Reminder! Eighth Grade Quiz Tomorrow!

You may use one handwritten side of an 8.5 x 11 inch piece of paper (unless you and I have a different arrangement.

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Here is the study guide I passed out in class that covers the topic on the quiz:

1800 to 1824 Study Guide

Election of 1800: who ran, what parties, what were the results? what kind of campaign was it? what was odd about the election? was the winner reelected four years later? why was it a significant election for the USA?

Why is Marbury v Madison a significant court case?

What is the Louisiana Purchase? What area did it cover? Who was it purchased from? Why did they sell it? Who purchased it? What did the Federalists think of the purchase and why? Why did Jefferson have personal trouble with the decision? Who was sent to explore the area? Where did they go?

Why did the Democratic-Republicans pass an Embargo Act in 1807? What is an embargo? Who was the embargo on? Was it successful? What was impressment? 

Who was Tecumseh? What was his complaint with the USA? What was his strategy? Who was Tenskwatawa? What was their relationship with William Henry Harrison? What happened at the Battle of Tippecanoe? 

Who was elected in 1808? From what party? Was he reelected in 1812?

Who were the War Hawks? Where were they from? Who were their leaders? What did they want? Why did they want it?

How did we get in the War of 1812? Who fought? In what arena was the US surprisingly successful? Why is it surprising? What happened to Tecumseh? What happened to Washington DC during the war? Did we win the war? Did the borders shift because of the war? How did the war end? What is the Battle of New Orleans? What difference did it make to how the US perceived the war? Who was the hero of the battle? How did the war change how Americans thought of themselves? 

Who was elected in 1816? From what party? Was he reelected in 1820? Who did he run against?

What is the Era of Good Feelings? Why do we call it that? What happened with potential conflicts with Spain and Britain? What happened to the Federalist Party? Why?

What happened in Mexico in 1821? Were they influenced by the US? What happened in Central and South America during this era? What position did the US take? What is the Monroe Doctrine? Why was it issued? What does it say? Was it successful?

What ran for President in 1824? What were the results? What happened in the contingent election (the run-off election in the House of Representatives)? What did Andrew Jackson think happened and why? What did he and his supporters call it?

Eighth Grade Work on Era of Good Feelings

After our discussion of an upcoming quiz (this Thursday) students read section three of chapter seven and answered questions one through five from the section review. Due tomorrow.

Study Guide for Maya

Maya Civilization Study Guide
1) How did astronomy and math play a role in the Mayan civilization? (Notes and book on page 321)
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2) How did the Mayans try to please their gods and what did they hope to get in return? (Notes and book on page 320)
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3) What role did religion play in the Mayan government? (notes and books on page 320)
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4) How were royal women able to impact the well-being of their city-state? (notes and book on page 320-321)
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5) What is the Maya Ball game? How and why was it played? (notes)
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6) Describe the Maya number system (notes)
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7) What are codices? Why and how were so many codices destroyed? (video, notes)
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Sixth Grade Assignment on Maya

Using all your composition book notes on the Maya, create a ten question multiple-choice quiz. Your quiz should have ten questions with a, b, c, d, answers. Of course, one of the answers needs to be correct!

You may have a couple jokey answers and bonus questions, if you like!

Due tomorrow.

Eighth Grade Questions on Jefferson's Administration

Reading Section One of Chapter Seven and answering the following questions (thoroughly, in your composition books)

• What is an embargo, why did Jefferson put one in place, and what were the results?
• Who were Tecumseh and Tenskwatawa, what was their strategy to stop American expansion, and how did the Americans respond?
• Who were the War Hawks, who were their leaders, what did they want, and why?

Due tomorrow.

Poll, Uh huh!

Where would you like to go on our Google Earth Trip?
	SeaWorld in San Diego
	LegoLand
	The Roman Colloseum
	Big Ben in London
	Alcatraz Prison
	Statue of Liberty
	Mt Rushmore
	Mt Everest
	The White House
	Heidelberg, Germany
	Hawaiian Active Volcanoes
	Mount Olympus
	Lake Elsinore
	Patriots Stadium
	Six Flags
	Norte Chico/Caral
	Somewhere in Sumer or Mesopotamia
	Great Barrier Reef
	Angels Stadium
	Eiffel Tower
	Somewhere in Australia
	Somewhere in Canada
	NASA
	Sesame Street
	Mexico City
	Somewhere in Scotland
pollcode.com free polls

Some Links on Ancient Greek and Egyptian Mythology and Religious Beliefs

Mr. Donn's page on Greek Gods

Mr. Donn's page on Egyptian Gods

Sixth Grade Work on Egypt

Today in class, after reviewing the Minoans and Mycenaeans, we returned to Egypt. This time, instead of the Egypt of Narmer and his Double Crown, we are now learning about the Old Kingdom. This time, instead of mastabas, we see pyramids!

What are the other changes? Read and see! Students read this page and then looked at this timeline. Students also took notes on both pages.

We're also taking pictures of our Egypt projects and sending them home this week.

Sixth Grade Work on Ancient Greeks

Today we are learning about the ancient Greeks, specifically the Minoans and the Mycenaeans. We discussed the myth of Theseus and the Minotaur and then read this page on the Minoans and this page on the Mycenaeans.

From reading those pages, students need to write in their composition books Three facts you learned, Two questions you have, and One thing you find interesting. Do a 3-2-1 for Minoans and one for the Mycenaeans.

Sixth Grade Work and Quiz!

Hello, students! We are having a quiz this Friday (as we have already discussed in class.) As promised, I gave you a study guide today and your maps and foldables to help you prepare.

This quiz is on Sumer, Ancient Egypt, and Caral/Norte Chico. Below you can find the study guide reproduced.

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 Sumer/Mesopotamia 

In Asia, in what is now Iran. Part of the “Fertile Crescent” stretching from Iran through Iraq and into Saudi Arabia and neighboring countries. “Mesopotamia” means “between the rivers”, as it was located between the Tigris and the Euphrates Rivers. “Sumer” means “land of the civilized kings.”

Sumerians developed wheeled vehicles, writing (cuneiform), a polytheistic religion (multiple gods), governments based on walled city-states (which went to war with one another), social classes with priests and kings at the top, warriors and scribes second, down to farmers and merchants with slaves and peasants at the bottom. Sumerian city-states had ziggurats (stepped pyramids) as temples in their centers.

The earliest known written story is of the Mesopotamian hero-king Gilgamesh. In the story, he is two-thirds god, one-third man. He has adventures with his friend, the wildman Enkidu until Enkidu dies. In the story, the Sumerian idea of the afterlife is of the “House of Dust” where all is dark and gloomy. Gilgamesh learns that no man can live forever.

Caral/Norte Chico 

In what is now Peru. The people of Caral built pyramids earlier than the Egyptians. They made flutes and trumpets out of bones. The people of Caral had no pottery, so they could not boil food; they could only roast food. They used gourds to store food and seeds. They had stone tools and knew how to weave reeds together. They developed a drug out of the achiote plant. They had no warfare in Norte Chico! So their cities had no walls and no defensive weapons at all! This forced some historians to change their ideas about how civilizations develop.

Ancient Egypt 

In Northeast Africa. The Nile River runs through the center and the Sahara (serving as a natural protection) surrounds it. The Egyptians called the area near the Nile the “Black Land” and the Sahara the “Red Land.” Egypt was originally two kingdoms, Upper Egypt (in the South, near the source of the Nile) and Lower Egypt (in the North, near the mouth of the Nile.) The two kingdoms were united by Narmer in ~3000 BC. Narmer then created a double crown out of the crowns of the two kingdoms.

Egyptians built mastabas in this time period, but no pyramids. They believed the afterlife was for kings, pharaohs, and the rich and powerful. The dead had to pass the test at the Scales of Ma’at (was the heart as light as a feather?), have their body preserved, and have their name written down (in hieroglyphics) to pass on to the Two Fields, an afterlife that was happy and blessed.

 How are these societies similar? How are they different? How do they compare to the other societies we have learned about?

Eighth Grade Living Constitution Slideshow

Sixth Grade Gilgamesh Short Film

Here is the short film we watched that summarizes the Epic of Gilgamesh. Students should notice that we learn a little about what the Sumerians believed about the afterlife from this story. We'll compare this with the Egyptian view of the afterlife soon!

Eighth Grade Work on Articles of Confederation and the Constitution

In our eighth grade classes, we've been discussing the first national government of the United States—the Articles of Confederation—and the shift to the Constitution. Students have noted in their composition book the strengths, weaknesses, and accomplishments of the Articles government, as well as the serious problems the country faced during that time that led to the need for governmental change (inflation, debt, foreclosures, problems with Spain and Britain, and finally, Shays' Rebellion.)

Today, students read about the ratification process of the Constitution and about what kind of government the Constitution creates. Reading pages 201, 204-207, and answering five of the following questions on a document and dropping it in the assignment folder.

Answer five of the following bullet points

• Why did three delegates refuse to sign the finished Constitution? Do you think they had a good reason?
• What approval (or ratification) process did the delegates create for the Constitution? How does this compare to the process for the Articles?
• What is Federalism?
• What are "checks and balances"? Give three examples
• What were the Federalist Papers?
• Why did Anti-Federalists oppose the Constitution?
• What fears did each side have regarding the Constitution?
• Why was the approval of New York and Virginia so important?

When done, name it "Constitution Questions" and drop it in your assignment folder. Due on Thursday before class starts.

Slideshow for Mesopotamia and Sumer

Here is the slideshow that Ms. Carranza and I used in our classes on Mesopotamia and Sumer.

Eighth Grade Work

We are moving on from the Articles of Confederation era to the Constitution. Before we leave the Articles, however, students should read Section One of Chapter Three and answer the Section Review questions at the end of Chapter Three (only numbers three and four) and this question:

What do you think was the worst problem facing the United States in the Articles era and why?

 Write your answers in your composition book.

Sixth Grade Work

This week in class we are learning about the Mesopotamians. We began to create a foldable with vocabulary:

• Cradle of Civilization
• fertility
• Fertile Crescent
• cuneiform
• Sumerians
• ziggurat

We will continue with the foldable tomorrow. We also began to fill out a map of the area, and will keep working on that tomorrow also.

We did start an assignment that needs to be turned in tomorrow. Students should draw a triangle that shows how the social classes were in Mesopotamia. Who was at the top? Who was in the middle? Who was at the bottom of their society?

There is information in section two of chapter one in the textbook. You can also find information here at Mr. Donn's site and here on the Land Between the Rivers site. Please also include illustrations on your picture.

Eighth Grade Work on the Declaration of Independence

Due tomorrow!

In class, we read this page on the Declaration of Independence and Thomas Jefferson. Then, we returned to this pdf (that we downloaded earlier) and finished pages one through three in class, working individually and in table groups. Those who had time continued on to pages twelve through fifteen.

Please drop it in your assignment folder when you have completed it.

Eight Grade Quiz/Test

As discussed in class last week, tomorrow, October 29th will be the quiz/test.

The quiz/test covers the period from 1763 to 1783. You are allowed to use one side of one piece of paper with notes on your test.

Here are the topics you need to know:

• the Proclamation of 1763 (what did it say? why was it issued? what was the colonial response?)
• what products did Great Britain tax? how did the colonists respond to the taxes? why did they respond this way? how did the colonial response escalate?
• what happened in Boston in March of 1770?
• what was the Boston Tea Party? how did Great Britain react? how did the other colonies respond to Great Britain's reaction?
• what was the First Continental Congress? what decision did they make?
• where was the first battle of the Revolution? when? 
• what was the Second Continental Congress? what decisions did they make?
• who was Thomas Paine? why is Common Sense important?
• who is largely responsible for writing the Declaration of Independence?
• compare the fighting styles of the Americans and the British
• what is important about the Battle of Saratoga? when was it? 
• what is considered the last major battle? when was it? when did the war officially end? with what document?

Progress Report and Grade Update

Students and Parents,

I am busily updating grades for the first progress report. You will receive the progress report later this week.

Sixth Graders! Write Your Name in Egyptian Hieroglyphics!

Go to this page here. There are other pages on the web that supposedly show you how to do so, but they are not as accurate as this one.

Enjoy!

Eighth Grade Questions on Steps to Revolution

After reading to page 141, you should be able to answer these questions. Do so in your notebook and I will check them tomorrow.

1. How did the colonists respond to the various tax acts? Were they successful?

2. What does "no taxation without representation" mean? Why was this an issue for the colonists?

3. What was the First Continental Congress? Who was there? Why did they meet? What did they recommend to the colonies? Did their decisions increase or relieve tensions with the King? How/why?

If there is time remaining in class, and Mrs. Loftus allows you to (based on your behavior), you can play Mission One: For Crown or Colony? from Mission US.

Sixth Grade Websites on Egypt

Sixth Graders!

Time to begin our journey to an amazing place... Egypt!

I expect as you read these sites, you will discover many interesting facts. Write them down in your notebook on the left-hand side!

Enjoy your journey! First, go to page 157 in the textbook (chapter two, remember that it is now on your computer!) and read through to page 160. Then, go to this page and learn about "the gifts of the Nile." Finally, go to this page and explore the six different maps of Egypt (and the links.) What can you learn about Egypt from those different maps?

Eighth Grade - Steps to Revolution

Last week we discussed the First Great Awakening (looking more closely at the Jonathan Edwards sermon, "Sinners in the Hands of an Angry God) and how it influenced the eventual American Revolution.

Today, after finishing the current events presentations from last week (although a few absentees still need to present) we discussed the French and Indian War and how it influences the eventual American Revolution. In addition, students used these two resource pages here and here to find out what the Proclamation of 1763 is (what it said), the reasons why the British issued it, and the reaction on the part of the colonists to the Proclamation. Thorough answers should be written in student notebooks before class tomorrow.

Presentation scores, and scores on last week's quiz will be given back later this week. 

Sixth Grade Announcements and Assignments

Grades are being updated and should be complete in a day or two.

Our first vocabulary quiz was returned today. I apologize that I did not post on the blog before that happened. I will be much more timely in the future. You should notice increased posting soon.

Regarding the quiz, my policy on quizzes is to allow re-takes. I will begin allowing re-takes Wednesday after school and will also allow them on Thursday and Friday after school.

In class today, we learned about the Mehrgarh Civilization—one of the earliest civilizations we have good information on. They existed 9,000 years ago in what is now Pakistan! Students took notes on a keynote presentation. I will be posting the presentation here by tomorrow.

Student also need to remember that I will be checking their notebooks on Thursday for a grade. To get the highest grade, the right-hand pages must have accurate notes from class and the left-hand pages must have creative processing. They can have pictures, graphs, maps, charts, cut-out-and-pasted images, lists, etc. At least eighty percent should be about the topics we are studying in class.

Eighth Grade Announcements AND Assignments!

Greetings and salutations!

Grades are currently being updated. They should be complete in a day or two.

This week, students have another current events assignment. The written portion is due first thing on Thursday, and the spoken presentation portion will be due on Friday. I am not requiring it to be on a historian this time, but it may not be on sports or entertainment news. Articles must be approved by me via email.

The Current Events Presentation Guide can be found here.

We are currently discussing and learning about the original thirteen English colonies that formed the United States of America. Students read and took notes on the three regions formed by those colonies, their climate and geography, their religious and ethnic diversity, and their economies. Complete notes in  student history notebooks will be checked on Tuesday. There will be a no-notes quiz on this material later in the week.

Questions on European Influence on America

1. How would America have been different if Europe had not undergone the changes of the 1500s and 1600s?

2. How did the following thinkers influence America? (choose two) Montesquieu, Rousseau, Voltaire

3. How did the following books/documents influence America? (choose four) English Bill of Rights, Magna Carta, Spirit of Laws, The Social Contract, Two Treatises on Government, Leviathan

Due tomorrow. Drop it in your online assignment folder, using the assignment name of 'European Influence on America'

Eighth Grade Homework on European Advances into North America

Eighth Graders are studying how and why Europeans contacted and settled North America. Today in class, we looked at this page which lists various contacts from European explorers and settlements in North America.

Students need to create lists that cover 1492 to 1699. Using the information at the webpage above, sort the explorers or settlements into columns under which country they were sailing for (you'll have one column for Spain, one for England, one for France, etc.) Include where they explored or settled.

We started this in class; it is due tomorrow. It needs to be written or taped into your history notebook on the right-hand side.

Here's an example of the assignment in progress.

Columbian Exchange Assignment for Eighth Graders

Your assignment for today—due tomorrow:

On the right-hand side of your history notebook, write a definition of The Columbian Exchange. It is fine by me if you use one from a dictionary or encyclopedia if and only if you understand the definition.

Then you need to create a list or chart of items (crops, foods, animals, ideas, etc.) that were part of the Columbian Exchange. You need at least ten that went from the Old World to the New, and ten that went from the New World to the Old. I always appreciate those who find entries that other classmates do not find.

Accuracy counts.

Sixth Grade Calendar Assignment

Create Your Own Calendar—Based on YOUR LIFE!

Just as Kings, Emperors, Pharaohs, and religious rulers of the past changed the calendar to differently organize time, so you will create a calendar to do the same thing.

Remember why calendars were created: to mark the reigns of rulers, to keep track of plant and harvest cycles, to keep track of sacred/religious observances, and to keep track of weather and astronomical happenings.

Your calendar should equal 365 days (not every calendar has had 365 days, but it makes for a more consistent calendar), but it can have a different number of months or weeks. You need to rename the days and months (and—optionally—the seasons.) You also need to add in ten special days based on you or your life or your family. You also need to add in another ten special days which can be based on events in the larger world or other sources.

Please also illustrate your calendar with at least ten images. These can be hand-drawn, or cut-out from magazines and glued on.

You must have a version on paper to turn in to me on Friday (the day of Frigg), September 27th, 2013.

Happy Friday, Sixth Graders

I'm grading the assignments you have turned in (the mini-bio) and am really looking forward to moving on to some more fun assignments and projects.

Relax. Take a deep breath. You're doing great!

I should have updated grades for you by early next week.

Happy Friday, Eighth Graders!

I'm grading the assignments you have turned in (the mini-bio and the written portion of the current events assignment) and am really looking forward to your current events spoken presentations.

Relax. Take a deep breath. You'll do great!

I should have updated grades for you by early next week.

Homework This Weekend? WHAT!?! NO? Oh, Phew!

Today, in class, we discussed and even began two assignments that are not due until next week.

So are students supposed to work on these over this weekend?

NO.

Relax this weekend. Do family stuff. Get outside for a bit. We will have time to work in class on these assignments on Monday, Tuesday, and Wednesday. The assignments are a short mini-biography (half a page or less) of a classmate. We've worked on questions and interviews for a few days this past week. The mini-bio is due Thursday, September 19th. Both sixth graders and eighth graders are working on mini-bios.

Today we also discussed a current events presentation assignment. The written portion of that is also due Thursday, September 19th. The presentations will be on Friday the 20th. The current events presentation assignment is for the eighth graders only; sixth graders will NOT be doing this assignment.

Current Events Presentation Guide

This activity is designed to introduce and encourage students to become aware of current issues in the community, state, nation, and world. You will search for original current event articles a few times this semester and give mini-presentations. Some possible topics you may research include: political figures, elections, campaigns, political crises, major court cases, major crime investigations, civil rights issues, famine or natural disasters, developments in science and technology, business and finance, health breakthroughs or disease outbreaks. Stories centered on sports and entertainment are not acceptable for this assignment.

Your first current event presentation must be about a historian. You may search newspapers, news magazines, or news-oriented websites.

Once you find an article, you must do the following:

• Clip the article. If your research is from the internet, print out the article. Original articles only. No copies are allowed. (3 points)
• Staple the article to the back of your summary paper. (1 point)
• Please highlight or underline key elements of the article (names, places, facts, figures, etc.) (1 point)
• Include a short summary of the article. Summary must be neatly written or typed. Summary must include (5 points):
• Who and what the article is about
• Where, when, and why
• Implications for the community, state, country, or world
• Whether and how it affects you
• How it relates to any current class discussions
• Include bibliographic citation (on summary page) in the following formats (5 points):
• Newspaper article: Author's last name, first name. "Article Title." Newspaper name Date: page number.
• (example) Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007: LZ01.
• Magazine article: Author(s). "Title of Article." Title of Periodical Day Month Year: pages.
• (example) Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.
• Website article: Author's last name, first name. "Article Title." Name of online publication. (Date posted). Date accessed. <Complete URL>.
• (example) Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites. (16 Aug. 2002). 4 May 2006 <http://alistapart.com/articles/writeliving>.

Your spoken presentation needs to include the information in your summary. It should only take sixty seconds or less for you to give us the summary. Practice good eye contact and volume to get the best grade.

Emailing Mr. Eddy

When you email Mr. Eddy:

• If it is an assignment, your subject line should be like this: class period (spelled out)/last name, first name/assignment name. Here is an example: Period Two/Presley, Elvis/Rock & Roll Essay
• Do your best to use proper grammar, spelling, and punctuation in a good letter format
• Use an appropriate tone; don't be too casual

If you do not do the above, assignments might be counted as late. If your email has poor grammar, spelling, and punctuation—or a tone that is too casual—I might resend it to you and ask you to correct and resend it.

Welcome Back! FIRST DAY! Woo-hoo!

 

We're so excited! And we just can't hide it!

Welcome back to school! Finally! Our beautiful new campus is ready for a great year of school. And welcome also to Mr. Eddy's class.

Are you surprised to have homework today?

Students in my classes have four items to take care of:

• Finish Mr. Eddy's Student Survey. This is due Friday, September 13th.
• Acquire a composition book or notebook dedicated only to History. They need to have this by Friday, September 13th.
• Parents should read the welcome letter (found here) and let Mr. Eddy know (via email, or note with student, or in person) that they read it. Students will get extra credit for this! Please try to do so by Friday, September 13th.
• Parents need to complete the Million Words or Less assignment (found here) and get it to Mr. Eddy. Students will get extra credit for this! Please try to do so by Monday, September 23rd.

Final Exam!

Today's Quiz

Chapter Seventeen, Sections Two and Three Quiz on Thursday

Here is the link to the online Chapter Seventeen. You may use your outlines while taking the quiz on Thursday.

Have fun at Mulligan's!

Mini-Lessons Due Tomorrow!

Here is your link to Chapter Sixteen. Good luck with your mini-lessons!

Real Beauty... Something to Think About

To This Day

American History Homework (Period Three ONLY)

Answer these questions (from chapter fourteen, section two), due tomorrow:

• Why was President Johnson impeached?
• What was the result?
• Do you think he should have been impeached? Do you think he should have been convicted?

Questions on Reconstruction Plans

Please read section one of Chapter Fourteen (found here) and answer the following questions:

• What were the terms of Lincoln's Reconstruction plan?
• What were the terms of the Radical Republican Reconstruction plan?
• What were the terms of Johnson's Reconstruction plan?

Go here and look through this prezi on Reconstruction. Write out any differences between the prezi and the book section.

I hope you have been using your class and homework time wisely. Remember that  the final draft of your essay is due tomorrow.

Below is a website with some handy tips. Use it!

Tips on Writing Your Paper

History Essay Assignment

If you have not already submitted the possible topics for your essay, go here and do so.

Go here to download the directions, rubric, check-off list, and so forth. (Even though Drive will not open a preview of the document, you can still download a copy for yourself. Please do so!)

Often I am asked in class whether there are places in the world that are still waiting to be discovered. The basic answer is... not really. But what about a place that had been discovered, marked, and put on maps for over two hundred years... but it never should have been? 

 Click through to read:  The story of the island that is disappearing off maps... because it never existed.

Rubric for Presentations

We will be using this in class today as you revise and perfect your presentations.

I need a new blog template!

Alright students...

I'm having a few issues with the current template on An Argument Without End. I'd love to hear from you what template I should use.

Look at the other teachers' sites and look around online. Tell me which ones you like and why.

Thanks!

Civil War in The West and the Emancipation Proclamation

Read page 579 in the textbook on the War in the West. Answer the Reading Check there.

Then read pages 591 to 596 on the Emancipation Proclamation. Answer those Reading Checks and also question three from the Section Review.

Due tomorrow.

The chapter is available here.

Digital Citizenship Project

1. Go to ThinkB4U and scroll down to the Students Menu (or find it on the right-hand side)

2. There are nine short topics to read about

3. After reading, choose one to prepare a mini-lesson on

4. Produce an iMovie or podcast or presentation on your mini-lesson

Due Monday

Manassas/Bull Run Project

Go to this website (run by the National Park Service) and carefully read through the material. You do not need to answer every question! Here is what you need to do to complete this project:

From the questions for Maps One and Two: answer two of the three questions (your choice)
From the questions for Map Three: answer all three
From the questions for Reading One: choose one and write a paragraph response
From the questions for Reading Two: choose one and write a paragraph response
From the questions for Reading Three: choose three and answer
From the questions for Drawing One and Photo One: choose two and answer
From the questions for Photo Two: choose one and write a paragraph response
From Putting It All Together: choose one activity and write three paragraphs.

You need to write on paper or print out your responses. They are due next Monday.

American History Work

Today we watched a portion of the first episode of Ken Burns' The Civil War. You'll find a link to the episode below (we watched the first nineteen minutes or so, and then skipped to the thirty-three minute mark and watched another ten minutes or so.) You should have notes for me to check tomorrow, including the answers to the following questions:

• What percentage of the U.S. population died in the war?
• At Cold Harbor, ______ men fell in _____ minutes.
• In what year did the last Civil War veteran die?
• What percentage of slaves lived to be sixty years old?
• By 1860, one out of _____ Americans belonged to another American.
• What was the first state to secede from the South?

Second, on a separate piece of paper, you need to choose a quote or an image from the portion we watched and write a response paragraph. You can write about why that image or quote affects you, how it does, what it reminds you of, what you learn or realize from that image or quote.

Due tomorrow.

Current Events Presentation Guide

This activity is designed to introduce and encourage students to become aware of current issues in the community, state, nation, and world. You will search for original current event articles every other week. Some possible topics you may research include: political figures, elections, campaigns, political crises, major court cases, major crime investigations, civil rights issues, famine or natural disasters, developments in science and technology, business and finance, health breakthroughs or disease outbreaks. Stories centered on sports and entertainment are not acceptable for this assignment. You may search newspapers, news magazines, or news-oriented websites.

Once you find an article, you must do the following:

• Clip the article. If your research is from the internet, print out the article. Original articles only. No copies are allowed. (3 points)
• Staple the article to the back of your summary paper. (1 point)
• Please highlight or underline key elements of the article (names, places, facts, figures, etc.) (1 point)
• Include a short summary of the article. Summary must be neatly written or typed. Summary must include (5 points):
• Who and what the article is about
• Where, when, and why
• Implications for the community, state, country, or world
• Whether and how it affects you
• How it relates to any current class discussions
• Include bibliographic citation (on summary page) in the following formats (5 points):
• Newspaper article: Author's last name, first name. "Article Title." Newspaper name Date: page number.
• (example) Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007: LZ01.
• Magazine article: Author(s). "Title of Article." Title of Periodical Day Month Year: pages.
• (example) Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.
• Website article: Author's last name, first name. "Article Title." Name of online publication. (Date posted). Date accessed. <Complete URL>.
• (example) Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites. (16 Aug. 2002). 4 May 2006 <http://alistapart.com/articles/writeliving>.

Your spoken presentation needs to include the information in your summary. It should only take sixty seconds or less for you to give us the summary. Practice good eye contact and volume to get the best grade.

History Work on Slavery and Anti-Slavery Movements

From your reading in Chapter Twelve, Sections One and Two, answer these questions (well, and with thought)

• Describe three different attempts to end slavery
• How did African-Americans resist or work against slavery?
• How did western expansion increase tensions over slavery?
• Describe the political compromise attempts

Here is a link to Chapter Twelve.

The assignment is due tomorrow.

Essay Rubric

Click this link to see the essay rubric used in grading your essays.

Grading in Process!

Please do not panic! Grades are being updated over the next few days. They should be updated and ready to see on Monday.

Assignment on Inaugural Speech

In class we watched the inaugural speech from yesterday. Remember that you need to summarize the speech (a paragraph is good): what does the President say? What are his points? What does he think America should do? And so forth. This should not involve your opinion, only what the speech is about.

The second part of your assignment is to pull out a quote or line or phrase from the speech and respond to it. Why do you think this line is important? Is the President referring to something else? Do you agree? Disagree? You may include your opinion in this part.

 Due tomorrow.

American History

Chapter Eleven on Manifest Destiny

Remember that tomorrow I will be checking your notes on Section Two of Chapter Eleven. Read it and take notes!

Manifest Destiny Images Used In Class Today

iPhoto Project

Your iPhoto Project is due on Thursday.

1. Upload 20-40 photos to iPhoto.

2. Edit 10 photos to enhance their effect in presentation.

3. Embed text into the presentation.

4. Create an organized  slide show.

5. Incorporate music into the project that blends well with the photos.

6. Adjust each slide transition.

7. Title your presentation creatively. 

Your slideshow topic is yourself. You can include family, interests, musical bands you like, favorite movies, sports, hobbies, pasttimes, etc. 

I will give you an example slideshow presentation on Monday or Tuesday.

Terms for Technology

Add this list to the terms you have already defined (past terms can be found on earlier blog posts):

• hardware
• software
• peripherals
• virus
• spam
• phishing
• reboot 
• crash

You will have a quiz on all the terms we have defined this week.

Tomorrow's Essay Test

For the test tomorrow—when you write an essay in response to the question, "Was Andrew Jackson a good president?"—you will be allowed to use your worksheet (and any notes you have written on it.)

Good luck! If you have been participating in the work daily, then you will do great!

Resources for iPhoto Project

Short Video on Andrew Jackson and the National Bank

Technology Class - On Charles Babbage and Ada Lovelace

Here is the video on Babbage and his Analytical Engine that we watched in class.

Don't forget that we also discussed Ada Lovelace and her contributions and Babbage's Difference Engine. We also added"url" and "IP address" to our terms.

American History - Resources on President Jackson and Indian Removal

Good Overview from about.com

Video watched in class:

Homework Question for Technology and New Terms

What is the difference between the World Wide Web and the Internet?

New Terms:
Application
Browser
Email

Links to Articles on Tariff Debate/Nullification Crisis

Miller Center on Nullification Crisis

Gilder Lehman Institute on Nullification (read "Background" section)

Eighth Grade History This Week

Today in class we discussed our plans for the week. We will be learning more about President Andrew Jackson and his time in office. Today we looked at the spoils system and how Jackson expanded democracy.

Remember to have in your notes a definition of the spoils system (including a definition of "bureaucracy"), the advantages and disadvantages of the spoils system, and who could vote after Jackson came into office that was not previously allowed to.

We will look also at Jackson and the tariff debate, Indian removal, and the National Bank this week. Remember that on Friday you will write an essay in class answering (and defending your answer) the question, "Was Andrew Jackson a good president?"

Eighth Grade Technology

Today we discussed what we will be covering in this semester's class. We also defined three terms for our notes. Make sure you have these terms defined:

• computer
• program
• operating system

Welcome Back!

Please hold your excitement.