some vocabulary games to see what you know!
Alex, this would be a great assignment for you, rather than writing the words and terms.

If you would like to learn a little more about colonial living, try going to the following PBS site:

http://www.pbs.org/wnet/colonialhouse/history/index.html

Map Assignment

Today, students will complete a map of the 13 Colonies. Click on the following link to see the instructions:


http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_3/Unit_IIIQ1R4.html


To see a map that can be used for the assignment, click here:

http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf

Attending to Business

The second quarter is off to a fast start. If you have not taken the test, completed the scavenger hunt, or finished the Mayflower Compact, now is the time to catch up!

If you are finished with all of the above, you may go anywhere on this site. Explore the games, maps, videos, etc.

Finishing the Assignment

As many of you finish the questions and re-writing the Mayflower Compact, I would like you to go to TweenTrubune. Sign in and pick one or more articles to read and comment on. Remember, a comment will not show up if it is less than 25 words. Watch your spelling, capitalization, and punctuation- because you are not a Pilgrim!

The Mayflower Compact

Today you will read the Mayflower Compact, answer some questions about it, then write a "Classroom Compact" of your own.

Click on the title of today's blog to read the Mayflower Compact.

When finished reading go here:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_3/Unit_IIIQ2R1.html

Go to the following link to answer questions about the Mayflower Compact:

http://www.eduplace.com/ss/hmss/5/unit/act2.1blm.html

Write the answers to the questions on a Google Document.

When finished, create a "Classroom Compact" in Google docs.

Salem Witch Trials

Today, you need to finish the scavenger hunt.
In honor of Halloween, go to the following sites to learn about the Salem Witch Trials. Go to sites in order listed:

http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/

http://www.nationalgeographic.com/salem/

Scavenger Hunt

Click on the title of today's blog to complete a Pilgrim scavenger hunt.
Good luck!

The Pilgrims

Today we will look at the Pilgrims. First we will see a short film, then review with some formative assessments. Click on the title of today's blog to play Pilgrim Battleship. Play at the hardest level.
When you have won the game, go to:
http://www.vasetthestandard.com/solhistorygames.html

go to 13 American Colonies and Colonial People
Play any of the games in that box.

Early English Colonization Test

Click on the title of this post to go to the test. If you do not know your username and password, see me. The secret word is.... patriot (shhh!)

Good luck on the test, I am sure you will do well.

When you are finished, go to TweenTribune and register as a student. Then find a news story- any news story on the site, and comment on it. For a comment to show, it must contain at least 25 words. I will see the comment on my teacher page, and decide whether or not it should be posted.

Test Review

We will have a test Monday. Are you prepared?
Use the information provided this week to get ready! Below you will find people, places, and events that will definitely be on the test. If you are unfamiliar with any of these, and you do not have access to the internet at home, you will need to check out a book to study for the test. Remember, being ready for a test is completely up to you.

Items of interest:
Colony of Roanoke
Walter Raleigh
John White
Colony of Jamestown
John Smith
Pocahontas
Powhatan Indians
Chief Powhatan
John Rolfe
Cash crops
Tobacco
Virginia Company of London
"The Starving Time"
"If you don't work, you don't eat"

Watch this 5 minute film about Roanoke Island, then take the quiz in yesterday's blog!
Take the quiz until you get all of the answers correct.

Roanoke Quiz

Take this Roanoke Colony quiz after watching the video:
http://www.funtrivia.com/playquiz/quiz2228851985260.html


Checkout this cool site, it's called on the trail with John Smith. To see it, you must go to the following link, scroll down the page until you find a section called "Early English Colonies Games",
then click on the box that says "Jamestown Games".
http://www.vasetthestandard.com/solhistorygames.html

After playing, try a game of Jamestown Millionaire to see what you have learned:
http://www.quia.com/rr/708296.html

Did you win a million dollars? Congratulations! Complete this quiz:
http://www.quia.com/quiz/2730977.html

The English Colonies

To start this unit I have vocabulary for you.... YAAA!
click on the following links to play some cool games:

http://www.com/jg/2070385.html


http://www.quia.com/hm/701804.html


http://www.quia.com/jw/409542.html


http://www.quia.com/ba/438369.html

Historical Fiction Story

This week we are writing historical fiction stories. Students choose a European expedition to the New World. After reading, they create a fictional character to either place in the expedition as a European, or to be a member of a real Native American Indian tribe that came in contact with that expedition. Students include elements of the Columbian Exchange as well as create a story line for their character.

First, students read about the Columbian Exchange, then collect and categorize good and bad things traded between Europeans and Native Americans. These items might include plants, animals, technology, disease, ideas, etc.

Reading for the Columbian Exchange can be found here:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R1.html

Use the benefits and drawbacks sheet to collect information about the Columbian Exchange:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R2.html

The second step is for students to choose a European expedition from our study last week.

The third step is to create a character page. A picture of the character is drawn, personal background information about the character should be included. Two statements must be completed on this page:
1) My main character wants _____________________ more than anything else in the world.
2) My main character wants to avoid ___________________ more than anything else in the world.

The fourth and final step is to actually write the historical fiction story.
The benefits and drawbacks sheet; the character page; and the story are due on Friday.

The Explorers

Today you will begin researching explorers. Use the sites below to find information. You will need to learn about 3 explorers from the same country, then fill out an explorer record sheet for each one.

Explorer record sheet:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R1.html
Spanish Explorers:
Explorer Fact Sheet: Hernando Cortes http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R2.html

Explorer Fact Sheet: Francisco Pizarro http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R3.html

Explorer Fact Sheet: Hernando de Soto http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R5.html

Explorers representing France:
Explorer Fact Sheet: Giovanni Da Verrazano http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R6.html

Explorer Fact Sheet: Samuel de Champlain http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R7.html

Explorer Fact Sheet: Jacques Marquette and Louis Joliet http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R8.html

Explorers representing England:
Explorer Fact Sheet: Martin Frobisher http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R9.html

Explorer Fact Sheet: Sir Humphry Gilbert http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R10.html

Explorer Fact Sheet: Henry Hudson (1 English expedition, 2 expeditions for The Netherlands) http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R11.html

Exploration Policy Group Chart http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ2R12.html

Beginning of the Age of Exploration Test

Today we will test on the beginning of the Age of Exploration. Test questions will include Columbus, Prince Henry of Portugal, Bartolomeu Diaz, and Vasco da Gama.
To take the test click on the title of today's blog. Good Luck!

When finished find formative assessments on this page to play the game "Fling the Teacher"
If, and when you successfully fling the teacher, show me.

Test Review

This week we studied Prince Henry's School of Navigation, and Christopher Columbus.
Today we played "Who Wants to be a Millionaire?" for a review. To practice for tomorrow's test try the activities on my Quia site. Simply click on the title of today's blog to play review games.

The Big Test!

I think you will find this test pretty easy... if you studied, and used the formative assessments on this site. To take the test, click on the title of today's blog. Good Luck!

More Test Review

Use the link from yesterday to review for tomorrow's test. Also, click on the title of today's blog to play Middle Ages Battleship!

Tired of Battleship? Try Medieval Hangman. Look at the right side of this blog, find formative assessments, click on Medieval Hangman. Good Luck!

Test Friday

Students are finishing a time line today over the middle ages. Friday we will have a test.
Go to the following link to practice.
http://www.quia.com/jg/2037653.html

Or click on the title of today's blog

The Famous Five Paragraph Essay

This week we worked on a five paragraph essay to answer the question: "Are school lunches worth eating?" The question itself was not especially important, but it gave us a starting point for a formative assessment. Students learned how to write a five paragraph essay, used a scoring guide to score it, then had an opportunity to make it better.
Now that everyone has a firm grasp on the mechanics, we are answering a new question: "Were Pre-Columbian Native Americans worthy of respect?" Students will have a week to work on researching, and writing the perfect five paragraph essay. Unlike the first, this one will be graded!

Collapse of Civilizations

Yesterday we studied the the height of Mayan civilization. Today, we will try to determine why this great civilization (and others) failed. To find today's activity, click on the blog title "Collapse of Civilizations".

Ancient Americans: Mayans and Aztecs

Today we will hand-in vocabulary for sections 1 and 2 of chapter 1, then watch a film from Discovery Education, called Ancient Americans: Mayans and Aztecs.

Click on the box below to watch film:

Mound Builders

Today we will begin study of the Pre-Columbian Native Americans. We will begin with vocabulary from sections 1 and 2 of Chapter 1 from the classroom text.

The vocabulary words are:
archaeology
artifacts
migration
hunter-gatherers
environments
societies
culture
domestication
maize
glyphs
Paleo-Indians
kayaks
igloos
totems
potlatches
kivas
wigwams
longhouses
Iroquois League

United States Map: Landforms and Water bodies

Today you will use a blank map of the United States to locate and label specific landforms and water bodies. Use the classroom textbook to locate everything on the list. The map is due tomorrow at the beginning of the period.

Longitude and Latitude

Today, we will review the concepts of longitude and latitude. If you have forgotten some of what you have learned about longitude and latitude, this will clear some of the summer cobwebs away!

You will receive a worksheet in class with a map and questions. You may have time in class to work on it, but if you are not able to finish, it will be homework. The worksheet is due tomorrow at the beginning of the period.

Test Day!!!!!!!

This is your opportunity to show what you know. You will have plenty of time to complete the landforms and waterbodies test, so make the most of it. Carefully check your answers when you are finished, and correct any mistakes.

Good luck, I know you will do well!

Landforms and Waterbodies Definitions

Today, we will continue with landforms and waterbodies definitions. Remember, stay on task, pay attention, write the correct answer in the blanks during class. Tonight, study for the test.

Good luck!

Welcome Back!!!

Welcome back! Today we will pre-test some basic geography terms to see what you know.
Keep the sheet given to you today, so you can study for the test on Friday.

Remember the Titans

The political and social purpose of Reconstruction was to bring more than 4 million black men, women, and children into American society with equal status. The thirteenth amendment banned slavery; the fourteenth amendment guaranteed equal protection under the law; and the fifteenth amendment gave black men the right to vote. The conquered South was forced to accept African Americans as a freed people, they did not however, accept blacks as equals.

Reconstruction was a failure. Laws were passed in the South to keep blacks from voting. Groups like the Ku Klux Klan used violence to intimidate the black population. In the case of Plessy v. Ferguson, the Supreme Court decided that "Separate but Equal" was Constitutional. As long as facilities were equal, blacks and whites could be segregated from one another by law. Separate drinking fountains, restrooms, bus and restaurant seating, and even separate schools would be the norm for the next 100 or so years.

In 1954, the Supreme Court decided against segregated schools in Brown v. Topeka Board of Education. The Civil Rights Era of American history had begun. Leaders like Martin Luther King Jr. led a movement for black equality in the United States. Schools were ordered to be desegragated.

The film "Remember the Titans" is based on the true story of a football team in Virginia that struggles with desegregation, equality, and acceptance.

Rights and Power: The Politics of Reconstruction

Click on the title of this link to go to the 4th section of Reconstruction. Use Google Docs, and you may have partners again. Remember to invite me when you invite partners to work with you.
I have written some to the questions for you to answer by looking at the pages. The rest, I have given a title to each page, and you are to write a question and answer for each page.

From Slave Labor to Free Labor (click here to go to website)

If you have finished the first two sections of the Reconstruction site, and have sent the information to me in an email as an attachment, you are ready to move on to the third section. This section of the site is called "From Slave Labor to Free Labor". It covers what working life was like for the freedman during Reconstruction.

As with the second section, you may work with other people on Google Docs. Also, like the second section, you will ask one good question (and answer it) from each page of this section. Remember, when you invite students to see and edit your document, you must invite me also! Use the spreadsheet so you can effectively communicate through the chat application.

If you choose to work alone on this assignment, you can use a regular google document, or a microsoft word document. When you finish, you will email to me as an attachment.

Formative Assessments

Take a look under formative assessments today. There are two additions for Reconstruction. Try them out, have fun!

Test Yourself!

As you read and learn about the Reconstruction Period of history, it is a good idea to include formative assessment in your studies. That way, you know what you are supposed to learn, and whether or not you have learned it!
The following link will take you to an online quiz that has typical Reconstruction test questions:
http://www.edusolution.com/regentsquiz/ushistorypackage/reconstruction/frame1.htm

The Meaning of Freedom

Today, you will look at the second section of the Digital history site on Reconstruction. After you have read a page, ask at least one good question.
Click on the following site:

http://www.digitalhistory.uh.edu/reconstruction/section2/section2_intro.html

This should be completed in either google docs or microsoft word, so that it can be sent to me by email.

A New Birth of Freedom

Go to your school google email account to find today's lesson. There, you will find questions, and a great site to help you answer the questions.

http://www.digitalhistory.uh.edu/reconstruction/section1/section1_intro.html

Reconstruction

Take a look at the following link to learn more about the Reconstruction period of history:
http://www.digitalhistory.uh.edu/reconstruction/index.html

Reconstruction

The Civil War is over, now it is time to rebuild the nation.., physically; socially; economically; and politically.

Reconstruction Notes: http://www.mrberlin.com/8th/reconstruction/reconstruction_plans.ppt#256,1,Slide 1

Today we continue with the vocabulary assignment.

Use pages 616, 622, 629, and 635 to find the words, terms, people, places, etc.
to define or identify.
The assignment is due Wednesday.

Review for Civil War Test

Civil War Test tomorrow. Use the following link to take a 20 question test:


Test Your Skills: Take a Practice Test!


Every time you take the test it will give you two or three different questions and mix them up- it's great practice!

Civil War Notes!!

Click on the following links to find class notes on the Civil War:
http://www.mrberlin.com/7th/Civil_War/Adv_Disadv.ppt#257,2,Slide 2

http://www.mrberlin.com/7th/Civil_War/Bull_Run.ppt

http://www.mrberlin.com/7th/Civil_War/Emancipation_Proclamation.ppt

http://www.mrberlin.com/7th/Civil_War/Gettysburg.ppt

Looking for class notes?

I know a lot of you missed the notes on Thursday. Click on the link below to see Forty-niners and the Mormons.

http://www.slideshare.net/munforsc/fortyniners

Westward Ho!

This week we are expanding westward! Mountain men, settlers on the Oregon Trail, and Americans fight in the Battle of the Alamo. Come to think of it, this will probably take more than a week.

Monday: vocabulary
Tuesday: section 1 chapter 16 reading guide
Wednesday: section 3 reading guide
Thursday: Film- The Alamo (the John Wayne version, because, well..., he's The Duke!)
Friday: The Alamo

The Industrial Revolution

This week we will be concentrating on the Industrial Revolution. As we go through vocabulary, reading guides, and notes, keep in mind the changes to society brought on by this world changing event. All of the information covered this week, can be found in chapter 13 of the textbook.

Monday: vocabulary
Tuesday: section 1 reading guide
Wednesday: notes/section 3 reading guide
Thursday: review for test
Friday: Test

Remember: You may turn in all work this week when finished, but you can choose to keep it until Friday, for the purpose of studying for the test.

Journal due today!

Today, we will hand in our completed journals. If you missed a class period, and did not have a chance to make entries, you should come to my room before school, after school, during lunch, or studyhall to watch the part of the film you missed. This will need to be accomplished before we go home for spring break.

To sum up the lesson on Lewis and Clark, you will be asked to complete a map of the United States as it looked at the time of the expedition. There will also be a reading about a Shawnee Indian, named Tecumseh.

More Lewis and Clark

As we continue with the PBS- Ken Burns film: Lewis and Clark Corps of Discovery, you will be asked to do in-class assignments related to what we see each day.

Try following Lewis and Clark by clicking on the following site:
http://www.nationalgeographic.com/features/97/west/main.html

You will find a fun way to travel with the expedition.

The Lewis and Clark Expedition

Today we begin looking at the Lewis and Clark expedition. We will watch part of the PBS film:

Lewis and Clark- The Corps of Discovery.

Your job today, and for the next several days, is to pretend that you are a member of the Lewis and Clark expedition. Keep a journal of what you see and experience along the way.

Update on the due date!

This week you will be completing your four year plans in the teaching lab with the famed FMS Counselors.

With that in mind, you will need to work outside of class on your project. It will be due next Wednesday rather than this Friday. So, you will have Monday and Tuesday to work in class if needed.

Remember, this is a "show what you know" project, meaning, you can write an essay, make a poster, create a cartoon on aniboom, a video on animoto, a powerpoint presentation, or invent some other way to show that you can answer the question, "How did the role of the U.S. in the world change between 1783 and 1823?".



The instructions were to use three of the foreign policy events to show the growth of the United States as a nation between 1783 and 1823.
If you have lost the foreign policy worksheet, you will find it on this blog on Wednesday, February 24th.

Helpful sites!

Now that you have had a look at the key foreign policy events in the first 40 years of our nation's history, I'll give you some sites to go to with appropriate reading.

Neutrality Proclamation: http://www.revolutionary-war-and-beyond.com/proclamation-of-neutrality-by-george-washington-april-22-1793.html

Jay Treaty: http://history.howstuffworks.com/revolutionary-war/jay-treaty.htm

Pinkney's Treaty:  http://history.howstuffworks.com/revolutionary-war/pinckney-treaty.htm

Washington's Farewell Address: Your textbook is the best source for this one. Look it up

XYZ Affair: http://history.howstuffworks.com/revolutionary-war/xyz-affair.htm

Alien and Sedition Acts: http://history.howstuffworks.com/revolutionary-war/alien-and-sedition-act.htm

Barbary Pirates: http://history.howstuffworks.com/american-history/first-terrorist-threat2.htm

Louisiana Purchase:
http://history.howstuffworks.com/revolutionary-war/louisiana-purchase5.htm

Impressment: http://www.infoplease.com/ce6/history/A0825052.html

Embargo Act: http://www.socialstudiesforkids.com/wwww/us/embargoactdef.htm

Non-Intercourse Act: http://history.howstuffworks.com/revolutionary-war/nonintercourse-act.htm

War of 1812: http://history.howstuffworks.com/revolutionary-war/war-of-1812.htm

Treaty of Ghent: http://history.howstuffworks.com/revolutionary-war/war-of-18123.htm

Rush-Bagot Agreement: Your textbook explains it best, but here is a link you might find helpful

http://www.jrank.org/history/pages/8035/Rush-Bagot-Agreement.html


Monroe Doctrine: http://www.socialstudiesforkids.com/wwww/us/monroedoctrinedef.htm
Again, your textbook explains this very well.

The New Nation: Foreign Policy Worksheet

As a new country, the U.S. struggled with stronger, more established nations. This assignment will help you learn more about the events between 1783 and 1823 that changed the role of the U.S. in the world.

First go to the following link to find the foreign policy worksheet:

http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_5/Unit_VQ1R1.html

There, you will find a chart of events involving the U.S. and foreign nations. You may google each event, or find it in your textbook, read about it, then fill in the chart. Keep in mind, you want to determine how the U.S. and the other nation(s) involved, treated each other.
How would you describe the relationship between that country and ours, at that particular time in history? It might be helpful to use the word respect when describing the relationship between nations.

In the end, you will want to be able to answer this question: "How did the role of the U.S. in the world change between 1783 and 1823?"

Due Process continued

continue cartoons today! Take a look at the following link:

Due Process Due Monday!

Yesterday the Aniboom site was down part of the day for maintenance. Not only that, it seems students lost any work completed on Monday. If you saved work before then, it is still saved on the site. With that in mind, I have moved the last day to work in class to Monday of next week.
Keep on plugging away, and if you have technical difficulties, ask questions. If you do not have internet access at home, you might consider coming in to work before school, after school, lunch time, study hall, or during home room.

Due Process- Due Friday!

I hope you are enjoying the animation process, I know it's been fun for me to watch you create. Keep working today through Friday, if you feel you are finished, go back and edit your cartoon to make it better. Keep in mind, these are the steps that should be shown in your work:

arrest
read Miranda rights
taken into custody- police station
hire, or given a lawyer
stay in jail for up to 48 hours
see a judge to determine if there is enough evidence for a trial
pay bail
go home until the day of the trial
attend jury trial
sentencing

Good luck, I look forward to seeing your finished product!

Continue animations

Continue working on your due process animations today. Remember, you are attempting to show the process that every citizen should go through if arrested, and accused of a crime.

Animated Due Process

Continue working on your Due Process animation today. Remember to save your work! Also, try sending your animation to me today, so that I can view your progress.
send to:
scott.munford@stumail.fairfieldsfuture.org

Watch more cool animation and creative cartoons at Aniboom

Constitutional Law and Juveniles

Today we will look at three cases involving Juvenile offenders. The third and final case is probably the most famous Supreme Court juvenile case. In this case, Gerald Gault and his attorney set the precedent for all future cases in which minors are involved.

It is easy for states and local authorities to sometimes overlook the Constitutional rights of juvenile offenders because they go through a different court system. But, we must never forget that every citizen has the same rights and priviledges guaranted in the 4th, 5th, 6th, and 8th amendments. Due process and criminal procedure are fundamental when it comes to equal treatment under the law.

Sticks and Stones

Today, part II of "Sticks and Stones". This segment wraps up a two-part miniseries that probes issues of immigration, discrimination, and the law. A young white man from a wealthy family is put on trial after a local Polish store owner accuses him of aggravated assault. The presentation follows the dramatized storyline, emphasizing the role and importance of the American judicial system in determining guilt and assigning appropriate punishment.

After the film, we will discuss the first Juvenile criminal case trial in our packet. Working in groups, you will answer questions, then attempt to decide the fate of the defendant.



If you missed the film today, watch it by clicking on the box below:

Rights of the Accused

Yesterday, we discussed due process, criminal procedure, and rights of the accused as found in the 4th, 5th, 6th, and 8th amendments. Today, we will look at Several Supreme Court cases
involving the rights of Minors in our judicial system.

Tomorrow we will watch a film called "Sticks and Stones", a dramatization of a teenager who commits a crime, is arrested, and experiences due process first hand.

Want to practice for the Bill of Rights Test?? Try the formative assessments in the green box. If you can successfully complete the activities, you'll do great!

Want to gear up for the ITBS? click on sample test questions to go to New York standardized quizzes and tests for social studies. Also, try this link:

http://www.quia.com/quiz/2174174.html

On Common Ground Part II

Last week we watched On Common Ground part 1, as part of our study of first amendment rights. Today we will watch part II





Click on the film below to watch:

The First Amendment

Freedom: Speech; Press; Religion; Petition; and Assembly

James Madison, the author of the Bill of Rights, believed that a guarantee of these five freedoms was the cornerstone of a democratic society. Because of their importance, he placed them first among the ten amendments that make up the Bill of Rights.

We will continue a discussion of their importance today, and watch a filmed dramatization of these rights in action from the Discovery Education Channel. The title of the film is "On Common Ground: Collision Course".

This video confronts First Amendment rights and contemporary debates on immigration, labor, and the working class. Just click on the box below to watch.

The Bill of Rights Continued

Today we will look at some Supreme Court cases dealing with first amendment rights.

Case 1: Texas vs Johnson (1989)
Gregory Lee Johnson burned an American flag outside of the convention center where the 1984 Republican National Convention was being held in Dallas, Texas. Johnson burned the flag to protest the policies of President Ronald Reagan. He was arrested and charged with violating a Texas statute that prevented the desecration of a venerated object, including the American flag, if such action were likely to incite anger in others. A Texas court tried and convicted Johnson. He appealed, arguing that his actions were "symbolic speech" protected by the First Amendment. The Supreme Court agreed to hear his case. What do you think the Court decided? Before you make a decision, look at this similar case:
http://www.uscourts.gov/outreach/topics/firstamendment/speech/backgroundTX.html

Now discuss the case with your group, come to a decision for or against Johnson. Explain your answer on a word document. If there is a dissenting opinion, include it as well. Click on the link below to read the decision made by the Supreme Court:
http://www.uscourts.gov/outreach/topics/firstamendment/speech/texasfacts.html
on the word document, include the decision made by the Supreme Court.

Case 2: Engle vs. Vitale (1962)
A New York State Law required public schools to open each day with the pledge of allegiance and a non-denominational prayer in which the students recognized their dependence upon God. The law allowed students to absent themselves from this activity if they found it objectionable. A parent sued on behalf of his child, arguing that the law violated the Establishment Clause of the First Amendment, as made applicable to the states through the Due Process Clause of the Fourteenth Amendment. What do you think the Court decided? Before you decide, look at these similar cases:
http://www.uscourts.gov/outreach/topics/firstamendment/engel/cases.html

Now discuss in your group and make a decision for or against Engle. Explain your decision on a word document. If there is a dissenting opinion, include that as well.
Explain your answer. Click on the link below to read the decision made by the Supreme Court:
http://www.uscourts.gov/outreach/topics/firstamendment/engel/facts.html
On your word document include the decision made by the Supreme Court


Case 3: Morse vs Frederick (2005):
Joseph Frederick, a senior at Juneau-Douglas High School, unfurled a banner saying "Bong Hits 4 Jesus" during the Olympic Torch Relay through Juneau, Alaska on January 24, 2002. Frederick's attendance at the event was part of a school-supervised activity. The school's principal, Deborah Morse, told Frederick to put away the banner, as she was concerned it could be interpreted as advocating illegal drug activity. After Frederick refused to comply, she took the banner from him. Frederick originally was suspended from school for 10 days for violating school policy, which forbids advocating the use of illegal drugs.
What do you think the Court decided? Check out the arguments for both sides by clicking on this link: http://www.uscourts.gov/outreach/topics/firstamendment/speech/talkingpointsMvF.html
Discuss with your group, and come to a decision for or against Frederick, explain your answer on a word document. If there are dissenting votes, include in the document.

To find out the decision of the Supreme Court, click the following link:
http://www.uscourts.gov/outreach/topics/firstamendment/speech/morsefacts.html
On your word document include the decision made by the Supreme Court.
print off the document and hand in.

The Bill of Rights

Now that we have studied the Constitution, we will take a look at the Bill of Rights. The Bill of Rights is made up of the first ten amendments to the Constitution. The Constitution itself does not guarantee any basic individual rights, which as you can imagine, was troublesome for a nation of people that had just fought a rebellion over basic individual rights. In order to get the needed 9 or 13 states to ratify the Constitution, James Madison, and others, promised a Bill of Rights that would protect individual freedoms. Later, after the Constitution was ratified into law, the Bill of Rights was added in its present form today.

Today's lesson will focus on 1st Amendment rights: freedom of speech; press; religion; assembly; and petition.

Try playing some matching games to see what you know about the Bill of Rights!
http://www.quia.com/jg/1845606.html

Constitution Test: Click here

Today we will take a test over the U.S. Constitution. Click on the title of this blog, enter username and password. The secret word is patriot. If you wish to have the test read to you, use the headphones and simply click on "audio" for each of the questions. Remember, once you start the test, you may not leave the site until finished. When finished, return your computer, and work on something from another class, or read a book.
Good Luck!!

Prepare for test on Tuesday

Write down the words and terms on the board today. Everything on the board will appear on the test. The test will be multiple choice, plus you will need to write the Preamble to the Constitution, or at least be able to list the 6 principles of government found in the Preamble. Your time in class, today, should be spent on the formative assessments.

Read the following link: http://www.cnn.com/2010/OPINION/01/23/greene.haiti.american.aid/index.html

Federalism:Click here for notes

Today we are studying federalism. Federalism is the sharing of power between the National Government and the state governments. To see notes on federalism click on the blog title!

Because we missed school on Wednesday, and today is a short class due to delay, the test will now be on Monday. To prepare, you should go over notes from class, complete the formative assessment activities, and memorize the Preamble to the Constitution- or at least the 6 principles of government found in the Preamble.

The Electoral College

Today we will take a look at the Electoral College, and spend some time reviewing for the test. Use the formative assessments to prepare. Remember, you must enter your username and password to get credit for the activities. For those of you who do not yet know the Preamble to the Constitution, listening to the school house rock Preamble video would be time well spent. Also, keep in mind, if you cannot remember the preamble, you need to at least be able to list the six principles of the Constitution found in the Preamble:
1) We the people
2) Establish justice
3) Ensure domestic tranquility
4) Provide for the common defence
5) Promote the general welfare
6) Secure the blessings of liberty, to ourselves and our posterity (future generations)

Martin Luther King Jr. Day

Enjoy your day off. Thursday, we will have a test over the United States Constitution. Tuesday and Wednesday we will go over vocabulary, compromises, important people, etc. The most valuable thing you can do to prepare for the test is to use the formative assessments I have provided for you. Find an activity under the title formative assessments in the green box, then enter your username and password before playing.

Finish weekly assignments!

As the week draws to a close, you will have time in class to work on three assignments:

1) Define and Identify words from textbook pages 241 and 247.
2) Finish Census Bureau questions using the wall maps.
3) Using the Constitution, on page 265, complete the Constitutional Problems sheet.

#1 and #2 are due today
#3 is due when you return to school, Tuesday, January 19th

If you are at home today, make sure you are learning the Preamble to the Constitution! It can be found on page 264 of your textbook. For a fun way to learn the words, watch the school house video "The Preamble". Find the video in the green box, under School House Rock.

Checks and Balances

In 1787, the Founding Fathers attempted to create a new government, in which no one person, or group, would ever become so powerful that they could abuse the rights of the people. The true power of government lies in its ability to make laws, enforce laws, and settle disputes about the laws. The creators of the Constitution knew that if one person or group could do two or more of these tasks, the possibility of the abuse of power was enormous. As a result, the system we have today is made up of three branches: The Legislative Branch makes laws; the Executive Branch enforces the laws; and the judicial branch settles disputes.

Yesterday, we studied this separation of powers. Today, we will learn how a system of checks and balances was created to keep any one branch from being more important than another.


If you are at home today, your job is to play the Constitution Power Grab Game. Go to http://score.rims.k12.ca.us/score_lessons/power_grab_game/ (or just click on the title of this blog to take you there!)
and take a look at each of the situations. You should find the Constitutional "check" for each situation, then write it on a clean sheet of paper, or a word document. It should be turned in when you return to school.

Class Notes on Checks and Balances:
http://www.mrberlin.com/7th/Republic/Checks_Balances.ppt

The House of Representatives and the Census Bureau

Yesterday we discussed the Great Compromise, and how states would be represented equally in the Senate, but a system of proportional representation would be used in the House of Representatives. Today we will look at how the Census Bureau counts the population to ensure we have the right number of representatives from each state. Take a look at this Discovery Education video on the Census Bureau.

After watching the 4 minute film, students will receive a Census Bureau question sheet in class. To answer the questions, students will use population and demographics maps provided by the U.S. Census Bureau.

Class Notes: http://www.mrberlin.com/7th/Republic/Sep_of_Powers.ppt

Constitutional Vocabulary

Using textbooks, students will define words and terms having to do with the Constitution. Words and terms can be found on pages 241 and 247. They should be turned in by Friday of this week.

Monday: The Constitutional Convention

Today, we will begin our unit on the Constitutional Convention. To begin, you should watch the video below. Use headphones to listen. When you have finished the video, go to formative assessments and find the Constitutional Scavenger Hunt. Make sure you log in with your username and password before you begin the activity.

Articles of Confederation Test: Click here

It is test day! You may spend up to 15 minutes of class time running through the activities and formative assessment to prepare for the test. When you are ready, click on the title of this blog entry.

The Articles of Confederation continued...

Today we will continue studying the Articles of Confederation. We will again look at its weaknesses compared to our current Constitution, but we will also learn how, in some ways, the Congress was successful under the Articles of Confederation. Topics today will include: The Northwest Territory; The Land Ordinance of 1785; and the Northwest Ordinance.

Pre-Test: Click Here

Welcome back! I hope you've had a good rest, and are ready to get to work. The quarter will end January 17, so we have almost 2 weeks to finish up the semester.
For the rest of the semester we will be studying the "New Republic".
Today, you take a pre-test to see what you know about the Articles of Confederation.
To take the pre-test click on the title of today's blog. Your score will determine how much you need to learn about our first constitution.