click on the following link, collect clues, then write your answer to the question- use evidence to support your answer!
Why did the Mayan city of Copan collapse?
Use archaeology to discover how a great civilization disappeared!
The Constitution
The Constitution
Monday, October 6, 2014
Archaeology: Missing Mayans
click on the following link, collect clues, then write your answer to the question- use evidence to support your answer!
Why did the Mayan city of Copan collapse?
Use archaeology to discover how a great civilization disappeared!
Friday, October 3, 2014
Should we celebrate Columbus Day as a U.S. Holiday?
On Monday, October 13 (Columbus Day), Mrs. Atwood would like to designate a portion of the school day to celebrating Christopher Columbus. She has asked the teaching staff to develop activities in order to help students understand why we celebrate Columbus Day.
Mrs. Atwood will be in our class this period to have a discussion about it. She wants your input!
Get into your groups, discuss some talking points before she arrives- and let's have a substantive conversation with her.
When Mrs. Atwood leaves, you will write a letter informing her of why we should or should not have a special day designated to celebrating Christopher Columbus. Please write your letter in formal style: Dear Mrs. Atwood, introduce who you are and why you are writing, etc. Make sure you sign it! Mrs. Atwood will receive every letter!
Mrs. Atwood will be in our class this period to have a discussion about it. She wants your input!
Get into your groups, discuss some talking points before she arrives- and let's have a substantive conversation with her.
When Mrs. Atwood leaves, you will write a letter informing her of why we should or should not have a special day designated to celebrating Christopher Columbus. Please write your letter in formal style: Dear Mrs. Atwood, introduce who you are and why you are writing, etc. Make sure you sign it! Mrs. Atwood will receive every letter!
Wednesday, October 1, 2014
The Columbian Exchange
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.
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.
Monday, September 22, 2014
Christopher Columbus: Hero or Villain
Click on the link to learn about Christopher Columbus and play the game Rags to Riches
First: read the information about Columbus
Second: play the rags to riches game- If you win a million dollars, show me! If not, play until you win.
Third: play the Christopher Columbus Game. Once you have played the game and have taken the quiz at the end, print your certificate with your name on it. Give it to me.
First: read the information about Columbus
Second: play the rags to riches game- If you win a million dollars, show me! If not, play until you win.
Third: play the Christopher Columbus Game. Once you have played the game and have taken the quiz at the end, print your certificate with your name on it. Give it to me.
Watch Columbus videos Create a T-Chart with hero in one column and villain in the other. As you watch, take notes. After watching the videos, continue researching online.
Next, write an essay that is at least 5 paragraphs long, to answer the question: "Was Columbus a hero, or a villain?"
Remember, when you make a statement about Columbus, you must back it up with facts and details. Not only that, but when you write facts and details- you must prove that it really happened! In other words, find primary sources that support your claims. These can easily be found by searching for journals of Columbus, letters from Columbus, letters about Columbus, etc. Use quotations from the sources you find in your essay. Keep in mind, when you include a quote to prove your point, you must explain to the reader how it relates to your argument.
A little help: use the outline to help you write the essay, it will help keep you on track!
Friday, September 19, 2014
Age of Exploration- Vocabulary
Just in case you missed class (there are a few of you), I have listed the vocabulary words students received in class today. If you do not have a textbook, feel free to look them up on the internet and write down the information on lined notebook paper. It is due on Tuesday of next week.
The Age of Exploration- Vocabulary (pages 32-49 in textbook)
- Commercial Revolution:
- capital:
- joint-stock companies:
- Renaissance:
- astrolabe:
- monopoly:
- Prince Henry:
- caravel:
- Bartolomeu Dias:
- Christopher Columbus:
- Ferdinand and Isabella:
- viceroy:
- Line of Demarcation:
- Treaty of Tordesillas:
- Vasco da Gama
- Pedro Alvars Cabral:
- John Cabot:
- Amerigo Vespucci:
- Vasco Nunez de Balboa:
- Ferdinand Magellan:
Thursday, September 11, 2014
The Big Essay
Now that we have researched Pre-Columbian Native Americans, we are ready to answer the question "Were Pre-Columbian Native Americans worthy of respect?".
Keep in mind, we are not trying to judge a civilization based on our values, but rather decide whether or not that civilization had culture. When historians and archaeologists study a civilization, they look at the culture to better understand its people. For our purposes, we have divided culture into three parts: Economic, Social, and Political.
Your job is to prove that Pre-Columbian Native Americans did have economic, social, and political cultures. Use the notes you wrote on the graphic organizer, and if necessary use the textbook.
Steps in this process:
1. complete the graphic organizer
2. complete the outline
3. write a rough draft
4. have rough draft peer edited
5. type a finished essay
6.. score the finished essay on the scoring guide
Turn-in: graphic organizer, outline, rough draft, the finished essay, and the scoring guide stapled together by the beginning of class, Wednesday, September 17th.
Keep in mind, we are not trying to judge a civilization based on our values, but rather decide whether or not that civilization had culture. When historians and archaeologists study a civilization, they look at the culture to better understand its people. For our purposes, we have divided culture into three parts: Economic, Social, and Political.
Your job is to prove that Pre-Columbian Native Americans did have economic, social, and political cultures. Use the notes you wrote on the graphic organizer, and if necessary use the textbook.
Steps in this process:
1. complete the graphic organizer
2. complete the outline3. write a rough draft
4. have rough draft peer edited
5. type a finished essay
6.. score the finished essay on the scoring guide
Turn-in: graphic organizer, outline, rough draft, the finished essay, and the scoring guide stapled together by the beginning of class, Wednesday, September 17th.
Thursday, September 4, 2014
Geography Whiz!
Click on the following links (in order) to play geography games that help you learn the physical features of the United States:
1. Geographic Regions of the U.S. (tutorial)
2. Geographic Regions (game)
3. Lakes (tutorial)
4. Lakes (game)
5. Rivers (tutorial)
6. Rivers (game)
7. Oceanography (tutorial)
8. Oceanography (game)
1. Geographic Regions of the U.S. (tutorial)
2. Geographic Regions (game)
3. Lakes (tutorial)
4. Lakes (game)
5. Rivers (tutorial)
6. Rivers (game)
7. Oceanography (tutorial)
8. Oceanography (game)
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