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Good Evening Parents and Students!

I am delghted  with the progress the students are making academically and  their transition to middle school.  Also, they are demonstrating an interest in the current units of study. 

This week we will focus on Unit 3:  Civil War and Reconstruction in Tennessee. Students will analyze Tennesse history prior to the Civil War as well as athe impact of the Civil war and Reconstruction on the state.  Essential/Focus Question(s) include:  How does geography of a region influence its economy?  What was the impact of the Civil War on the state of Tennessee and how were the Three Divisions affected?

The standards and assignments are as follows:

Day Standard(s) Focus Texts & Materials Assignments/Homework

Monday, 9/13

5.33 – 5.40 Review Quizizz Review Game

Homework- Students will review for test over Unit 2:  Becoming Tennessee

Note:  Study for the test to be completed during class on Schoology tomorrow.  Review the notes in your interactive notebook.  Also,  review the articles on "The Lost State of Franklin,"  "Southwest Territory," "Tennessee Becomes a State," "Battle of Horseshoe Bend." "President Andrew Jackson's Impact,"  "Sequoyah's Cherokee Syllabary," "The Alamo," and "Manifest Destiny."  (Note:  The main ideas from the articles are highlighted and included on graphic organizer/folders in your notebook)

Tuesday, 9/14

5.33 – 5.40  Unit 3 Test: Becoming Tennessee

Students will complete test on TN becoming a state. Homework: None

Wednesday, 9/15

5.41 Examine the issue of slavery in the three grand divisions and the impact their differences had on Tennessee’s secession from the Union.

Read "Events Leading Up to the Cvil War"  article,  and complete the fill in the blank activity. Homework – Students will complete leading up to the civil war timeline.

Thursday, 9/16

5.42 Describe the significance of the following Civil War events and battles on Tennessee: • Siege of Fort Donelson • Battle of Stones River • Battle of Franklin • Battle of Nashville.

Read the article on the Civil War Battles.  Students will read article and complete the graphic organizer. Homework - None

Friday, 9/17

5.43 Explain the impact of the Tennessee Constitutional Convention of 1870, including: poll taxes, segregation, and funds for public education.

Read "the Grand Divisions and Succession" article; and write a newspaper article.  Students will read article, write a newspaper article and complete the graphic organizer of the Map of The Three Grand Divisions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

  

 

 

 

 

 

Good Evening Parents and Students!

We are beginning our  5th week of school, and everyone is off to a great start!  Hopefully, you enjoyed the Labor Day weekend by barbecuing with family and friends, shopping for bargains and resting. This week we will continue studying Unit 2:  Becoming Tennessee.  Our focus will be on territorial expansion and identifying significant Tennesseans prior to the Civil War.

The standard(s) and assignments are as follows:

 

Day

Standard(s) Focus

Texts & Materials

Assignments/Homework

Monday

No School

 

 

Tuesday

 

 

 

 

 

5.40 Identify the impact of important Tennesseans prior to the Civil War, including:

• Sequoyah

Sequoyah Article and graphic organizer.

 

Students will read the article and complete the graphic organizer.

 

Homework- Students will read a passage and answer comprehension questions.

Wednesday

 

 

 

 

 

5.40 Identify the impact of important Tennesseans prior to the Civil War, including:

• David Crockett and Sam Houston (Texas War for Independence and the Alamo) 

The Alamo, Crockett and Houston Article and Venn Diagram.

Students will read article and complete the Venn diagram comparing and contrasting Crockett and Houston.

 

Homework – Students will write a journal entry pretending to be either Houston or Crockett.

Thursday

 

 

 

 

 

5.40 Identify the impact of important Tennesseans prior to the Civil War, including:

• David Crockett and Sam Houston (Texas War for Independence and the Alamo)

• President James K. Polk (Manifest Destiny)

• Sequoyah

James K Polk Article and graphic organizer.

 

Students will read article and complete the graphic organizer.

 

Homework – Students will complete t-chart listing pros and cons of the Manifest Destiny.

Friday

 5.33 – 5.40

Review

Students will review for test on Tennessee becoming a state.

 

Note:  We will review for the test over Unit 2 on Friday.  There are notes on the Schoology home page for Unit 1: The First Tennesseans.  The study guide/notes are in the Unit 1 Retake folder.  

 

Warmest regards,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dear Parents and Students,

  Good evening everyone!  We've a lot of rainfall over the last week or so.  Let's keep the families in our thoughts and prayers who were impacted by the recent flooding in Hickman County, Waverly and Dickson, TN.   Remember, "every cloud has a silver lining."  There is always hope and a  positive or bright side to difficult situations. 

This week we are beginning Unit 2:  Becoming Tennessee.  We will focus on the process of Tennessee becoming a state, and study the importance of Andrew Jackson and his presidency.  Essential questions for this unit include: 

What drives groups to unite?

How do people  and events interact to create a political identity?

How do leaders influence people and places?

 

The standards and assignments are as follows:             

Week of :  August 30 - September 2

Day

Standard(s) Focus

Texts & Materials

Assignments/Homework

Monday

 

 

 

 

 

5.34 Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders, and explain how it was the first step to Tennessee’s statehood.

Southwest Territory Article, and map.

In small groups students will read the article and color code areas of map.

 

Homework- None

 

Tuesday

 

 

 

 

 

5.35 Describe the steps that Tennessee took to become a state (i.e., population requirement, vote by the citizens, creation of a state constitution, and Congressional approval).

5.36 Identify the year Tennessee became a state, its first governor, and the original capital.

Tennessee Becomes a State Article, lesson outline and comic strip.

 

 

 

Students will read the article and complete the graphic organizer.

 

Homework- Students will create a comic strip summarizing what they have learned.

Wednesday

 

 

 

 

 

5.37 Describe Tennessee’s involvement in the War of 1812, including: Andrew Jackson, the Tennessee volunteers, and Battle of Horseshoe Bend.

 

War of 1812 and Battle of Horseshoe Bend Article and graphic organizer.

Students will read article and complete the graphic organizer.

 

Homework - None

 

Thursday

 

 

 

 

 

5.38 Analyze the impact of Andrew Jackson’s presidency on the American Indian population of Tennessee, including: the Indian Removal Act, Trail of Tears, Treaty of Echota, and John Ross.

5.39 Explain how the western boundary of Tennessee was expanded with the Jackson Purchase.

Jackson’s Impact Article and graphic organizer.

 

Students will read article and complete the graphic organizer.

 

Homework - None

Friday

No School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Greetings Parents and Students

I hope everyone had a wonderful weekend, and you had the opportunity to relax.  This week will continue the unit of study on the First Tennesseans.  Some of the topics include:  The Cumberland Settlements and Battle of the Bluffs, Tennessee in the Revolutionary War and the Lost State of Franklin. 

A man named Richard Henderson had the idea of buying a lot of land from the Cherokee Indians and sending settlers across the wilderness to live on that land.  His friend, longhunter Daniel Boone had a lot to do with the plan.  Henderson negotiated the Treaty of Sycamore Shoals in which his Transylvia Company purchased a large part of modern Kentucky and Middle Tennessee.  He sent people to a place on the Cumberland River called the French Lick.   The French Lick got its name from the natural salt licks in that area. Robertson believed that it was a great place to settle because the salt licks would attract animals.  Also, the salt would help the settlers preserve their meat.  

Henderson later selected James Robertson and John Donelson to lead settlers into this Cumberland River region.  In December 

 

 

Welcome Parents and Students!

My name is Pamela Anderson and I am the social studies teacher for the Gold Team.  This is my twenty-second year of teaching in MNPS and twentieth year at Head Magnet.  I'm excited to see the smiling faces of the students returning to traditional in-person learning.  They are eager and ready to learn new skills.   We are off to a great start, and I look forward to working with you this year.

Our first unit of study will focus on the First Tennesseans.  Students will examine the origins of Tennessee and American Indians native to the region and the reasons for settlement of Tennessee.   

The standards and assignments for this week are as follows:

Day

Standard(s) Focus

Texts & Materials

Assignments/Homework

Monday

 

 

 

 

 

5.27: Identify the cultures of the major indigenous settlements in Tennessee, including: the Paleo (Coats-Hines Site), Archaic, Woodland (Old Stone Fort, Pinson Mounds), and Mississippian (Chucalissa Indian Village).

 

Indigenous Settlements article

 

Chapter 1 in S.S. textbook

 

Graphic organizer in student notebook

 

Venn Diagram in student notebook

Using the Jigsaw method students will find information in the article and textbook about the 4 cultures of early TN, filling out the graphic organizer.

Students will then fill out the Venn diagram comparing the Paleo vs Archaic cultural groups.

 

Tuesday

 

 

 

 

 

5.26: Explain how the name “Tennessee” originated from the Yuchi word Tana-tsee, referring to where the rivers come together.

 

5.28: Identify the pre-colonial American Indian tribes residing in Tennessee (e.g. Cherokee, Chickasaw, Creek, and Shawnee), and analyze their various customs and traditions.

Pre-Colonial American Indian Tribes in Tennessee Article

 

Chapter 1 in S.S. textbook

 

Graphic organizer n student notebook

 

TN Map in notebook

Using the Jigsaw method students will find information in the article and textbook about customs and traditions of the 4 major tribes of TN, filling out the graphic organizer.

 

Students will locate where these tribes lived on a TN map.

Wednesday

 

 

 

 

 

 

5.29: Explain how the Cumberland Gap and Wilderness Road influenced migration into the Tennessee region following the Proclamation of 1763.

 

Cumberland Gap and Wilderness Road article

 

Chapter 2 in S.S. textbook

 

Graphic organizer in student notebook

 

TN Map in notebook

 

Timeline on Schoology

Students will read the article to be able to fill out a graphic organizer about migration into TN.

 

Students will find and label the location of these two routes on a TN map.

 

Students will then complete the online timeline activity in Schoology.

Thursday

 

 

 

 

 

5.30: Explain the significance of the Watauga Settlement on Tennessee history, including the following: Watauga Compact, Dragging Canoe, John Sevier, and Nancy Ward.

 

Watauga Settlement Article

 

Chapter 2 in the S.S. textbook

 

Graphic organizer-in Student notebook

 

Students will read the article and textbook to find information on the Watauga compact and the 3 influential people of the time.

 

Students will fill out a graphic organizer high lighting key information.

Friday

 

 

5.26, 5.27, 5.28,.5.29, 5.30

Quiz- Early TN

 

Student notebooks

Students will take a quiz and use their notebook.

 

Please feel free to contact me if you should have any questions at my email address pamela.d.anderson@mnps.org or by telephone at (615) 329-8160  Ext. 410106

Have a great evening!

 

Mrs. Pamela Anderson

5th Grade Social Studies Teacher

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 24 - 28

 

Greetings Parents and Students,

 

We have come to the end of our school year.  I appreciate the students' determination and hard work.  Also, I am thankful to our parents for your dedication and support which greatly contributed to having a successful year.  Have a blessed, safe, and restful summer.  It has been a pleasure working with you.  We look forward to seeing you in August for in-person learning.

The class schedule and activities for this week is as follows:  

Monday, 5/24 (B-Day) 

Note:  If you have not completed the 5th Grade (6th Grade) Registration Form, please fill it out online today.  The link can found on the PLT/SEL homeopage in Schoology. 

5.53 Compare and contrast the three grand divisions of Tennessee in terms of the following: Major industries (e.g., Eastman, FedEx, and Nissan), Tourism (e.g., Bristol Motor Speedway, Civil War sites, and Graceland), griculture and livestock (e.g., soybeans in West TN, tobacco in Middle TN, and dairy in East TN), Geography (i.e., Gulf Coastal Plains, the Nashville Basin, the Highland Rim, the Cumberland Plateau, the Great Valley, and the Great Smoky Mountains).

Studies Weekly, Week 32:  TheThree Grand Divisions in Tennessee

Read informational text on major industries in Tennessee and discuss the following:

1. What is the significance of industries such as FedEx and Nissan in Tennessee?

2.  Why would a business sometimes choose Tennessee as place to operate instead of a larger state like California? 

Think and Revew Activites:  

View the videos on the Three Grad Divisions and industries in Tennessee.

 Three Grand Divisions West-Gulf Coastal Plain, soybeans, FedEx, Graceland Middle-Plateau (partial), Central Basin, Highland Rim, tobacco, Nissan, Grand Ole Opry East-Cumberland Plateau, Great Smoky Mountains, Great Valley, dairy, Bristol Speedway, Eastman Fedex is located in Memphis for its central location in the United States and because the airport rarely closes. The Tourism examples are located in their specifc divisions because they are based on history, population, and interest in the different areas. If they were located elsewhere, they may not be as popular or even exist. Soybeans are produced in the West where the soil is rich.

Quizizz Geography Review Game 

 

Tuesday, 5/25

GOLD TEAM FINAL DAY CELEBRATION

1.  SEL

2.  Make Oobleck

3.  Bingo

4.  Movie:  "Onward"

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 17 - 21

 

Greetings Parents and Students,

This is the last full week of school, and everyone is ready for the summer break!  We have weathered the storms of the panademic and the challenges of the  virtual learning environment. I am very pleased with the growth of our students during these unprecedented times. I greatly appreciate the reinforcement  and support of our parents.   Final grades will be submitted this week.  If there are missing quizzes, tests, or assignments, please submit them by tomorrow or Wednesday.   

The schedules, assignments, and activities for this week are as follows:  

Standards:

5.51 Discuss the development of the music industry in Tennessee, including:  Country music (e.g., Grand Ole Opry, WSM, and the Carter family, Blues music (e.g., W.C. Handy and Bessie Smith),Rock ‘n’ roll (e.g., Elvis Presley, Stax,Records, and Sun Studio).

5.52 Identify influential Tennesseans from the
late 20th century, including:  Al Gore, Jr., Alex Haley, Dolly Parton, Wilma Rudolph,  Oprah Winfrey.

5.53 Compare and contrast the three grand divisions of Tennessee in terms of the following: Major industries (e.g., Eastman, FedEx, and Nissan), Tourism (e.g., Bristol Motor Speedway, Civil War sites, and Graceland), griculture and livestock (e.g., soybeans in West TN, tobacco in Middle TN, and dairy in East TN), Geography (i.e., Gulf Coastal Plains, the Nashville Basin, the Highland Rim, the Cumberland Plateau, the Great Valley, and the Great Smoky Mountains).

5.54 Describe the structure of Tennessee’s government, including the role of each of the three branches, the governor, and state representatives.

Schedule Update and Assignments:  

Monday, 5/17 (A-Day)

8:00 - 8:25  SEL

8:30 -  9:20   3rd Period  -  Class Activity:  Oprah Winfrey BrainPop Video and quiz. (Note:  Individual quiz in achoology)

9:30 -  10:25  Related Arts

1030 - 11:20   5th Period  - Class Activity:  Oprah Winfrey BrainPop Video and quiz. (Note:  Individual quiz in achoology)

Tuesdy, 5/18  -  End-of-the-Year Celebration Day

8:00 -  8:25  SEL

8:30  -  11:30  Celebration

Wednesday, 5/19 (A-Day) 

8:00  8:25  SEL

8:30  - 9:20  4th Period  -  Class Activity:  Oprah Winfrey BrainPop Video and quiz. (Note:  Individual quiz in achoology)

9:30  - 10:235  Related Arts

10:30 - 11:20  6th Period  -  Class Activity:  Oprah Winfrey BrainPop Video and quiz. (Note:  Individual quiz in achoology)

Thursday, 5/20 (B-Day)  Regular Schedule

Read infomrational text from Week 25 from Studes Weekly:  Our School and Our Government -  "Tennessee's Three Branches of Government,"  Also, read Week 32: The Grand Divisions of Tennesseee - "Isn't It Grand."

Quizizz Review Activity

Friday, 5/21

Regular Schedule

Read infomrational text from Week 25 from Studes Weekly:  Our School and Our Government -  "Tennessee's Three Branches of Government,"  Also, read Week 32: The Grand Divisions of Tennesseee - "Isn't It Grand."

Asynchronous Work:

Make up missing assignment and retake quizzes/tests by Wednesday

Read the articles and complete crossword puzzles in Week 25 and Week  32, Studies Weekly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 10 - 14

Dear Parents  and Students,

I hope everyone had a wonderful Mother's Day and you were able to honor and celebrate those who have nurtured and taught us important life lessons.   It has been said that "mothers are our first teachers."  This week we are working in groups to examine exhibits and read informational text from the Tennessee State Museum. Each student has been assigned one of the following topics which correspond to a link in Schoology.1)Yhe Sound of Tennessee,  (Music),  2)  The Taste of Tennessee (Food),  3) Tennessee Transforms,  and 4) Tennessee Women's Rights.  Each student will summarize information from the exhibit and write details about what they've learned.  The groups will share their facts and a presenter from each group will present their findings with the class.  There is a discussion post in Schoology to be completed from the facts shared by the groups.

This week students will have MAP Testing Tuesday through Friday.  The testing schedule is as follows:

Monday, May 10 :  B-Day- SEL,  4th 5th, and 6th Period

Tuesday, May 11: MAP Math - 5th  Grade - 8:30 - 10:30

Wednesday, May 12: MAP Math - 5th Grade (if necessary) Asynchronous Work:  Tennessee State Museum Exhibit Research Assignment

Thursday, May 13: MAP Reading - 5th Grade - 8:30 - 10:30

Friday, May 14: MAP Reading - 5th Grade (if necessary) Asynchronous Work:   Tennessee State Museum Exhibit Research Assignment

Note:  If students complete the Math or ELA Map Testing on the first day of testing, the second day of testing for Math or ELA is an asynchronous day.  

Please continue your individual research on the Tennessee State Museum Exhibits during asynchronous time. 

 

Have a great evening!

 

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 3 - 7

Dear Parents and Students,

We are entering the seventh week of the 4th Quarer, and the countdown to the final days of this historic school year has begun!   This week we will continue reviewing the Civil Rights Movement and focus on vocabulary.

The standards and assignments are as follows:

5.24 Analyze the key people and events of the Civil Rights Movement, including: Martin Luther King Jr. and non-violent protests, Montgomery Bus Boycott and Rosa Parks, Brown vs. Board of Education and Thurgood Marshall,  Freedom Riders and Diane Nash.

5.50 Identify Tennessee’s significant contributions to the Civil Rights Movement, including: Highlander Folk School, Tent City Movement of Fayette County, Nashville Sit-Ins, and The Clinton Twelve.

Assignments:

Monday, 5/3 & Tuesday, 5/4

Read and review informatonal text from Studies Weekly, Week 19:  The Civil Rights Movement, Tennessee Blue Book Student Edition, Chapter 9 and resources from the Tennessee State Museum: Civil Rights.

Quizizz: Civil Rights Vocabulary (Note:  This activity is a practice quiz for the test this week

Wednesday, 5/5 & Thursday, 5/6

Civil Rights Vocabulary Quiz

Friday, 5/7 & Monday, 5/10

Civil Rights Movement Project

Choose a key individual and events from the Civil Rights Movement for a presentation.  What steps were taken by the person to help end segregation and move toward equal rights for all people.  You may create a powerpoint with five (5) slides, poster, or reserch report.  Your presentation should include important details about the individual and 1-2 pictures.  The project is due on May 17th. 

Asynchronous Work:

Work on the Civil Rights Movement Project

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of April 26 -30

 

Greeting Parents and Students,

I have observed the students working diligently on the TN Ready Assessment this week.  There are only two more days of testing for fifth grade.  It has been wonderful seeing everyone in person!  The end of this week we will have a Quizziz Review over Tennessee History.  Also, we will review information on civil rights from the Tennessee State Museum website and begin creating a power point.

 

5.28 Identify the pre-colonial American Indian tribes residing in Tennessee (e.g., Cherokee, Chickasaw, Creek, and Shawnee), and analyze their various customs and traditions.

5.29 Explain how the Cumberland Gap and Wilderness Road influenced migration into the Tennessee region following the Proclamation of 1763.

5.24 Analyze the key people and events of the Civil Rights Movement, including: Martin Luther King Jr. and non-violent protests, Montgomery Bus Boycott and Rosa Parks, Brown vs. Board of Education and Thurgood Marshall,  Freedom Riders and Diane Nash.

Monday, 4/26

TN Ready Testing

Tuesday, 4/27

TN Ready Testing

Wednesday, 4/28

TN Ready Testing

 

Thursday, 4/29

Quizziz Review over Tennessee History

 

Friday, 4/30

Read  and review informational text on the Civil Rights Movement from the Tennessee State Museum and create a power point on a historic person  or event. 

 

 

 

 

Week of April 19 - 23

Dear Parents and Students,

This week we will begin our testing window for the TN Ready Assessment.  There were emails sent from Dr. Williams and the Gold Team/Mr. Occhipinti with specific information from the district.   Thursday, April 22 will be an asynchronous day for 5th grade.  Friday, April 23, 5th grade will begin testing for ELA Part I and Part II. 

This week we are studying a unit on Tennesseee:  The Land and Its People.  The standards and assignments are as follows:

5.51 Discuss the development of the music industry in Tennessee, including:  Country music (e.g., Grand Ole Opry, WSM, and the Carter family, Blues music (e.g., W.C. Handy and Bessie Smith),Rock ‘n’ roll (e.g., Elvis Presley, Stax,Records, and Sun Studio).

5.52 Identify influential Tennesseans from the
late 20th century, including:  Al Gore, Jr., Alex Haley, Dolly Parton, Wilma Rudolph,  Oprah Winfrey.

 

Assignments:

Monday, April 19 (A-Day) & Tuesday, April 20 (B-Day)

Read informational text from Studies Weekly, Lesson 31 (Articles:  "Where It All Happened:  Famous Tennessee Places" and "Its A Musical State." View a video on Tennessee Music.

Note:  Please continue working on the "Famous Tennesseans"  homework assignment.  

Directions:

Idenitfy one (1) of the famous Tennesseans from the article ("Famous Tennessans") and wite a paragraph at least five (5) sentences detailing their life and why they are considered a famous Tennessean.  You may choose another famous Tennessean if you'd like, but the list from the artile is a good start.  Note:  Write your paragraph in Schoology.  It is due on April 24th.

Wednesday, April 21 (A-Day)

Complete the "They Did What" Matching Activity to match the accomplishments of the famous/influential Tennessee to their proper names.  Refer to the articles from Week 31.  Answer the text-directed questions and the Thnk and Review Questions:

1.  Which family begin music in Tennessee?

2.  Recall the biographies Alana and Jackson presented .  How might you relate to some of the experiences those individuals had in their lives.

3.  Infer some of the challenges the individuals in the this week's issue may have faced while pursuing their goals

4.  What are some of the things that inspired Elvis Presley to write some of his big hits.

Asynchronous Work:

Complete the classwork/homework assignments from Week 31: Voices of Tennessee.  Also, complete the "Famous Tennesseans" assignment.

 

 

 

 

 

 

 

 

 

 

Week of April 12 - 16'

Good Evening Parents and Students,

We are completing our unit of study on Post World War II and John F. Kennedy's presidency.  Our next unit will focus on Tennessee: The Land and Its People.  We will also review and learn about influential Tennesseans.  The stuandards and assignments are as follows:

5.51 Discuss the development of the music industry in Tennessee, including:  Country music (e.g., Grand Ole Opry, WSM, and the Carter family, Blues music (e.g., W.C. Handy and Bessie Smith),Rock ‘n’ roll (e.g., Elvis Presley, Stax,Records, and Sun Studio).

5.52 Identify influential Tennesseans from the
late 20th century, including:  Al Gore, Jr., Alex Haley, Dolly Parton, Wilma Rudolph,  Oprah Winfrey.

Assignments:

Monday, 4/12 (B-Day)

Test over John F. Kennedy and The Cuban Missile Crisis

Read informational text from Studies Weekly, Lesson 20: "Tragedy in the Kennedy Family," "Space:  The Final Frontier," "Affirmative Action in Action," and We Choose to Go to the Moon."  Answer the text-directed questions in class.

Tuesday, 4/13 (A-Day) & Wednesday, 4/14 (B-Day)

Research  famous individuals in Tennessee history. 

Read the Ducksters article on Elvis Presley (duckster.org link in Schoology, 4/13 & 4/14)  Answer the quiz as a whole-group activity.

View the video, Elvis Presley, Mini Biography.

Thursday, 4/15 (A-Day) & Friday, 4/16

Read the informational text from "Dolly Parton:  Facts for Kids."

Idenitfy one (1) of the famous Tennesseans from the article ("Famous Tennessans") and wite a paragraph at least five (5) sentences detailing their life and why they are considered a famous Tennessean.  You may choose another famous Tennessean if you'd like, but the list from the artile is a good start.  Note:  Write your paragraph in Schoology.  It is due on April 24th

Asynchronous Work: 

Writing prompts::   

1,  How important is it to be able to  vote and why?

2, Explain some of the reasons that John F. Kennedy's presidency w sigaasnificant to our country. 

 Research  and complete the Famous Tennessean Writing Assignment that  is due on  April 24th.

 

 

 

 

 

 

 

 

 

 

 

Week of April 5- 9

Dear Parents and Students,

I'm sure we all welcomed the beautiful sunshine this past weekend!  The students shard some of their "rose experiences" during SEL  this morning.  This week we are studying John F. Kennedy's presidency.   He proposed legislation to allow all African Americans to vote.  He created the system that woud later become the Equal Employment Opportunity Commission (EEOC). The EEOC ensures that all people have the same rights to work.

The standards and assignments are as follows:

5.25 Explain the impact of John F. Kennedy’s presidency on the country, including: passage of the Civil Rights Act, the Voting Rights Act, the space program, and his assassination.

Monday, 4/5  (A-Day) & Tuesday, 4/6 (B-Day)

Do Now:  Studies Weekly, Lesson 20:  John F Kennedy

Read the articles "Presidents in the Living Room" and NASA's Human Computers.  Answer the text-directed questions after reading the articles.  View the video "Sputnik" in Studies Weekly.

Ducksters.org article, "The Biography of John F. Kennedy"  Take the quiz as a whold-class activity. 

Wednesday, 4/7 (A-Day) & Thursday, 4/8 (B-Day)

Complete the John F. Kennedy (JFK) Homework/Classwork Quiz in Schoology.  

Read the Studies Weekly, Lesson 20 articles, " Johnson, Kennedy, and the Fight for Equality" and "Tragedy in the Kennedy Family."

Read articles from the Presidential Library and Museum on John F. Kennedy. (Space Program, Campaign of 1960, Cuban Missile Crisis.

Friday, 4/9 (A-Day) & Monday, 4/10 (B-Day)

Do Now:  Articles on JFK in Studies Weekly, Lesson 20, "Space the Final Frontier"

Test over JFK's presidency, involvement in Civil Rights, space program, the Cold War and  Cuban Missile Crisis.

Aynchronous Work:

Read the articles in Studies Weekly and the Presidential Library and Museum on John F. Kennedy.  View the videos and complete the crossword puzzle, and "Misspilled."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Greetings Parents and Students,

There's a rainbow after every storm, so we should always look for the silver lining behind the clouds.  This weekend's thinderstorms and flooding had an impact on several states including Tennessee.  I hope that all is well with you and your family as we begin another week in school.

We have been studying about how the United States continued to work towards civil rights for all people.  In the 1960s, segregation still divided the nation.  People protested in a variety of ways.  They boycotted city buses, held marches, and sat a segreated lunch counters.  Martin Luther King, Jr. gave speeches and encouraged non-violent protests.  Success in Nashville came when the myor  called for integration at the city's lunch counters. 

The effects of the civil rights movement reached well beyond the African American community.  Women, Hispanics, Native Americans, and people with disabilities all found inspiration in the struggle for civil rights.    

5.24 Analyze the key people and events of the
Civil Rights Movement, including: Martin Luther King Jr. and non-violent protests, Montgomery Bus Boycott and Rosa Parks, Brown vs. Board of Education and Thurgood Marshall,  Freedom Riders and Diane Nash.

5.50 Identify Tennessee’s significant
contributions to the Civil Rights Movement,
including: Highlander Folk School, Tent City Movement of Fayette County, Nashville Sit-Ins, and The Clinton Twelve.

Monday, 3/29 (A-Day) & Tuesday, 3/30

Rosa Parks and the Montgomery Bus Boycott"  (Studies Weekly: Lesson 19)

Ducksters Article:  Civil Rights Movement"  Take the quiz after reading the article as a whole class activity.

Note:  Review the article on Civil Rights Movement for African Americans and retake the quiz for homework.

Wednesday, 3/31 (A-Day) & Thursday, 4/1 (B-Day)

Civil Rights Quiz (Due by Friday, April 9th)

Complete the activity "The Cause for the Cause," "Misspilled" and the Crossword Puzzle for Studies Weekly, Week 19.

Friday, 4/2

Spring Holiday (Schools Closed)

Asynchronous Work:

Review the article on Civil Rights Movement for African Americans and retake the quiz for homework.

Respond to the following writing prompt in your journal:

Who were some key individuals from the Civil Rights Movement?  What steps did  they take to move toward equal rights for all Americans?

 

 

 

 

 

 

Dear Parents and Students,

 

Hopefully, you were able to enjoy your spring break and get some extra rest.    We will begin the 4th Quarter by studying the Civil Righs Movement.  The United States experienced economic growth and prosperity after World War II ended.  There were some Americans who weren't a part of the country's prosperity.  There were migrant workers, coal miners, African Americans, and others who had lived in poverty.  After World War II, laws in the South kept American Americans segregated.  In the 1950s and 1960s, African Americans made imprtant progress in the struggle to win their civil righs. Civil Rights are the rights guaranteed to all citizens by the Constitution.

The  assignments for this week are as follows:

 

Monday, March 22 (A-Day) & Tuesday, March 23 (B-Day)

Review and discuss World War II:  The End of the War

Read the introductory article, "Field Trip: The Long Journey to Civil Righjts," (Studies Weekly, Week 19) Answer the text-directed questions.

Read the articles "Sitting for a Cause" and "Martin Luther King, Jr: The Dream of the Civil Rights Movement"  Answer the text-directed questions.

Guided/Essential Questions:

Which city became the first southern city to desegregate public facilities?

What is a sit-in?

Wednesday, March 24 (A-Day) & Thursday, March 25 (B-Day)

Locate events on the Civil Rights Time Line.  (ducksters.org)

Read the article on the article, "Civil Rights" and answer the quiz questions as a whole-class activity.

Quizizz Lesson on Civil Rights

Friday, March  26 - No School for Students/Parent Conference Day/Planning Day for Teachers 

Asynchronous Assignments:

Re-read articles from Studies Weekly fron Week 19:  The Civil Rights Movement , take notes, and complete the Cross Word puzzle and "Misspilled" activites. Also,review  the quiz from the Ducksters Civil Rights article.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of March 8 -12

Greetings Parents and Students,

We have come to the end of the Third Quarter and we have a few days before Spring Break begins!  This week we will focus on Postwar America and the Cold War.  The end of World War II had a great effect on American society.  With peace came a new feeling of hope for the future.  Businesses began making new products that made life easier for growing families.  After the war, the returning soldiers needed jobs.  Women were often asked to leave their jobs so the men could have them back.  Once again  women were limited to traditional "women's work."  Still, each year, more and more women entered the work force.

After World War II, growing tension and mistrust between the United States and the Soviet Union led to what was known as the Cold War.  The Cold War was mainly a war of words.  However, many feared an actual third world  war could erupt.  In 1945, the U.S. was the only country that had an atomic bomb.  Then, in 1949, the Soviet Union built its first atomic bomb.  The nuclear arms race was on.  American scientists developed the even more powerful hydrogen bomb.  Neither America or the Soviet Union wanted to use nuclear weapons.   The competition between the United States and the Soviet Union spread to space as well.  In 1957 the Soviet Union launched the satellite, Sputnik into space.  Presient Dwight Eisenhower speeded up the United States space program.  The space race had begun.

5.22 Examine the growth of the U.S. as a consumer and entertainment society after
World War II, including: Suburbs, Increased access to automobiles, Interstate Highway System, Television, radio, and movie theaters.

5.23 Examine how Cold War events impacted
the U.S., including:  Arms race, Berlin Wall, Cuban Missile Crisis, Space Race.

Monday, 3/8 (A-Day) & Tuesday, 3/9 (B-Day)

 

Do Now Activity:  Read the artcles in Studies Weekly, Week 17 :  "It's Time for the American Dream" and "On the Road, Across the Country."

Read the article in ducksters.org:  "After the War" and complete the quiz as a whole-class activity.

Asynchronous Work:  Please retake tests and quizzes and makeup missing assignments.  Read the articles in Studies Weekly, Week 17, answer the text-directed questions and complete the Crossword Puzzle.

Wednesday,  3/10 (A-Day) & Thursday, 3/11 (B-Day)

Do Now:  Read the articles from Studies Weekly, Week 17: "Bundle Up," "The Berlin Wall" and "Key Players in the Cold War."

Read informational text from ducksters.org:  "The Cold War for Kids" and 'The Berlin Wall."  

Asynchronous Work:  Make up all missing assignments and retake test.

Friday, 3/12 (Half-Day for Students)

STEAM Day Actitvity-   Class Schedule is as follows:

8:00 -8:20 - Homeroom/SEL

8:30 - 9:30 - STEAM Day Activity

9:30 - 10:00 - 3rd Period -  Quizizz Activity (The Cold War and the Space Race)

10:00 - 10:30 - 4th Period - Quizizz Activity (The Cold War and the Space Race)

10:30 - 11:00 - 5th Period - Quizizz Activity (The Cold War and the Space Race)

11:00 - 11:30 - 6th Period - Quizizz Activity (The Cold War and the Space Race)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of March 1 - 5

Dear Parents and Students,

It's hard to believe that it is the ninth week of the 3rd Quarter!  We've been studying World War II and U.S. involvement in the war.  This week we will focus on Tennesseans in World War II (Cordell Hull and Cornelia Fort), Rationing and Victory Gardens.  The standards and assignments are as follows:

Standards:

5.20 Examine the reasons for the use of propaganda, rationing, and victory gardens during World War II.

5.48 Describe Tennessee’s contributions during World War II including:

 Conversion of factories to wartime production
 The importance of Oak Ridge
 The influences of Cornelia Fort and Cordell Hull

Assignments:

Monday, 3/1 (B-Day)

Read and review the articles from Studies Weekly, Lesson 14  "The U.S. Joins the War" and  "The Manhattan Project."

Review the study guide and resources for the Mini-Quiz over World War II (Due on March 5th).

Quizizz Activity - Click on the Link in Schoology to practice for the Mini-Quiz over WWII.

Tuesday 3/2 (A-Day) & Wednesday, 3/3 (B-Day)

Mini-Quiz over World War II (Note:  Please study for the quiz before completing it in class.  Also, make up all missing assignments and retake tests).

Read the articles from Studies Weekly, Lesson 15:  "Cordell Hull and Cornelia Fort,"Rationing the War Effot" and "Victory Gardens."

Thursday, 3/4 (A-Day) & Friday, 3/5 (B-Day)

Read and review the articles in Studies Weekly, Lesson 15:  "Tennessee Women Get the Job Done," "Oak Ridge" and "Rosie the Riveter."

Read informational text from Ducksters on World War II: After the War." Take the quiz as a whole-class activity.

Participate in a quizziz game activity.

Assignments:

Monday, 3/8 (A-Day) & Tuesday, 3/9 (B-Day)

"Do Now" - Read the Studies Weekly articles from Lesson 17, "It's Time for the American Dream" and "On the Road, Across the Country"  

Read informational text from dzuckster.org:  "After the War" (Link in Schoology)

Quizizz Lesson/Activity on World War II

Asynchronous Work:  Please retake tests/quizzes and makeup missing assignments.  Also, finish reading the articles in Studies Weekly, Lesson 17.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

February 22 -26

Good Evening Parents and Students,

It was great to see the sun shining brightly on this warm spring-like day as we thawed out from the winter arctic blast and snow.  This week we will continue our unit on World War II .  The standards and assignments are as follows:

5.18 Determine the signifance of the bombing of Pearl Harbor and its impact on the U.S.

5.19 Identify and locate the Axis and Allied Powers including:
 Germany
 Italy
 Japan
 France
 Great Britain
 Soviet Union.

5.20 Examine the reasons for the use of propaganda, rationing, and victory gardens during World War II.

5.21 Analyze the significance of the Holocaust and its impact on the U.S.

5.48 Describe Tennessee’s contributions during World War II including:

 Conversion of factories to wartime
production
 The importance of Oak Ridge
 The influences of Cornelia Fort and
Cordell Hull

Monday, 2/22 (A-Day) & Tuesday 2/23 (B-DAy)

Read articles on  the Holocaust from Studies Weekly Lesson 16:  "Clipping It All Together," "Who Is Responsible for the Holocaust," and "The U.S. and the Holocaust." Answer the questions that follow the text and work on the crossword puzzle and "Misspilled" activities. 

Read the informational text on "The Holocaust" from ducksters.org (Link in Schoology for February 22nd & 23rd)  Complete the practice quiz as a whole-class activity.  The Mini Quiz on the Holocaust is asynchronous work. (Note:  Due by Friday, February 26)

Wednesday,  2/24 (A-Day) & Thursday, 2/25 (B-Day)

Read the articles from Studies Weekly from Lesson 14:  "The Terrible Day in December" and "Internment Camps."  Answer the text directed questions that questions that follow that articles.

Read informational text on "Japanese Internment Camps" from ducksters.org t(The link is in Schoology in the February 24th and 25th folder).   Take the quiz as a whole-class activity.  Also, read the article on Tennesseans in World War II.

World War II Quizizz (The link is in the folder for February 24th and 25th.)

Friday, 2/26 (A-Day) & Monday, 3/1 (B-Day)"

Read articles from Studies Weekly, Lesson 15, "Sowing Seeds of Victory" which include:  "Cordell Hull and Cornelia Fort," Rationing the War Effort" and "Rosie the Riveter,"

Test over World War II

Asynchronous Work:

Finish reading the articles from Lesson 15 in Sudies Weekly.  Answer the questions which  follow by clicking on the correct answers.

Complete the Mini Quiz on the Holocaust and retake quizzes.

 

   

 

   

 

 

 

 

 

 

 

February 15 - 19

Greetings Parents and Students,

I  hope everyone is warm and safe while enjoying your snow days!   We have been studying the causes of World War II and identifying the Allied and Axis Powers.  This is a great opportunity to catch up on reading, and retaking quizzes. If we are not in school the rest of the week there will be "no new assignments given"('NONAG).

Students are given a review quiz prior to each summative assessment. Several students are not taking advantage of this review opportunity. Please encourage your child to take the review quiz  in preparation for the World War I summative assessment that was previously posted.  

Standards Assigfnments/ Asynchronous Work:

5.17 Explain the structures and goals of the governments in Germany and Japan in the 1930s.

5.18 Determine the signifance of the bombing of Pearl Harbor and its impact on the U.S.

5.19 Identify and locate the Axis and Allied Powers including:
 Germany
 Italy
 Japan
 France
 Great Britain
 Soviet Union

 

Monday, 2/15  Professional Development/Planning Day for Teachers - Schools Closed for Observance of Presidents' Day

Tuesday, 2/16 Schools Closed Due to Inclement Weather  

Note:  Read and Review Week 13 in Studies Weekly (2nd Read) - A Troubled World and Its Leaders

Wednesday, 2/17 Schools Closed Due to Inclement Weather - Read "Causes of World War II" (ducksters.org)

Thursday, 2/18 - Continue reading articles and working on activities from Week 13 Studies Weekly - "World War II Begins" and Alliance Where Do They Belong Chart

Friday, 2/19 - Continue reading articles and working on activities from Week 13 Studies Weekly - "World War II Begins" and Alliance Where Do They Belong Chart

Note:  There may be changes should we return to virtual learning.

 

Kindest regards,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

Week of February 8 - 12

Good Evening Parent and Students,

This week we will focus on the end of the Great Depression and the causes of  World War II.   The Great Depression of the 1930's hit Europe as well as the United States.  In some European countries, people turned to strong leaders who said that war would solve the problelms of hard times and empower their countries.  These leaders were dictators and they had complete control. 

In Germany, conditions were especially harsh.  In addition to facing economic hardship, Germany was still dealing with problemls from World War I.  The Treaty of Versailles had forced Germany to accept blame for starting the fighting.  It also, mad Germany pay for the damage done during the war and took away some of Germany's land.  In 1933, Adolf Hitler and the Nazis gained control of Germany's government.  Shortly afterward, he ended democracy in Germany and became the country's dictator.  In  March 1939, Hitler demanded that Poland give Germany some land that had been lost in World War I.  Poland asked Great Britain to  help if Germany attacked.  The German army took control of Poland.  Great Britain and France then announced that they were at war with Germany.� World War II had begun.

The standards and assignments are as follows:

Monday, 2/8 ((B-Day) 

Vocabulary Matching Quiz on the Great Depression

Read the article "Tennessee and the New Deal"  and answer the text-dircted questions at the bottom of the page. (Lesson 12, Studies Weekly).  Also, read athe articles, "What is Social Security" and "The Creation of the Tennessee Valley Authority."

Tuesday, 2/9 (A-Day) & Wednesday, 2/10 ((B-Day)

Read the articles, "World War II for Kids: Causes of World War 2," "Wold War 2 Facts for Kids/National Geographic, and World War II," and "Timelines for World War II." 

Work in groups to summary the articles on World War II.

Thursday, 2/11 ((A-Day) & Friday, 2/12 (B-Day)

Video on World War II

Quiz over the Causes of  World War II

Asynchronous Work:

Read informational text on World War II (ducksters.org) and the following articles from Studies Weekly:  "The Allies and the Axis Across the Globe," "Trouble in the World" and "World War II Begins."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of February 1 - 5

 

 

Week of January 25 -29

 

Greetings Parents and Students,

I would like to thank the students for working so dilligently to complete  MAP Testing!  We are beginning  the 4th Week of the Third Quarter. 

This week we focus on the end of World War I, which includes reviewing Woodrow Wilson's Fourteen Points, the League of Nations and the Treaty of Versailles,.     

The standards and assignments for this week are as follows:

5,10 Summarize the events leading to U.S. entry into  World War I, including the attack on the RMS Luisitania, and the Zimmerman Telegram.

5.11 Locate the major countries of the Central and Allied Powers during World War I including:

        • Austria-Hungary
        • France
        • Germany
        • Great Britain
        • Russia

 5.12 Describe the impact of U.S. involvement on World War I  

5.13 Explain the aims of world leaders in the Treaty of Versailles and why the U.S. Senate rejected President Woodrow Wilson’s League of Nations.

Assignments:  

Monday, 1/25 (B-Day)

Read informational text, "The End of World War I," (Click on the link in Schoology for the ducksters.org website)  and take the quiz as a classroom activity.

Tuesday, 1/26 (A-Day) & Wednesday, 1/27 (B-Day)

World War I Review Quiz (Note:  Practice Quiz for the Test on Thursday and Friday)

United States Impact on World War I (Power Point) Take notes to respond to the writing assignment on U.S. Impact on WWI.

Thursday, 1/28 (A-Day) & 1/29 (B-Day)

Test over World War I (Summative)

Note:  Please check to see if you have completed the Discussion Reflection on the Causes of World War I which  was due on January 20. 

Asynchronous Work:

Read Studies Weekly articles for Weeks 8 & 9 ("War Half a World Away, "Telegram Tales" "Woodrow Wilson")  Work in the crossword puzzles and the "Misspilled" spelling game.

 

 

 

 

 

 

 

 

 

 

 

 

Week of January 18 -22

 

Dear Parents and Students,

Good afternoon!    This week we will be administering MAP testing for Math and ELA.  This means we will have a few slight changes in our schedule for this week only.  We will be back on the normal schedule on January 25th. 

 Schedule for Jan. 18th-22nd

Monday, Jan. 18th- MLK day no school

Tuesday, Jan. 19th- 8:00 SEL, 8:30-10:30 MAP testing, 10:30-11:30 3rd period

Wednesday, Jan. 20th- 8:00 SEL, 8:30-10:30 MAP testing, 10:30-11:30 4th period

Thursday, Jan. 21st- 8:00 SEL, 8:30-10:30 MAP testing, 10:30-11:30 5th period

Friday, Jan. 22nd- 8:00 SEL, 8:30-10:30 MAP testing, 10:30-11:30 6th period 

 

Social Studies classes will review informational text on World War I.  The standards and assignments for the week are as follows:

 

Monday, January 18 (Schools closed due to observance of MLK Day

 

Tuesday, January 19  (3rd Period Class meets at 10:30 a.m. after testing).

World World I Discussion Reflection  - Based upon the texts, videos, and class discussion what have you learned about the causes of WWI? Your answer should be at least 3-5 sentences. Be prepared to read your answer aloud to the class after it is posted. 

(Discussion Reflection Post is due Wednesday, January 20)

 

Take notes on the Quizziz Lesson on World War I and complete the  Guided Questions.  

Asynchronous Work:  Read  information text,,"War Half a World Away"  from Studies Weekly (Schoology Link and Clever Portal) Respond to the questions that follow in your journal.  Also, write the following vocabulary words and add them to notebook:  telgram, warfare, ammunition, artillery, and trench.

Wednesday, January 20 (4th Period Class meets at 10:30 a.m. after testing).

World World I Discussion Reflection  - Based upon the texts, videos, and class discussion what have you learned about the causes of WWI? Your answer should be at least 3-5 sentences. Be prepared to read your answer aloud to the class after it is posted. 

(Discussion Reflection Post is due Wednesday, January 20)

 

Take notes on the Quizziz Lesson on World War I and complete the  Guided Questions.  

Asynchronous Work:  Read  information text,,"War Half a World Away"  from Studies Weekly (Schoology Link and Clever Portal) Respond to the questions that follow in your journal.  Also, write the following vocabulary words and add them to notebook:  telgram, warfare, ammunition, artillery, and trench.

Thursday, January 21 (5th Period Class meets at 10:30 a.m. after testing).

World World I Discussion Reflection  - Based upon the texts, videos, and class discussion what have you learned about the causes of WWI? Your answer should be at least 3-5 sentences. Be prepared to read your answer aloud to the class after it is posted. 

(Discussion Reflection Post is due Wednesday, January 20)

 

Take notes on the Quizziz Lesson on World War I and complete the  Guided Questions.  

Asynchronous Work:  Read  information text,,"War Half a World Away"  from Studies Weekly (Schoology Link and Clever Portal) Respond to the questions that follow in your journal.  Also, write the following vocabulary words and add them to notebook:  telgram, warfare, ammunition, artillery, and trench.

Friday, January 22 (6th Period Class meets at 10:30 a.m. after testng).

World World I Discussion Reflection  - Based upon the texts, videos, and class discussion what have you learned about the causes of WWI? Your answer should be at least 3-5 sentences. Be prepared to read your answer aloud to the class after it is posted. 

(Discussion Reflection Post is due Wednesday, January 20)

 

Take notes on the Quizziz Lesson on World War I and complete the  Guided Questions.  

Asynchronous Work:  Read  information text,,"War Half a World Away"  from Studies Weekly (Schoology Link and Clever Portal) Respond to the questions that follow in your journal.  Also, write the following vocabulary words and add them to notebook:  telgram, warfare, ammunition, artillery, and trench.

 

Kindest regards,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of January 11 -15

Dear Parents and Students,

It's the beginning of a new year and the 2nd Semester!   I am very pleased with strong work ethnic that I've seen exhibited among the students.  You've met the challenges of studying in a virtual educational environment successfully.  I would like to commend you for your amazing effort.  This semester we will learn about World War I, the Roaring Twenties, the Dust Bowl, the Great Depression, and World War II.

The standards and assignments for this week are as follows:

5,10 Summarize the events leading to U.S. entry into  World War I, including the attack on the RMS Luisitania, and the Zimmerman Telegram.

5.11 Locate the major countries of the Central and Allied Powers during World War I including:

        • Austria-Hungary
        • France
        • Germany
        • Great Britain
        • Russia

  5.12 Describe the impact of U.S. involvement on World War I  

 

Assignments:

Monday, 1/11 (A-Day) & Tuesday, 1/12 (B-Day)

Watch the video, "What Started World War I?"

Read the article "Causes of World War I and answer the text-directed questions/ practice quiz. (ducksters.org)

Read the informational text, "Sinking of the Luisitania." and answer the text-directed questions/practice quiz. (ducksters.org)

World War I Map:  Identify the Allied Powers and the Central Powers using the map in Schoology or on ducksters.org

 

Wednesday, 1/13 (A-Day) & Thursday, 1/14 (B-Day)

View the video clip, "World War I Facts:  Summary of WWI for Kids."

Read the article Changes in Modern Warfare" and answer the text-directed questions/practice quiz (ducksters.org) 

 

Friday, 1/15 (A-Day) 

 Discussion Reflection:  Respond to the following prompt in Schoology.

Based upon the texts, videos, and class discussion what have you learned about the causes of WWI? Your answer should be at least 3-5 sentences. Be prepared to read your answer aloud to the class after it is posted. 

Asynchronous Assignment:

View the video and re-read the video clips, taking notes and define the following words/terms:  alliances, imperialism, Allied Powers and Central Powers.

 

Week of January 4 - 8

Standards/Objectives:

5.14 Examine the growth of popular culture during the "Roaring Twenties" with respect to the following:

- Music, clothing, and entertainment

- Automobiles and appliances

- Harlem Renaissance

Read informational text on "The Roaring Twenties" and watch a video.  Answer the text-directed questions at the end of the article during class.

Discuss the following essential and guided questions:

Hos did a new culture emerge in the 1920s?

What new type of entertainment was created in the 1920s?

What was the Great Migration?  How did it lead to the Harlem Renaissance

 

 

 

 

 

Greetings Parents and Students,

It's hard to beleve that we have come to the final week of the 1st semester!  You have done an amazing job and I commend you for your perserverance.  I don't have the words to express the joy that I experienced seeing many of you during the drive through distribution of  books and holiday treats on Saturday.  I'm very grateful to all of you for the kind gestures and smiles.  May you have a wonderful winter holiday season, as you spend time with your families. 

Last week, we studied the 18th and 19th Amendments, the Prohibition and the Women's Suffrage Movement respectively.  This week we will review, take a quiz, and cover industrialization, and labor unions.  The standards and assignments for this week are as follows:

5.04 Explain the role of labor unions and the American Federation of Labor in changing the standards of working conditions.

5.09 Analyze the major goals, struggles, and achievements of the Progressive Era, including: Prohibition (18th Amendment), women’s suffrage (19th Amendment), and the lack of child labor laws.

Synchronous Work:

Monday, 12/14 (B-Day)

Review the 18th Amendment, Prohibition and take the practice quiz (You may have already completed it for asynchronous work)

Read the text passage on "Women's Suffrage" (ducksters.org) and the practice quiz.

Quiz over Women's Suffrage and Prohibition (Greaded) in Schoology

 

Tuesday, 12/15 (A-Day) & Wednesday, 12/16 (B-Day)

View the video on the Labor Movement and read the text passage, "Labor Movement: PBS.  Examine primary source photographs, Faces of the Labor Union.

Complete the following Discussion Reflection in Schoology (Graded)

This quarter we have learned about Women's Suffrage, Labor Unions, Reconstructions era in which laws were passed to protect African Americans, and much more! What do these parts of history all have in common? How was our country growing and changing? 

Thursday, 12/17 

%th Grade Class (Gold Team - Mrs. Anderson)

8:00-8:20 Homeroom- SEL

8:30-9:10 3rd period (40 minutes) Participate in a Social Studies Jeopardy Game

9:15- 9:55 4th period (40 minutes)  Participate in a Social Studies Jeopardy Game

       10 minute break

10:05- 10:45 5th period (40 minutes)  Participate in a Social Studies Jeopardy Game

10:50-11:30 6th period ( 40 minutes)  Participate in a Social Studies Jeopardy Game

 

Friday, 12/18

Winter  Holiday Break Begins

 

 

 

 

 

 

 

 

Dear Parents and Students,

We are approaching the end of the 2nd Nine Weeks, and I am very pleased with the progress our students have made. The collaboration of parents, teachers, and students have made this possible.   This week we will study the women suffrage movement and the Nineteenth Amendment.  The first women's rights convention was held in Seneca Falls, New York in 1848.  The meeting was led by Lucretia Mott and Elizabeth Cady Stanton.  In 1869 Susan B. Anthony and Elizabeth Cady Stanton formed  the National Women's Suffrage Association.  The main goal of the group was to get an amendment passed that would allow women to vote.

 It took more than 70 years for the Women's  Suffrage Movement to obtain legislation to enfranchise women.  Finally, in 1920, the Nineteenth Amendment was ratified,  which granted women the right to vote.   This week's assignments and standards are as follows:

5.09 Analyze the major goals, struggles, and achievements of the Progressive Era, including: Prohibition (18th Amendment), women’s suffrage (19th Amendment), and the lack of child labor laws.

5.47  Identify Tennessee’s role in the passage of the 19th Amendment, including the impact of Anne Dallas Dudley and Harry Burn.

 

Synchronous Work

Monday, 12/7 & Tuesday, 12/8

View the video on Women's Suffrage and read the passage on Anne Dallas Dudley.

Read the articles on "Women's Suffage in Tennessee" and "Understanding Women's Suffrage."

 

Wednesday, 12/9 & Thursday, 12/10

View a video on the Prohibition Era 

Read and discuss the passages on Prohibition  from History for Kids.org and ducksters.org.

 

Friday, 12/11

Quiz over the Women's Suffrage Movement and Prohibition 

Asynchronous Work:

Discuss the Women's Suffrage Movement by respond to the post in Schoology:

Why was the women's suffrage movement important?  How has it impacted us today?  Use text evidence to support your answer

Note:  Please make up all missing assignments and retake tests this week.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.41 Examine the issue of slavery in the three grand divisions and the impact their differences had on Tennessee’s secession from the Union. 

5.42 Describe the significance of the following Civil War events and battles on Tennessee: Siege of Fort Donelson, Battle of Stones River, Battle of Franklin, and the  Battle of Nashville. 

5.43 Explain the impact of the Tennessee Constitutional Convention of 1870, including :poll taxes, segregation, and funds for public
education.

5.44 Explain the development and efforts of the Freedmen’s Bureau in helping former slaves begin a new life, including Fisk
University.

5.45 Identify how the rise of vigilante justice (e.g., Ku Klux Klan), black codes, and Jim Crow aws impacted Tennessee and the nation.

5.46 Explain how the end of Reconstruction impacted Tennessee’s African American elected officials.

 

Synchronous Work:

Monday, November 23 (B-Day)

Directions for Review Poster:

Brainstorm topics in class that you think you needd the most to review from our unit on the  Civil War and Reconstruction. Choose the number topic that you need to review the most and create a poster.  Make a large, colorful, title across the top of the poster.. Include  1-2 large, drawn pictures, and make sure your writing is neat.  Use the artciles and graphic organizers in your notebook about your topic to get information to write about it.

Poster Presentations

Jeopardy Civil War Review

 

Tuesday, November 24 (A-Day)

Practice Review Quiz on the Civil War

Poster Presentations

Asynchronous Work:

Jeopardy Review:  Use the link in Schoology to play the Civil War Review Game for the Assessment.

Note:  The Civil War Test will be given next week.  Please make up all missing assignments and retake test.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of November 16 - 20

Greetings Parents and Students,

We're all looking forward to the next week's Thanksgiving break.  It's during this season that we are counting the things we are grateful for like family and friends.  There has been unprecedented adversity over this past year. However, I've seen the strength and resilience of individuals who are moving forward with faith and hope for the future.  Remember "Tough times never last, but tough people do."

This week are continuing our unit on Reconstruction period.  The goals/standards and assignments are as follows:

Goals:  I will be able to descrbe how the Resonstruction time period affected Tennessee.

              I will be able to demonstrate my learning of the Civil War in Tennessee.         

  • Standard 5.45: Identify how the rise of vigilante justice (e.g., Ku Klux Klan), black codes, and Jim Crow laws impacted Tennessee and the nation.
  • Standard 5.43: Explain the impact of the Tennessee Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education.
  • Standard 5.46: Explain how the end of Reconstruction impacted Tennessee’s African American elected officials.

Synchronous Work:

 

Monday, 11/16 (A-Day) & Tuesday, 11/17 (B-Day)

Complete the Do Now/Review Quiz by gong to Quarter 2 Week 6, in Schoology and click on the quiz. 

1.  Before the Civil War, who led a revolt in Harper's  Ferry, VA in hope of setting slaves free?

2.  What do the three stars on the TN flag stand for ?

3. What organization was formed in Pulaski, TN in 1865 by former Confederate Soldiers?

4.  What did the 1870 Tennessee Constitution put into place in order to keep African Americans from voting?

 

Read the article, "Reconstruction in Tennessee," pages 2-3.

Watch a video clip on the Rconstruction. Review the graphic organizer/T-Chart on the ways organizations, laws, and groups helped and hurt Aftrican Americans during Reconstruction period.

Repond to the Discussion Post/Exit Ticket on Schoology:   Overall based on your knowledge would you determine that Reconstruction successful or unsucessful?  Why or Why not?

 

Wednesday, 11/18 (A-Day) & Thursday, 11/19 (B-Day)

Answer the following Do Now Questions: 

1.  What Union Army and Navy victory opened the door to invading Nashville?

2.  Which Grand Division had the largest number of slaves?

3.  What was the last southern state to secede from the Union?  Why did this state finally do so?

 

Brainstorm topics in class that you think you needd t
he most to review from our unit on the  Civil War and Reconstruction.

Choose the number topic that you need to review the most and create a poster.  Make a large, colorful, title across the top of the poster.. Include  1-2 large, drawn pictures, and make sure your writing is neat.  Use the artciles and graphic organizers in your notebook about your topic to get information to write about it.

 

Respond to the following statement:  We have learned about several famous Tennesseans in Unit 3.  Choose one of those and tell me at least two important facts about that person.

 

Friday, 11/20 & Monday 11/23

Complete the following Do Now/Review Questions:

1.  What Confederate  cavalry colonel led about 700 men and horses out of Fort Donelson prior to its surrender across flooded Lick Creek?

2.  Who was governor of Tennessee when the KKK was created?

3.  What were state laws in the South called that legalized segregation?  

4.  Name two ways the Freedmen/s Bureau.

 

Poster Presentations and Unit Review

   

 

 

 

 

 

 

Week of November 9 - 13

Dear Parents and Students,

I hope everyone had an opportunity to relax this past weekend, and enjoy the "warm," beautiful, autumn days.   We are continuing to study the end of the Civil War and the Reconstruction period.  President Abraham Lincoln wanted all Americans to forget their anger and work together to rebuild the South.  Lincoln also wanted the nation to heal. President Lincoln did not live to see Reconstruction.  Only five days after the war was over he was assassinated.  The years between 1865 and 1877 are called Reconstruction, the time in which the nation tried to  unite and solve the problems created by the Civil War.  Congress created the Freedmen's Bureau to help former slaves and those who were in need of food, clothing, shelter, medicine, and education.

After Congress took over Reconstruction, it passed a new law.  It said former Confederate states could be readmitted only if they passed both the Thirteenth and Fourteenth Amendments.  The Thirteenth  and Fourteenth Amendments  gave the former enslaved people freedom and citizenship respectively.  The Fifteenth Amendment gave African American men in every state the right to vote.   

In 1877, Congress took federal troops out of the South.  This was the official end of Reconstruction. The New South saw an economic boom with the growth of factories and railroads. 

The standards and assignments for this week are as follows:

5.43 Explain the impact of the Tennessee Constitutional Convention of 1870, including: poll taxes, segregation, and funds for public education.

5.45 Identify how the rise of vigilante justice (e.g., Ku Klux Klan), black codes, and Jim Crow laws impacted Tennessee and the nation.

5.46 Explain how the end of Reconstruction impacted Tennessee’s African American elected officials.

 

Synchronous Work

Monday, 11/9 (A-Day) 

Review previous lessons by answer the following questions

1.  In what Grand Division was slavery less common and therefore, people who lived there did not want to secede from the Union.

2.  On what date did the Battle of Nashville end?

3.  What agency was created by the U.S. Congress to help former slaves rebuild their lives?

4.  Explain why Fisk University needed the Fisk Jubilee Singers.

Read the article, "Reconstruction in Tennessee," pages 1-2, and create a T-Chart to sort the policies, laws, groups, or people that have helped or hurt and kept African Americans from their new rights as citizens after the Civil War.  You may use the examples that are included in the resources from this week.

Tuesday, 11/10 (B-Day)

There will be a special lesson presented by our librarian, Mrs. Kelley on the history of Veterans' Day.

Wednesday, 11/11 - Veterans' Day (Schools Closed)

Thursday, 11/12 (A-Day)

There will be a special lesson presented by our librarian, Mrs. Kelley on the history of Veterans' Day.

  Friday, 11/13  (B-Day)

1.  In what Grand Division was slavery less common and therefore, people who lived there did not want to secede from the Union.

2.  On what date did the Battle of Nashville end?

3.  What agency was created by the U.S. Congress to help former slaves rebuild their lives?

4.  Explain why Fisk University needed the Fisk Jubilee Singers.

Read the article, "Reconstruction in Tennessee," pages 1-2, and create a T-Chart to sort the policies, laws, groups, or people that have helped or hurt and kept African Americans from their new rights as citizens after the Civil War.  You may use the examples that are included in the resources from this week.

Asynchronous Work 

Complete the T-Chart from the lesson on Reconstruction in Tennessee.  You may use your notebook to finish the T-Chart,  

Note:  Progress Reports will be distributed this week.  Please make up all missing assignments tests.  The newspaper article for the Grand Divisions is due .  Name the three Grand Divisions and describe how each them were different, geographically, culturally, and economically.  What opinion did the people in each division have about slavery and secession.     

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of November 2 - 6 

Greetings Parents and Students!

We are beginning the fourth week of  the 2nd Nine Weeks which is the mid-point of this term.  I hope everyone is  successfully navigating through the virtual learning. as I appreciate yout patience, and your commitment to excellence.  This week will continue our unit on the Civil War, and also we will focus on Reconstruction.

The goals standards and assignments are as follows:

I will be able to descrbe President Lincoln's impact during the Civil War and explain important documents and speeces he made that affected Tennessee. 

I will be able to explain how the Freedmen's Bureau helped former slaves begin a new life.

5.44 Explain the development and efforts of the Freedmen's Bueeau in helping former slaves begn a new life, including Fisk Univerity.

Synchronous Assignments:

Note:  Please complete the Practice Quiz over Tennessee Battles of the Civil War and President Lincoln's Impact on the Civil War to prepare for the actual quiz on Thursday and Friday.

Monday, 11/2 (A-Day) & 11/4 (B-Day)

Review Civil War Battles in Tennessee (Siege of Fort Donelson, Battle of Franklin, and Battle of Nashville).  

Read the article, "President Lincoln's Impact in the Civil War."Examine two primary sources to understand the Emanicpation Proclamation and the Gettysburg Address.  View a video clip of the Gettysburg Address.  Answer the following questions: 

What declaration did Lincoln make on September 22, 1862?  Why did he do this?

What speech did Lincoln make on  November 19, 1863?  Why did he give this speech?

Thursday, 11/5 (A-Day) &  Friday, 11/6 (B-Day)

 Take the quiz over Tennessee Battles of the Civil War and President Lincoln's Impact on the Civil War.

Read the article, "Buidling a New Life," on the end of the Civil War and Reconstruction.

View the viedos on the Fisk Jubilee Singers and learn about the organization's history.

Answer the following questions:  

When did the Civil War end?

Describe the struggles the newly freed slaves faced.

Describe at least two ways they were helped in rebuilding their lives.

Asynchronous Work:

Monday, 11/2 & Wednesday, 11/4

1,  After reading the article on President Abraham Lincoln's Impact on the Civil War.  Read the directions in power point on Primary Sources:  The Emancipation Proclamation and the Gettysburg Address.  You may print the articles from the power point and annotate the two documents.   Annotate means to highlight or underline important words and phrases that help you understand each one better.  You can also make notes about the text in the margins. Another options is to take one page each in you notebook and take notes from each article.  (One page for the Emanicipation Proclamation and one for the Gettysburg Address)  Be sure to the main ideas from each paragraph, and  include phrases that make you wonder.  Also, include the vocabulary words that are in the margins.

2.  Draw or print a Venn Diagram to compare and contrast the Emancipation Proclamation and the Gettysburg Address.

Thursday, 11/5 & Friday, 11/6

You may print and cut out the graphic organizers in the power point and glue them along the top to make a flap.  Take notes on the Freedmen's Bureau and Fisk University.  Another option is to use two pages in your notebook and entitle one the Freedmen's Bureau and the second one Fisk University.  Lo0k for the main ideas in the paragraphs and important words and their meanings.

Also, view the videos on the Fisk Jubilee Singers.    

There is an assignment  included in the Resources for  November 5 - 6, Buiding a New LIfe.  Read the desriptions for the Freedmen's Bureau and Fisk University.  Beside each statement write the name of the organization that the statement describes. 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

Week of October 26 - 30

Dear Parents and Students,

I'm sure you are aware of the decision that Dr. Adrienne Battle  and the Board of Education made to delay the return of middle school students to the classroom.  A new schedule will be announced for phrasing in students as we continue to monitor the metrics.  Thanks to everyone for your patience as we follow safety guidelines and procedures. 

A STEAM virtual field trip will take place on  Thursday, October 29  during PLT, through videos and  activities.  The actual location is the Tennessee Agricultural Museum, which is located in the Ellington Agricultural Center.

This week we will continue studying the beginning of the Civil War and battles in Tennessee.  

Goals & Standards and Assignments:   

I will be able to describe the importance of Civil War battles inTennesseew

5.42 Describe the signifance of the following Civil War events and battles on Tennessee:  Siege of Fort Donelson, Battle of Stones River, Battle of Frankln, and Battle of Nashville.

Snchronous Work:

Monday 10/26 -  Planning Day for Teachers - Complete Asynchronous Work in the folder label Monday, October 26.  

Tuesday. 10/27 & Wednesday, 10/28

Complete the Practice Test from Monday's asynchronous work.  

Note:  There will be a quiz on Thursday and Friday over the information covered in the Practce Test.

Answer the following questions in your notebook:  Do you know where any battles were fought during the Civil War What about any battles that took place in our state of Tennessee?

Read the article, "Battles in Tennessee," pp.1-2; and label the four battles on the map that you learned about in the article (Battle of Fort Henry, Battle of Fort Donelson, Battle of Stones, and Battle of Shiloh)

Answer the following Exit Ticket Questions in your notebook:

1. What two battles in Tennessee were fought to control the rivers running straight into the middle of  Tennessee?

2.  What battle was the Battle of Shiloh similar to?  Explain at least one reason why thest two battles were so similar.

Thursday, 10/29 & Friday, 10/30

Take the quiz over The Beginning of the Civil War during synchronous time (in class).

Answer the Do Now Questions at the beginning of the power point for Lesson 4, Day 2.

Also, answer the following review questions: 

Do you remember what important geographical feature was so important for transportation during this time period?

Can you predict how this feature and its importance in the war will lead to other battles that happened later in Tennessee!

Finish reading the article, "Battles in Tennessee," p. 3.

Asynchronous Work:

If you have not finished labeling the battles from the article, please complete them.  You may draw a map of Tennessee, print and cut and paste the one from the powr point. or us a computer generated map of TN.

Writing Prompt:

Imagine that yhou are President Abraham Lincoln.  You know that part of your plan to win this war and squash the rebellion in the south is to take back control of Tennessee and other states and that the best wayto do that is to use the rivers that lead straight into the heart of Tennessee.  You must write a letter to your top general, Ulysses S. Grant, to give him the order to begin this mission and explain strategies and reasons for how to do so.  

Directions:  Pretending to be President Lincoln, wirte a letter to General Ulysses S Grant.  These directions are also located in the power point for Battles of Tennessee, Day 2 in the Show Me What You Know section.. Be sure to include:

All of the parts of a proper letter, including a date.

The locations of the attacks and the reasons for these location.  

Your main goals for this strategy.

Be careful not to include:  The outcomes of these battles... when you (Lincoln) are writing this letter, they haven't happened yet.

Have a wonderful evening, and I look forward to seeing you tomorrow!

Yours truly,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of October 19 - 23

 

Greetings Parents and Students!

 Welcome!  I am excited to have new students joining my Social Studies class for the 2ndQuarter as well as  those who are continuing from the 1st Quarter.  Together, "We are MNPS Strong and Head Magnet Strong!"  I look forward to a great remainder of the school year.

We are currently studying a unit on the Civil War.   Serious disagreements had developed between the people in the North and South.  The North and South very different economies.  The economy of the North was becoming industrial, based on factories that made such things as iron and steel; and machinery and cloth.  The South's economy was mostly agricultural.  The most profitable crop, cotton was grown on large plantations that relied  on slave labor.  More and more northerners, called abolitionist began to believe that slavery was morally wrong   The Southern states claimed that slavery was a matter of states' rights, and each state should have the right to decide whether  to allow slavery without the involvement of the federal government.   As soon as President Abraham Lincoln was elected the Southern states began leaving the Union.    The  Civil War  began on April 12, 1861, on an island off South Carolina at Fort Sumter.     

This week our focus will be the Beginning of the Civil War and The Three (3) Grand Divisions of Tennessee.  The standards/goals and objectives are as follows:

I will be able to explain how the Confederacy formed and how the Civil War began.

5.41 I can examine the issue of slavery in the three grand divisios and the impact their differences had on Tennessee's secession from the Union.

Synchronous Work:

Monday, 10/19 (A-Day) & Tuesday, 10/20 (B-Day)

Read an article, "The Beginning of War" and watch a video. 

Use two pages from your journal/notebook to take notes from the article.  Notes for page one (1) should be entitled: Forming the Confederate States of America.  Notes for page two should be entitled:  War Begins: The Battle of Fort Sumter.

Wednesday, 10/21 (A-Day) & Thursday, 10/22 (B-Day)of 

Answer the following questions in your journal notebook:  Have you ever heard of  Tennessee's three (3) Grand Divisions?  If so, explain what they are.  If not, can you make an inference about what that means?

Read the article, "Divisions of Tennessee."  Begin working on the graphic organizer/map of the Grand Divisions of  Tennessee.  Tell how the people in each of the three divisions relied slave labor.

Asynchronous Work:

Create an informative newspaper article about Tennessee's Three (3) Grand Divisions.  

Directions:

Congratulations!  It is 1861 and you have been hired as a newspaper journalist!  Your first assignment is to write an informative newspaper article about Tennessee's Three Grand Divisions and  their stance onthe iss ue of secession.  Your editor has given you a list of topics to inclue in your newspaper article:

1)  The names of each Grand Division   2)  The geography, culture, and economy of each one   3)  The opinions of most people that live in each area on the topics of slavery and secession

 

 

 

 

 

 

 

Week of October 12 - 16

Greetings Parents and Students!

Welcome Back!  I hope everyone had a relaxing Fall Break.  We are starting the 2nd Quarter of school, and I know that you are setting academic goals.  There were some challenges last quarter, but you put forth tremendous effort to navigate  through our   unique learning environment.  I'm  very grateful for your hard work and determination. 

This week we will review and focus on the events leading up to the Civil War.  Our learning goals and assignments are as follows:

I will be able to identify and describe events that occurred in the years leading up to the Civil War and how those events helped to cause the war. 

Monday, 10/12 - Planning Day (COLUMBUS DAY, NO SCHOOL)

Synchronous Assignments:

Tuesday, 10/13  (A-Day) & Wednesday 10/14 (B-Day)

Turn and Talk Activity: 

 Think back to what you learned in 4th Grade last year... What do you remember learning about what happened in the early 1800's that might have led to the Civil War?  Do you remember any major events? 

Read the article, "Events Leading Up to the Civil War,  pp. 1-2.  Look for the following:  What argument was the Missouri Compromise suppose to help solve?

What two states were added to the Union thanks to that compromise and under what conditions?  What else did this compromise decide for future states?

What were the five parts of the Compromise of 1850?  Which part is the most well-known and why do you think this is so?

What is popular sovereignty?

What act changed the Missouri Compromise of 1820?  How did it do this?

Who attacked a Senator?  Explain why he did this and what happened as a result?

Watch videos on the Missouri Compromise and the Kansas-Nebraska Act.

Thursday, 10/15 (A-Day) & Friday, 10/16 (B-Day)

Continue  reading the article, "Events Leading Up to the Civil War," (p. 3)b

Read and discuss the passage on "The Election of 1860," and identify pictures of the candidates

Watch a video on the Candidates of the Election of 1860 and analyze political cartoons.

Complete a Fill-in-the Blank Activity on the 7 Events Leading Up to the Civil War.

Asynchronous Assignments:

Complete a KWL Chart on events leading up to the Civil War.

  

 

 

 

 

 

 

 

Week of September 28 - October 2

Greetings Parents and Students,

I'm delighted with the progress the students have made during the 1st Nine Weeks!  They have demonstrated an interest in the current units of study as they completed synchronous and asynchronous assignments.   I am very grateful for the support and reinforcement  that parents have provided during this unique virtual learning environment.

This week we will continue to focus on the impact of important Tennesseans prior to the Civil War.  The standards and  assignments are as follows:

5.40 Identify the impact of important Tennesseans prior to the Civil War, including: David Crockett and Sam Houston, (Texas War for Independence and the Alamo), James K. Polk (Manifest Destiny), and Sequoyah's Cherokee Syllabary.

Synchronous Assignments:

Monday, 9/28 (A-Day, 3rd Period)

Read the article, "Sequoyah's Cherokee Syballary," and complete the graphic organizer to answer the following questions: 1) What was it?   2) When was it written and how long did it take?  3)   Who made it?  4) Why was it important?  

Tuesday,  9/29 (B-Day) & Wednesday. 9/30

Read the article "The Battle of the Alamo" using close reading strategies (identify the main idea in each paragraph, note the unfamiliar or difficult words, also write the things that wondered about or found interesting).

Draw a Venn Diagram in your interactive Social Studies notebook, and compare and contrast David Crockett and Sam Houston.

Write a journal entry pretending to be either David Crockett or Sam Houston.  In your journal entry, be sure to include the following:  Write in the first person (from your point of view), a date, .and  at least three (3) facts from the text.  Also, be sure to include which time period of their life you are writing about.

Thursday, 10/1

Read the article, "Manifest Destiny,"  and draw a Concept of Definition Map to answer the following questions:  What is it?  What is it like?  Also, cite evidence that President James K. Polk believed in Manifest Destiny in the squares at the bottom of the concept map.

Re-read the article and create a T-Chart by listing some "Pros" and "Cons" about the idea of Manifest Destiny and the way that President Polk and other Americans wanted to fulfill that idea. Also, write a paragraph to tell your opinion about the belief of Manifest Destiny. 

Asynchronous Assignment:

Quarter 1 Reflection Discussion

Each week this quarter you have been asked to reflect on a rose (good thing) and thorn (not so great thing) about your life right now. You have also learned about many historical figures...

 

 

 

 

 

 

 

 

 

 

Week of September 21 - 25

Dear Parents and Students this week we are focusing on Andrew Jackson's Impact as President of the United States, the Trail of Tears, The Indian Removal Act, andThe Cherokee Syllabary.  The standards and assignments are as follows:

5.38 Analyze the impact of Andrew Jackson’s presidency on the American Indian population of Tennessee, including: the Indian Removal Act, Trail of Tears, Treaty of Echota, and John
Ross.

5.39 Explain how the western boundary of Tennessee was expanded with the Jackson Purchase.

5.40 Identify the impact of important Tennesseans prior to the Civil War, including: David Crockett and Sam Houston, (Texas War for Independence and the Alamo), James K. Polk (Manifest Destiny), and Sequoyah's Cherokee Syllabary.

Synchronous Work:

Monday, 9/21

Students will report to classes by accessing the Missing/Make up Work Link on the Schoology page to work on missing assignments and retake tests.  Also, remember to complete the Digital Citizenship Asynchronous Work.

Please use the practice test, highlighted notes, and practice work under Week 6 to improve your score on the assessment.

Synchronous Work

Tuesday, 9/22 (A-Day, 3rd Period Class)

Read the article, "The War of 1812," and answer the following text-directed/discussion questions:  1) How did Tennessee get its nickname, "The Volunteer State?"   2) In your opinion, why do you think so many Tennesseans volunteerd when asked to fight a battle so far from home?

View the video clip on "The Battle of Horseshoe Bend."

Tuesday, 9/22 & Wednesday, 9/23

Read "The Impact of  President Andrew Jackson," and view the videos: "Trail of Tears," "Indian Removal Act," and "Treaty of Echota."

Thursday, 9/24 & Friday, 9/25

Read the article, "Sequoyah's Cherokee Syballary," and complete the graphic organizer to answer the following questions: 1) What was it?   2) When was it written and how long did it take?  3)   Who made it?  4) Why was it important?

View the video on "The Language of the Cherokee.

Asynchronous Work:

Read the passage on "Sequoyah's Cherokee Syllabary," and answer the text-directed questions. Also, you may refer back to the article for this week.

 

 

 

Week of September 14 - 18

Dear Parents and Students,

I appreciate everyone working diligently to complete assignments.  This week will focus on Tennessee's early attempts at statehood.  Also,  there were a number of steps that had to be completed and requirements that needed to be  met before petitioning for statehood.  

The standards and assignments are as follows:

5.34 Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders, and explain how it was the first step to Tennessee’s statehood.

5.35 Describe the steps that Tennessee took to become a state (i.e., population requirement, vote by the citizens, creation of a state
constitution, and Congressional approval).

5.36 Identify the year Tennessee became a state, its first governor, and the original capital.

5.37 Describe Tennessee’s involvement in the War of 1812, including: Andrew Jackson, the Tennessee volunteers, and Battle of Horseshoe
Bend.

Synchronous Assignments:

Monday, 9/14 (A-Day)

Unit 2, Lesson 2 Southwest Territory powerpoint

Read the article on "The Southwest Territory"  and complete Turn and  Talk activity.

Journal Prompt:  Write a paragraph to explain how this Southwest Territory was the first step to Tennessee becoming a state.  Make sure to include what other state this land came from and  what leaders played a role here.

Tuesday, 9/15 (B-Day) & Wednesday, 9/16 (A-Day)

Read the article, Tennessee Becomes a State and complete a Lesson Outline. 

Create a comis strip summarizing the article and using what you have learned. Be creative and be sure to include:  requirements for a territory to become a state, the steps that the people of Tennessee took to become a state, the first governor, and capital.

Use the article, notes, and  the comic strip to complete the Fill-in-the-Blank Tennessee State Quiz.

Thursday, 9/17 (B-Day) & Friday, 9/18 (A-Day)

Read the article, War of 1812, Battle of Horseshoe Bend, and answer the text-directed questions.

Watch the video clip on "The Battle of Horseshoe Bend."

Note:  Pleasee make up missing assignments.

 

 

 

 

 

 

 

 

Week of September 7 - 11

Greetings Parents and Students!

 Hopefully you took some time this past Labor Day weekend to enjoy time with family and catch up on some rest.  Thank you for working so hard and demonstrating a desire to learn about Tennessee's history.  The test for Unit 1 is due on Wednesday.  You may take it twice. Also, if you need to retake the assessment it should allow you to access it.  Please re-read the highlighted articles, the pratice test, and practice work.  

This week we will study Unit 2:  Statehood and Early Tennessee History.  The standards and assignments are as follows:

5.33 Identify the Lost State of Franklin as Tennessee's first attempt at statehood, and explain the reason for its failure.

5.34 Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders, and explain how it was the first step to Tennessee’s statehood.

Synchronous Assignments:

Monday, 9/7  Labor Day

Tuesday, 9/8  (A-Day) -  Unit 1 Review and instructions for retakes  Begin reading "Lost State of Franklin" with the teacher and answer text directed questions on the graphic organizer.

Wednesday, 9/9 (B-Day) & Thursday, 9/10 (A-Day) - Reread the "Lost State of Franklin" article and  complete the Order of Events activity, "What's the Order?" by dragging the events from top to bottom in the order they occurred in history.  Complete this activity during synchronous time.

Reread the "Lost State of Franklin" article and complete the graphic organizer.

Friday, 9/11 - Unit 2, Lesson 2 Southwest Territory powerpoint

Read the article on "The Southwest Territory"  and complete Turn and  Talk activity

Asynchronous Assignments for September 7 -11

Tuesday, 9/8 & Wednesday 9/9 Digital Citizenship Lesson 3 - 1) Watch the video 2) Complete a "Just Because" mini-poem 3) Complete the Gender Stereotypes Lesson Quiz 

 Thursday, 9/10 & Friday, 9/11 10 1) Watch the video link  2) Complete the Friendship Lesson Quiz.

Note:  Please make up all missing assignments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of August 31 - September 4

Dear Parents and Students,

This week will continue our focus on "The First Tennesseans" and "Tennessee Prior to Statehood.   We will examine the origins of Tennessee and American Indians native to the region, te reasons

for the settlement of Tennessee, and Tennessee's role in the American Revolution.

n.  The standards and assignments are as follows:

5.30 Explain the significance of the Watauga Settlement in Tennessee history, includng the following: Watauga Compact, Dragging, John Sevier, and Nancy Ward.

5.31 Describe the founding of  and the obstacles faced with the establishment of the Cumberland Settlelments, including the Battle of the Bluffs, John Donelson, and James Robertson.

5.32 Explain the importance of Tennesseans (i.e., Overmountain Men) in the Battle of Kings' Mountain during the American  Revolution

Assignments: 

Day Synchronous Work Asynchronous Work
Monday 8/31 Cumberland Settlement Notes Cumberland Settlement Graphic Organizer
Tuesday 9/1
Wednesday 9/2
Tennesseans in American Revolution Notes & Graphic Organizer Digital Citizenship Lesson 1
Thursday 9/3
Friday 9/4
Unit 1 Assessment
Tennessee Before Statehood
Digital Citizenship Lesson 2
Day Synchronous Work Asynchronous Work
Monday 8/31 Cumberland Settlement Notes Cumberland Settlement Graphic Organizer
Tuesday 9/1
Wednesday 9/2
Tennesseans in American Revolution Notes & Graphic Organizer Digital Citizenship Lesson 1
Thursday 9/3
Friday 9/4
Unit 1 Assessment
Tennessee Before Statehood
Digital Citizenship Les

 

 

 

 

 

 

 

 

Week of August 24 - 28

We will have MAP Testing on Tuesday and Wednesday in Math and ELA. I have included a reading passage for those days for 6th and 3rd periods.  This week we will continue to  focus on "The First Tennesseans."  The standards and assignments for  this week  are as follows:

5.29 Explain how the Cumberland Gap and Wilderness Road influenced migration into the Tennessee region following the Proclamation
of 1763.

5.30 Explain the significance of the Watauga Settlement on Tennessee history, including the following: Watauga Compact, Dragging Canoe, John Sevier, and Nancy Ward.

Assignments:

Monday, 8/24 (A-Eay Schedule)

Cumberland Gap and Wilderness Road:   Read the article on the Cumberland Gap and Wilderness Road.  ( This can be  found under Week the Assignments and Resources for Week 3) Divide your paper into 3 parts; top, Proclamation of 1763, the middle as Cumbeland Gap, and the bottom as Wilderness Road.  As you reread the article write down the jmportant facts on eac topic. 

Asynchronous  Assignemnt:

1.  Place the  following events in order by writing them out.

2. Click on the submit button and submit the events inthe 

Events:

  • After several weeks, Boone had made it through the Cumberland Gap, through the state of Kentucky, and up to the Ohio River, creating the Wilderness Road.
  • In 1775 Daniel Boone was hired to blaze a trail through the Alleghany Mountains into Kentucky.
  • Thousands more settlers began to use this road to move west into Tennessee and Kentucky after the Revolutionary War began.
  • In 1773, Boone and his family tried to move to Kentucky but were attacked by the Cherokee. One of his sons died so they went back home to North Carolina.
  • The Proclamation of 1763 prohibited all settlement west of a line drawn along the Appalachian Mountains.
  •  

Tuesday,  8/25

MAP Testing during PLT for Math

6th Period Class Only -  We will read "Pocahantas" during class after testing.

Wednesday, 8/26

MAP Testing during PLT for ELA 

3rd Period Class Only - We will read "Pocahantas" during class after testing.

Thursday, 8/27

 

1. Place the following events in order by writing them out. (Week 4 Assignemnts and Resources - Asynchronous Work)

2. Click on the submit button and submit the events in the correct order.  

Events-

  • After several weeks, Boone had made it through the Cumberland Gap, through the state of Kentucky, and up to the Ohio River, creating the Wilderness Road.
  • In 1775 Daniel Boone was hired to blaze a trail through the Alleghany Mountains into Kentucky.
  • Thousands more settlers began to use this road to move west into Tennessee and Kentucky after the Revolutionary War began.
  • In 1773, Boone and his family tried to move to Kentucky but were attacked by the Cherokee. One of his sons died so they went back home to North Carolina.
  • The Proclamation of 1763 prohibited all settlement west of a line drawn along the Appalachian Mountains.

Cumberland Settlements:  Read the article (4th Week Assignments and Resources)

1.  Divide your paperinto 3 parts - top, middle, and bottom, and label each section.  Label the top as Robertson's  Voyage, the  middle as Donaldson's Voyage,  and the bottom as Battle of the Bluff.

2.  As you read the article with your teacher fill  in each section with the important facts.

Friday, 8/28

Read the "Watuaga Settlement" article and in the comment box write down one thing you learned.  Then reply to three other comments and build upon what they shared.

Asynchronous Work:  In your notebook divide your  paper into  4 parts and label each  part - top left Watauga Compact, top right, as Dragging Canoe, bottom left as John Sevier, and bottom right as Nancy Ward. 

Reread the article with the teacherand fill  in each section with important facts. 

 

 

 

 

 

 

 

 

Week of August 17 -21

Dear Parents and Students,

I hope everyone had a restful and relaxing weekend.  This week we will study "The First Tennesseans as we examine  the origins of Tennessee and American Indians native to the regions and the the reason for settlement of Tennessee.  The standards and assignments are as follows:

5.27 Identify the cultures of the major indigenous settlements in Tennessee, including:  the Paleo (Coats-Hines Site), Archaic, Woodland(Old Stone Fort, Pinson Mounds), and Mississippian (Chucalissa Indian Village).

5.26 Explain how the name “Tennessee”originated from the Yuchi word Tana-see,referring to where the rivers come together.

5.28 Identify the pre-colonial American Indiantribes residing in Tennessee (e.g., Cherokee, Chickasaw, Creek, and Shawnee), and analyze their various customs and traditions.

 

Synchronous for the Week of Monday, 8/17  & Tuesday, 8/18

In your notebook divide the page into four (4) parts Label the top left as the Paleo-Indian Period, top right as the Archaic Period, bottom left as Woodland Period and bottom right as the Mississippian Period. Read the article on "Indigenous Settlements in Tennessee." As you reread the article take notes in the graphic organizer for each of the four (4) periods.  Things to write down:  1) Time period

 

 

2) Technology - tools, weapons, inventions  3) Where did they settle?  4) How did the people make a living/how did they live?

Wednesday, 8/19 & Thursday 8/20

In your notebook divide it into 4 sections:  top left as Cherokee, top right as Chickasaw, bottom left as Creel amd bottom left as Shawnee. Read the article on "Pre-Colonial Indians and fill out each section with information about each tribe.

Friday, 8/21 & Monday, 8/24

Divide your paper into 3 parts: top, middle, and bottom.  Label the top Proclomation of 1763, label the  middle as Cumberland Gap, and the bottom as Wilderness Road.  Read the article and write down important facts.

Note:  The asynchronous assignments are daily assignments.

 

 

 

 

 

 

 

Week of August 10 - 14

Greetings Parents and Students!

Welcome to Head Middle Magnet School and to my class.  This week we will continue to build our classroom community by participating in introductory and SEL  activities.  We will discuss our school expectations and netiquette.  Also, there will be a review standards from last school year.

I apologize for any technical difficulties that you may have experienced, and I truly appreciate your patience as we navigate through virtual learning.  We are off to a great start!  Together we are “MNPS and Head Magnet Strong!”

SEL Activities for this week included the following:

SEL Question of the Week:

 How do I define the way I define myself compare to the way others define me?

Monday, 8/10

SEL Activity

Illustrate the similarities and differences between the way you define yourself and the way others define you.  First draw the outline of your hand or simply draw a box in your journal. Inside each finger write words, phrases, or descriptions to describe yourself.

PLT Journal Prompt

Write a short review about a book you’ve recently read.  Also, if you were the author, explain whether or not you would have ended the book in a different way.  If so, explain why and how you’d change the ending.

Social  Studies:

Quick Write:

Herbert Clark Hoover, the 31st president of the United States was born on August 10, 1874.  Would you like to be the president of the United States.  Tell why or why not.  What issues would you like to change if you were president?

Write one or two paragraphs.

 Make a powerpoint with no more than 5 slides about yourself and email it to me.  My email address is pamel.d.anderson@mnps.org.

Note:  You may include the five (5) words, phrases or descriptions you placed inside the fingers of the outline of your hand for SEL.

 

 

Tuesday, 8/11

SEL Activity:

Outside of your outline from yesterday, write words, phrases or descriptions that reflect how you think others view you as a person.  In some cases, how the outside world sees us is the same as how we see ourselves, and in some cases, it is not. Write a journal entry reflecting on the ideas represented on your hand identity chart or outline.

Social Studies:  (B-Schedule – 4th, 5th, and 6th Period Classes)

Ice Breaker/Introductory Activity:

 Describe yourself using only these letters of the alphabet….D, G, I, O, T, V, Y..

In your family, your brother’s known as the athletic one.  Your sister is  known as the smart one.  You’re famous for being...

Wednesday, 8/12 - A-Day Schedule

SEL Activity:  Hand Identity Chart Activity

Notice words inside and outside of your hand outline.  Which ones are the same?  Which ones are different?  Explain why some words might be the same, while others might be different.

PLT Activity: 

What is a growth mindst?

The following statements illustrate a student with a fixed mindset. Change the sentences to illustrate a student with a growth mindset.

Fixed                                                                                     Growth

 

a.       I’m just not a reader.                                              _____________________________________

b.       I don’t know how to do this. I can’t do it.       _____________________________________

c.       Working hard is stupid.                                          _____________________________________

 

 

Social Studies (3rd Period)

Quick Write:

 Which three questions would you like to ask an ancestor of yours from five generations ago?  Tell why you chose these three (3) questions.

Asynchronous Learning:

Continue working on your powerpoint which includes five (5) things about yourself.

Thursday, 8/13 (B-Day Schedule – 4th, 5th, 6th Periods)

SEL Activity:  Identity Discussion

What roles do other people have in shaping our identities?

Do we really have one fixed identity, or are there multiple identities?

What role do the traditions of your parents or grandparents play as you think about your present and future?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used.

 

Friday, 8/14 (A-Day Schedule)

SEL Activity:

Strongly agree or disagree with the following statements:

“Living in diverse communities makes it more important for people t hold onto their family’s identity and traditions.” ”Living in a diverse community requires people to give up their family identity and traditions.”

PLT Prompt

When you grow you change.  How do you want to change by the end of 5th grade?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Greetings Parents and Students!

Welcome to Head Middle Magnet School and to my class.  This week we will continue to build our classroom community by participating in introductory and SEL  activities.  We will discuss our school expectations and netiquette.  Also, there will be a review standards from last school year.

I apologize for any technical difficulties that you may have experienced, and I truly appreciate your patience as we navigate through virtual learning.  We are off to a great start!  Together we are “MNPS and Head Magnet Strong!”

SEL Activities for this week included the following:

SEL Question of the Week:

 How do I define the way I define myself compare to the way others define me?

Monday, 8/10

SEL Activity

Illustrate the similarities and differences between the way you define yourself and the way others define you.  First draw the outline of your hand or simply draw a box in your journal. Inside each finger write words, phrases, or descriptions to describe yourself.

PLT Journal Prompt

Write a short review about a book you’ve recently read.  Also, if you were the author, explain whether or not you would have ended the book in a different way.  If so, explain why and how you’d change the ending.

Social  Studies:

Quick Write:

Herbert Clark Hoover, the 31st president of the United States was born on August 10, 1874.  Would you like to be the president of the United States.  Tell why or why not.  What issues would you like to change if you were president?

Write one or two paragraphs.

 Make a powerpoint with no more than 5 slides about yourself and email it to me.  My email address is pamel.d.anderson@mnps.org.

Note:  You may include the five (5) words, phrases or descriptions you placed inside the fingers of the outline of your hand for SEL.

 

 

Tuesday, 8/11

SEL Activity:

Outside of your outline from yesterday, write words, phrases or descriptions that reflect how you think others view you as a person.  In some cases, how the outside world sees us is the same as how we see ourselves, and in some cases, it is not. Write a journal entry reflecting on the ideas represented on your hand identity chart or outline.

Social Studies:  (B-Schedule – 4th, 5th, and 6th Period Classes)

Ice Breaker/Introductory Activity:

 Describe yourself using only these letters of the alphabet….D, G, I, O, T, V, Y..

In your family, your brother’s known as the athletic one.  Your sister is  known as the smart one.  You’re famous for being...

Wednesday, 8/12 - A-Day Schedule

SEL Activity:  Hand Identity Chart Activity

Notice words inside and outside of your hand outline.  Which ones are the same?  Which ones are different?  Explain why some words might be the same, while others might be different.

PLT Activity: 

What is a growth mindst?

The following statements illustrate a student with a fixed mindset. Change the sentences to illustrate a student with a growth mindset.

Fixed                                                                                     Growth

 

a.       I’m just not a reader.                                              _____________________________________

b.       I don’t know how to do this. I can’t do it.       _____________________________________

c.       Working hard is stupid.                                          _____________________________________

 

 

Social Studies (3rd Period)

Quick Write:

 Which three questions would you like to ask an ancestor of yours from five generations ago?  Tell why you chose these three (3) questions.

Asynchronous Learning:

Continue working on your powerpoint which includes five (5) things about yourself.

Thursday, 8/13 (B-Day Schedule – 4th, 5th, 6th Periods)

SEL Activity:  Identity Discussion

What roles do other people have in shaping our identities?

Do we really have one fixed identity, or are there multiple identities?

What role do the traditions of your parents or grandparents play as you think about your present and future?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used.

 

Friday, 8/14 (A-Day Schedule)

SEL Activity:

Strongly agree or disagree with the following statements:

“Living in diverse communities makes it more important for people t hold onto their family’s identity and traditions.” ”Living in a diverse community requires people to give up their family identity and traditions.”

PLT Prompt

When you grow you change.  How do you want to change by the end of 5th grade?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used. 

 

 

Greetings Parents and Students!

Welcome to Head Middle Magnet School and to my class.  This week we will continue to build our classroom community by participating in introductory and SEL  activities.  We will discuss our school expectations and netiquette.  Also, there will be a review standards from last school year.

I apologize for any technical difficulties that you may have experienced, and I truly appreciate your patience as we navigate through virtual learning.  We are off to a great start!  Together we are “MNPS and Head Magnet Strong!”

SEL Activities for this week included the following:

SEL Question of the Week:

 How do I define the way I define myself compare to the way others define me?

Monday, 8/10

SEL Activity

Illustrate the similarities and differences between the way you define yourself and the way others define you.  First draw the outline of your hand or simply draw a box in your journal. Inside each finger write words, phrases, or descriptions to describe yourself.

PLT Journal Prompt

Write a short review about a book you’ve recently read.  Also, if you were the author, explain whether or not you would have ended the book in a different way.  If so, explain why and how you’d change the ending.

Social  Studies:

Quick Write:

Herbert Clark Hoover, the 31st president of the United States was born on August 10, 1874.  Would you like to be the president of the United States.  Tell why or why not.  What issues would you like to change if you were president?

Write one or two paragraphs.

 Make a powerpoint with no more than 5 slides about yourself and email it to me.  My email address is pamel.d.anderson@mnps.org.

Note:  You may include the five (5) words, phrases or descriptions you placed inside the fingers of the outline of your hand for SEL.

 

 

Tuesday, 8/11

SEL Activity:

Outside of your outline from yesterday, write words, phrases or descriptions that reflect how you think others view you as a person.  In some cases, how the outside world sees us is the same as how we see ourselves, and in some cases, it is not. Write a journal entry reflecting on the ideas represented on your hand identity chart or outline.

Social Studies:  (B-Schedule – 4th, 5th, and 6th Period Classes)

Ice Breaker/Introductory Activity:

 Describe yourself using only these letters of the alphabet….D, G, I, O, T, V, Y..

In your family, your brother’s known as the athletic one.  Your sister is  known as the smart one.  You’re famous for being...

Wednesday, 8/12 - A-Day Schedule

SEL Activity:  Hand Identity Chart Activity

Notice words inside and outside of your hand outline.  Which ones are the same?  Which ones are different?  Explain why some words might be the same, while others might be different.

PLT Activity: 

What is a growth mindst?

The following statements illustrate a student with a fixed mindset. Change the sentences to illustrate a student with a growth mindset.

Fixed                                                                                     Growth

 

a.       I’m just not a reader.                                              _____________________________________

b.       I don’t know how to do this. I can’t do it.       _____________________________________

c.       Working hard is stupid.                                          _____________________________________

 

 

Social Studies (3rd Period)

Quick Write:

 Which three questions would you like to ask an ancestor of yours from five generations ago?  Tell why you chose these three (3) questions.

Asynchronous Learning:

Continue working on your powerpoint which includes five (5) things about yourself.

Thursday, 8/13 (B-Day Schedule – 4th, 5th, 6th Periods)

SEL Activity:  Identity Discussion

What roles do other people have in shaping our identities?

Do we really have one fixed identity, or are there multiple identities?

What role do the traditions of your parents or grandparents play as you think about your present and future?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used.

 

Friday, 8/14 (A-Day Schedule)

SEL Activity:

Strongly agree or disagree with the following statements:

“Living in diverse communities makes it more important for people t hold onto their family’s identity and traditions.” ”Living in a diverse community requires people to give up their family identity and traditions.”

PLT Prompt

When you grow you change.  How do you want to change by the end of 5th grade?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used. 

 

 

 

Greetings Parents and Students!

Welcome to Head Middle Magnet School and to my class.  This week we will continue to build our classroom community by participating in introductory and SEL  activities.  We wlll idiscuss our school expectations and netiquette.  Also, there will be a review standards from last school year.

I apologize for any technical difficulties that you may have experienced, and I truly appreciate your patience as we navigate through virtual learning.  We are off to a great start!  Together we are “MNPS and Head Magnet Strong!”

SEL Activities for this week included the following:

SEL Question of the Week:

 How do I define the way I define myself compare to the way others define me?

Monday, 8/10

SEL Activity

Illustrate the similarities and differences between the way you define yourself and the way others define you.  First draw the outline of your hand or simply draw a box in your journal. Inside each finger write words, phrases, or descriptions to describe yourself.

PLT Journal Prompt

Write a short review about a book you’ve recently read.  Also, if you were the author, explain whether or not you would have ended the book in a different way.  If so, explain why and how you’d change the ending.

Social  Studies:

Quick Write:

Herbert Clark Hoover, the 31st president of the United States was born on August 10, 1874.  Would you like to be the president of the United States.  Tell why or why not.  What issues would you like to change if you were president?

Write one or two paragraphs.

 Make a powerpoint with no more than 5 slides about yourself and email it to me.  My email address is pamel.d.anderson@mnps.org.

Note:  You may include the five (5) words, phrases or descriptions you placed inside the fingers of the outline of your hand for SEL.

 

 

Tuesday, 8/11

SEL Activity:

Outside of your outline from yesterday, write words, phrases or descriptions that reflect how you think others view you as a person.  In some cases, how the outside world sees us is the same as how we see ourselves, and in some cases, it is not. Write a journal entry reflecting on the ideas represented on your hand identity chart or outline.

Social Studies:  (B-Schedule – 4th, 5th, and 6th Period Classes)

Ice Breaker/Introductory Activity:

 Describe yourself using only these letters of the alphabet….D, G, I, O, T, V, Y..

In your family, your brother’s known as the athletic one.  Your sister is  known as the smart one.  You’re famous for being...

Wednesday, 8/12 - A-Day Schedule

SEL Activity:  Hand Identity Chart Activity

Notice words inside and outside of your hand outline.  Which ones are the same?  Which ones are different?  Explain why some words might be the same, while others might be different.

PLT Activity: 

What is a growth mindst?

The following statements illustrate a student with a fixed mindset. Change the sentences to illustrate a student with a growth mindset.

Fixed                                                                                     Growth

 

a.       I’m just not a reader.                                              _____________________________________

b.       I don’t know how to do this. I can’t do it.       _____________________________________

c.       Working hard is stupid.                                          _____________________________________

 

 

Social Studies (3rd Period)

Quick Write:

 Which three questions would you like to ask an ancestor of yours from five generations ago?  Tell why you chose these three (3) questions.

Asynchronous Learning:

Continue working on your powerpoint which includes five (5) things about yourself.

Thursday, 8/13 (B-Day Schedule – 4th, 5th, 6th Periods)

SEL Activity:  Identity Discussion

What roles do other people have in shaping our identities?

Do we really have one fixed identity, or are there multiple identities?

What role do the traditions of your parents or grandparents play as you think about your present and future?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used.

 

Friday, 8/14 (A-Day Schedule)

SEL Activity:

Strongly agree or disagree with the following statements:

“Living in diverse communities makes it more important for people t hold onto their family’s identity and traditions.” ”Living in a diverse community requires people to give up their family identity and traditions.”

PLT Prompt

When you grow you change.  How do you want to change by the end of 5th grade?

Social Studies:

August is National Inventor’s Month.  Think of a new invention you would like to create and  explain your creation.  Don’t forget to include how you invention will be used. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 18 -22

Greetings Parents and Students,

It's hard to believe that this school year is coming to a close! I would like to express my gratitude to each of you for making this most unusual year a success. The students worked dilligently to complete assignments in the traditional classroom setting, and also through Remote Learning 2.0.  It wouldn't have been possible without the efforts of everyone working as a team. 

Have a wonderful summer!

Learning Standards/Objective (s)

5.54 Describe the structure of Tennessee's goverrnment, including the role of each of the three branches, the governor, and state representatives.

Ojective:  Select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion).

 

Monday, 5/18

Think about the following statement.  Choose one side based on this issue and explain your opinion.

Using our First Amendment freedoms can/cannot ever hurt others' freedoms.  What do you think?  Does freedom of speech ean you can draw graffiti onpublic property?  Can you tell lies that harm others.  How can we use our freedoms so they don't hurt anyone else?

Note:  Remember to make posts or submissions respectfully.  You are exercising your First Amendment freedoms as you write about your opinions on this topic.

Activity:  List what you've learned this year from A -Z.  For each letter of the alphabet write and illustrate something you learned or  did throughout the year.  You may do this individually or get assistance from a friend, sibling, or parent.

Tuesday, 5/19

Continue  working on your A - Z  list of what you learned  or did during 5th Grade, 2020.  

Additionally, sum up your favorite school-year memories.  You may send or post memories or photos that capture that best of the 2019-20 school year.  You may combine this with the A-Z list, if you would like.

Wednesday 5/20

Create a time capsule and assemble or collect information or items put inside of it.  For example innclude facts in your time capsule such as:  Your Name, Date, Friends, and  Goal(s).   Also list you favorite food, hobby, song, T.V. show, movie, pet, subject/classs etc.

Class Meeting:  12:30 p.m. 

Thursday, 5/21

Student Retrieval of Personal Items 

 

 

  

 

 

 

 

 

Week of May 11

Greetings Parents and Students,

I hope you  were able to find a creative way to show your gratitude and appreciation for your first teacher on Mother's Day this year.  It has been said that mothers are our "first teachers." 

I truly appreciate your support and cooperation during the launch phase of 2.0 Remote Learning.  As we prepare to close out this school year I would like to share the procedures.

Please email your locker combination no later this Friday.  In the event you don't remember your combination or you have a lock which requires a key, we regret that we will have to cut it off.    Additional instructions are forthcoming which concern retrieving personal items from our principal.  Students and parents will not will allowed in the building due to COVID19 restrictions.

This week we are studying Tennessee's State Government.  The people of Tennessee have their own constitution and government.  Tennessee's current constitution is more than 135 years old.  While the delegates were writing it, they thought about how to make the best government.  They wanted a democracy that would protect life, liberty and happiness.

 

Learning Standards/Objective (s)

5.54 Describe the structure of Tennessee's goverrnment, including the role of each of the three branches, the governor, and state representatives.

Objective: Societies are driven by the actions of leaders and citizens.

Textbook Online:  Tennessee Through Time, Chapter 18, Governing Tennessee (pp. 216-231)

 

Assignments for the Week of May 11th

Monday, 5/11

Read and review the standards and objectives above for this week. 

Vocabulary:  bill, democracy, executive branch, judicial branch, legislative branch, levels of government liberty, supreme court, and veto.

Discussion Journal:  What does the word democracy mean to you?  Explain by writing a paragraph (5-7) sentences.  Cite evidence from Chapter 18 in the textbook, researching, or personal examples. 

Tuesday, 5/12

Tennessee has three (3) levels of government.  Local government leaders make decisions that affect town, cities, and counties.   State government leaders make decisions that affect the state.  The national government makes decisions for the whole country.

Complete the Chart of the three levels of government. 

Level            Place                               What It Provides

Local            cities and counties             police, firefighters...

State            

National                                                     military,...

 

Wednesday, 5/13

Define the three branches of government and identify the leaders or governing body for each branch for national, state, and city government  For example: 

Branch            National

Executive        President

Legislative       Congress

Judicial           Supreme Court 

Note:  You may find information to help you on the Tennessee Blue Book:  Student Edition website.

Name the steps that a bill becomes a law in Tennessee.

Thursday, 5/14

Complete this week's assignments.  Do you know the names of your leaders in the state of Tennessee? What are the names of the governor, mayor, district and state representatvies? Note: The website for the Tennessee Blue Book:  Student Edition is a great resource.

Friday, 5/15

Friday Meeting at 12:30

Discussion:  The state constitution states "all free governments are... created for [the people's] peace, and happiness.  What do you think life would be like without the Tennessee Constitution or United States Constitution?  Give examples in your life where you exercise your First Amedment rights.  Write one or two parargraphs to explain.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dear Parents and Students,

I know that some families had power outages and interruption in internet service due to yesterday’s storm.  Hopefully, power will be restored shortly so that you are not further impacted.   I have received the prompts, comments, and work that you have posted on Schoology.  You are doing an awesome job!  I am still available during office hours. (12:30 – 1:00 pm.)  Thank you for your participation in last week’s meeting.  It was wonderful to see your smiles and faces!

This week we will continue studying Tennessee Geography.  If you haven’t ­completed researching the five (5) influential people of Tennessee during the 20th century, please continue working on the others. 

Since the first settlers moved to Tennessee in the 1700’s, people have seen the state as divided into three sections called the Grand Divisions.  These sections are East Tennessee, Middle Tennessee, and West Tennessee.  Each division has landforms and land regions that make it different from the other two. Dear Parents and Students,

I know that some families had power outages and interruption in internet service due to yesterday’s storm.  Hopefully, power will be restored shortly so that you are not further impacted.   I have received the prompts, comments, and work that you have posted on Schoology.  You are doing an awesome job!  I am still available during office hours. (12:30 – 1:00 pm.)  Thank you for your participation in last week’s meeting.  It was wonderful to see your smiles and faces!

This week we will continue studying Tennessee Geography.  If you haven’t ­completed researching the five (5) influential people of Tennessee during the 20th century, please continue working on the others. 

Since the first settlers moved to Tennessee in the 1700’s, people have seen the state as divided into three sections called the Grand Divisions.  These sections are East Tennessee, Middle Tennessee, and West Tennessee.  

Tennessee’s land regions are the:

Great Smoky Mountains – These mountains form the border between Tennessee and North Carolina.

Great Valley – This huge valley lies between the Smokies and the Cumberland Plateau. Since the first settlers moved to Tennessee in the 1700’s, people have seen the state as divided into three sections called the Grand Divisions.  These sections are East Tennessee, Middle Tennessee, and Since the first settlers moved to Tennessee in the 1700’s, people have seen the state as divided into three sections called the Grand Divisions.  These sections are East Tennessee, Middle Tennessee, and West Tennessee.  Each division has landforms and land regions that make it different from the other two.

Tennessee’s land regions are the:

Great Smoky Mountains – These mountains form the border between Tennessee and North Carolina.

West Tennessee.  Each division has landforms and land regions that make it different from the other two.

Tennessee’s land regions are the:

Great Smoky Mountains – These mountains form the border between Tennessee and North Carolina.

 

Cumberland Plateau - This region is higher that the Great Valley.  It begins at the Cumberland Gap, where Virginia, Kentucky and Tennessee meet.  I ends at the Eastern Highland Rim.

Highland Rim – This the largest land region in Tennessee.  It is a high area of land that surrounds the Central Basin.   

Central Basin – This is a region of gently rolling hills in the center of the Highland Rim.

West Tennessee Plain – This river plain region lies between the  Mississippi River and the western portion of the Tennessee River.

Learning Activities for the Week of May 4 – 8, 2020

Objective:  Recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee.

Essential Question:  How does geography influence culture?

Monday, 5/4

Discussion Prompt:  Explain the difference between  Middle Tennessee and West Tennessee.  ( Include differences in land-,  forms, resources, and agriculture.

Note:  Create a chart for the three divisions and include each division’s landforms, climate, and resources.

Tuesday, 5/5

List the landforms and resources of East Tennessee, and describe the climate.

Wednesday, 5/6

FedEx and Nissan have headquarters in Tennessee?  What is the significance of having these companies in Tennessee?  Why would a business choose Tennessee as a place to operate instead of a larger state such as California?

Thursday, 5/7

Complete the activities for this week.  Think about the things that Tennessee has to offer.  What is your favorite thing about Tennessee?  Explain.

Friday, 5/8  Meeting – 12:30 – 1:30 p.m.

Sincerely,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hello Parents and Students,

I hope all is well with you and your family.  I've missed seeing each of you so much!  I look forward to

 

 

 

sharing learining activities and communicating with you through Schoology.  I love our new slogan, "We are MNPS Strong!"... Together we are strong.  We are going to make it through this by taking it one day at a time.  Words of Wisdom:  "After the storm, the sun will shine again."

We will have the opportunity to share information and opinions during class discussions.  I encourage you to be kind and thoughtful in posting comments and submissions.

Note:  The information below is also posted in Schoology.

Office Hours:

Monday      12:30 - 1:30 p.m.

Tuesday      12:30 - 1:30 p.m.

Wednesday 12:30 - 1:30 p.m.

 Thursday     12:30 - 1:30 p.m.

Friday           12:30  Team Meeting at 12:30 p.m.

 

Online Learning for the Week of April 27 - May 1

Learning Objectives for the Week

5.52 Identify influential Tennesseans from thelate 20th century, including:
 Al Gore, Jr.
 Alex Haley
 Dolly Parton
 Wilma Rudolph
 Oprah Winfrey

5.53 Compare and contrast the three grand  divisions of Tennessee in terms of the following: Major industries (e.g., Eastman, FedEx, and Nissan)
 Tourism (e.g., Bristol Motor Speedway, Civil War sites, and Graceland) Agriculture and livestock (e.g., soybeans in West TN, tobacco in Middle TN, and dairy in East TN)

Geography (i.e., Gulf Coastal Plains, the Nashville Basin, the Highland Rim, the Cumberland Plateau, the Great Valley, and the Great Smoky Mountains)

Monday through Friday:

Monday, 4/27

Each day research one of the influential people in Tennessee:  Al Gore, Jr., Alex Haley, Dolly Parton, Wilma Rudolph, and Oprah Winfrey.

Create a graphic organizer such as a T-Chart to record the person and thier accomplishments.

Tuesday, 4/28

Discussion  Prompt:

Think of a challenge that you faced, and how you overcame it. Write at least  five sentences about  your experience.  What advice would you give someone who is facing a challenge?

Wednesday, 4/29

Create and label maps of Tennessee, label the grand divisions, landmarks, and geographic features listed in the standard. 

Thursday, 4/30

Continue working on researching the influential people and labeling the map of Tennessee.

Friday, 5/1

Consider your research from Monday - Friday.  Who is the most influential Tennessean.  Explain your reasoning with at least 5 sentences.

Resources:  The following websites contain information to assist you in researching the influential Tennesseans and reading about the Grand Divisions of Tennnessee.

CNN.com - Al Gore Fast Facts:

https://www.cnn.com/2013/09/02/us/al-gore-
fast-facts/index.html

Biography.com - People - Alex Haley:

https://www.biography.com/people/alex-
haley-39420

Biography.com - People – Dolly Parton:

https://www.biography.com/people/dolly-
parton-9434112

Biography.com - People – Wilma Rudolph:

https://www.biography.com/people/wilma-
rudolph-9466552

Biography – People – Oprah Winfrey:

https://www.biography.com/people/oprah-
winfrey-9534419

Congress.gov – House Resolution 197, 110th
Congress (Commending Gore on Academy

Award): https://www.congress.gov/bill/110th-
congress/house-resolution/197/text

Library of Congress – Webcasts – Biography –
Dolly Parton Interview:
https://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=8329 2019-20

TN Secretary of State – Blue Book Lesson Plans
– The Three Grand Divisions of Tennessee:
https://sos-tn-gov-files.s3.amazonaws.com/17-
18%20The%20Three%20Grand%20Divisions%2
0of%20Tennessee.pdf
Tennessee State Museum – Traveling Trunk –
Tennessee-The Land and Its People:
https://tnmuseum.org/tennessee-its-land--
people
Tennessee Historical Society – Grand Divisions:

https://www.tennesseehistory.org/grand-
divisions/

Tennessee Encyclopedia – Tennessee Eastman
Company/Eastman Chemical Company:
https://tennesseeencyclopedia.net/entries/tennessee-eastman-companyeastman-chemical-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Greetings Parents and Students,

 This week we are exploring changes in American life following World War II including development in housing, transportation, and entertainment.  The reading passages may be found in Studies Weekly, Week 17 from the Clever portal.  Click on the red icon, and find the Grade 5 Studies Weekly newspaper publication and click on it.  Scroll down to "The American Dream," Week 17.

Monday, 4/20

Vocabulary:  drive-in-theater, G.I. Bill, interstate, Levittowns, autobahn, concession (multiple meaning word, 2 definitions), and exaggerated.

Read and view "All We Have to Do is Dream" and "It's Time for the Great American Dream."

What is the American Dream?  How can a person achieve the American Dream?

Why would families in the 1950s have gone to a drive-in-movie theater?  What factors may have contributed to the phasing out or closing of drive-in theaters

Activity:  Create a short powerpoint/video of a concession stand for a drive-in theater.  What would the menu include full-service hamburgers or snacks?

Tuesday, 4/21

Read "Sit Back and Be Comfortable," "Tuning In," and "On the Road, Across the Country." View the video, "Interstate Highway System Intro." 

It was easier to afford a car after World War II, during the 1950s.  How did that change American life?

Why was it important to build an interstate system?

How was radio different in the 1950s than today?

Continue planning and creating your concept for the drive-in  theater concession stand

Wednesday, 4/22

Vocabulary:  Levittowns, exaggerated

Respond to the following:

How would American be different without television?

Why were there only six (6) models of houses available in Levittowns?

What is meant by the term, "The Golden Age of Television?"

Activity:  Design a planned-living community and draw a map of the area.  Include houses for mulitple familes, shopping, entertainment opportunities, streets, and schools.

Note:  You may choose one or two optional activities that you would  like to complete for the week.

Thursday, 4/23

Write about something that you learned about this week from the 1950's.  

For example:

Option 1:  Imagine that you are living in the 1950's.  Write a letter to your representative or senator in favor of  or opposing the proposed interstate highway system.  Be sure to explain the reasons for building or not building the roads.

Create a storyboard and soundtrac for a 1950s radio or television show, or  drive-in theater.

Friday, 4/24

Create a Venn Diagram comparing and contrasting 1950s life in the city and suburbs.  Use your diagram to write an informative composition (1-2 paragraphs)

Note:  If you have chosen a writing prompt, you may proofread and edit your writing instead of the one above.

Complete the crossword Puzzle for Week 17. 

 

 

 

 

 

 

 

 

 

 

Dear Parents and Students,

Hopefully, everyone had a wonderful weekend, and you spent some memorable  moments with your family.  This week's optional activities are from Week 31 in Tennessee Studies Weekly, "Voices of Tennessee."  You may remember some of these influential people that we previously studied; however there are some additional ones.   Have fun sharing the information, writing prompts, and presentations with your family!  Remember, you can access Studies Weekly through Clever.  The icon is red, and it's near Schoology and Discovery Education.

Monday, 4/13

Read the acticle on "The Start of it All"  and watch the video on Elvis Presley  As you watch the video  or read a boiography about Elvis Presley identify reasons why Elvis Preley was considered influential and some of his challenges and inspirations.

Vocabulary:  perseverance

Answer the following questions:  (Self-Check)

What types of music influenced Elvis ?  What happened as a result of the controversy?

Journal Prompt:

Think of a time when you have had to display perseverance.   Write about your experience and tell how you overcame the challenges.

Note:  If you are having problems accessing Studies Weekly you may use biography.com, history for kids.org, or ducksters.org.

Tuesday, 4/14

Vocabulary:  climate change, landmark, and struggle

Read "It's a Musical State" and "Where It All Happened: Famous Tennessee Places." to  identify famous musical Tennesseans and other influential people.

Select one of the following to research: Al Gore,  Alex Haley, Dolly Parton, Oprah Winfrey, or Wilma Rudolph. 

Write 7 or more facts about the person chose.

Wednesday, 4/15

Review the vocbulary words. 

Read the article "It's a Musical State" and  answer the following questions  about famous Tennessee musicians.

What kind of music was W.C. Handy known for ?

What kind of music was Bessie Smith known for?

Why was the Grand Ole Opry important?

If possible, complete the matching activity under the  "They Did What?" section.

Suggested activity:  Create a short power point that showcases one of the influential Tennesseans. 

Thursday, 4/16

Review what you learned about Tennesseans who were influential in various industries.

Create an advertisement that showcases the music of the musician you chose and share it with your family.

Friday, 4/17

Which individual from Tennessee do you consider to be the most influential?  Why did you choose this person? Cite evidence to support your reasoning.

Complete the crossword puzzle that corresponds to Week 31, "Voices of Tennessee."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Greetings Parents and Students,

I hope everyone rested this weekend and that all is well.  I have some actvities this week from Studies Weekly.  You may access them by going to Clever, and clicking on the red Studies Weekly icon.   Click on the 5th Grade publication and next scroll down to Week 25 , "Our School and Government."  I hope you will find these activities very engaging.

Monday, 4/6

Read the passages that correspond to Week 25. Complete the crossword puzzle that include words about the different branches and roles of governmentat the national and state levels.

Tuesday, 4/7

Vocabulary:  legislative branch, judicial branch, executive brancch

Compare the branches of government to the roles of leaders in our school by completing the following sentence starters:

The executive branch carries out laws.  The following people carry out rules at my school._______

The legislative branch makes laws.  The followinig people make rules at our school. ___________

The judicial bracnch interprets laws.  The following people decide what rules mean at our school. ____________________________________________________________________

Archie Walter Willis,  Jr. is famous for _________________________________________________________.

Constitution Conventions were held to __________________________________________________________.

 

Wednesday, 4/8

Narrative Writing Prompt:

Select one of the three (3) branches of government.  Imagine that you work in that branch.  Describe your role and job responsibilities.  Write a paragraph describing a typical day of work.

Thursday, 4/9

Trace the evolution of a bill proposed by the governor through each of the  three (3) branches of government.  Create an imaginary bill.  Create a slideshow presentation, dedicating a slide to how the legislative branch could create the bill.  An additional slide could show how the judicial branch interprets or applies it, and another one showing how the executive branch may carry it out.

Note:  This may be in a power point format or you may draw frames and sketch the slides.

Friday, 4/10

American music celebrates the role of government and patriotism.  Research American music such as "The Star Spangled Banner."  Write an additional verse to this or another patriotic song.  Also, you may compose your own new song.

Have fun with these activities, and share them with your family!

 

Yours truly,

Mrs. Pamela Anderson

 

 

 

 

 

 

 

 

 

 

 

 

SPRING BREAK - MARCH 16 -20

SCHOOLS CLOSED - MARCH 23 - APRIL 24

 

Dear Parents and Students,

I hope all of you are doing well!  My family and I are doing fine, and spending quality time together while  on "pause." I'm sending some resources and suggested websites that will be fun and engaging.  The following activities and digital toosls will help to strengthen your skills:

Geography:

Map Game: http://www.sheppardsoftware.com/World_continents.htm

https://www.pbslearningmedia.org/subjects/socialstudies.org/

Also, consider these additional resources:

 

 

Social Studies 

History for Kids 

Great resources for students to explore the world! 

Social Studies 

National Geographic Kids 

Mix of science and social studies great games and activities to learn about the world. 

Social Studies 

Geography Now 

Learn about countries around the world through entertaining and informative

 Our digital textbook can be accessed through the Clever Portal.  Click on the Experience American History icon.  You may enter your username and password.  If you have difficulty click on the "Login with SAML.  Next, scroll down to Metropolitan Nashville Public Schools and press Continue. 

Here are some activities for review and enrichment:

Monday, 3/30

Using your digital textbook, history for kids.org (Civil Rights for kids) or ducksters.org examine events  and construct your own timeline.  Include events such as Women's rights, African American and Native American  civil rights.  Another option is to research civil rights leaders such as Susan B. Anthony, Cesar Chavez, Martin Luther King, Helen Keller, Nelson Mandela, and Jackie Robinson. 

Tuesday, 3/31

During the 1950's television was a new kine of technology.  Using one of the digital tools research the invention and  history of television.

Click on some of the interactive links in your textbook, U.S. Through Time pages 108-109.  Also, read about commercials.  Create your own commercial, advertisement, or jingle for a new product.

Wednesday, 4/1

Writing Activity:

Why do you think television has been so popular since its start.�  Why was television different from movies?  How has television changed modern society.

 

Thursday, 4/2

Companies spend billions of dollars every year to encourage people to buy products.  Do you thin advertising works?  Have you ever seen a commercial and asked your parents to buy something for you. 

Share the advertisement or jingle you wrote with your parents or siblings.

Friday, 4/3

Writing Prompt:

"I Love Lucy" was the most popular show on television for seven years.  "You Bet Your Life" starring Groucho Marx and "The Honeymooners" were also popular.  Comedies were very popular during the 1950's .  Why do you think this form of entertainment was popular during this time.

Ask someone older than you such as a parent or grandparent that has watched "I Love Lucy"  what they remember about the show.. W?hat made it so funny?  Some of these programs can still be viewed online or on some of the vintage T.V. channels.  If you have the opportunity view some of the episodes.

 

Words of Wisdom:  "Tough times don't last always; there are brighter days ahead."  Those brighter days are just over the horizon. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards/Objectives for March 9 - 13

5.22 Examine the growth of the U.S. as a consumer amd entertainment society after World War  II, including:  Suburbs, increased access to automobiles, interstate highway systems, television, radio, and movie theaters.

5.23 Examine how Cold War events impacted the U.S. including:  arms race, Berlin Walll, Cuban Missile Crisis, Space Race.

5.24 Analyze the key people and events of the Civil Rights Movement, including: Martin LutherKing Jr. and non-violent protests, Montgomery Bus Boycott and Rosa Parks, Brown vs. Board of Education and Thurgood Marshall,Freedom Riders and Diane Nash.

5.25 Explain the impact of John F. Kennedy's presidency on the country, including passage of the Civil Rights Act, the Voting Rights Act, the space program, and his assassination.

Monday, 3/9

Add the following words to your K.I.M. Chart p. 100, Chapter 10:  arms race, Berlin Wall, capitalism, Cold War, communism, Cuban Missile Crisis, space race, super power, and United Nations.

Read Chapter 10, "A New Conflict, pp. 98-105 (United States Through Time).

Tuesday, 3/10

Answer the "Big Question" (Essential Question), p. 99, also answer the Guiding Questions, p. 100.

Complete the Fact or Opinion worksheet for Chapter 10.

 Read and review informational text about "The Cold War," "A Wall Divides Germany," and "The Arms Race,"  pp. 100-103.  Answer the "What Do You Think?, " Question and study the cartoon on p. 103. Respond to the Look, Think, and Decide questions.  

How do you think the arms race affected everyday life in the United States?

What is happening in the cartoon?

Why is Israel looking to the U.S. for help?  What role does the Soviet Union play?

How does this cartoonist feel about the U.S. policies at the time?

Read about the Cuban Missile Crisis, p. 104.  Why were Americans worried? 

Why did the Soviet Union want to supply Cuba with nuclear missiles?

Why do you think Khrushchev gave in and took his weapons back to the USSR? 

Wednesday, 3/11

Add the followng terms to your K.I.M. Chart, Chapter 11, p. 106, "A Changing Society."  (baby boom, consumer society, Interstate Highway System, suburbs)

Read Chapter 11, pages 106-112, and answer the Guiding Questions, p. 106.  Use the Two-Column Notes worksheet to find details to support the headings in Chapter 11.    Read informatonal text on "A Consumer Society," "The Arrival of Televisio, and "Teenage Culture," "From Cities to Suburbs," and "The Interstate Highway" 

Study the advertisements on p 110 ad answer the Look, Think, and Decide questions.

Complete the worksheets for A Television at Home and Interstate Highway System.  (cw/hw)

Thursday, 3/12

Read informational text about "The Civil Rights Movement, p. 113-117

Begin answer the Guiding Questions, p. 113. Complete the Civil Rights: Points of View worksheet. Also, complete the Can Separate Be Equal worksheet.

Add the following terms on p.113 to your K.I.M. Chart:  Brown v. Board of Education, civil rights, Civil Rights Acat, Diane Nash, Freedom Riders, John F. Kennedy, Martin Luther King Jr. Montgomery Bus Boycott, Rosa Parks, Thurgood Marshall and Voting Rights Act.

Read informational text on "Board v. Board of Education," The Little Rock Nine," U.S. Portraits for Thurgood Marshall and Martin Luther King Jr. 

View a video on Brown v. Board of Education video and take a quiz.

Friday, 3/13

Complete a worksheet on the Little Rock Nine

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, March 2

Test over Chapters 8 and 9, World War II

 

  Tuesday, March 3 - Friday, March  6 - Schools Closed

 

 

5.17 Explain the structures and goals of the governments in Germany and Japan in the 1930s

5.18 Determine the significance of the bombing of Pearl Harbor and its impact on the U.S.

5.19 Identify and locate the Axis and Allied Powers including:  Germany, Italy, Japan, France, Great Britain,  and Soviet Union.

5.15 Identify the causes of the Great Depression, President Herbert Hoovers role, and its impact on the nation, including:  consumer credit and debt, mass unemployment, Hoovervilles, and soup kitchens.

5.16 Describe how New Deal policies of President Franklin D. Roosevelt impacted American society with government-funding: Social Security, expansion and development of the national parks, and creation of jobs.

Assignments:

Monday, 2/17  Teacher Professional Development/Planning Day - Students Do Not Report

Tuesday, 2/18

Read Chapter  8, A Second World War (U.S. Through Time), pp. 74 -89. Use the Anticipation  Reaction Guide to make predictions and answer questions for Chapter 8.  Add the following  terms to your K.I.M. Chart: Adolph Hitler, Allied Powers, anit-Semitism,  arms, atomic Axis Powers, capitalism, communism,  dictator, fascism, Holocaust, militarism, Nazi, Pearl Harbor, and  World War II.  

Write the questions and answers for the Guiding Questions on page 76.

Wednesday, 2/19

Read and review informational text on "The Rise of Nazi Germany" and German Supremacy.  Complete the worksheet activities "Helen Keller Speaks Out about Nazi Burning" and "Mapping World War II."

 Thursday, 2/20

Read informational/complex text about "New Alliances," "The Holocaust," and "The Attack on Pearl Harbor," pp. 79-84, and and text directed questions.  Also, study the photographs of Pearl Harbor after the Japanese attack and answer the Look, Think, and Decide questions on p. 85.

Friday, 2/20

View the video on World War II and take the quiz. 

Read the passages, "A Plan to Win:  D-Day and "A Powerful New Weapon,"  pp. 86-88.

 

 

 

 

 

Monday, 2/10

Complete the Great Depression: Main Idea Web to organize the overall effects of the Depression on farmers, Mexicans, and African Americans, noting the econmic and social impacts on each group.

View the video on "The Great Depression and complete a quiz.

Tuesday, 2/11

Read Chapter 7, FDR's New Deal pages 64-73. 

Add the following terms from Chapter 7,  p. 64 to your K.I.M. Chart: Agricultural Adjustment Administration (AAA), Civilian Conservation Corps, Franklin Roosevelt, New Deal, Social Security Act, Works Progress Administration (WPA).

Write the questions and answers to the Guiding Questions on p. 64. 

Wednesday, 2/12

Complete the following STEM/STEAM interdisciplinary activities:  Read the passage from the novel:  George Washington Carver:  From Slave to Scientist. 

Determine the central idea of  the text and explain how it is supported by key details:  summarize the text.

Thursday, 2/13

Read a complex/informational text passage on The Great Depression and annotate the text. Answer the text-directed questions after reading the article and respond to the discussion questions. 

Work in small groups to discuss the reading passag, assume roles within the groups, and respond to  questions.

Friday, 2/14

Test over Chapters 6 and 7,  the Great Depression and The New Deal.

 

 

 

Monday, 2/3

View the video on "The Harlem Renaissance and take the quiz.  Read informational text on the Harlem Renaissance and Langston Hughes, Chapter 6, p. 56, United States Through Time.

Add the following vocabulary terms to your K.I.M. Chart from Chapter 6, "Hard Times" (debt, drought, Great Depression, Hoovervilles, soup kitchens, and unemployment.

Tuesday, 2/4

Read Chapter 6, "Hard Times," pages 56-62. (U.S. Through Time) Write the Questions and Answers for the Guiding Questions on p. 56.   cw/hw

View primary source photographs of Hoovervilles from the Great Depression and discuss the reality of daily life in these conditions. 

Work individually and in pairs to complete the Recognize Patterns:  Cause and Effect worksheet.

Wednesday, 2/5

Read a complex/informational text passage on The Great Depression and annotate the text. Answer the text-directed questions after reading the article and respond to the discussion questions. 

View primary source documents and photographs, and participate in a gallery walk.

Thursday, 2/6

Read informational text on The Stock Market Crash, Black Thursday, and Black Tuesday.  Answer the following questions:  Could people who did not own stocks still be impacted by a stock market crash?  Why or why not?  When is it a good idea to  buy stocks?

Read about the Dust Bowl, study photographs and answer the Look, Think, and Decide Questions on p. 62.

Listen to the song "Pastures of Plenty" by Woody Guthrie and complete a worksheet.

Friday, 2/7

Review Chapter 6, "Hard Times," and complete the writing activity from Dig Deeper at the bottom of p. 63.   

View images from the Great Depression ( website: Tennessee State Museum)  Choose a person from one of the images and write a description of his or her daily life.  This could be in the form of a short story, poem, letter, journal entry or news article.

View a video on the Great Depression and take the quiz.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, January 27

Complete the K.I.M. Chart from Chapter 16, "Changes Come to Tennessee," and add the followng words from Chapter 5, "The Roaring Twenties," p. 51:  consumer credit, flapper, Great Migration, Harlem Renaissance, and jazz.

Read Chapter 5, pp. 51-54 (U.S Through Time) and answer the Guiding Questions on p. 51. (homework)

Note:  Please turn in your Tennessee Music History Projects.

Tuesday, January 28

 Read and review "A New Culture:  Americans Went Shopping," and answer the questions Why do you think many people made and still make, most of their purchases on credit.

Listen to jazz from artists such as Duke Ellington, Earl Hines, Billie Holiday, and Louis Armstrong.  Also, read the informational text on "New Kinds of Entertainment: Jazz, Radio, and Motion Pictures, p. 52; "The Harlem Renaissance," p. 53.  Work in groups to read and analyze poems by Langston Hughes.  Answer the Look, Think, and Decide Questions on p. 54. (classwork/homework)

Read Chapter 6 "Hard Times" on the Great Depression," pp. 56-61. 

Wednesday, January 29

Field Trip to the Children's Theater

Work individually and in pairs to complete the Cause and Effect Chart for Chapter 6 (cw/hw)

Prepare a study guide for the test over Chapters 5 and 6  on the Roaring Twenties and the Great Depression

Thursday, January 30

Test over the Roaring Twenties and the Great Depression

Friday, January 31

Read Chapter 7, "FDR's New Deal," pp. 64 - 68

View a Video on Franklin D. Roosevelt and The New Deal.

 

 

 

 

 

 

 

 

 

 

 

 

Standards/Objectives for January 20 -24

5.48 Describe Tennessee's contributions during World War I and World War II including:  the conversion of factories to wartime production, the importance of Oak Ridge and the influence of Tenesseans (i.e., Cornelia Fort, Cordell Hull, and Alvin C. York)

5.51 Discuss the development of the music industry in Tennessee, including:  Country music (e.g., Grand Ole Opry, WSM, and the Carter family, Blues music (e.g., W.C. Handy and Bessie Smith)  Rock ‘n’ roll (e.g., Elvis Presley, Stax Records, and Sun Studio)

5.09 Analyze the major goals, struggles, and achievements of the Progressive Era, including:
Prohibition (18th Amendment), women’s suffrage (19th Amendment), and the lack of child labor laws.


5.47 Identify Tennessee’s role in the passage ofthe 19th Amendment, including the impact of
Anne Dallas Dudley and Harry Burn.

5.14 Examine the growth of popular culture during “Roaring Twenties” with respect to the following: music, clothing, and entertainment, automobiles, appliances, and Harlem Renaissance.

5.15 Identify the causes of the Great Depression, President Herbert Hoovers role, and its impact on the nation, including:  consumer credit and debt, mass unemployment, Hoovervilles, and soup kitchens.

5.16 Describe how New Deal policies of President Franklin D. Roosevelt impacted American society with government-funded programs,9including: Social Security, expansion and development of the national parks, and creation of jobs.

Assignments:

Monday, 1/20 Observance of MLK's Birthday (Schools Closed)

Tuesday,1/21

Test over Unit 4, Tennessee ThroughTime, Chapters 13 & 14

Answer the Guiding Questions for Chapter 15

Note:  Tennessee Music History Reports are due on Friday, January 24.

 

Wednesday, 1/22

Read about Cornelia Fort on p. 183 and answer the following quesions: 

Why was Cornelia Fort chosen to join a new division of armed forces?

Why was Fort's service in the war cut short?

Read about "Oak Ridge:  The Secret City on pp. 186-187  and participate in a class discussion

Read the Tennessee Portrait about Cordell Hull and answer the following questions:

Why was the United Nations formed?  How was the idea for the UN similar to President Wilson's idea for a League of Nations after World War I?

Summarize Cordell Hull's accomplishments.

Read Chap

ter 15, pages 182-188 and complete the chart on p. 189.  (cw/hw)

Thursday, 1/23

Read Chapter 16 pp. 190-193, "Changes Come to Tennessee. 

Add the following terms to your K.I.M. Chart:  appliances automobiles, consumer credit , debt, Harlem Renaissance, interest, popular culture, stock market, and unemployment.

Read U.S. Through Time, Chapter 5, "The Roaring Twenties," pp. 51-55. (cw/hw)

Note:  Tennessee Music History Reports are due tomorrow.

Friday, 1/24

Video and BrainPop Quiz over The Harlem Renaissance.

Tennessee Music History Reports are due.

 

 

 

 

 

 

 

 

 

Monday, 1/13

Read informational Chapter 14, pages 170-178, on the Country Music, the Grand Ole Opry, "The Roaring  Twenties,", The Government Takes Action (The New Deal in Tennessee), The Tennessee Valley Authority (TVA).

Answer the following text-directed questions:==

List three (3) accomplishments of Dolly Parton. 

Who was one of the most successful pioneers of country music in Tennessee?

What was tlhe relationship between between the National Life and Accident Company the radio station WSM, and the Grand Ole Opry?

What is the historical significance of the Ryman Auditorium?

Why did banks close and how did this contribute to the Great Depression?

What is a bank run?

In what ways did the New Deal help Tennesseans?

What was the purpose of the CCC?

What was the TVA and what was its purpose?  How did TVA bring change for Tennesseans? (classwork/homework)

Read and annotate the article on "The Roaring Twenties,"  (cw/hw)

 Work on individual  and group reports on Music History in Tennessee. (cw/hw)

TENNESSEE MUSIC HISTORY PROJECT

Choose a music star or leader in the music industry (i.e. Bessie Smith, W.C. Handy, Dolly Parton, Elvis, Roy Acuff, Dinah Shore, Aretha Franklin, Otis Redding, Grand Ole Opry ).

Create a typed, handwritten report, or PowerPoint presentation about the person.  Your report should include the following:  at least one quote from a primary source, one quote from a secondary source, 1- 3 images (pictures).  If the subject ­­ by the artist or someone else.

Primary sources:  autobiographies, oral histories, interviews, original recordings, photographs, newspaper or magazine articles from the past, and concert programs.

Secondary sources:  biographies, current newspaper or magazine articles, websites about the musician, Grand Ole Opry or people who have there, interview with historians or people who lived during the era.

You may work individually or in pairs. The projects are due on Friday, January 24.

Tuesday, 1/14

 Read excerpts from the news article on p. 179 (Go to the Source).  Answer the Look, Think, and Decide questions. (cw)

Complete the setions on Content Connections and Imagine That  on p. 180 (cw)

Research the person you have chosen for the Tennessee Music History Report. Be sure to use quotes from primary and secondary sources. (cw/hw)

Wednesday, 1/15

Add the following terms and  people to your K.I.M. Chart from Chapter 15:  Cordell Hull, Cornelia Fort, factory conversion, military bases, Oak Ridge,

and Tennessee maneuvers.

 

Copy the Guiding Questions, Chapter 15, "A Time of War, p. 181 and answer them as you read the chapter.  Read  and discuss " Tennessee Gets Ready," pages 181-183. 

Also, read the Tennessee Portrait about Cornelia Fort, p 183.  Reread the article and make notes.  Work in pairs to summarize the information.

Thursday, 1/16

Read about Tennessee Wartime Entertainers on p. 184; Dinah Shore, Roy Acuff, and Minnie Pearl.  Explain the significance of the wartime entertainers.

Studay the pictures on p. 185 of Women in War and answer the Look, ,Think, and decide questions.

Prepare a study Guide for Chapter 14.

Friday, 1/17

Test over Chapter 14

Work individually and in pairs on the Tennessee Music History Report.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, January 6 - Planning Day (Students Do Not Report)

 

Tuesday, January 7

Review Chapter 13, From the War to the Vote (Tennessee Through Time), p. 167.  Complete the Content Connections Section by creating the graphic organizer.  Select two terms and explain what they have in common. (classwork)

Read Chapter 14, pages 168-172, and write the Guiding Questions.  Begin answering numbers and 2. (cw/hw)

 

Wednesday, January 8

Use the chart for Previewing Guiding Questions to make predictions and to make note of facts from the chapter.

Read and review informational text on W.C. Handy, Deford Bailey, and Bessie Smith, Dolly Parton,   and Country  Music, pages 168-170.

Make a list of the music stars and leaders in the music business (past and present).  Try to include people who have Tennessee roots. 

 

Thursday, January 9

Read passages on The Civilian Conservation Corps (CCC) and the Cumberland Homesteads, pp.173-174 and complete the worksheet activity.

Work on the Music History Activity project. (Classwork/Homework)

 

Friday, January 10

Read about Tennessee Valley Authority pp. 176-179 and complete worksheet activity.

Work on the Music History Activity project. (Classwork/Homework

Assessment for the end of the chapter, "Content Connections" pp. 180

 

 

 

 

Standards/Objectives for December 16 - 19

5.13 Explain the aims of world leaders in the Treaty of Versailles and why the U.S. Senate rejected President Woodrow Wilson’s League of Nations

5.10 Summarize the events leading to U.S. entry into World War I, including the attack on the RMS Lusitania and the Zimmerman elegram.

5.11 Locate the major countries of the Central and Allied Powers during World War I,
including:
• Austria-Hungary
• France
• Germany
• Great Britain
• Russia

5.12 Describe the impact of U.S. involvement on World War I.

5.13 Explain the aims of world leaders in the Treaty of Versailles and why the U.S. Senate rejected President Woodrow Wilson’s League
of Nations.

5.47 Identify Tennessee's role in the passage of the 19th Amendment, including the impact of Anne Dallas Dudley and Harry Burn.

5.49 (Alvin C. York) Describe Tennessee’s
contributions during World War I, including: the conversion of factories to wartime production, theimportance of Oak Ridge, and the influence of Tennesseans (i.e., Cornelia Fort, Cordell Hull, and Alvin C. York).

Assignments: 

Monday, 12/16

Read informational text, "The War Ends" and "Suffrage Efforts Continue,"  pages 160-165.

Study the political cartoon about suffrage on p. 166, and answer the Look, Think, and Decide questions.  Create  trading cards (using the worksheet template) for 2-4 people of your choice who worked hard to get the 19th Amendment added to the Constitution.  You may pick anyone you've read about in the textbook or do some research to find others (Suggestions:  Anne Dallas Dudley, Elizabeth Cady Stanton,  and Susan B. Anthony.

Note:  Please turn in missing assignments.

Tuesday, 12/17

Continue working on the suffragist trading cards.

Read an excerpt from President Woodrow Wilson's Final Address in the Support of League of Nations. Answer the text-directed questions that correspond to the article.

View video clips on  " The Great War" and  "The Treaty of Versailles."

 Wednesday, 12/18

Read informational complex text on "Wilson and the League of Nations."  Answer the essential question:  Why did the United States reject the Treaty of Versailles?" 

Work individually and in groups on the Challenges of Intervention Comparison Chart to record background information, a brief description, and outcomes of important events that happened at the end of World War I.

View a video on World War I and complete a quiz.

Thursday, 12/19

Complete the Challenges of Intervention Chart.

Complete a Word Research activity on World War I.  Fill in the blanks with the name, tern or phrase that fit each statement on World War I.

Friday, 12/20

Winter Holidays Break Begins! 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 12/9

Read Chapter 13 (From"The War  to the Vote",Tennessee Through Time - Unit 4) pages 157 -161. Copy the K.I.M. Chart vocabulary terms from the board and p. 157 (Alvin C. York, Anne Dallas Dudley, Harry T. Burn, Perfect 36, race relations, suffrage amendment).

Tuesday, 12/10

Complete the story wheel graphic organizer by listing six of the events from Chapter 4, p. 157 - 166.  Draw an illustration for each of the events, keeping them in chronological order (cw/hw)

Read the portrait of Alvin C. York on p. 158.  Study a map of Tennessee, and answer the following:  Where is Pall Mall in relation to Nashville?  Where is it in relation to Knoxille?  What other stateis it closest to?

 Read the section on 159 on "The Tysons and World War I and participate in a class discussion.  Also, read "The War Ends,"  and "The Celebration Begins," p. 160.  Write a thank-you note to someone of your choice to thank them for their service. 

Wednesday, 12/11

Read core interactive/informational text from Discovery Education:  "The United States Enters the Great War."  Complete the Summary Frames Graphic Organizer individually and in pairs.

Read about "The War of Roses" and the portrait of Anne Dallas Dudley, pp. 164 - 165.  Create Suffragist Trading Cards using a template to record the suffragists' names, ,two key facts. and biographical information .

Thursday, 12/12

Study the political cartoon about suffrage on p. 166 and answer the Look, Think, and Decide Questions, p. 166.  Also, complete p. 167 Content Connections and Dig Deeper in pairs.

Prepare a study guide for World War I and Women's Suffrage.

Friday, 12/13

Test over Chapter 13, "From the War to the Vote."

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 12/2

Complete the U.S. Enters the Great War Graphic Organizer and read informational text on "The Assassination of Franz Ferdinand." (cw)  Read and review Chapter 4, The Great War.  Answers to the Guiding Questions  on page 42 are due. 

Note:   The United States Through Time can be accessed on Clever.

Tuesday, 12/3

Examine the adverstisement for travel on the Lusitania on p. 44.  Answer the following questions: Would you have have traveled on the ship through a war zone, or would you have chosed to stay in New York?  How would going to war make the world "safe for democracy"

Study the primary source document of the Zimmerman Telegram, p. 45 under Go to the Source. Answer the Look, Think, and Decide questions. 

Reread "The Assassination of Franz Ferdinand," summarize the passage and answer the essential question.  .What vent caused the allied European nations to invade each in the beginning of World War I?

Wednesday, 12/4

Read informational text on "Trench Warfare" (Chapter 10, TN History for Kids.org, pp. 46-49  and respond to the following: 1) What county which didn't exist  before 1q871 had a major role in starting World War I?  2) Why did the Zimmerman Telegram anger Americans to much? 3) Name two new inventions or developments which played a huge part in World War I? (cw)

Read Chapater 4, pages 46-49.  View conservation posters and create your own "Support the Troops" fliers or other advertisements or public service announcements promoting Meatless Mondays, Heatless Tuesdays, Wheatless Wednesdays, Victory Gardens, or War Bond Drives.  Include an illustration, a catchy phrase or slogan, and how you will carry out your specific drive. (classwork/homework)

Thursday, 12/5

Read "1918"Chapter 11, pages 50-53 (TN History for Kids.org).  Answer the following questions: 1) What was the name of the organization that President Wilson suggested be created after World War I to hopefully prdevent future wars?  2) What was isolationism? 3)  What event killed more people - World War I odr the influenza epidemic of 1918? 

Complete  Chapter 4 page 50, the sections on  Content Connections, and Imagine That.

 

Friday, 12/6

Read informational text on World War I  and commplete a quiz.

Work individually and in small group on Conservation/"Support the Troops" advertisement posters.

 

 

 

 

 

 

 

 

 

Monday, 11/25

Note:  The United States Through Time and Tennessee Through Time can be accessed by going through Clever.  Use the map on p. 43 to complete the following activity.

Complete the Mapping World War I Outline Map. Label the countries and answer the questions . Follow the directions on the second page.  (Color the Central Powers one color:  Germany, Austria-Hungary, Bulgaria,  and the Ottoman Empire.  Color the Allies in a different color: Ireland, Great Britain, Poartugal, France, Belgium, Russia, and Greece.  Color the neutral countries in a third color:  Norway, Sweden, Spain, and Switzerland.  Color the squares in the key with the colors you chose for the map) ((classwork/homework)

Read the Discovery Education text passage on "The Age of Imperialism" and complete two causes of the war:  Imperialism and Nationalism.  Use the United States Enters the Great War Comparison Chart to provide definitions, examples and reasons why different policies contributed to the outbreak of World War I. (classwork)

Use your study guide to prepare for the review test over the Progressive Era tomorrow.

Tuesday, 11/26

Test over the Progressive Era.

Complete the United States Enters the Great War Comparison Chart by adding the causes for the war:  Alliances and The Spark.

Wednesday, 11/27 - Friday, 11/29  (Schools Closed for Observance of Thanksgiving) 

 

 

 

 

 

 

 

Monday, 11/18

Reread "The Fight Against Child Labor," p. 28 and answer the Dig Deeper Questions on p. 37.  Also, read Women Get the Vote, pages 35-36 and analyze the Anti-Suffragists political cartoon, p. 35. (cw)

Unit 2, Chapter 4, The Great War, p.42 - Add the following Take Note and academic vocabulary terms to your K.I.M. Chart:  alliance, Allied Powers, assassination, Central Powers, imperialism, influence, League of Nations, Lusitania, telegram, treaty, Treaty of Versailles, Woodrow Wilson, World War I, Zimmerman Telegram. (classwork/homework)

Tuesday, 11/19

Examine the timelines on pages 40-41.  Answer the following questions:  What changed in the world of arts and entertainment during this period How did these developments change other aspects of American culture, such as the national mood and how news is shared.  Write the Guiding Questions, p. 42 and answer numbers 1 and 2.  Respond to  "What Do You Think?" During the war, Great Britain controlled the telegraph cables that  ran across the Atlantic Ocean.  The British controlled what news make it through those cables.  How do you think that affected Americans' opinions about the war?

Wednesday, 11/120

Complete the Recognizing Sequence activity sheet.  The main headings from Chapter 4 are listed on the sheet. The headings include:  War Explodes in Europe, America's Path to War, America in World War I and Wilson's Plan for Lasting Peace.  The smaller subheadings could be used for adding details.

Begin reading Chapter 4, The Great

Complete the United States Enters the Great War Comparison Sheet to record definitions, examples and reasons why different policies led to the outbreak of World War I. Then rate the importance of each policy.

Identify the major countries of the Central and Allied Powers.  Also, locate the neutral countries and answer the questions on  Mapping World War I . Use the map key to color the map.

Thursday, 11/21

Read and annotate informational text passages on the Lusitania and the Zimmerman Telegram.

Read about conservation and World War I .  Create Support the Troops fliers and advertisements promoting one of the following:  Meatless Mondays, Heatless Tuesday, Wheatless Wednesdays, Victory Gardens, and War-bond drives.

Review the Progressive Amendments,  Women's Suffrage and Prohibition from Unit 1 and prepare for a quiz/assessment tomorrow.

Friday, 11/22

Video on World War I and Quiz.

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

Standards/Objectives for  November 12 - 15

5.08 Describe the challenges of the journey and process for successful entry into the U.S. through Ellis Island and  Angel Island, and examine the role of immigrants in the development of the U.S.

5.09 Analyze the major goals, struggles, and achievements of the Progressive Era, including: Prohibition (18th Amendment), women’s suffrage (19th Amendment), and the lack of child labor laws.

Monday, 11/11  Schools Closed for the observance of Veterans' Day

Tuesday, 11/12

U.S. Through Time, Unit 1, Chapter 3, Take Note, p. 25 - K.I.M. Chart vocabulary terms:  18th Amendment, 19th Amendment, Angel Island, Ellis Island, industrialization, Jim Crow Laws, Progressives, Prohibition, segregation, and suffrage.

Write the Guiding Questions on page 25 and begin answering them.

Read Chapter 3, "The Progressive Era."

Finish reading, Chapter 3, pp. 25-36 (Note:  You may read the chapter on Schoology, My Course.  The Social Studies textbook chapters have been downloaded.)

Wednesday, 11/13

Read informational text on the following sections of Chapter 3:  p. 28, "Child Laborers in the The Fight Against Child Labor," p. 33, "Ida B. Wells-Barnett in the United States Portrait," and p. 35 "Suffragists in Women Get the Vote." 

Complete the activity sheets on the Triangle Shirtwaist Factory Fire, Child Labor Persuasive Writing Organizer, and Angel Island Immigration Station Tour.  (classwork/homework)

Read pages 32 -34 on "Progress and Equality," "Separate But Equal," and "Debating the Path to Equality."

Thursday, 11/14

Read and review the sections on "Progress and Equality, " pp. 32-34.  Also, read an excerpt from an essay written by Mara Rockliff and use a Venn Diagram to compare and contrast the lives of students during the time of segregation.

Read the passage on "Washington vs. DuBois - Debating the Path to Equality" and compare and contrast the beliefs of Washington and DuBois. Write a paragraph describing which approach you would have supported and why. 

Prepare a study guide for the assessment over Unit 1.

Friday, 11/15

Assessment over U.S. Through Time, Unit1 (Chapters 1 -3)

Complete the "Dig Deeper" section, Chapter 3, p. 37 and the study the "Standard Oil" political cartoon  Also, examine the Women's Suffrage Cartoons activity sheet and fill in the chart to explain how each cartoon uses exaggeration and symbolism 

 

 

 

 

 

 

 

Standards/Objectives sfor November 4 - November 8

5.04 Explain the role of labor unions and the American Federation of Labor in changing the standards of working conditions.

5.05 Examine the contributions and impact of inventors on American society, including:
Alexander Graham Bell, George Washington Carver, and Thomas Edison.

5.06 Examine the impact of important entrepreneurs on American society, including:
Andrew Carnegie, Henry T. Ford, and Cornelius Vanderbilt.

5.07 Analyze the causes, couse, and consequences of the Spanish-American War, including:  Imperialism, Rough Riders, USS Maine, and Yellow Journalism.

 

Assignments:

Monday, 11/4

Read informational text on "Inventions Change Society," and watch a video on Thomas Edison. (cw)  Complete the video quiz in class.  Finsh reading U.S. Through Time, Chapter 1, pp. 16-18.

 Read Chapter 2, The Spanish-American War, pp 19-21. K.I.M. Chart Vocabulary Terms & People to Know include:  Alexander Graham Bell, American Federation of Labor, Andrew Carnegie, Cornelius Vanderbilt, George Washington Carver, Henry Ford, John D. Rockefeller, labor union, Thomas Edison, imperialism, Rough Riders, Spanish-American War,   USS Maine, and yellow journalism. (cw.hw) 

Note:  K.I.M. Charts due on Wednesday, 11/6 and Buffalo Soldiers Research Reports are due on  Thursday, 11/7.

Tuesday, 11/5

Read and discuss Chapter 2, pages 19 - 22 and complete the "Picture Events" worksheet. Read each of the following setions: "Newspapers Cry for War," " The Explosion of the USS Maine," and "A Splendid Little War," and write about what the people were doing and saying.  Respond to the "What Do You Think?" Question: Read the quote, "You furnish the pictures and I'll furnish the war."  What does the quote tell you about yellow journalism?  What do you think is more important to Hearts, reporting the facts or selling newspapers?  Explain your reasoning.

Analyze the McKinley-Roosevelt Campaign Poster and complete the campaign poster worksheet.

Answer the Guiding Questions, Chapter 2, page 19.

Wednesday, 11/6

Examine the primary source of the newspaper article on "The Explosion of the USS Maine, and answer the quesions on p. 22. 

Read and review the text passages on US pp. 21-23 and identify countries and/or islalnds  on the Spanish-American War outline map. Countries and islands include:  United States of America, Cuba, Spain, Puerto Rico, and the Phillipines.

Note:  Buffalo Soldiers Research Reports are due tomorrow.

Thursday, 11/7

Complete p. 24, Content Connections and "You Decide."  Also, bridefly describe the role the following countries played in the Spanish-Ameican War:  The United States of America, Cuba, Spain, Puerto Rico, and The Phillipines.

Buffalo Soldiers Resport Presentations

 

1

 

 

 

 

 

 

Standards/Objectives for October 28 - November 1

5.01 Explain the need for the Souths move toward industrialization after the Civil War.

5.02 Examine the appeal and challenges of settling the Great Plains from various cultural perspectives, including: settlers, immigrants, Buffalo soldiers, and American Indians.

5.03 Analyze the ideas and events of the Gilded Age, including economic disparity (e.g., mistrust of money) and industrial capitalists (e.g., John D. Rockefeller).

5.04 Explain the role of labor unions and the American Federation of Labor in changing the
standards of working conditions.

5.05 Examine the contributions and impact of inventors on American society, including:
Alexander Graham Bell, George Washington Carver, and Thomas Edison.

5.06 Examine the impact of important entrepreneurs on American society, including:
Andrew Carnegie, Henry T. Ford, and Cornelius Vanderbilt.

 

Monday, 10/28

Read U.S. Chapter 1,  pp. 8-9  and complete the "Homestead Time Machine" activity.  Compare your life to the life of a homesteader. Think about the conveniences of modern life.  Ask a parent or guardian to help you compare how much has changed since the days of homesteading. (classwork/homework)

Read and review the sections on Big Business in the Gilded Age and Captains of the Industry, U.S. Chapter 1, pp. 10-13.  Complete the "Create an Industrialist Resume' by researching the industrialist that you chose during class J. Ogden Armour, Phillip Danforth Armour, Andrew Carnegie, Henry T. Ford, Henry Clay Frick, W.K. Kellogg, Andrew Mellon, John J. Raskob, John D. Rockefeller, Gustavus Frankli Swift, and Cornelius Vanderbilt. (cw/hw)  There is a section for philanthropy.  Many of the industrialists were also, philanthropists who gave generously of their time and money to causes that were important  to them. ( Note: Because not every industrialist was also a philanthropist this section may not apply in a few cases.

Tuesday, 10/29

Journal Prompt:  How would life be different  the telephone had never been invented?  What would you do if you needed to get information to someone without using the telephone?

Examine the political cartoon/ primary source photograph "Protectors of Our Industries," p. 14  What is the difference between the people holding up the "island" and the men on top of it?  Based on what you learned in this chapter who do you think the two group of men represent?

What is the main message of the cartoon?  Do you think it is a good message?  Why or why not?

Wednesday, 10/30

Read the informational text passage on "Inventions Change Society"  Work in pairs and small groups to research different inventions and their inventors.  Complete the "Research Inventions" worksheet to record your notes.

Read pages US16 -17, "Tough Times for Many" and "Labor Unions" and complete the Be a Union Representative worksheet. Choose one of the following major industries in Tennessee Coca-Cola Bottling in Chattanooga, Mining on the Cumberland Plateau, Coal and iron processing in Clearfork Valley, or  Railroad work across the state.

Thursday,10/31

Read informational text on Immigration and Migration and Ellis Island. Describe what would it have felt like to travel more than a week across the Atlantic Ocean.  Review the Ellis Island Medical Inspection Sheet questions.

Work individually and in pairs to complete the DE Coming to America Push and Pull Factors Chart to discuss reasons that immigrants came to America.

Read the informational/complex text on Buffalo Soldiers:  A Cultural Study.  Answer the text-directed  and discussion questions for the reading passage.

Friday, November 1

Complete the sections on U.S. p.18: What Did You Learn ?  Content Connections, and Imagine That.

View the video on Thomas Edison and take the quiz.

Begin reading U.S. Through Time, Chapter 2, pages 19-21 about the Spanish American War.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

Monday, 10/21

Read and review Chapter 12, pages 148-155 , "You Decide," (bottom of p. 156), Tennessee Through Time. Draw a table/chart on 20th Century Changes. (Headings: Sanitation, Suffrage, Prohibition, Women's Work, Women's Clubs, Education, Centennial Exposition)  List two details from the text describing what it was and why it was important. (classwork/homework)

Note:  The textbook,  Tennessee Through Time can be accessed on Schoology.  Also, read Chapter 13, pp. 161-166. These pages cover our current unit on Industrializtion, the Gilded Age, and the Progressive Era.  The next unit will cover World War I. (cw/hw)

Tuesday, 10/22

Study the timelimes on pages US2 and US3 and answer the following questions:

1.  What year was the Transcontinental Railroad completed?

2.  The worst yellow-fever epidemic in U.S. history hit which U.S. city?

3. True or False:  Railroads in the U.S. and Canada never adopted a standard time.

4.  Which happened first?  a) The Wright Brothers first controlled flight at Kitty Hawk, North Carolina b) Henry Ford introduces his first automobile, the Ford Model T.

Read the text passages on "Building a New South," p. 4; "Ford's Assembly Line," p. 11; and "Labor Unions," pp. 16-17.  After reading the sections stop and picture the setting.  Then use the sheet provided to write about what you see, touch, taste, hear, and smell-to add detail to what you have pictured.(cw)

Read informational text on the Gilded Age, Immigration and Migration, Buffalo Soldiers, and Homesteading, pages 4-9, United States Through Time. (cw/hw)

Note: Research a famous  Buffalo Soldier such as:   George Jordan, Cathay Williams, Mark Matthews, and Henry O. Flipper.  Also, include 7-10 facts, birthdate, an illustration or picture.  The report should be neatly handwritten or typed.  You may use poster board or create a power point.  The reports will be due on 11/7.

Wednesday, 10/23

Read and annotate informational text on Ellis Island.  Imagine yourself as an immigrant.  Describe how you have traveled more than a week across the Atlantic Ocean.  You are tired , hungry and possibly seasick.  You are eagerto arrive at Ellis Island to start your new life in America.    Work individually and in pairs to answer questions on The Ellis Island Medical Inspection worksheet.

Read and review the section on p. 7 on Buffalo Soldiers, and answer the questions. Research the Buffalo Soldier you have chosen for your report.? 

Thursday, 10/24

Read aloud informational text on Big Business in the Gilded Age, pp. 10-11. Work in pairs to read and answer questions on Captains of Industry, page 12-13

Video on Women's Suffrage and quiz.

Finish reading Chapter 1, pp. 14-17

Friday, 10/25

Research an industrialist and use the "Create an Industrialist's Resume" to record information.  Use sites such as biography.com, ducksters.org, and history for kids.org 

Many industrialists were also philanthropists that gave generously of their time and money to causes that were important to them.

Some suggested industrialists include:  Ogden Armour, Phillip Danforth Armour, Andrew Carnegie, Henry Ford, Henry Clay Frick,  W.K. Kellogg, Andrew Mellon, John J. Raskob, John D. Rockefeller, Gustavius Franklin Swift, and Cornelius Vanderbilt. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 10/14

 Review the effects of the Civil War and Reconstruction in Tennessee.

K.I.M. Chart Vocabulary and Academic Vocabulary for Industrialization, The Gilded Age, ad The Progressive Era (1870d-1910s)

Read  Chapter 12, Progress in Tennessee: The Women's Suffrage Movement, pages 146 -149.

Tuesday, 10/15

Continue working on your K.I.M. Chart and add the following words from the Take Note Vocabulary for Chapter 12:  centennial, Progressive Era, public education, sanitation laws, suffrage, and Women's Suffrage Movement.

Read Chapter 12, pages 149-155 on the following topics: Prohibition, Improving Education, and the Centennial Exposition.

Wednesday, 10/16

Read Chapter 13: Suffrage Efforts Continue, The Perfect 36, (pp. 161-164)

Read and annotate "The Fight for Women's Suffrage" 

 

Thursday, 10/17

Second read of the article "The Fight for Women's Suffrage" answer the text-directed/comprehension questions.

Review Chapter 12, Progress in Tennessee and complete "Content Connections" and  "You Decide," p.156.

Friday, 10/18

Teacher In-Service/Professional Development (Students Do Not Report)  

 

 

 

 

 

 

 

 

 

 

Standards/Objectives for September 30 - October 4

5.42 Describe the significance of the following
Civil War events and battles on Tennessee:
 Siege of Fort Donelson
 Battle of Stones River
 Battle of Franklin
 Battle of Nashville

5.43 Explain the impact of the Tennessee
Constitutional Convention of 1870, including:
poll taxes, segregation, and funds for public
education.

5.44 Explain the development and efforts of
the Freedmen’s Bureau in helping former
slaves begin a new life, including Fisk
University.

5.45 Identify how the rise of vigilante justice
(e.g., Ku Klux Klan), black codes, and Jim Crow
laws impacted Tennessee and the nation.

5.46 Explain how the end of Reconstruction
impacted Tennessee’s African American
elected officials.

Assignments:

Note:  You may access Chapters 9-11 through Clever and Schoology.

Monday, 9/30

Read and review Chapter 10, pp. 118-120, Tennessee Portrait-Biography of Nathan Bedford Forrest, The Battle of Franklin and The Battle of Nashville.

Chapter 11, Reconstruction in Tennessee, read page 122 -125.  K.I.M. Chart vocabulary terms include:  Black Codes, Clinton B. Fisk, enfranchise, Also, copy the Guidig Questions on page 122 and answer them as we cover the chapter.  Freedmen's Bureau, Historically Black Colleges, and Universities (HBCU's), Jim Crow laws, Ku Klux Klan Act, and poll tax. (classwork/homework)

  Choose a person from the following to complete the Biography Fact Sheet:  Isham Harris, Andrew Jackson, Fielding Hurst, John Bell Hood, Ulysses S. Grant, or Marcus Woodcock.  (Due on 10/3)

Complete the Amending the Constitution worksheet by readng "Reconstruction Begins," "Tennessee Is Readmitted to the Union," and "Voting Rights for Black Men," pp. 122-123.  (hw)

Tuesday, 10/1

Read about the Freemen's Bureau in Tennessee and the Tennessee Portrait Biography on Clinton B. Fisk, pp. 124-124.  Also, read pages 126-128, Historically Black Colleges and Universities (HBCU's), and Fisk Free School. (cw) Examine statistics on growth in population and social problems in Tennessee, p. 128.

Wednesday, 10/2

Read pages on Resistance Grows and the Tennessee Portrait Biography on William G. Brownlow, pp. 132-135 (cw).  Also, read Black Leaders in Tennessee (Tennessee Portrait Biographies on Samuel McElsee and Robert R. Church, Sr.) and the Rise of Jim Crow Laws, pp. 136-140.(cw/hw)

Prepare a study guide for the assessment over Unit 3, Tennessee in the Civil War Era and study for the test over Unit 3 on Thursday.

Thursday, 10/3

Assessment over Unit 3

Friday, 10/4

Complete the Cause and Effect Chart  on the important battles of the Civil War using the first battle as an example, p. 142.  Also, choose one (1) term from each column under Content Connections and write a write to explain what the terms means and how the terms relate to each other.

Also, work in pairs and small groups to choose at least two new "Take Note" terms. Using all of the terms, write an informative essay answer the Big Question:  How did the Three Grand Divisions have an impact in the issues of slavery, the Civil War, and Reconstruction.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards/Objectives for  September 23 -27

5.41 Examine the issue of slavery in the three

grand divisions and the impact their

differences had on Tennessees secession from

the Union.

5.42 Describe the significance of the following
Civil War events and battles on Tennessee:
 Siege of Fort Donelson
 Battle of Stones River
 Battle of Franklin
 Battle of Nashville

5.43 Explain the impact of the Tennessee

Constitutional Convention of 1870, including:

poll taxes, segregation, and funds for public

education.

Assignments:

Monday, 9/23

Test over Unit 2: Statehood and Early Tennessee History

Begin reading, Chapter 9, Tennessee Divided, page 104. Add the following terms to your K.I.M. Chart: Andrew Johnson, secession, slave market, Tennessee Declaration of Independence, Three Grand Divisions.  Write the questions and answers for the guiding questions on p.104. 

1. Why were the numbers of slaves increasing in Tennessee?

2. How did the people who lived in the Three Grand Divisions feel about slavery?

How did secession impact the people of Tennessee?

Unit 3 Essential Questions:  How does geography of a region influence its economy?

How does the economy influence morality?

Is conflict solved by war?

Tuesday, 9/24

Work in pairs to scan Chapter 9 for the terms under "Take Note"(vocabulary). Read the text around each term for contextual clues.  Check the Indexed Glossary on pp. 240-244.    Find clues to make inferences  about Chapter 9 using  information in the text.

Work in small groups to discuss the geography of Tennessee, reviewing land formations.  Examine the maps and charts on the Geography of Slavery, pp.104-105.  

Read pages 106-109 on" The Secession Debate," and "A Divided State."

Wednesday, 9/25

Read "Joining the Confederacy" and the Tennessee Portrait Biography on Marcus Woodcock, p.110.

Add these academic vocabulary terms to your K.I.M. Chart:  division, economy, funds, grand division, justice moral , officials, and slavery.

Read Chapter 10, "The War Comes to Tennessee, pages 112-116. Explore maps of Tennessee on pp. 112 and 114.  Work individually and in pairs on the Outline Map and respond to the following questions:  As the gateway to the South, Tennessee is bordered by how many states?  How many major rivers flow through Tennessee? 

Label Tennessee's neighboring states and identify the rivers. 

 

Thursday, 9/26

Read text passages on the major  Civil War battles in Tennessee such as the Battle of Franklin, Battle of Nashville, Battle of Stones River and the Siege of Fort Donelson. 

Work in pairs on a Civil War Trading Cards activity to make cards for Tennessee's Civil War generals and other military leaders.

Review Chapters 9 and 10 on Tennessee in the Civil War Era for a Quiz tomorrow.

Friday, 2/27

Take a quiz over Chapters 9 and 10

Begin reading text on "Reconstruction in Tennessee," "The Freedmen's Bureau,  and  Historically Black Colleges and Universities:  Fisk Free School (Fisk University).

 

  

 

 

  

 

 

 

 

 

5.34 Locate the Territory South of the River Ohio (i.e., Southeast Territory), identify its leaders, and explain how it was the first stelp to Tennessee's statehood.

5.35 Describe the steps that Tennessee took to become a state (i.e., population requirement, vote by the citizens, creation of a state constitution, and Congressional approval).

5.36 Identify the year Tennessee became a state, its first governor, and the original capital.

5.37 Describe Tennessee’s involvement in the War of 1812, including : Andrew Jackson, the Tennessee volunteers, and the Battle of Horseshoe Bend.

5.38 Analyze the impact of Andrew Jackson's presidency on the American Indian population of Tennessee, including:  the Indian Removal Act, Trail of Tears, Treaty of Echota, and John Ross.

5.39 Explain how the western boundary of Tennessee was expanded with the Jackson Purchase.

5.40 Identify the impact of important Tennesseans prior to the Civil War includng: David Crockett and Sam Houston ( Texas War for Idependence and the Alamo) and President James K. Polk (Manifest Destiny)

Assignments:

Monday, 9/16

Read informational text from Chapter 6, Tennessee Becomes A State.  Add the following terms to your K.I.M. Chart:  Andrew Jackson, constitutional convention, June 1, 1798, Knoxville, and population requirement.

Answer the Guiding Questions on p. 66

What steps did Tennessee take to become a state?

Tuesday, 9/17

Work in pairs and small groups to review the steps Tennessee fulfilled to achieve statehood.

Create a Campaign Poster for either John Sevier or Andrew Jackson by using a template.

Begin reading Chapter 7 Expansion and War, p. 73.  Add the following terms to your K.I.M. Chart:  enslaved Africans, Felix Gundy, free blacks, Red Sticks, Sam Houston Tecumseh, Volunteer State, and the War of 1812. 

Wednesday, 9/18

Read Chapter 7 Expansion and War , pp. 73 -85

Write the questions and answers to the Guiding Questions on page 73.  

Complete a map activity on the Battle of Horseshoe Bend

Chapter 7 Review

Thursday, 9/19

Read and discuss Chapter 8, The Jackson Era in Tennessee, pp. 86 - 91

Work in pairs and small groups to compare and contrast key characteristics of the five Native American tribes (Cherokee, Chickasaw, Choctaw, Creek, and Seminole.

Friday, 9/20 

Read Tennessee Portrait biographies on David Crockett and James Polk,pp. 94-95.  Also, read and discuss Manifest Destiny, the Indian Removal Act, the Treaty of Echoa and The Trail of Tears, pp. 95-99.

Review Unit 2 and prepare a study guide for the assessment over Unit 2.

 

 

 

 

 

5.32 Explain  the importance of Tennesseans (i.e. Overmountain Men) in the Battle of King's  Mountain during the American Revolution.

5.33 Identify the Lost State of Franklin as Tennessee's first attempt at statehood, and explain the reasons for its failure.

534 Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders and explain how it was the first step to Tennessee's statehood.

Assignments:

Monday, 9/9

Read pages 48 - 52 and complete the 5W's and How worksheet.  Also, read the Tennessee Portrait of John Sevier and work in pairs to complete the Biography Research Organizer.

New K.I.M. Chart Vocabulary Terms for Chapter 5 and Topic 2:  Becoming Tennessee:  Congress, constitution, identity, Indian Removal Act, Lost State of Franklin,  perception, political, resilience, Southwest Territory, syllabary, territory, Trail of Tears, treaty, War of 1812, and William Blount.

Tuesday, 9/10

Read Chapter 5, Early Attempts at Statehood, pages 54-57 and work with a partner  for a debate activity on the State of Franklin.  Each pair  will be assigned a position:  the State of Franklin should be created OR the regions should return to North Carolina.  Research the State of Franklin using the textbook or the internet.  Use the State of Franklin - Debate It!  worksheet to prepare for the debate. Participate in a class discussion on the pros and cons of creating a "State of Franklin." (cw)

Wednesday, 9/11

Read the section about the Southwest Territory on pp. 56 - 58 and use the chain-of-evets organizer to list the major events in the development of the Southwest Territory.

Read about the Treaty of Holston and analyze the various aspects of the sculpture.  Discuss the followng questions about the treaty:

Why Did the Cherokee agree to the Treaty of Holstson?

Why did the settlers keep breaking the treaties?

Thursday, 9/12

Read pages 60 -61 about Frankland's Houston Constitution and answer the following questions:  How could the preamble be considered revolutionary?   How could this document inspire citizens and governments today? 

Work in pairs to answer the "You Decide:  questions on page 61. 

Prepare a study guide for the test over Unit 1

 

Friday, 9/13

Test over Unit 1

 

 

 

 

 

 

 

 

5.29 Explain how the Cumberland Gap and Wilderness Road influenced migration into the
Tennessee region following the Proclamationof 1763.

5l30 Explain the significance of the Watauga Settlement on Tennessee history, including the following:  Watauga Compact, Dragging Canoe, John Sevier, and Nancy Ward.

5.31 Describe the founding of and obstacles faced with the establishment of the Cumberland Settlements, including:  the Battle of the Bluffs, John Donelson, and James Robertson.

Assignments:

Monday, 9/2  - Schools Closed due to Labor Day Holiday

Tuesday, 9/3

Read pages 36 -40 and complete the Nancy Ward Biography worksheet.  Also, answer the "Dig Deeper" questions on p. 41.  Read the following Take Note terms on p. 42 in the textbook and add them to your list of  vocabulary words: Battle of King's Mountain,  Cumberland Compact, Cumberland Gap, James Robertson, John Donelson, and  Overmountain Men. (classwork/homework)

Note: Suggested Resources: Tennessee Blue Book - Student Edition - Chapter 2 (Website: https://tnsoshistory.com/chapter2 and tnhistoforkids.org 

Watauga Settlements Storyboard and Tennessee Maps actvities are due. (This assignment was given on Thursday, 8/28

Moby Max Chapters 1 & 2 Test due on Friday.

Wednesday, 9/4

Read Chapter 4 "Settlement and Conflict," pp. 42-47 on the Cumberland Settlements, James Robertson, and John Donelson.  Guiding Questions:  How did the Cumberland Gap and Wilderness Road influence migration into Tennessee?  What effect did the Cumberland Settlements have on local Indian tribes?

Complete a diary template from the perspective of a child in the Donelson Party who just arrived in the Cumberland Settlements.  (cw)

 Complete Moby Max Chapters 1 & 2 and take the test. (Due on Friday)(hw)

Thursday, 9/5

Read Chapter 4 pages 48 - 52 on "The Battle of the Bluffs" and "Tennessee in Revolution."

Work in groups to complete a 5Ws and H Chart on the following topics Battle of the bluffs, Tennessee in the Revolution, and the Overmountain Men. 

Note:  Moby Max Chapters 1 & 2 Test due on Friday. 

Friday, 9/6

Work individually and in small groups to list the strengths and weaknesses of  the Overmountain Men and the British soldiers.  Read the Tennessee Portrait Biography about Sevier and use the Research Organizer to record information you find  in the textbook and at least one other source. 

Moby Max Chapters 1 & 2 Test is due today.

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 8/26

Vocabulary Quiz over Chapters 1 and 2

Preview the headings and subheadings for Chapter 3, Tennessee Through Time. Reflect on those as you complete the chart which includes:  The Proclomation Line Tennessee's Long Hunters, Daniel Boone Kasper Mansker, and The Watauga Settlements.

Read pages 31 -35 in the textbook and discuss them in small groups and with the class.

Tuesday, 8/27

Add the following terms and name to your K.I.M. Chart:  Cumberland Gap, Dragging Canoe, John Sevier, long hunters, Nancy Ward, Proclamation Line, Watauga Compact, Watauga Settlements, Wilderness Road. 

Note:  You may use the indexed glossary on p. 240 or research them on computer.

Review and read about Daniel Boone and The Watauga Settlements on pp. 33-36, and answer text-directed questions.

Complete the notes sheet on the life of Daniel Boone and refer to the sheet as  you write a story about Daniel Boone.

 Wednesday, 8/28 

 Read about the Watauga Settlements and work in small groups and in pairs to complete the web with who, what, when why, and how details about the Watauga Settlements from your reading.

Using the Watauga Settlements Storyboard  sheet draw images of the Watauga Settlements and write brief descriptions of the scenes you drew on the lines below your illustrations.

Thursay, 8/29

Complete the Tennessee Maps worksheet by examining the maps and answer the questions. Read about the Cherokee War and Nancy Ward on pages 38 - 40.  Fill out the biography form about Nancy Ward with details from the textbook and other resources.

Friday, 8/30

Teacher Planning/Professional Development Day

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards and Objectives for Augus 5-23

5.26 Explain how the name "Tennessee" originated from the Yuchi word Tana-tsee, referring to where the rivers come together.

 5.27 Identify the cultures of the major indigenous settlements in Tennessee, including:  the Paleo (Coats-Hines Site), Archaic Woodland (Old Stone Fort, Pinson Mounds), and Mississippian (Chucalissa Indian Village).

5.28 Identify the pre-colonial American Indian tribes residing in Tennessee (e.g., Cherokeet, Chickasaw, Creek, and Shawnee), and analyze their various customs and traditions.

 

 

 

Monday, 8/19

Complete the American Indian groups chart, comparing the Paleo Indians, Archaic People, Woodland Indians,  and the Mississppians.

Read Chapter 2, pp. 21 - 27 and answer the guiding questions:  What was the Cherokee Nation?  How did people of this nation govern themselves?  How were other Native American tribes similar to the people of the Cherokee Nation?  How were they different?

How did the tribes use the land to meet their needs?

Complete worksheet, Find the Mistakes, after reading about the Beloved Woman.

 

Tuesday, 8/20

Add the following words to your K.I.M. Chart:  Shawnee, Tana-tsee, Yuchis, wattle, daub. Read bout the Chickasaw People, Miscogees, the Shawnees, and the Yuchis.

Create a foldable or small booklet  on the Chickasaw people which  include characteristics, illustrations and details describing this Native American group.

Wednesday, 8/21

Read  and review the Muscogees (Creeks), the Shawnees, and the Yuchis.  Read and annotate a passage on how Tennessee got its name.

Begin reviewing Chapter 1 and 2 for a test on Friday,

 

Thursday, 8/22

Read p. 31, "Respect for the Earth"  and answer the following questions:

Describe how the American Indians felt about the Earth.  Do we respect the Earth as the American Indians did?  Why or Why not?

Review and prepare a study guide for the test over Chapters 1 and 2.

 

 

 

 

 

                                       

 

 

 

Monday, 8/12

Review Chapater 1, Preshistoric Cultures pages 4-8

Complete an activity sheet on Prehistoric Cultures, and define prehistoric.

 

Tuesday, 8/13

Read pages 7 - 11 on the Paleo People and work individually and in pairs on the exercises on The Archaic people.

Wednesday, 8/14

Read pages 9 -11 on Tennessee's Amazing  Archaeological Sites:  Williamson County (Coats-Hines Site), the Eva Site, and Icehouse Bottom.  What did the archaeologists find?  In a paragraph write how the findings at the site tell us about the people who lived there.

Thursday, 8/15

Read about the Woodland People and the Mississippian People, pages 12 -17, and complete a word web on the Woodland People.  Also complete a passage on the Mississippian People and fill in missing details after reading.

Friday, 8/16

Read and review pages 12 - 19,  and complete the Venn Diagram to compare and contrast  the Mississippian Mounds at Sellar's Farm and Mound Bottom.

Complete the chart on the American Indians groups by listing key ideas from Chapter 1. 

 

 

 

 

 

 

 

 

 

 

Monday, 8/5 -  Friday, 8/9

Introductions, First Day Packet Review, and Expections

Getting to Know Your Classmates Activity:  Write the name of a classmate with whom you have something in common or fits the same description.  (For example:  loves chocolate, plays an instrument, has a sibling, wears braces has a birthday in the same month as yours...) 

City Saver Fundraiser

Tuesday, 8/6

Review Classroom Expections and Procedures

Begin working on a personal poem using adjectives which describes you and your family using a template as a rough draft.  Illustrate your poem by adding color to the frame provided.  You my include a self-portrait.

Wednesday, 8/7

Read and discuss how the name Tennessee originated from the Yuchi language.  (Tana-tsee, or " where the waters meet) 

Contine working on final drafts of your personal poem.  Share your poem with your shoulder partner and with the class.

Introduction of textbook:  Tennessee Through Time/The United States Through Time

Begin defining the academic K.I.M. Chart vocabulary words for Chapter 1, Prehistoric Cultures (Archaic/Archaic Period, Cherokee, Chickasaw, Chucalissa, collide, compact, Creek, culture, customs

K.I.M. Chart (K = Key Idea or Term / Vocabulary Word, I = Information that goes along with the word, M= Memory Clue: an illustration or symbol

Note:  K.I.M. Charts on due on Friday.

Thursday, 8/7

Unit 1, Tennessee Prior to Statehood - Essential Question:

How was Tennessee shaped by early people who lived here?

Define culture and the elements of culture.  (Chapter 1, pp. 2-5)

Read about Preshistoric Cultures: Paleo People  and Archaic People, pp. 4-8

Complete a worksheet on Prehistoric Cultures and define the word "prehistoric."

Friday, 8/9

K.I.M. Charts are due today.  Review the meaning of the vocabulary words in class.

Complete an activity on Early Cultures in Tennessee:  Paleo and Archaic People

Answer the text dependent questions :

What is archaeology? 

Define archaeologist, artifact, and petroglyph.

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

STANDARDS AND OBJECTIVES FOR THE WEEK OF  MAY 13 -17

5. 69 Investigate the works of Alex Haley and his influence on American culture. (C, TN)

5.70 Analyze the significant events of Reagan’s presidency, including: (C, E, H, P) • return of national pride

• economic recovery

• decline of the Cold War

• immigration policy change

 

5.71 Explain the events that lead to the Persian Gulf War and its outcome. (E, G, H, P)

5.72 Summarize the significant contributions to American culture of entrepreneurs and innovators, including: (C, E, TN) • Ray Kroc

• Sam Walton

• Fred Smith

• Bill Gates

• Michael Dell

• Steve Jobs

 

Monday, 5/13

Read infromational text President Richard NIxon and President Ronald Reagan from the textbook.

Add vocabulary words to your K.I.M. Chart:  bicentennial, cease-fire, contributions, entrepreneurs, Hispanic, innovators, terrorist

Work individually and in groups to research modern day entrepreneurs and innovators including: Ray Kroc, Sam Walton, Fred Smith, Bill Gates, Michael Dell and Steve Jobs.

 

Tuesday, 5/14

Awards Ceremony

Continue to research  modern day innovators from the list above.

Read informational text on modern day entrepreneurs.

 

Wednesday, 5/15

Read infromational text on the Persian Gulf War and President George H.W Bush.  

Work individually and in small groups on the modern day entrepreneurs and innovators

 

Thursday, 5/16

Read "Protecting the Homeland" and "The War in Iraq" Video on September 11, read and annotate complex text. Answer the text-dependent questions.

Read informational text on "The War in Iraq" and "The War in Afghanistan"

Essential Questions:

How did the war in Iraq end?

What were the outcomes of the continual fighting in Afghanistan?

 

Friday, 5/17

Family Picnic

Work in groups on modern day entrepreneurs and innovators .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.66 Explain the effect President Kennedy’s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program. (H, P)

5.67 Integrate information from a variety of texts to explain the cause, controversy of, and outcome of the Vietnam War. (C, E, G, H, P)

5.68 Determine the main ideas surrounding the presidency of Nixon, including the end of the Vietnam War, the trip to China,Watergate, and resignation. (E, H, P)

 

 

 

 

 

 

 

 

 

5.65 Analyze the key events and struggles during the Civil Rights Movement, including: 

 Brown v. Board of Education,

• Non-violent protest and the influence of the Highlander Folk School

• Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee

• Montgomery Bus Boycott and Rosa Parks

• Tent Cities in Fayette and Haywood Counties

• Nashville Sit-Ins and Diane Nash

• Freedom Riders

• Dr. Martin Luther King, Jr.

ASSIGNMENTS:

Monday, 4/29

Complete the Reading Guide worksheet and vocabulary for Chapter 8 Lesson 3, textbook  (Tennessee Through Time) Also, complete the short answer and Memory Master comprehension questions.  (classwork)

Tuesday,, 4/30

Read "Seeds of Change,"  "NAACP Legal Defense Fund," and answer the essential questions.  View the Brainpop Video on  "Civil Rights," and take the quiz. Work individually and in pairs on the Civil Rights Event/Effect Chart (cw/hw)

.

Wednesday, 5/1

Read informational text on "The March on Washington,"  "The Movement Refocuses," and "The End of the Journey.  Answer the essential questions and view the video segment on Martin Luther King, Jr. (cw/hw)

Complete the Civil Rights Event/Effect Chart.

Thursday, 5/2

Research famous individuals from the Civil Rights Movement:  Linda & Oliver Brown Mahatma Gandhi, Martin Luther King, Jr., Thurgood Marshall, Rosa Parks, Jackie Robinson, and Earl Warren.  Write 2 - 3 facts or main ideas for which each person is remembered. 

Prepare a study guide for Chapter 10.1, Civil Rights Movement for the assessment on Friday.

 

Friday, 5/3

c

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 4/22

Read informational text on "Origins of the Movement," (EXPLORE Resource, Chapter 10.1, page 2) and answer the essential question.  How did events before and during World War II influence the struggle for civil rights?

View a video on Jackie Robinson.

Tuesday, 4/23

Read pages 4 -6, DE EXPLORE Tab to examine the emergence of the civil rights movement and its efforts to end legal segregation in housing and education.

Wednesday, 4/24

Use EXPLORE resources to examine the main events of the civil rights movement from the mid-1950s to the mid-1960s up through the March on Washington.

Thursday, 4/25

 Identify and add the following People to Know to your K.I.M. Chart:  Mahatma Gandhi, Martin Luther King Jr., Rosa Parks, Jackie Robinson, and Earl Warren.

Read informational text on Brown v. Board of Education and write a summary.

Friday, 4/26

Read the text passage on Rosa Parks and the Montgomery Bus Boycott and answer text-directed questions.

View a video on the Civil Rights Movement and take a quiz.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 4/15

Read "The Little Rock Nine," (ENGAGE TAB, Chapter 10.1, The Civil Rights Movement) classwork). Answer the focus questions.  Also, add the following words to your K.I.M. Chart:  anthem, civil rights, desegregation, discrimination, evict, Freedom Riders, integration, non-violent protest, racism, segregation, sit-in. (cw)

Note:  Cold War Research Reports are due on 4/17

NO HOMEWORK DUE TO TN READY

 

Tuesday, 4/16

Read an excerpt from "The Biography of Jackie Robinson."  Annotate the text, highlight the

main ideas, and vocabulary words.  Share summaries and main ideas with the class.  Read

"African American Life in the Early 1900s individually and in small groups/pairs.  Work in

pairs on the Civil Rights Movement Venn Diagram.  Respond to the essential question: 

How did racial discrimination become part of American society and culture.

Note:  Continue working on your Cold War research report.  Note:  Reports are due on 4/17.

Cold War  Research Report (1 to 1½ page, 3-5 paragraphs) Reports should contain information from two or three sources. Also, include a bibliography or works cited page.

Choose one of the following:

  1. Science and the Cold War
  2. The Berlin Wall
  3. Satellites (Sputnik)
  4. NASA
  5. First U.S. Man on the Moon
  6. Korean War
  7. United Nations

 

Wednesday, 4/17

Read a biographical sketch on Branch Rickey and how he influenced Jackie Robinson's

baseball career.  Read the informational text "Origins of the Movement."  View the

video segments "Social Injustice," and Harry S. Truman Initiates a Sea of Change." 

Essential Question:  How did events before and during World War Ii influence the struggle

for civil rights?

Work in groups and whole class to complete the Venn Diagram.

Wednesday, 4/17

Read the informational text "Seeds of Change," and view the video segments on "Jackie

Robinson Joins the Brooklyn Dodgers." 

Begin identifying People to Know:   Jackie Robison, Rosa Parks, Thurgood Marshall, Dr. Martin Luther King, Jr

and other individuals from the civil rights movement for  power points, and posters.

Note:  Cold War Research Reports are due.

 

Thursday, 4/18

Read "The NAACP Legal Defense Fund" and "Inherently Unequal."  View the video segments

on "Thurgood Marshall and "Brown v. Board of Education ."  Work in groups and individually on

Civil Rights.

Brain Pop video on Civil Rights and Quiz

 

Friday, 4/19

Spring Holiday (No School)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 4/8

Test over  Chapter 9.2 American Life in the 1950s

Note:  Continue working on your Cold War research report.  Note:  Reports are due on 4/17.

Cold War  Research Report (1 to 1½ page, 3-5 paragraphs) Reports should contain information from two or three sources. Also, include a bibliography or works cited page.

Choose one of the following:

  1. Science and the Cold War
  2. The Berlin Wall
  3. Satellites (Sputnik)
  4. NASA
  5. First U.S. Man on the Moon
  6. Korean War
  7. United Nations

 

 

 

 

 

Tuesday, 4/9

Read informational text on the conflict between North and South Korea during the 1950’s and the types of tensions which are still seen today. View videos on North Korean Military threats.

 

Read informational text on “President Kennedy’s Foreign Policies and the Cuban

Missile Crisis,” and “The United States Takes Action”

Essential Question: What caused the Cuban Missile Crisis?

View the video segments on The Cuban Missile Crisis

Read the text on “The Life of John F. Kennedy”

Work in small groups/pairs on the Conflict Abroad: Main Idea Web

 

Wednesday, 4/10

Read informational text, “Conflict in Berlin,” view video segment on “The Berlin Wall,” and “Conflict in Southeast Asia.” Work in groups/pairs to record details about events on the Conflict Abroad: Comparison Chart

Essential Questions: Why was the Berlin Wall constructed?

 

Thursday, 4/11

Video on John F. Kennedy and quiz

Word Research Activity on John F. Kennedy

Prepare a study guide on Chapter 9 Lesson 3

 

Friday, 4/12

Work in groups on the Conflict Abroad Main Idea Web to organize the issues and details of President Kennedy’s foreign policy.

Prepare a study guide for the Chapter 9.3 Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday. 4/1

Use the map in the textbook, pages 262 - 263 to complete the map activity.

Map Activity: Germany Divided

Use the map on page 262 or an atlas to answer the following questions:

1.  Which continents on this map are part of the Communist Bloc?

2.  Identify which parts of Germany are communist and which parts are not.

3.  Which geographic features do East and West Germany have in common?

4.  What can you conclude about communism and geography?

5.  Where is Tennessee on this map? 

(classwork)

Add the following terms and People to Know to your K.I.M. Chart: baby boom, contestant, consumer society, Interstate Highway System, mass media, popular music, receiver, transmitter, B.B. King, Elvis Presley, Sun Records, and Stax Records. (classwork/homework).

Begin reading Chapter 9.2 in the DE Techbook, pages 1 -5, focusing on "Life in the 1950s," (ENGAGE TAB), "The U.S. Postwar Economy," "Returning to Normal After World War II,"  "Prosperity for All?" and "Changes for Native Americans." Answer the essential questions.

Tuesday, 4/2

Read and discuss pages 264-265 on the Korean War and the Interstate Highway System.

Complete a Map Activity on the Korean Peninsula:

1.  What is the difference between North and South Korea?

2.  What type of landform is Korea?

3.  On what continent is Korea located?

4.  What countries are nearest to Korea?

5.  What countries from question 4 fought each other in World War II?

6.  Why do you think Korea was divided?

Read  and discuss informational text on the Berlin Wall and answer text-directed/comprehension

questions. (cw)

Read the passages on pages 4 -5 in the techbook and work individually and in pairs on the American Life in the 1950s Comparison Chart.

Homework: Read pages 6-11 , DE Techbook and answer the essential questions.

Wednesday, 4/3

Work in small groups to complete the American Life in the 1950s Comparison Chart.

Read informational/complex text, " Welcome to the Suburbs" and "The Rise of Television."  Answer the essential questions.  Compare the passages to the textbook, Chapter 8 Lesson 2, pages 266 - 276.  Answer the essential questions.

Chapter 9.2 techbook, pages 11-12 (hw)

Video on Elvis Presley and Quiz

 

Thursday 4/4

Research Report  ( 1-1 ½pages, 3-5 paragraphs)

Choose one (1) of the following topics

1.  Science and the Cold War

2.  The Berlin Wall

3.  Satellites (Sputnik)

4.  NASA

5.  First U.S. Man on the Moon

6.  Korean War

7.  United Nations

Reports will be due on Thursday, April 19

Prepare a study guide for Chapter 9.2, American Life in the 1950s.

Video on Elvis Presley

Friday, 4/5

Assessment over Chapter 9.2

Quick Write Activity:  Take the perspective of two people living during the 1950's, someone

who benefitted from the 1950's prosperity and another individual who did benefit.  From the

perspectives you have selected, you will describe what this decade was like.  Begin with the

following topic sentence: "For me the 1950's was a decade of ..."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 3/25

Note: The Panorama Survey will  administered this week during class.

Read Chapter 9.1 The Cold War, from the DE Techbook, pages 1-5, "Rival Nations, " The Soviet Union's Authoritarian Government," and "The Beginnings of the Cold War." 

Tuesday, 3/26

Panorama Survey

Read the passage on the "The Beginnings of Cold War" and view the video segment "Cold War."  Work in small groups on the GREASES Chart and Comparison graphic organizer. (cw)

Read the text, "The Birth of the United Nations" and "The Marshall Plan Helps Recovery." Essential Question:  What is the Marshall Plan?(cw)

Read informational text from the techbook, "Divided Europe," The Korean War," and "Outcome of the War" and answer the essential questions, pp. 6-10. (cw/hw)

Wednesday, 3/27

Panorama Survey

Map Activity:  Germany Divided and discussion on the Berlin Wall

Read informational text from the DE techbook, "Other Hotspots," "Espionage and Dictators," and "The Nuclear Threat."  Answer the essential questions. (cw/hw) Finish reading Chapter 9.1, The Cold War.

 

Thursday, 3/28

Panorama Survey

Map Activity:  Korean Peninsula and discussion questions on The Korean War.

Prepare a study guide for Chapter 9.1, The Cold War

Note:  Assessment on Friday over Chapter 9.1

Friday, 3/29

Assessment over Chapter 9.1, The Cold War

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 3/18

Add the following words to your K.I.M. Chart vocabulary words:  Manhattan Project,  Oak Ridge (The Secret City), Women's Air Force Service Pilots (WASP), United Nations, D-Day, V-E Day, V-J Day.  Idenfify the following: Cornelia Fort, Rosie the Riveter, and Cordell Hull.

View a  Brainpop video on World War II/

Tuesday, 3/19

Read and annotate “Rosie The Riveter” and answer the text-dependent questions.

Read the passages on “Aftermath of World War II” and “The United Nations.” Video Segments on “The United Nations.”

Essential Questions: What problems did World War II resolve? What international challenges did it create?

Complete the Word Research Vocabulary Activity on World War II.

 

Wednesday, 3/20

 

Read informational text on “The United Nations” and Working for World Peace.

What did people conclude about World War II when the war was over?

Read “Rival Nations,” and “The Soviet Union’s Authoritarian Government.

Add the following vocabulary words to your K.I.M. Chart: autobahn, communist, interstate, satellite.

Work in small groups or pairs on the GREASES Chart.

Video Segment: “Life in Soviet Russia”

 

Thursday, 3/21

Journal Prompt: What do you think Cordell Hull told the other nations to convince them to join the United Nations? What happens at a UN meeting? Write one paragraph to respond to the prompt.

Cordell Hull’s motto was “Peace Must Be Our Passion.” Work in small groups to discuss what you think this means. Each group will come up with three situations where they can use this motto to solve problems today.

Read the passage on “The Beginning of the Cold War” and view the video segment “Cold War.” Work in small groups on the GREASES Chart and Comparison graphic organizer.

Friday, 3/22

Read the text “Birth of the United Nations” and “The Marshall Plan Helps Recovery”

Essential Question: What is the Marshall Plan?

Research the United Nations.

Friday, 3/31

Explain the events and characteristics of the Cold War answering the essential question (citing textual evidence) and complete a quiz on the United Nations.

 

 

 

 

  

 

 

 

 

 

                                                                                                                                                                                                                                                                                                                                                      

STANDARDS AND OBJECTIVES FOR THE WEEK OF MARCH 4 - 8

5.52 Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and the goals of the Germany, Italy, and Japan.

5.53 Compare and contrast different stories from media, and informational text regarding the bombing of Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and America’s entry in the war.

5.54 Evaluate the constitutionality of Japanese internment during the war. 

5.55 Locate the Axis and Allied Powers and the major theaters of war on a map.

5.56 With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots-Cornelia Fort.

5.57 Write an informative text about the Holocaust and its impact.

5.58 Clarify the reasons for the German surrender and reasons for the European division of Germany. 

5.59 D5.59 Describe the role of theManhattan Project and Oak Ridge, Tennessee in ending WorldWar II and the decision to drop the atombomb on Japan. escribe the role of theManhattan Project and Oak Ridge, Tennessee in ending WorldWar II and the decision to drop the atombomb on Japan.

5.60 Explain the purpose of the formation of the United Nations and the role of Cordell Hull.   
 

Assignments:

Monday,  3/4

Students will work on World War II K.I.M. Charts for the following key terms: Allied Powers, arsenal, atom bomb, Axis Powers, concentration camps, dictator, Holocaust, hosiery, inferior, lease, Nazi, racial supremacy, swastika, fascism, totalitarianism, Nazism, liberate, rationing.

Read informational text on Chapter 8.1  “From Isolation to War, ” (pages 1.9 DE Techbook) “The Rumblings of War,” and “The Holocaust” Essential Question:   Why did the United States resist becoming involved in World War II?

Work in pairs on a World War II Map Activity and answer the following questions:

  1. What continents were involved in World War II?
  2. With oceans between continents, how did this affect the war?
  3. Where did most of the fighting take place?
  4. Name and locate the Axis Powers and the Allied Powers.

 

Tuesday,  3/5

Students will read informational text from Chapter 8.2,   “The United States Enters World War II,” “The Allies Take Control of Europe,” and “The Holocaust.” Write an informative essay on the Holocaust. Choose one of the following prompts:

  1. How did Hitler spread his hatred of Jews?
  2. Describe what happened to a Jew who was sent to a concentration camp.
  3. Explain why American soldiers called concentration camps “death camps.”
  4. How could 12 million people be killed in such a tragic way without the rest of the world knowing about it?

View the “Holocaust” video and complete a quiz.

Wednesday,  3/6

Read “War in the Pacific Begins” and view the video segment on “The attack on Pearl Harbor and Its Impact.”

Read informational text on “World War II on the Home Front, Rationing and Victory Gardens.”

Work in pairs and small groups on “What Women Did During the War” and “Rosie the Riveter”

Prepare a study guide for the assessment over Chapter 8 on World War II

Thursday 3/7

Read a passage on “The Internment of Japanese-Americans, and read passages on “Volunteers Lead the Way” “Aftermath of World War II” and “The United Nations.” Video Segments on “The United Nations”

Essential Questions: What problems did World War II resolve? What international challenges did it create?

Assessment over World War II

Friday,  3/8

Read informational text on “Building the Atomic Bomb” and view a video, “The Manhattan Project.          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 2/25

Read informational text, "Back to Work," Chapter 7.3 (ENGAGE TAB) and answer the focus questions.  Begin reading pages 1 -7, (EXPLORE TAB) and answer the essential questions. 

Complete the K.I.M. Chart vocabulary words which include policies and terms on Franklin D. Roosevelt and the New Deal:  The New Deal, Social Security, Civilian Conservation Corps (CCC), Federal Deposit Insurance Corporation (FCIC), Tennessee Valley Authority (TVA), Cumberland Homesteads,  Great Smoky Mountains National Park, primary source and secondary source.  Also, add the following People to Know:  Herbert Hoover and Franklin Delano Roosevelt.

 Note:  The assessment for Chapter 7.3, "A New Deal" will be on Thursday.

Tuesday, 2/26

Work in pairs or small groups on the Comparison Chart to record President Franklin D. Roosevelt’s New Deal solutions to problems in the 1930’s. (classwork/homework)

Read about “The New Deal; view photographs of The Civilian Conservation Corps (CCC); view the video on “Great Depression Relief Programs.

 

Answer the following essential questions:

How did Roosevelt address the banking crisis?

How did Roosevelt address social welfare and business needs when he took office?

How did the New Deal address natural resources and agricultural reforms?

 

Wednesday, 2/27

 

Work individually and in pairs to complete the New Deal Comparison Chart.

 

Prepare a study guide for the assessment over Chapter 7.3

 

Thursday, 2/28

 

Assessment over Chapter 7.3, "A New Deal"

 

Begin reading Chapter 8, DE Techbook on World War II, Chapters 8.1 & 8.2

 

 

Friday, 3/1

 

Read informational text on “Militarists Gain Control Over Japan,” and “The Rise of Adolf Hitler. Complete a Map Activity on Europe, 1939 and respond to the questions.

 

5th Grade Field Trip

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 2/18

Students Do Not Report - Teacher In-Service/Planning Day

Tuesdayh, 2/19

Read informational text on “Life During the Great Depression.” (Chapter 7.2 Techbook, ENGAGE Tab)  Analyze primary source photographs, compare and contrast after reading the passage. Answer the following questions after examining the photographs:

  • Why do you think so many people are standing in line to get soup?
  • How do you think people felt about having to stand in this line?
  • How are the two photographs similar? How are they different?
  • Are you surprised that such a large number of people went to see movies during the Great Depression? Explain your answer.
  • How do you think the Great Depression affected everyday life in the United States?Examine a map of the Great Plains and the Midwest.

Read   Chapter 7.2, pages 1 - 5 and answer the essential  quesions (cw/cw)

Wednesday, 2/20

Read "The Dust Bowl," view photographs of "Dust Bowl Conditions," and examine a map of the Great Plains and Midwest.

Great Plains and Midwest. Read "What Caused the Dust Bowl," answer text-directed questions and view video segments on "Causes of the Dust Bowl."

 

Thursday, 2/21

 

Read Chapter 7.3 ,"A New Deal,"  techbook (EXPLORE Tab) cw/hw

Read about “The New Deal,” view photographs of the Civilian Conservation Corps (CCC); view the video segment on Great Depression Relief Programs.Work in pairs or small groups on the New Deal Comparison Chart. 

 

 

Friday, 2/22

 

Finish working on the The New Deal Comparison Chart to record solutions to problems in the United States in the 1930s.

 

Read informational text on  Franklin D. Roosevelt and "The New Deal and answer Memory Master & text-directed/comprehension questions.

 

View a video on Franklin Roosevelt and the New Deal and take the quiz.

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 2/11

Read aloud the primary source document,  "Black Begins a Dark Period," (ENGAGE Tab, Chapter 7.1), an excerpt from an interview with Mr. Tarver, a bank employee recalling his memories of the stock market-crash in Octobr 1929.

Read Chapter 7.1, Causes of the Great Depression, pages 1 - 4, and answer the essential questions. (cw/hw)

Note:  1920's Movie Trailers or Short Documentaries are due tomorrow. (See EXPLAIN Tab Activity, Chapter 7.1)

 

Tuesday, 2/12

Add the following words to your K.I.M. Chart:  credit, debt, Great Depression, interest, stock market, tear gas, and top soil.

Discuss the answers  to the essential questions for Chapter 7.1 ("A False Prosperity" Essential Question:  What role did the government play in the economic  prosperity of the 1920's?) 

Begin working on the sequencing chart for Chapter 7.1, pages 1 - 5, to record the conditions that led  to the Great Depression, Black Tuesday, and the Stock Market Crash of 1929.

 

Wednesday, 2/13

Read complex/informational text on "Black Tuesday" and "The Government's Early Response." View a video on "The Causes of the Great Depression" and take the quiz.

Work individually and in groups to complete the  Causes of the Great Depression: Sequencing Chart.  Also, discuss and examine the issues that the U.S. faced during the Great Depression and how the government responded to those issues.

Thursday, 2/14

Read the textbook passages on The Stock Market Crash and Herbert Hoover, pages 198 - 201. and give written responses to text-directed questions.  (Note: See questions below.)

Passport to History Activity: pages 199, textbook

Review Chapter 7.1 in the techbook and prepare a study guide for the assessment on tomorrow.

Friday, 2/15

Assessment over Chapter 7.1, Causes of the Great Depression

1.   What happens when stock prices go up?

2.   Why do people call this type of scenario a bull market?

3.   What was the government's viewpoint on the economy?

4.   Explain what happened on Black Thursday.

5.   How did people react to Black Thursday?

6.   What is a bear market?

7.   What happened on October 29, Black Tuesday and how did it affect the economy?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.47 Make connections with the growth of popular culture of the "Roaring Twenties" with the following:  W.C. Handy, Bessie, automobiles, radios, nickelodeons, Harlem Renaissance,  WSM, Grand Ole Opry, Charles Lindbergh and the Spirit of St.  Louis, mass production, "just in time" inventory, appliances.

5.48 Determine the meaning of use of ecoomic terms credit, interest, and debt and the role these played in the economy of the 1920s.

Assignments:

Monday, 2/4

Read informtional text on "Crossing the Atlanitc;" annotate the text, and answer the essential question: Who were the heroes of the 1920s.

Create a movie trailer for a documentary called the Roaring 20's that focuses on one of the following conflicts:

1.  flappers

2.  consumerism vs. traditional economic and social values

3.  Prohibition and the rise of gangsters

Note:  Include titles, narration, music and explain why you chose your title, music and scenes.  (classwork/homework)   You may create a short power point (no more than five (5) slides or use The Roaring 20's movie trailer frames to sketch out the trailer.

Create a movie trailer for a documentary called the Roaring 20's that focuses on one of the following conflicts:

1.  flappers

2.  consumerism vs. traditional economic and social values

3.  Prohibition and the rise of gangsters

Note:  Include titles, narration, music and explain why you chose your title, music and scenes.  (classwork/homework)   You may create a short power point (no more than five (5) slides or use The Roaring 20's movie trailer frames to sketch out the trailer.

Complete the Roaring Twenties: GREASES Chart (Government, Religion, Economics, Art and Architecture, Science & Technology, Environment, Social & Cultural Values) to record information about key aspect of American culture and society during the 1920s.

Prepare a study guide for Chapter 6.2, The Roaring Twenties for the assessment tomorrow.

Tuesday, 2/5

Assessment over Chapter 6.2, The Roaring Twenties

Read informational text from Chapter 6.1 pages 9 and 10, "Pioneers of Jazz" and "The Harlem Renaissance." Essential Questions:� Who were the pioneers of jazz?  Who were the artists of the Harlem Renaissance?

Activity:  (homework/classwork)

Create a movie trailer for a documentary called the Roaring 20's that focuses on one of the following conflicts:

1.  flappers

2.  consumerism vs. traditional economic and social values

3.  Prohibition and the rise of gangsters

Note:  Include titles, narration, music and explain why you chose your title, music and scenes.  (classwork/homework)   You may create a short power point (no more than five (5) slides or use the Roaring 20's movie trailer frames to sketch out the trailer.

Due on Friday

Wednesday, 2/6

Continue working individually and in small groups on the Roaring Twenties movie trailer. (cw/hw)

Begin reading Chapter 7.1, Causes of  the Great Depression, pages 1-3 (cw/hw)

Thursday, 2/7

Read informational text on "The Financial System in the 1920's," "The Stock Market Declines," and "Black Tuesday." (Chapter 7.1, pages 4-7)

Work individually and in small groups to complete the Roaring Twenties movie trailer activity.

Friday, 2.8

Presentation of 1920s Movie Trailer sketches and posters

View a video on "Causes of the Great Depression and take the  quiz.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 1/28

Read informational text on "Aftermath of the War" and Women's Suffrage.  Answer the following text-directed  Memory Questions: 

1.  What is women's suffrage

2. What were the arguments for and against women's  suffragee?

3  How did the Nineteenth Amendment get passed?

Add the following words to your K.I.M. Chart and identify People to Know :  suffragist/suffrage, evaluate, role, "Pefect 36," Anne Dallas Dudley, Harry Burn, Governor Albert Roberts, Josephine Pearsons, opposition.

Homework Packet:  Begin reading Chapter 6.2, "The Roaring Twenties" - "Decade of Progress (ENGAGE Tabe - Answer the bullet point questions.) Read passage: "Boom Times" and answer the essential question.

Tuesday, 1/29

Read the text passages:  Consumer Goods Creating Consumers, and Advertisng and Mass Marketing (pages 2-4, Chapter 6.2 

 

 

Begin working on The Roaring Twenties: Main Idea Web  on page 2 (EXPLORE Tab) by clicking on the box under " Consumer Goods"

Wednesday, 1/30

 Read Chapter 6.2, pages 5 - 8, focusing on "The Jazz Age" and " Crossing on the Atlantic Ocean."

Continue working on The Roaring Twenties:Main Idea Web individually and in pairs.

Add additionl these words to your K.I.M. Chart:  appliances, automobiles, blues, gramophone, Grand Ole Opry, Harlem Renaissance, just in time inventory, mass production, navigation, nickelodeon, phonograph, popular culture, ragtime, and radios.

Thursday, 1/31

Read Chapter 6.2, pages 9 - 11,"Temperance and Prohibition." 

Prepare a study guide for Chapter 6.2

Friday, 2/1

Assessment over Chapter 6.2 The Roaring Twenties

 

 

 

 

     

 

 

 

 

 

 

STANDARDS

5.39 Analyze the causes, course and  consequences of the Spanish American War, including:  yellow journalism, USS Maine, Rough Riders, and imperialism.

5.41 Describe the effects of  Jim Crow Laws on the nation and Tennessee and the efforts of Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation.

5.42 Summarize the reasons for American entry into World War I, including submarine attacks of the Lusitania and the Zimmerman Telegram.

5.43 Locate and map the countries of the Central and Allied Powers during World War I.

5.44 Explain the roles of significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York.

5.45 Refer to details and examples in a text to explain the aims of world leaders in the Treaty of Versailles and why the United States rejected Wilson’s League of Nations. 

5.46 Evaluate the role of Tennessee as the "Perfect 36" and the work of Anne Dallas Dudley, Harry Burn, and Governor Roberts in the fight for women’s suffrage and Josephine Pearson’s opposition.

Assignments:

Monday, 1/21 SCHOOLS CLOSED -  Observance of Dr. Martin Luther King Jr.'s Birthday
 Tuesday, 1/22

Read informational text from the textbook on "Help from the Home Front," pages 164-169, and answer text-directed comprehension questions on Conservation and Primary Source photographs.

Review the section on "America's Most Musical War," and examine the lyrics  to "Over There." Also, read about Lawrence Tyson, Charles McGhee Tyson, and Alvin C. York.

Homework:  Begin reading Chapter 5.3, Challenges of Intervention, pages 1-4

Note: People to Know:  Herbert Hoover, John J. Pershing, Lawrence Tyson, Alvin C. York, and the Doughboys. (5 to 7 facts each)

Wednesday, 1/23 

Read the passages “Preparing the Home Front” “Work in War Time,” “ Wilson and the League of Nations,” “New Borders and New Tensions.” View the video segments:

“Supporting the War at Home,” “Creation of the Fourteen Points,” and “Treaty of Versailles and Germany.

Research People to Know: Herbert Hoover, John J. Pershing, Lawrence Tyson, Alvin C. York, and the Doughboys (Note:  Due today)

Thursday, 1/24

The students will read an informational/complex text on “The Treaty of Versailles and The League of Nations” using close reading strategies and answer text-dependent questions. 

Work in groups to complete the Challenges of Intervention Chart, and record information about events at the end of World War I.

Re-read and annotate the text, using context clues, underlining main ideas, taking notes and summarizing.

Add the following words to your K.I.M. Chart:  Fourteen Points, League of Nations, propaganda, rationing, Soviet Union/USSR, and Treaty of Versailes.

Prepare a study guide for an assessment over Chapter  5.3

Friday, 1/25

Complete an assessment over Chapter 5.3

 

 

 

 

 

 

 

 

 

 

Tuesday, 1/15

Read and annotate informational text on "The United States Responds," and "United States Neutrality Comes to an End."

Create a World War I Recruitment Poster encouraging young men to join the military.

You may use construction paper, colored pencils, and markers to illustrate your poster.

Note:  Posters are due on Friday.

Wednesday, 1/16

Read and annotate an informational text using the close reading strategies on World War I: U-Boats and the Lusitania.

 Continue working on your World War I Recruitment Poster.  Think of a message for a slogan to encourage people to serve to our country. For example,  Uncle Sam: I Want You For U.S. Army

Note: Due on Friday

Thursday, 1/17

Read the passages “In Trenches, “The U.S. Campaign, and “Military Segregation.”

Research People to Know: Herbert Hoover, John J. Pershing, Lawrence Tyson, Alvin C. York, and the Doughboys

*World War I Recruitment Posters are due tomorrow.

Review for the assessment over Chapter 5.2

Friday, 1/18

Assessment over Chapter 5.2 The United States Enters the War

Presentation of Recruitment Posters.

 

 

 

 

 

5.43 Locate and map the countries of the Central and Allied Powers during World War I.

5.44 Explain the roles of significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York.

Assignments:

Monday, 1/14

Read informational text on "War Brews in Europe," from the textbook, and complete the Map Activity:  Central and Allied Powers.  Answer questions using the map and the text.

1.  Locate and name the countries of the Central Powers.

2.  Locate and name the countries of the Allied Powers.

3.  What geographical patterns or challenges do you observe about these six countries' location?

4.  What happened as a result of European countries competing in size and strength?

5.  How was the country of Serbia connected to the Allied and Central Powers?

6.  How did the attack on Serbia cause all Europe to be at war?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 1/7  Teacher In-Service/Planning Day

 

Tuesday, 1/8

Students will review the term “imperialism” and add the following words to their K.I.M. Charts: alliance, armistice, draft, neutral, submarine, truce, veteran, Lusitania, Zimmerman Telegram, Allied Powers. View a video segment, Hawaii Petitions to Become a U.S. Territory.” Respond to the Essential Question: How did the U.S. gain control of the Hawaiian Islands?

 

Wednesday, 1/9

 Read informational text on “The Great War” and complete a vocabulary activity unscrambling words from the article. Read text on events which led to World War I,

“Age of Imperialism”, “The Rise of Nationalism, and view a video segment on “Nationalism in Europe”

Begin working in pairs and small groups on the World War I Comparison Chart to record the causes of the major events which contributed to the beginning of World War I in Europe.

 

Thursdy, 1/10

 

Map Activity:   Central and Allied Powers

Locate and name the countries of the Central Powers and the Allied Powers on the map of Europe.   What geographical patterns or challenges do you observe about these six countries’ location.

 

Friday, 1/11 

Read informational text on “The Great War” and complete a vocabulary activity unscrambling words from the article. Read text on events which led to World War I,

“Age of Imperialism”, “The Rise of Nationalism, and view a video segment on “Nationalism in Europe”

Begin working in pairs and small groups on the World War I Comparison Chart to record the causes of the major events which contributed to the beginning of World War I in Europe.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


5.35 Describe child labor and working conditions in factories.
5.36 Analyze the role of Samuel Gompers and the American Federation of Labor in changing
standards for working conditions.

5.37 Use a graphic organizer to provide information about important business leaders, inventors, and
entrepreneurs and the impact they had on American society, including: (C, E, H)
• Thomas Edison
• Alexander Graham Bell
• Henry Ford
• George Eastman
• George Washington Carver
• Henry Bessemer
• Swift and Armour
• Cornelius Vanderbilt

5.40 Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking
racial discrimination, child labor, big business, conservation, and alcohol use: (C, E, P)
• Anti-Trust laws
• 16th, 17th, 18th and 19th Amendments
• immigration reform

Assignments:

Monday, 12/17

Read informational text from the textbook, pages 143-151 (Tennessee Through Time) on the Progressive Era.  Add the following words to your K.I.M. Chart:  Sixteenth, Seventeenth, Eighteenth, Nineteenth Amendments, Square Deal, Federal Reserve, Federal Trade Commission,  and National Park Service. (classwork/homework)

Read Chapter 4.3, pages 1-5, The Progressive Reformers from the techbook. (hw)

Note:  Turn in all missing assignments.

Tuesday, 12/18

Read informational text on Progressive Social Reform focusing on Jane Addams and Hull House. 

After viewing the video segment, "The Foundation of Hull House," work in small groups to complete

the Progressive Reformers Problem/Solution Chart.

Add the following words to your K.I.M. Chart: Progressive Era, boycott, conservation, corruption, 

distillery, muckraker, National Women's Suffrage Association, Prohibition, temperance, Jim Crow

Laws, and segregation.

Analyze primary source photograph s of the Women's Suffrage Movement.  Read "Votes for Women,"

and watch a video on Women's Suffrage and the Nineteenth Amendment. and take the quiz.

Finish reading Chapter 4.3,  The Progressive Reformers, pages 6-11

Wednesday, 12/19

Read informational text on Ida B. Wells and Randolph Miller, and answer text-directed/comprehension questions. 

Prepare a study guide for the assessment over Chapter 4.3

Note:  Study for the test tomorrow.

Thursday, 12/20

Assessment over Chapter 4.3, The Progressive Reformers

Read informational text on American Imperialism and The Spanish-American War.

Research Report Presentations.

Note: Turn in all missing assignments.

Friday, 12/21

Read passages on Progress Reform in the White House, Chapter 4.4

Research Report Presentations

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 12/10

Read the text passge, "Farm vs. Mining LIfe, Chapter 4.2 Labor and Populism,  (ENGAGE Tab) Annotate the text and answer the text directed questions (cw) Also, read pages 1-4 (EXPLORE) and begin working on the Main Idea Web for pages 1-2.

Tuesday, 12/11

Work individually and in groups to complete the graphic organizer  for People to Know (Alexander Graham, Henry Ford, George Eastman, George Washington Carver, Henry Bessemer, Swift and Armour, and Cornelius Vanderbilt). 

Read informational text from Chapter 4.2, pages 3-5 "Company Towns," "The Labor Movement," and "National Labor Organizations." (cw)

Finish reading Chapter 4.2, Labor and Populism for homework.

Wednesday, 12/12

Work in small groups to view a photograph of young boys working in a Tennessee cotton mill in 1910 and think-pair-share about what they see. The students will respond to the following questions:

  1. Who might these children be? How old do you think these boys are?
  2. What kind of working conditions does this photograph suggest?
  3. Why do you think these children are at work and not at school?
  4. How did the lives of these children differ from children of middle- and upper-class American families at this time?
  5. Why might a journalist have wanted to record this circumstance.
  • Activate prior knowledge and stimulate interest in life during the Progressive Era. use EXPLORE resources to examine the rise the Progressive movement and identify who were the Progressive Reformers

    • Stimulate interest in the Progressive drive for political reform use EXPLORE resources to examine the work of muckrakers, political reform, and social reform during the Progressive Era.

  • Write a short Encyclopedia Entry to restate what they have learned about a specific key Progressive figure or Progressive group.

    December 12/13

    Read "Votes for Women" and respond to the following writing prompt:

    Write about the Women's Suffrage Movement.  Name three (3) women who worked to achieve women's right to vote.  What was the role of women before the Industrial Revolution.  List and explain some problems women face today.  Write two paragraphs telling whether you think women are equal to men, whether you feel our society reflects your opinion.

    View the video segment on Women's Suffrage and take the quiz.

    Read about Progressivism, focusing on immigrants, African Americans and women.

    Work in groups on the Progressive Reformers Comparison Chart.

    View a Brain Pop Video on Women's Suffrage and take a quiz

    Prepare a study guide for Chapter 4.2 and Chapter 4.3 to take an assessment.

     

    December 12/14

    Assessment over Labor and Populism and The Progressive Era  

     

     

     

     

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Assignments:

Monday, 12/3

Read informational text from the ENGAGE TAB, Chapter 4.1 Rise of the Millionaires, "One Company, Universal Service" and view the video "The Breakup of AT&T.  Define basic economic concepts and discuss the role of ecomic systems.  Respond to the following text-directed questions:

  • Why do you think the laws restrict business structures that control an entire industry?
  • How does competition between businesses help consumers? How does competition help an industry?
  • Who might benefit from one business having control over an entire industry? Who might be harmed?
  • Do you think the government should step in to break up companies that dominate an entire industry?

Read pages 7 and 8 (EXPLORE TAB) "Barons and Philanthropists:  Vanderbilt and Rockefeller, ...Carnegie and Morgan" and complete the Rise of the Millionaires: Comparison Chart. (classwork/homework)  Answer the essential questions.

Buffalo Soldiers Presentations

Tuesday, 12/4

Begin working individually and in pairs/small groups to research the following important business leaders, inventors, and entrepreneurs:  Alexander Graham Bell, Henry Ford, George Eastman, George W. Carver, Henry Bessemer, Swift and Armour, and Cornelius Vanderbilt. 

Free Enterprise Brief-Constructed Response: 

The United States economy has a free market, or free enterprise system.

What is a free market system?  What does it mean for producers and consumers

Why is competition important to a free market economy?

What impact does competition have on innovation and access to markets?

Be sue to provide details and examples in your response from the text passages on Free Enterprise. (cw/hw)

Buffalo Soldiers Presentations

Wednesday, 12/5

The students will read the text”Biographies: Giants of the Gilded Age, and respond to the Essential Question: Were America’s great industrial giants champions of free enterprise? View the video segment “Creating the Corporate Model.” Divide into groups to research one of the major business leaders or inventors of the era.

Buffalo Soldiers Presentations

Thursday, 12/6

Finish reading informational text from Chapter 4.1, pages 9-11 and respond to the essential question:

Were America's giant industrial giants champions of free enterprise?

View a videos on Thomas Edison and George Washington Carver and complete a short quiz.

Prepare a study on guide for Chapter 4.1, Rise of the Millionaires.

Note:  Assessment on Friday.

 

Friday, 11/7

Assessment over Chapter 4.1, Rise of the Millionaires

 

 

 

 

 

 

 

 

 

 

 

Monday, 11/26

Read informational text on Modern Corporations, Labor Unions, and Samuel Gompers and answer the Memory Master and text-directed questions which include the following:

1.  What were labor unions?

2.  What were the specific conditions labor unions were fighting for?

3.  How were strikes part of labor unions' efforts?

4.  Who was Samuel Gompers?

5.  What was Gompers' experience with unions as a boy?

6.  What was the AFL and why was it important?

7.  How would you describe the AFL's progress?

Note:  Buffalo Soldiers Report

Continue working on your report on the Buffalo Solders.  Please include the following information: 

What reason were they named Buffalo Soldiers?

What did Buffalo Soldiers do?

Why is it important to remember them?

Research a famous  Buffalo Soldier such as:   George Jordan, Cathay Williams, Mark Matthews, and Henry O. Flipper.  Also, include 7-10 facts, birthdate, an illustration or picture.  The report should be neatly handwritten or typed.  You may use poster board or create a power point. 

Reports are due on Friday, November 30.

 

Tuesday, 11/27

Read  informational text about the Centennial Exposition in 1896.  Analyze a primary source photograph and work in pairs to discuss and respond in writing to the following questions:

1.  Why is the Parthenon replica in the center of the picture?

2.  What clues in this picture demonstrate the excitement for new industry?

3.  How would you describe the architectural style?  Why do you think designers and planners worked so hard on Centennial Park?

4.  What do you know about Centennial Park today?

Add the following words to your K.I.M. Chart:  corporation, Gilded Age, industrial capitalist, monopoly, political machine, Progressive Era, progressives, robber barons, and strike.

View the video segment "Changing City Government," and evaluate how different groups responded to the problems of city in different ways.  Read "The Rise of the Political Machine," and answer the essential question:

Did political machines benefit new immigrants more than they harmed them?

Analyze a political cartoon illustrating government corruption during the late 1800's and early 1900's to understand its message. 

Read informational text passages , "Nativism and Cultural Conflict," "Political Divisions, " and "Efforts to Reform Government," by working in groups to record notes on a graphic organizer.  The groups will answer the following focus questions:

Nativists

What groups did native-born Americans have conflicts with?

What was the root of these conflicts?

Can you relate to any current events with regards to conflict between groups?

Reformers

What were the different viewpoints people held with regard to politics?

What led to civil service reform?

What did the Pendleton Civil Service Act accomplish?

Did political machines benefit immigrants more than they harmed them?

Writing Activity:

1. Write a letter refuting the claim about political machines.  Were the political machines beneficial to the cities and the immigrants?  Explain

2. Create a presentation for a city mayor who is considering aligning with a political macine.

Wednesday, 11/28

Work in pairs on "The Rise of Millionaires Main Idea Web.

Answer the following focus questions:

Why is competition important to a free market?

How does competition influence innovation and prices?

Thursday, 11/29

Read "Biographies: Giants of the Gilded Age, and respond to the Essential Question:  Were America's  great industrial giants champions of free enterprise?

View the video segment "Creating the Corporate Model."  Divide into groups to research one of the major business leaders of the era:

Cornelius Vanderbilt, J.D. Rockefeller, Andrew Carnegie, or J.P. Morgan.

Friday, 11/30

Assessment over Chapter 3.4 City Life/Chapter 4.1 Rise of the Millionaires

Presentation of Buffalo Soldiers Reports

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, November 19

Add the following words to your K.I.M. Chart:  economy, resources, consumers, free market, entrepreneur, and competition.

Read pages 1-5, Chapter 3.4, City Life; answer the essential questions and complete the Cause/Event/Effect Chart (classwork/homework) 

Note:

Buffalo Soldiers Report:

Continue working on your report on the Buffalo Solders.  Please include the following information: 

What reason were they named Buffalo Soldiers?

What did Buffalo Soldiers do?

Why is it important to remember them?

Research a famous  Buffalo Soldier such as:   George Jordan, Cathay Williams, Mark Matthews, and Henry O. Flipper.  Also, include 7-10 facts, birthdate, an illustration or picture.  The report should be neatly handwritten or typed.  You may use poster board or create a power point. 

Reports are due on Friday, November 30.

Tursday, November 20

Read and annotate page 6-10, Chapter 3.4, City Life and anwer the essential questions which includes: "The Rise of the Political Machine" and "City Government."  Essential Questions:  What problems arose in U.S. cities?  How did cities respond t the problems of growth?

Continue working on your Buffalo Soldiers Report

Also, finish reading Chapter 3.4, pages 11-14. 

 

 

 

 

 

 

 

Assignments:

Monday, 11/12

Schools Closed for Observance of Veteran's Day

 

Tuesday, 11/13

Field Trip to TPAC

Read informational text on Settlement of the Great Plains and answer text-directed questions.  Also, the worksheet sections:  Short Answer and Memory Master.

Wednesday, 11/14 

Read informational text on Modern Corporations, Labor Unions, and Samuel Gompers, and respond to the following questions:

1.  What were labor unions?

2.  What were the specific conditions labor unions were fighting for?

3.  How were strikes part of labor unions' efforts?

4.  Who was Samuel Gompers?

5.  What was Gompers' experience with unions as a boy?

6.  What was the AFL and why was it important?

7.  How would you describe the AFL's progress?

Begin reading Chapter 3.4 , City Life (Techbook) (classwork/homework)

 

Note:

Research a famous  Buffalo Soldier such as:   George Jordan, Cathay Williams, Mark Matthews, and Henry O. Flipper.  Also, include 7-10 facts, birthdate, an illustration or picture.  The report should be neatly handwritten or typed.  You may use poster board or create a power point. 

Reports will be due on Friday, November 30th.

Thursday November 15

Read  informational text about the Centennial Exposition in 1896.  Analyze a primary source photograph and work in pairs to discuss and respond in writing to the following questions:

1.  Why is the Parthenon replica in the center of the picture?

2.  What clues in this picture demonstrate the excitement for new industry?

3.  How would you describe the architectural style?  Why do you think designers and planners worked so hard on Centennial Park?

4.  What do you know about Centennial Park today?

Work on Buffalo Soldiers Reports.

Friday, 11/16

Read informational text from Chapter 3.4 City Life

View a BrainPop Video on Westward  Expansion/Industrial Revoluation and complete the quiz

 

 

 

 

 

STANDARDS AND  OBJECTIVES FOR THE WEEK OF NOVEMBER 5 -9

5.28 Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and
interpret narratives and excerpts from informational text describing the role that Chinese and Irish
laborers played in the development of the Transcontinental Railroad. 
5.29 Summarize why the United States was viewed as the land of opportunity by immigrants versus a
growing sense of protectionism and nativism by American citizens.
5.30 Write an argumentative piece from the viewpoint of American Indians and the viewpoint of American settlers about their rights to the land west of the Mississippi River.
5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians.
5.32 Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan

 

 

 

 

 

 

 

Assignments:

Monday, November 5

Add the following words to your K.I.M. Chart:  American Federation of Labor, Buffalo Soldiers, boom, bust, carpetbagger, corporation, famine, immigrant, investor, isolated, labor union, laborer, sod, strike, strikebreaker, suburb, and surplus.  (classwork/homework)

Read "The Race for Land," Chapter 3.2, The Growing West (ENGAGE Tab, Techbook) and answer the focus questions. Also, read pages 1-4 (EXPLORE Tab, Techbook (homework packet)

Tuesday, November 6

STUDENT-LED CONFERENCES

Wednesday, November 7

Read "Homesteaders" and  "Life on Farms," annotate the text and answer the essential  questions.

View a video segment on "Homesteading on  the American Frontier" and a BrainPop video on Westward Expansion/Railroad History and take the quiz.

Read informational text from the EXPLORE Tab, "Native Americans  in the West" and "Native Americans Fight Back." Annotate the text and answer the essential questions (cw/hw)

Thursday, November 8

Read informational text from Chapter 3.2, pages 10-12, The Growng West on minorites in the west:  African and Mexican Americans in the West, Immigrants in the West and Women in the West.

Prepare a study guide and review notes for the assessment over Chapter 3.2

Friday, November 9

Assessment over Chapter 3.2, The Growing West

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, October 29

Work on a K.W.L. Chart (K - What you know?  W - What you want to know?  L - What you learned?) Work in pairs and classroom discussion on immigration.

Read "Waiting for a New Life,"  annotate the text,  and answer the essential question.  Examine the primary source photograph of the Dutch immigrant family. (Chapter 3.3, Techbook, ENGAGE Tab) Respond to the focus questions about the photograph in your interactve notebook.

Also, read the passage on "Waves of Immigration," Chapter 3.3 page 1 (EXPLORE Tab, Techbook) Annotate the text and answer the essential question:  Why did immigrants come to the United States?  Complete the Push/Pull Chart to analyze factors that led to immigration in the U.S. (classwork/homework)

Tuesday, October 30

Work  individually and in groups to discuss the following  questions:

1.  What is the American Dream?

2.  Do you think the immigrants could achieve the American Dream?

3.  What obstacles were there?  How could they help each other?

Complete a Main Idea Web, "Coming to America."

Read Getting Along," " Difficult Living  and Working Conditions," " Immigrants  at Work" and collaborate in small groups to discuss the text.  Work individually and in small groups on Main Idea Webs.

Respond to the Writing Prompt:

Use textual evidence to describe the Americanization movement to assimilate immigrants

into American culture.

Wednesday, October 31

Read informational text on Immigration:  "The Golden Door" and the poem, "The New Colossus,."

Work in pairs to anayze the poem "The New Colossus"  and  complete the Passport to History Activity.

View the Brainpop Video on Immigration and take the quiz.

Thursday, November 1

Read the passages from Chapter 3.3, "Coming to America, "Getting Along," Difficult Living and Working Conditions," andd Immigrants at Work."  Annotate the text and answer the essential questions.

Prepare a study guide for the assessment over Chaper 3.3

Friday, November 2

Assessment over Chapter 3.3, "Coming to America."

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, October 22

 Add the following words to your K.I.M. Chart Vocabulary for Post Civil War/Industrial America:  Coca Cola Bottling, Mining on the Cumberland Plateau, Coal and Iron Processing, Amendments (13th, 14th, & 15th), barracks, compromise, epidemic (Yellow Fever) Freedmen's Bureau/freedmen, impeach, poll tax, resign, segregation, sharecropping, steward, mechanization, industry, industrialization.

Read Chapter 3.1, pages 1-3  (Techbook); "Industrialization in the United States," "Better Production Methods," and "The Driving Force of Transportation."  Answer the essential questions and complete the Main Idea Web.

Tuesday, October 23

Complete the online Panorama Survey.

Read informational text passages from Chapter 3.1"A New Workforce, "A Corporate World," and "Advertising and Sales."  Answer the essential questions.

Wednesday, October 24

Key Vocabulary and Prepare K.I.M. Chart for the following vocabulary words: assembly line, corporation, industrial revolution, Transcontinental Railroad.

Identify the following people by writing three facts: Alexander Graham Bell and Thomas Edison.

Read informational/complex text on "The Wizard of Menlo Park" and "Technology Impact: Edison vs. Tesla" (classwork/homework)

Thursday, October 25

Create an encyclopedia entry activity for one of the following inventions:  telegraph, typewriter, or phonograph.

Your entries should include a description of the invention, the inventor, the year it was invented, its development and use,

and a short description of how it helped change life in the US in the 1800s. Describe how the invention has changed its origin and discuss what items are used for similar purposes today.  Share entries with the class.

Read the passages from Chapter 3.1 (Techbook); "Everybody's Talking," and "Polluting the Environment." Answer the essential questions. 

Prepare a study guide for Chapter 3.1, Invention and Mechanization and study for the assessment tomorrow.

 

Friday, October 26

Assessment over Chapter 3.1, Invention and Mechanization

 

 

 

 

 

 

 

 

 

Monday, October 8

Read informational text on  pages 114 - 117 (Tennessee Through Time), Building the New South and New Industries.

Add the following words to your K.I.M. Chart:  Coca Cola Bottling, Cumberland Plateau, Coal and Iron Processing (Bessemer Process), amendments, barracks, compromise, epidemic, freedmen, impeach, poll tax, resign,  segregation, sharecropping, steward.

Tuesday, October 9

Reading Passage:  "The Telegraph :  America's First Internet" and respond to the following questions:

1. How has digital technology changed business, entertainment, and education?

2.  How do you think the  telegraph changed life back in the 1800's?

3.  How do you think the telegraph changed businesses?

Watch a video on the "Development of new Technology in the U.S." and class discussion

Wednesday, October 10

Add Vocabulary words to your K.I.M. Chart (assembly line, corporation, Industrial Revolution, Transcontinental

Railroad, Immigration, laborers,

Identify the following people by writing three facts:  Alexander Graham Bell and Thomas Edison

Read informational/complex text on "The Wizard of Menlo Park" and "Technology Impact:  Edison vs. Tesla"

Thursday, October 11

Create an encyclopedia entry for one of the following inventions: telegraph, typewriter,  or phonograph.

Your entries should include a description of the invention, inventor, the year it was invented,  its development and use.  Also, include a short description of how

it helped change life in the U.S. in the 1800's.  Describe how the invention has changed its origin,.

Work in pairs to read "Polluting the Environment" and view a video on "Thomas Edison" and take a quiz. 

Friday, October 12 ( Teacher In-Service, Students Do  Not Report)

FALL BREAK OCTOBER 15 -19

 

 

 

 

 

 

 

 

 

 

 

 

5.15 Explain the contributions of Tennesseans during the war, including: (H, TN) • Nathan Bedford Forrest

• Sam Watkins

• Andrew Johnson

• Matthew Fontaine Maury

• Sam Davis

 

5.18 Describe the physical, social, political and economic consequences of the CivilWar on the southern United States. (E, G)

5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H)

5.20 Analyze the goals and accomplishments of the 13th, 14th, and 15th Amendments, Freedmen’s Bureau, and Fisk University to help former slaves begin a new life. (C, H, P, TN)

5.21 Compare and contrast the different Reconstruction plans of Lincoln, Johnson, and Congress. (H, P)

5.22 Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. (H, P, TN)

5.23 Analyze why the Radical Republicans turned to military Reconstruction and the backlash resulting in the rise of the Ku Klux Klan, black codes, and vigilante justice. (H, P, TN)

5.24 Explain the impact of the Tennessee Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education. (E, P, TN)

 

5.25 Explain the compromise that ended Reconstruction with the election of Rutherford B. Hayes. (P)

5.26 Describe the impact of yellow fever during the 1870s; why it was particularly deadly in West Tennessee and the election of African Americans to the General Assembly. (G, H, TN)

Assignments:

Monday, October 1

Read informational text on the Gettysburg Address, and answer the text-directed questions. Write a short summary on the meaning and significance of the Gettysburg Address (1 - 2 paragraphs).

Read biographical sketches on the lives of Abraham Lincoln and Jefferson Davis.  Use a Venn Diagram to compare and contrast the two leaders.  Create a foldable with illustrations and text passages to add to your interactive notebook.  (cw/hw)

Read Chapter 2.2 , pages 1 -5  (Techbook) Reconstruction

Moby Max Assginment:  Read the text and take the test over the Civil War & Reconstruction.  Due by Thursday, October 4th.

 

Tuesday, October 2

Work individually and in pairs to research Sam Watkins, Andrew Johnson, Matthew Fontaine Maury, and Sam Davis.

Read about how Congress restored unity and tried to limit Johnson's power and how the

Fifteenth Amendment affected Reconstruction.

Create an advertisement encouraging formerly enslaved African Americans to vote.

 

Wednesday, October 3

Summarize the shortcomings of Reconstruction.  What did it achieve and fail to achieve?

Share advertisements with the class.

Compare the different plans for Reconstruction:  Abraham Lincoln's Plan Andrew Johnson's Plan, Congress, and Violent Reconstruction.

Read and discuss what life was like for Southerners after the Civil War

Construct a Venn Diagram to compare and contrast the post-war situations of Southerners

and African Americans.

Note:  Moby Max Assignment:  Test over Civil War is due tomorrow.

Thursday, October 4

Analyze the goals and accomplishments of the 13th, 14th, and 15th Amendments, Freedmen's

Bureau, and Fisk University to help former slaves begin a new life.

 

Friday, October 5

Read informational text on the impeachment of Andrew Johnson and Yellow Fever in Tennessee.

Civil War & Reconstruction Review

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STANDARDS AND OBJECTIVES FOR THE WEEK OF SEPTEMBER 24 -28

5.11 Explain the significance and outcome of themajor battles and identify their location on a map or visual representation, including: (G, H, TN) • Fort Sumter

• First Battle of Bull Run

• Fort Henry and Donelson

• Shiloh

• Antietam

• Gettysburg

• Vicksburg

• Chickamauga

• Franklin

• Nashville

• Appomattox Court House

5.12 Draw on informational text to explain the roles of themilitary and civil leaders during the Civil War, including: (C, H, P) • Abraham Lincoln

• Jefferson Davis

• Ulysses S. Grant

• Robert E. Lee

• Frederick Douglass

• Clara Barton

5.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. (H)

5.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C)

5.15 Explain the contributions of Tennesseans during the war, including: (H, TN) • Nathan Bedford Forrest

• Sam Watkins

• Andrew Johnson

• Matthew FontaineMaury

• Sam Davis

5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P)

5.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. (H, P, TN)

5.18 Describe the physical, social, political and economic consequences of the CivilWar on the southern United States. (E, G)

5.19 Draw on information from multiple print or digital resources to describe the impact of the

 

ASSIGNMENTS:

 

Monday, September 24

 

Read informational text on "Divided Tennessee and "The Anaconda Plan," Answer Modified True-False Questions, correcting the false statements.

Create a visual representation of the Anaconda Plan using the example on page 68 (cw/hw

Add the following vocabulary words to the K.I.M. Chart: Emancipation Proclamation, hardtack, Ku Klux Klan, memoir, retreat, strategist, surrender, suspension, writ of habeas corpus

Tuesday, September 25

Read text passages from the techbook on "Turning Point," "Gettysburg," "The Siege of Vicksburg," and Sherman's March to the Sea," and answer the essential questions:  How did Antietam and the Emancipation Proclamation change the war?  What happened at Gettysburg?  Why was the Siege of Vicksburg important?  What evets convinced the Conferates that the time to surrender had come?

Prepare a study guide for the assessment over Chapter 1.5, Course of the War. 

Finish reading pages 10-12, Chapter 1.5,  Course of War and anwer the essential questions.  (cw/hw)

Note:  Test on Thursday

Wednesday, September 26

.Read the passage on "A Soldiers Life" and "First Union Victories.  Complete a map activity on Confederate Forts in Tennessee.

Analyze primary source documents and compare and contrast the photographs and pictures.

Class discussion on "The Underground Railroad and Fort Donelson"and "The Battle of Shiloh."

Thursday, September 27

Assessment over Chapter 1.5, Course of War

Read an excerpt from Samuel Watkins book, Company Aytch.and complete a Passport to History Activity.

Friday, September 28

Read informational text on Abraham Lincoln, Jefferson Davis, Frederick Douglass, and Clara Barton.

Compare and Contrast Abraham Lincoln and Jefferson Davis using a Venn Diagram.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South.

5.7 Identify the Border States and the efforts of both sides to secure them to their cause.

5.9 Determine the meaning of the terms of this period with a visual representation, including:  Union and Confederate States, Yankees and Rebels, Blue and Gray, Johnny Reb and Billy Yank.

5.10 Create a visual display to explain the Union's Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war.

Assignments:

Monday, 9/17

Read the primary source document, "The Hornet's Nest," the firsthand account of the Battle of Shiloh, written by Union Colonel John T. Smith. (Chapter 1.5 The Cource of the War, Techbook ENGAGE Tab)  Answer the following text-directed questions, citing textual evidence:

1.  What does this quotation reveal about battles that took plce during the Civil War?

2. What differences does Colonel Smith observe betwBeen Union and Confederate soldiers?  Based  on these characteristics, who do you think had the advantage? 

3.  Based on the excerpt, why do you think the Civil War lasted longer than many expected it to?  (cw)

Read Chapter 1.5, pages 1-4 (Techbook, EXPLORE Tab) "Secession Leads to War," "President Lincoln Responds," "Economic Strength," and "Soldiers and Weapons" (classwork/homework).

 

Tuesday, 9/18

View the video segment on "Fort Sumter, April 12, 1861:

The Civil War Begins."  Study the Map of State Secession"  and examine charts on The Union, The Confederacy and Civil War Generals.

Also, read "President Lincoln Responds,"  and  view the primary source photograph of Abraham Lincoln.

Wednesday, September 19

Read "Economic Strength," and respond to the essential question: How did the Union's and the Confederacy's economies compare?

Also, read the passage on  "Soldiers and Weapons," and view the video segments on "Civil War Soldiers and Weapons."

View the video segment on "The Industrial Revolution in the North," view and discuss the primary source U.S. Railroads

Thursday, September 20

Read informational text on "War Strategies and Results" and discuss The Anaconda Plan.

Use computers to research in groups and individually to complete the Sequence Chart and research the major events of the Civil War and the significance of each event.

Friday, September 21

Read the passage on "The Real Fighting Begins" and answer the focus question: What happened in the first major Civil War battles?

Read informational text "The Glories of War" and "A Soldiers Life," and study Civil War infantry uniforms of the Union and Confederate soldiers.

Make a folded display that show the uniform parts and equipment.  Color the uniforms using informational text as a guide.

 

 

 

 

 

 

 

 

 

 

 

STANDARDS AND OBJECTIVES FOR THE WEEK OF 9/10 -9/14

 

5.5 Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. (H, P, TN)

5.6 Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennesseemostly pro-Union and divided families. (H, P, TN)

5.7 Determine the meaning of the terms of this period with a visual representation, including: (G, C) • Union and Confederate States

• Yankees and Rebels

• Blue and Gray

• Johnny Reb and Billy Yank

 

5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P)

5.9 Identify the Border States and the efforts of both sides to secure themto their cause. (G.H)

5.10 Create a visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern,Western, and Trans-Mississippi theaters of war.

 

Monday, 9/10

 Read informational text from the techbook, Chapter 1.4, The  Rooad to  Disunion: ""Lincoln-Douglas Debates," "John Brown Leads An Uprising," and "The Last Straw" using close reading strategies.  Annotate the text and answer the essential questions.

Begin reviewing for the assessment over Chapter 1.4 on Wednesday.

 

Tuesday, 9/11

Read about "The Election of 1860" and "The Causes of the Civil War."

Construct a graphic organizer, and complete it by writing the position taken by each side on the following issues:  the expansion of slavery, states' rightss, the Union, and tariffs.

Add the following vocabulary words to your K.I.M. Chart:  border states, civil war, turmoil, secession, geographic, social, political, Union States, Confederate States, Rebels, Yankees,

Blue and Gray.  Identify the following people:  Abraham Lincoln, Stephen Douglas,

 

Note:  Study for the test over Chapter 1.4, The Road to Disunion tomorrow.

 

Wednesday, 9/12

 

Assessment over Chapter 1.4, The Road to Disunion

 

Read informational and complex text on "The War Begins" and discuss Tennessee Secession.

Work individually and in groups  to study a Civil War map locate Union and Confederate States and analyze a graph of the  state of Tennessee.

 

Thursday, 9/13

 

Read Chapter 1.5, The Course of War, pages 1-3; "Secession Leads to  War," "President Lincoln Responds," and "Economic Strength."  (classwork/homework)

 

Work in pairs to identify the nicknames for the North and South,  names of the presidents and generals,

and colors of  the soldiers' uniforms. Create a chart for the information.

 

Friday, 9/14

 

Read informational text on "Soldiers and Weapons, " War Strategies and Results," and "The Anaconda Plan."  Create a visual to explain the Union's Anaconda Plan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, September 3 Labor Day Holiday

Tuesday, September 4

Read the informational text on "The Missouri Compromise," "The Kansas-Nebraska Act," and  "The Dred Scott Decision" and annotate the text.  Answer the text-dependent questions, complete the exercises for "The Dred Scott Decision." (classwork/homework)

Moby Max Assignment:  Read the lessons assigned on the Civil War and take the test.

Wednesday, September 5

Read the passages on "Keeping the Balance" and Bleeding Kansas" 

Brain Pop video on "The Civil War"

Thursday, September 6

View video segments on Dred Scott and read informational text on "A Lawsuit and a Decision."

Use technology to research the Civil War and the Lincoln-Douglas Debates.

Friday, September 7

View the Brain Pop video on the Civil War and take the quiz.  Finish reading Chapter 1.4 and  prepare a study guide for the Assessment over Chapter 1.4, The Road To Disunion.

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, August 27

Read informational  text on "Sectionalism" and "The Abolitionist Movement Grows."  Annotate the text and answer  the essential questions:  How did differences between the North and South lead to disagreements?  How did the abolition movement affect relations between the North and South? (classwork)

Read the introduction to Chapter 1.4, The Road to Disunion and answer the focus questions on Harriet Beecher Stowe's book, Uncle Tom's Cabin

View the video segment: "Tensions Between the North and South"

Tuesday, August 28

Read the passages on "Keeping the Balance" and "Bleeding Kansas." Annotate the text and respond to the essential questions. (classwork/homework

Read Core Text: "The Nullification Crisis and "Division over Slavery." View

video segments:

"The Anti-slavery Movement and "The Liberator" and work on the Problem-Solution Chart 

Wednesday, August 29

Read passages on "The Missouri Compromise" and "The Kansas Nebraska Act"

and "Election of 1860"  Complete the chart activity and Fill-in-the Blank exercises on "The Election of 1860" 

Note:  Study for the assessment  over Chapter 1.3 Regional Differences.

Thursday, August 30

View video segments on Dred Scott and read informational text on "A Lawsuit and a Decision."

Use technology to research the Civil War and the Lincoln-Douglas Debates.

Assessment over Chapter 1.3 Regional Differences

Friday, September 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.1 Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads.

5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.

5.3  Use primary sources to analyze multiple samples of abolition leaders' writings and their stnce on slavery, including:  Sojourner Truth, Frederick Douglass, The Grimke sisters, and William Lloyd Garrison.

Assignments:

Week  of August -10

Monday, 8/6

Teacher In-Service

 

Tuesday, 8/7

First Day of School

Go over 1st Day Packet and Parent-Student Handbook

Classroom Rules Discussion with Students' Suggestions

Fun Facts Worksheet

Journal Prompt:

Write about how you spent your summer vacation.

City Saver Fundraiser Assembly

 

Wednesday, 8/8

Work on K.I.M. Chart Vocabulary Words-Antebellum:  plantation, antebellum, slavery, immigration, agriculture, urban, compare, contrast, railroad, interpret, transportation, and economics.

Read informational text on the Antebellum South, "All Men Are Created Equal," (Excerpt from the Declaration of Independence"?

Answer the focus questions at the bottom of the page.

 

Thursday, 8/9

Read the passage on the North vs. South, and annotate the text.

Answer the essential question:  In what ways wer the North and South different from each other?

Note:  Annotate the text by using a highlighter to underline the main ideas in each paragraph.  Circle the unfamiliar, difficult words.  Put a star next to information that you find interesting or important.   Write questions or things  you wonder about in the margins. (classwork) 

Continue working on your K.I..M. Chart (homework) 

K.I.M. Charts on due tomorrow.

Friday, 8/10

Read the text passage on Frederick Douglass, and answer the following questions:

1.  Why do you think Hugh Auld did not permit Sophia Auld to teach Frederick Douglass to read?

2.  How old would you suppose Frederick Douglass was when he found out he was enslaved?  Why do you think so?

3.  What do you think would be the worst part of being an enslaved person?  Why?  Based on what you've read her, how do you think Frederick Douglass might have answered this question?

 

Assignments for the Week of August 13-17

Monday, 8/13

Read informational text from Chapter 1.2, "Life in Slavery."  Annotate the text and answer the essential question: What was everyday life like for enslaved African Americans in the South?

Note:   Annotate the text by using a highlighter to underline the main ideas in each paragraph.  Circle the unfamiliar, difficult words.  Put a star next to information that you find interesting or important.   Write questions or things  you wonder about in the margins. (classwork) 

Tuesday, 8/14

Add the following new words to your K.I.M. Chart:  abolition, abolitionist, discrimination, analyze, mandate, fugitive, Fugitive Slave Laws, slave state, free state, popular sovereignty, and Union. (classwork, homework)

Read the passages on "Family Life" and "African American Culture."  Answer the essential questions: What was life like for enslaved people?  What kind of culture did enslaved African Americans develop? (cw/hw)

Wednesday, 8/15

Re-read informational text on "Family Life and Culture," Chapter 1, Lesson 2.  View primary sources.  View video segment on "Songs about Slavery"  Begin reading text on "Brer Rabbit."

Thursday, 8/16

Read about   "Resistance" and"Free African Americans."

K.I.M.  Chart Words are due.

Note:  Review the passages and notes for an assessment over Chapter 1.2 Slave Life and Culture on Friday.

Friday, 8/17

Assessment over Chapter 1.2, Slave Life and Culture

 

 

Week of August 20-24

Assignments:

Monday, 8/20

Read informational text on "The Northern Economy," and annotate the text.  Respond to the essential question:  What was the economy like in the first half of th 1800's?

Tuesday, 8/21

Read the passage on "The Southern Economy," and work in pairs and small groups to discuss the text, and annotate the text.

View the video segment on "Sectionalism" and The South Before the War."

Wednesday   8/22

Analyze primary sources and read informational text on Sojourner Truth, Frederick Douglass,

The Grimke sisters, and William Lloyd Garrison.

Watch a video segment on 'Frederick Douglass, Abolitionist."

Thursday, August 23

Work individually and in groups to review the Antebellum Years vocabulary,  North vs. South.

Note:  Study for the vocabulary quiz on tomorrow over the following words: civil war, antebellum, slavery, immigration, urban railroads, compare, contrast, economics, transportation, population, interpret, abolition,  and agriculture. 

Friday, 8/24

Read informational text the Abolitionist Movement and complete critical thinking and matching activities.

Vocabulary Quiz over K.I.M. Chart Words

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5,71 Explain the events that led to t he Persian Gulf War and its outcome.

5.72 Summarize the significant contributions to American culture of

entrepreneurs and innovators including Ray Kroc, Sam Walton, Fred Smith, Bill

Gates, Michael Dell, and Steve Jobs.

5.73 Analyze the increase in terrorism , the tragedy of September 11, 2001, and

the role of the United States in Afghanistan, and the war in Iraq.

5.74 Identify the significance of the election of 2008, including the primary run of

Hillary Clinton and election of Barack Obama.

 

Assignments:

 

Monday, 5/14

Fill-in-the Blank and Word (Re)Search Activity on Ronald Reagan

Note:  The assessment over Chapter 12.1 Growth at Home will be on Wednesday, May 16.

Prepare a study guide for Chaper 12.1

Tuesday, 5/15

Awards Ceremony & 5th Grade Field Day

Wednesday, 5/16

Assessment over Chapter 12.1 Growth at Home 

Choose a modern-day entrepreneur or innovator from the following list:  Ray Kroc, Sam Walton, Fred Smith, Bill Gates, Michael Dell, and Steve Job.  Work individually and in groups to research ccontributions for a one-page report and create a collage of pictures. 

Thursday, 5/17

 Read “The September 11 Attacks” and “A Nation Responds”  Essential Questions: What were the September 11 attacks”  What was the initial response to the September 11 attacks? Modern-Day Innovators groups work on reports. 

 Read “Protecting the Homeland” and “The War in Iraq” Video on September 11 and Quiz

Friday, 5/18

Read informational text on “The Iraq War,” and “The War in Afghanistan” Essential Questions: How did the war in Iraq end?  What were the outcomes of the continued fighting in Afghanistan?

Work on Modern-Day Innovators reports and collages.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 5/7

Note:  Events After World War II research reports are due.

Read informational  text on AIM (American Indian Movement), President Richard M. Nixon, President Jimmy Carter and the Energy Shortage, and Immigration Policy Changes in the textbook, pages 310-316.

Presentation of Events After World War II Research Reports.

 

Tuesday, 5/8

Add the following words to your K.I.M. Chart: bicentennial, cease-fire, Hispanic, terrorist.

Read informational text on President Ronald Reagan:  "The Rise of the Great Communicator", "The Reagan Years:  Smaller Government." Essential Questions:  Who supported Ronald Reagan for president?  Why did Reagan Shrink the government?

Wednesday, 5/9

Read passages on "The Presidency of H.W. Bush and "The Clinton Years," and create a Venn Diagram to compare and contrast George H.W. Bush and Bill Clinton.

Continue reading Chapter 12.1 Growth At Home

Thursday, 5/10

Read informational text passages: "Discount Dominates" and "Social and Economic Changes in th 1990's" ( pages 11 & 12 EXPLORE TAB - Techbook) Essential Question:  How did shopping change in the 1990's? 

Read and study Chapter 12.1, Growing At Home to prepare for the assessment.

 

Friday, 5/11

View a video on President Ronald Reagan. 

Test on Chapter 12.1, Growing at Home

 

 

 

 

 

 

 

Monday, 4/30

K.I.M. Chart Vocabulary and Events After World War II (coalition, culture, deploy, diplomacy, draft, generation, Gulf of Tonkin, legacy, Kuwait, napalm, neutrality, Persian Gulf War, Nixon's Presidency, Reagan's Presidency, Vietnam War, Alex Haley, September 11th)

K.I.M. Charts are due tomorrow.

Work in pairs/small groups on the event you chose for the Events Which Shaped the U.S. After World War II. (classwork/homework)

Tuesday, 5/1

Read "Watchful Eyes" from the ENGAGE Tab and answer the focus questions:

  • What was Nixon’s purpose for writing the letter?
  • What sorts of situations would lead a president to resign?
  • How do you think a presidential resignation might affect the country?                                                                                                                           

Also, read "A Look to the Right," "A New Welfare," and Nixon Makes Imapct" and answer the essential questions.

Continue working on group projects in pairs/small groups.

NOTE:  K.I.M. Chart are due today.

 

Wednesday, 5/2

Read informational text on "Scandals and Lies," "The Disillusioned Majority," and the "Carter Years." Respond to the essential questions:  What events led President Nixon to resign?  How did Watergate affect U.S. politics?

Continue working on group projects on Events That Shaped the U.S. After World War II.

 

Thursday, 5/3

Review and prepare a study guide for Chapter 11.1, Growing Disillusion.

View the video on President Richard Nixon and take a quiz.

Note:  Events After World War II  Project are due today.

Chapter 11.1 assessment on tomorrow.

 

Friday, 5/4

Assessment over Chapter 11.1 Growing Disillusion

Presentation of Events After World War II Projects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 4/23

Read pages 307 -312 Vietnam/Nixon Era, Reagan's Presidency, and the Persian Gulf War  (TennesseeThrough Time.

View a video segment on Civil Rights.

Tuesday, 4/24

Add the following vocabulary and events to your K.I.M. Chart: coalition  culture, deploy,diplomacy,  draft, generation, Gulf of Tonkin Resolution,Kuwait, legacy, napalm,neutrality, Persian Gulf War, Nixon's Presidency, Reagan's Presidency.

Read pages 313-320, Nixon's and Reagan's Administrations, and the Persian Gulf War.   Also, read text from Studies Weekly on Modern Wars and Presidential  Leadership.

Wednesday, 4/25

Read "The Antiwar Movement" and Student's Protest the War." View the video segment on the Vietnam War.  Answer the essential question:  How did the Antiwar movement develop?

Work  individually and in pairs on events which shaped the United States After World War II.

Thursday, 4/26

Read Nixon's New Strategy and "Lasting Effects of Vietnam"  Respond to the essential question: 

How did the Vietnam War change United States society and politics?

Continue working on K.I.M. Charts and the Events After World War II to produce a power point, brochure, small poster, or an essay for one of the events.

Friday, 4/27

Presentation of Events That Shaped the U.S. After World War II. 

 

 

            

 

 

   

 

 

 

 

 

 

Monday, 4/16

Review for TN Ready

Read the opening paragraph of text from the ENGAGE tab and analyze the photograph “Elizabeth Ann Eckford Denied Entrance to Little Rock Central” from the ENGAGE tab.   Answer the following questions Describe what you see happening in the photograph.

· What does the photograph reveal about challenges African Americans faced attempting to end racial segregation?

· Based on your knowledge of U.S. history after Reconstruction, why do you think the Little Rock Nine were greeted with anger and resistance?

· Based on this photograph, what character traits do you think best describe Elizabeth Ann Eckford?

Read informational text on “African American Life in the Early 1900’s”  and “Origins of the Movement.” (classwork/homework) 

Tuesday, 4/17

Review for TN Ready

Read “Seeds of Change” and “NAACP Legal Defense Fund” and view the video segment on “Jackie Robinson.   Work individually and in small groups on the Civil Rights Event/Effect Chart.

Wednesday, 4/18 

Review for TN Ready

Read informational text on “The March on Washington ,” “The Movement Refocuses,” and “The End of the Journey.” View video segments on “The March on Washington in 1963” and “Martin Luther King, Jr’s Last Days. 

Thursday, 4/19

Review for TN Ready

 Research famous individuals from the Civil Rights movement:  Jackie Robinson, Rosa Parks, Thurgood Marshall and Dr. Martin Luther King, Jr. Video on Martin Luther King, Jr.

 

Friday Assessment over The Civil Rights  Movement, Chapter 10.1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 4/9

Review for TN Ready

Moby Max Social Studies Civil War and Lesson  and Test (homework)

Review Chapter 9.2, American Life in the 1950's and answer the Essential Questions for pages 1 and 2 (EXPLORE Tab)

Add the following words to your K.I.M. Chart for the Civil Rights Movement:  civil rights, discrimination,  Freedom Riders, non-violent protest, racism, segregation, sit-in.

 

Tuesday, 4/10

Panorama Survey

Read informational text from Chapter 9.3 Conlict Abroad on "President Kennedy's Foreign Policies and the Cuban Missile Crisis," and "The Unitied States Takes Action."  Answer the Essential Question:  What caused the Cuban Missile Crisis?

View a video clip on The Cuban Missile Crisis.  Read the text on "The Life of John F. Kennedy"

 

Wednesday, 4/11

Panorama Survey

Read informational text, "Conflict in Berlin,"  view video segment on "The Berlin Wall" and "Conflict in Southeast Asia."  Work in groups/pairs to record details about events on The Conflict Abroad.

Essential Question:  Why was the Berlin Wall constructed?

 

Thursday, 4/12

Prepare a study guide for Chapter 9.3

Read the opening paragraph of text from the ENGAGE tab and display the photograph “Elizabeth Ann Eckford Denied Entrance to Little Rock Central” from the ENGAGE tab. Provide the context of the photograph and tell students to imagine, using all five senses, what it would be like to witness this event. Have students stop and jot about what they imagined with their five senses. Direct students spend about 10 minutes in a think-pair-share with a partner to discuss the following:

  • Describe what you see happening in the photograph.
  • What does the photograph reveal about challenges African Americans faced attempting to end racial segregation?
  • Based on your knowledge of U.S. history after Reconstruction, why do you think the Little Rock Nine were greeted with anger and resistance?
  • Based on this photograph, what character traits do you think best describe Elizabeth Ann Eckford?

Friday, 4/13

Assessment over 9.3 Conflict Abroad

Read informational text on "Origins of the Movement"

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 3/26

Read informational text on "The Nuclear Threat" and "The Space Race" Essential Questions:  How did  nuclear weapons affect the Cold War?  What was the significance of the Space Race? (cw/hw)

K.I.M. Chart Words for Post-War America, G.R.E.A.S.E.S. Chart on characteristics of the Soviet Union,  and Korean Peninsula Map Activity are due.

Study for the assessment over Chapter 9.1 The Cold War on Wednesday, April 28.

Note:  Moby Max Social  Studies assignment on the Civil War  (TN Ready Review/Practice, Due on Wednesday).

Tuesday, March 27

Add the following words to your K.I.M. Chart for Post-War America,the Korean War and Tennessee's Musical Signifiance: armistice,  atomic, autobahn,  artillery,  bias , communist, GI Bill, uranium,  United Nations, reunification, refugee, satellite, demilitarized zone, regime, baby boom, contestant, receiver, and transmitter.

Map Activity:  Germany Divided Use the map on page 262 or an atlas to answer the following questions: 1. Which continents are part of the Communist Bloc?

2. Identify which parts of Germany are communist and which are not?

3. Which geographic features do East and West Germany have in common?

4. What can you conclude about communism and geography?

5. Where is Tennessee located in relation to Europe on the map?

Read informational text on “Containment,” “The Marshall Plan,” and “Divided Europe.” Answer the focus questions:  What policies did the United States adopt in response to the communist threat?  What was the Marshall Plan? How did the Superpowers compete for Eastern Europe? 

Note:  Study for the assessment over Chapter 9.1, The Cold War. 

Moby Max Social Studies Assignment on the Civil War

 

Wednesday, March 28

Assessment over Chapter 9.1, The Cold War

Read informational text on "The U.S. Postwar Economy," " Returning to Normal After World War II," and "A More Properous Nation" and answer the essential questions.

Thursday, March 29

Read "Welcome to the Suburbs," "The Rise of Television," "Television and American Life," and "The Youth Culture and Rock N Roll."  Essential Questions:  What factors affected the development of the suburbs?  How did television affect life in the 1950's?  How did youth respond to 1950's values?

View video clips on "Rock Breaks the Barrier of Racial Segregation: Rockabilly and "Entertainment in the 1950's.

Friday, March 30

SPRING BREAK BEGINS (Schools Closed March 30 - April 6)

 

 

 

Assignments:

Monday, 3/19

Read the Chapter 8.3, pages 6 - 7; "Building the Bomb" and "Unleashing the Bomb: Ending the War."  Essential Questions:  What was the Manhattan Project?  How did dropping the bomb effect Japan?

Read the passages and answer the esential questions.

Add the following words from Chapter 9  to your K.I.M. Chart:  suburbs, home ownership, mass media, interstate highway system, consumer society, Korean War, Cold War, Berlin War, the Rosenbergs, Missile Crisis.

 

Tuesday, 3/20

Read Chapter 9.1, "The Cold War," pages 1 - 2, "Rival  Nations" and "The Soviet Union's Authoritarian Government."  Essential Questions:  How did the Soviet Union differ from the United States?  How did the Soviet  Union's authoritarian government control nearly all aspects of life?

View a video segment on "Life in Soviet Russia"

Work in groups on the G.R.E.A.S.E.S. Chart to  record information about key aspects of  life in the Soviet Union  after reading Chapter 9.1 pages 1 and 2.  The categories for GREASES include:  Government, Religion, Economics, Art and Architecture, Science and Technology, Environment, and Social and Cultural Values.

 

 

Wednesday, 3/21

Read Chapter 9.1, pages 3 - 7, "The Beginning of the Cold War," "Containment," and "The Marshall  Plan Helps Recovery."  Essential Qiestions:  How did the  Cold War begin?  What was the Marshall  Plan? 

Work invidually and in groups on the GREASES Chart to record key aspects of life in the Soviet Union.

Thursday, 3/22

Read passages on "Conflict in Korea" and "The Korean War." Essential Question:  What events led to the outbreak of war in Korea?

Participate in a class discussion on the Korean War?

1.  How did the  United States try to keep communism from spreading?

2.  What was one effect of communism spreading?

3.  How did the Korean War affect the United States.  What was the result of the Korean War.

Korean Peninsula Map Activity Questions:

1.  What is the difference between North and South Korea?

2.  What type of landform is Korea?

3.  On what continent is Korea locted?

4.  What countries are nearest to Korea?

5.  Which countries in Question Number 4 fought each other in World War II?

6.  Why do you think Korea was divided?  What major  event led to the country splitting?

 

 

 

 

Friday, 3/23

Read informational text on "The Nuclear Threat" and "The Space Race" Essential Questions:  How did  nuclear weapons affect the Cold War?  What was the significance of the Space Race?

Video and Quiz on the Korean War.

 

 

 

 

 

 

 

 

 

 

Analyze a primary source photgraph from the end of World War II; read about Cordell Hull and  answer the following questions:

1. What does the picture depict?

2.  What did people conclude about World War II when it was over?

3.  How did Hull respond to international fears about preventing war?

4.  How did Cordell Hull propose to replace the League of Nations?  How many nations approved the  United Nations?

5.  How  was Hull rewarded for his efforts  in creating the United Nations?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.54 Evaluate the constitutionality of Japanese internment during the war.

5.55 Locate the Axis and Allied Powers and the major theaters of war on a map.

5.56 With supporting details provide reasons for rationing, victory gardens, the design of the Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots-Cornelia Fort.

5.57 Write an informative text about the Holocaust and its impact.

5.59 Describe the role of the Manhattan Project and Oakridge, Tennesse in ending World War II and the decision to drop the atom bomb on Japan.

5.60 Explai the purpose of the formation of the United Nations and the role of Cordell Hull.

Assignments:

Monday, 3/12

Read informational text about "The Rise of Adolph Hitler," The Axis and Allied Powers," "The Holocaust," and answer the Memory Master questions.

View a video segment on "Causes of  World War II" and take a quiz.

Read Chapter 8.2 and answer the essential question. 

Note:  Please  turn in all missing assignmlents. Thursday, 3/15 ends the 3rd Nine Weeks.

Tuesday, 3/13

Add the following words to your K.I.M. Chart:   Allied Powers, arsenal, Axis powers, constitutionality, Holocaust, liberate, rationing, swastika, and  victory gardens.

Read informational text on "The United States Enters World War II," "The Allies Take Control of Europe," and "The Holocauset.  Write an informative essay on the Holocaust.  

Also,Read "War in the Pacific" and view the video segment on "The Attack on Pearl Harbor"(classwork)

Finish reading Chapter 8.2 and take the practice test.  Prepare a study for the assessment  (classwork/homework)

Wednesday, 3.14

Read informational text on "World War II on the Home Front, Rationing andd Victory Gardens."

Also, read about "The Internment of Japanese-Americans."

Assessment over Chapter 8.2

 

Thursday, 3/15

Read passages on "Volunteers Lead the Way,"Aftermath of World War II" and the United Nations."

View video segments on "The United Nations."

 

Friday, 3/16

Read informational text on "Building the Atomic Bomb" "Oak Ridge: The Secret City," view the video "The Manhattan Project.

 

 

 

 

 

 

 

 

 

 

 

 

 

5.50 Use specific tetual evidence from primary and secondary sources to summarize the success ,  failures, and challenges of President Roosevelt's New Deal policies, including:  Social Security, Civilian Conservation Corps, Federal Deposit Insurance Corporation, Tennessee Valley Authority, Cumberland Homesteads, and Great Smoky Mountains National Park.

5.51 Compare and contrast a first hand and second and account of the impact of te Dust Bowl of the 1930's.

5.52 Use a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and goals of Germany, Italy and Japan

Assignments:

Monday, 3/5

Assessment over Chapter 7.3, A New Deal

Writing Prompt

Brief constructed response for A New Deal: 

Be sure to provide details and examples in your response.  How did the Federal Deposit Insurance Corporation (FDIC), Securities and Exchange Commission (SEC) and the Social Security Administration change the government's role in the economy and in  the lives of the people? (classwork)

Read informational text on "The Dust Bowl"  Chapter 7 Lesson 7.2 and respond to the essential  question:  What was the Dust Bowl?" (homework)

Tuesday, 3/6

Read "The Dust Bowl" and answer text-directed questions.  View primary source documents of "Dust Bowl Condition" and examine a map of the Great Plains and Midwest.

Note:  The New Deal Comparison Chart is due today.

Add the following words to your K.I.M. Chart:  internment camp, racism, dictator, atomic bomb, mobilize, concentration camp, infamy, surrender, propaganda, empower, impact, formation, and division.

 

Wednesday, 3/7

Read Chapter8.1, "Militarists Gain Control Over Japan and view the map of Japanese Territorial  Expansion.  Also read ""Aggressive Leaders in Italy and Germany," and work in groups on a graphic organizer.  Answer the essential questions:  Why did the U.S resist becoming involved in World War II?  Why did a strong military government gain power in Japan?  Why did aggressive leaders emerge in Italy and Germany?

Thursday, 3/8

Read "Fascism Takes Europe" and view video segment over "Tensions in Europe." Essential Question:  Why Did Japan attact Pearl Harbor?

Continue working in groups on the World Leaders graphic organizer

Friday, 3/9

Read informational text on "The United States Enters World War II," and "Anti-Semitism in Nazi Germany."  View a video segment on World War II and complete a quiz.

 

 

 

 
 
 

 

 

 

 

 

 

 

 

Standards and Objectives for the Week of February 26 - March 2

5.48 Determine the meaning and use of economic terms: credit, interest, and debt and the role these played in the economy of the 1920's.

5.49 Analyze the events that caused the Great Depression and its impact on the nation and Tennessee, including mass unemployment, Hoovervilles, and soup kitchens.

5.50 Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt's New Deal policies, including:  Social Security, Civilian Conservation Corps, Federal Deposit Insurance Corporation, Tennessee Valley Authority, Cumberland Homesteads, Great Smoky Mountains National  Park.

5.51 Compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the 1930's.

 

Assignments:

Monday, 2/26

Read informational  text on "The Stock Market Crash" and compleate the Passport to History Activity: Buying on Credit

Participate in a class discussionn on Stock Market and Herbert Hoover. 

Dicussion Questions:

1.What happens when stock prices go up?  Why do people call this type of scenario a bull market?

2.  What was the government viewpoint on the economy?

3.  Herbert Hoover's talked about the future, telling the American people,  "I have hope for the future of our country.  It is bright with hope."  What do you think about his quote that the future was bright with hope?

Begin reading Chapter 7.3, "A New Deal," pages 1-4 (ENGAGE Tab, "Back to Work,"  Essential Question:  How did the New Deal change the role of government in Americans' lives,? "Campaigning on a Promise," "Reforming Government and the Democratic Party," "The First One Hundred Days:  Overcoming the Banking Crisis.") classwork/homework

Note:  Moby Max Social  Studies Lessons on "The Roaring Twenties" and "The Great Depression" (homework)   These will be due on Thursday, March 1st.

 

Tuesday, 2/27

Read informational text on "World War I & The Great Depression," by ReadWorks, author: Dorothea Lange.  Annotate the text and answer the comprehension questions by placing a star next to the main idea, and a question mark in the margin next to something you wonder about.  Also, underline evidence that supports the central or main idea.

Also, begin reading complex/informational text on "The Great Depression."  We will  continue reading and annotating the text on Wednesday.

 

Wednesday, 2/28-----

Read and annotate "The Great Depression" and answer text-dependent questions.   Work in groups to answer  discussion questions brainstorming answers and sharing verbal and written responses with the class.

Writing Prompt: 

Compare and contrast how Hoover and Roosevelt responded to the Great Depression according to the text.  How did their actions impact this period of economic depression?

Read Chapter 7.3, pages 4-8 and begin working on  A New Deal:  Comparison Chart. (homework)

 

Thursday, 3/1

Read Chapter 7.3, "A New Deal," pages 4-8; "The First Hundred Days:  Helping the Poor,"  Essential Question:  How did Roosevelt address social welfare needs when he took office? "Fisrt One Hundred Days:  Revitalizing Business," " Natural Resources and Agriculture Reforms," A Failed Industrial Effort," and "The Second New Deal."

Work in groups to complete the A New Deal: Comparison Chart to record New Deal solutions to problems in the United States during the 1930's.

Note:  Finish reading Chapter 7.3 and study for the assessment

 

Friday, 3/2

Assessment over Chapter 7.3. "A New Deal"

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 2/19  Professional Development/Planning Day - Students Do Not Report

Moby Max Social Studies Assignment - Lesson:  Roaring Twenties and the Great Depression

(Computers will be used this week for MAP Testing) homework  

Tuesday 2/20

MAP Testing   2/20 - 2/24

Read the primary source document on "The Causes of the Great Depression."  Also, read Chapter 7.1, Causes of the Great Depression; "Black Tuesday Begins a Dark Period" (ENGAGE Tab);  EXPLORE reading passages: "A False Prosperity" and "The Distribution of Wealth." (classwork/homework)

Essential Question:  What were the most important economic lessons of the 1920's?

Note:  Please turn in your Chapter 6 Assessment

Add the following words to your K.I.M. Chart:  Black Tuesday, debt, diplomat, economic bust, Great Depression, minimum wage, regulation, stock market, Social Security

Note:  Continue working on the Moby Max Lessons:  The Roaring Twenties and the Great Depression

 

Wednesday, 2/21

Read informational text, "Farmers Prosper, Then Go Broke," and begin working individually and in pairs on the Causes of the Great Depression Sequencing Chart

Also, read  "Finanial System of the 1920's," "The Stock Market Declines," and "Black Tuesday."

Note:  When you complete your Moby Max Lessons on the Roaring Twenties and the Great Depression, take the Lesson Tests.

 Complete Causes of the Great Depression Sequencing Chart. 

  

Thursday, 2/22

Finish reading Chapter 7.1 and study for the assessment tomorrow.

Video Segments:  "The Crash" and "Causes of the Great Depression"

 

Friday, 2/23

Assemment over Chapter 7.1, Causes of the Great Depres

  

Standards and Objectives for the  Week of  February 12-16

5.47 Make connections with the growth of popular culture of the "Roaring Twenties" with the following:  W.C. Handy, Bessie Smith, automobiles, radios, and nickelodeons, Harlem Renaissance, WSM, Grand Ole Opry, Charles Lindbergh and the Spirity of St. Louis, mass production, "just in time" inventory, and appliances.

548 Determine the meaning and use of economic terms: credit, interest, and debt and the role these played in the economy of the 1920's.

 

 

Assignments:

Monday, 2/12

Study for the test over Chapter 6.2 "The  Roaring Twenties."  You may take the Student Practice Test under the EVALUATE Tab.  Also, if you have not turned in your movie trailer worksheets they are due.  

Note:  Here are the directions for the Roaring 20's movie trailer.

Work individually to create a movie trailer for a documentary called The Roaring 20's tht focuses on one of the following conflicts:

1,  flappers vs. traditional women's roles

2. consumerism vs. traditional economic and social values

3. Prohibition vs. the rise of gangsters

Note: Directions for the movie trailer activity are under the EXPLAIN tab.  This activity can be completeted on the worksheet that accompanies the lesson or you may crto sseate a short powerpoint.

Descsribe the tensions and trends that occurred throughout the decade of the 1920's as a result of the conflict you chose.  Include titles, narration, and music.  Also, describe how your choices tell the audience aout the changes that defined the United States in the 1920's. (classwork/homework)

 

Tuesday, 2/13

Assessment over Chapter 6.2, The  Roaring Twenties.

Read informational text on "Jazz in the Jazz Age," Pioneers of Jazz," and "The Harlem Renaissace." Answer the essential/focus questions:  What was special  about jazz?  Whow were the pioneers of jazz?   Who were the artists of the Harlem Renaissance. 

Begin working on the Great Migration and Harlem Renaissance Summary Frames summarize significant artists associated with the Jazz Age and the Harlelm Renaissance.

 

Wednesday, 2/14

Read about and discuss  informational text on the history of the  Grand Ole Opry.  Answer the following comprehension questions: 

What is the connection between radio and insurance?  How did the insurance company get a radio station?  How did the radio call letters and station reflect the insurance company?

How did they appeal to country people?

How was the Grand Ole Opry born?  Why do you think the Grand Ole Opry is still popular today?

Also, read a passage about Charles Lindbergh and complete a map activity.

Answer these questions after studying the map of Charles Lindbergh's Transatlantic Flight.

1.  Across which ocean did Lindbergh fly?

2.  What were the starting and ending points of the flight?

3.  What are the white lines shown on the map?

4.  What continents did Lindbergh visit?

5.  What geographical obstacles do you think Lindbergh encountered?

 

Thursday, 2/15

Read infomational text on the Causes of the Great Depression, Chapter 7.1, "Black Tuesday Begins a Dark Period."(Primary Source Document:  An interview with a bank employee who recalls memories of the stock market crash in October, 1929

Complete a Passport to History activity on buying on credit.

 

Friday, 2/16

Read Chapter 7.1, pages 1-3 on "False Prosperity," "Distribution of Weath," and Farmers Prosper, Then Go Broke."  View video segments on the Causes of the Great Depression.

 

 

 

 

 

 

 

 

 

 

 

Assignments:

 

Monday, 2/5

Complete the review on World War I and the U.S. Enters the War in the Our Country Atlas.

 

Read informational text on the Roaring Twenties/Jazz Age, Chapter 6, Lesson 1, (Tenneessee Through Time the Later Years) biography for W.C. Handy, Bessie Smith, and the Memphis Blues

Read "The Development of the Assembly Line" and answer the comprehension questions. (Note:  Assigned on Friday for homework)

Work on the Roaring Twenties movie trailer activity frames.  Please refer to the direction on the worksheet and on assignment for Thursday, 2/1.  Note:  Movie trailers are due on Friday, 2/9.

 

Tuesday, 2/6 

Read passages on "The Jazz Age," "The Lost Generation," "and "Crossing the Atlantic," and answer the  essential questions:  How did consumerism and leisure affect American culture?  How did literature respond  to the cultural changes of the 1920's?  Who were the heroes of the 1920's?

Begin working on the G.R.E.A.S.E.S. Chart (Government, Religion, Economics, Art and Agriculture, Science and Technology, Environment, and Social and Cultural Values)  Use the GREASES Chart to record information about key aspects of American values and society during the 1920's.

 

Wednesday, 2/7

Read informational/complex text on the Roaring Twenties.  Annotate the text and answer the comprehension questions. 

Work in pairs and small groups on the GREASES Chart.  Also, continue working on the Roaring '20's movie trailer activity.

Finish reading Chapter 6.2, The Roaring Twenties and study for the assessment.

 

Thursday, 2/8

Assessment over Chapter 6.2, The Roaring Twenties

Note:  The Roaring '20's Movie Trailer  is due on Friday.

 

Friday, 2/9

View the video segments on "The Harlem Renaissance

Presentation of 1920's Movie Trailers

 

 

 

 

 

Monday, 1/29

Read informational text on the "Roaring Twenties, "Decade of Progress," (ENGAGE Tab); "Boom Times," and "Consumer Goods." (EXPLORE Tab (pages 1-2).  Answer the comprehension questions for "Decade of Progress," and the essential questions. 

Essential Questions:  How did the end of World War I affect the American economy?  What products did consumers purchase during the 1920's? (classwork/homework)

Add the following words to your K.I.M. Chart - Roaring Twenties:  aviation, blues, broadcast, credit, economic boom, interest, mass production, nickelodeon, phonographs, gramophone, navigation, and ragtime. (cw/hw)

 

Tuesday, 1/30

Read pages 2-4 (EXPLORE Tab) and work in pairs to complete The Roaring Twenties Main Idea Chart/ Cause and Effect Graphic Organizer.

View a video segment on "new American Landscape" during the 1920's and the primary source document, Assembly Line Worker.

 

Wednesday, 1/31

Read the informational/complex text passage on "The Development of the Assembly Line," and answer the comprehension questions.

Complete the Roaring Twenties Main Idea Chart.

 

Thursday, February 2/1

Work individually to create a movie trailer for a documentary called The Roaring 20's tht focuses on one of the following conflicts:

1,  flappers vs. traditional women's roles

2. consumerism vs. traditional economic and social values

3. Prohibition vs. the rise of gangsters

Note: Directions for the movie trailer activity are under the EXPLAIN tab.  This activity can be completeted on the worksheet that accompanies the lesson or you may create a short powerpoint.

Descsribe the tensions and trends that occurred throughout the decade of the 1920's as a result of the conflict you chose.  Include titles, narration, and music.  Also, describe how your choices tell the audience aout the changes that defined the United States in the 1920's.

Movie Trailers deadline is Thursday, February 8th.

 

Friday, 2/2

Read informational text on "The Jazz Age and view video clips on "The Harlem Renaissance" and take a quiz.  Complete a Quick Write Activity on the

 

 

5.42 Summarize the reasons for American entry into World War I, including submarine attacks on the and Zimmerman Telegram.

5.43 Locate and map the counties of the Central and Allied Powers during n World War I.

5,44 Explain the roles of  significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York.

545 Refer  ti details and examples in a text to explain the aims of world leaders in the Treaty of Versailles and why the United States rejected Wilson's League of Nations.

5.46 Evaluate the role of Tennessee as the "Perfect 36" and the world of Anne Dallas Dudley, Harry Burn, and Governor Roberts in the fight for women's suffrage and Josephine Pearson's opposition.

Assignments:

Monday, 1/22

Read about and research the following people to know:  Herbert Hoover, John J. Pershing,  Lawrence Tyson, and Alvin C. York.  Websites that can be used to find information are biography.com, ducksters.org, history for kids.org and quizlet.com.  Wrtie at least five facts on each person.

Video on World War I and Quiz? 

 

Tuesday, 1/23

Assessment over Chapter 5.2, The United States Enters The War.

Read informational text on "Wilson and the League of Nations" and "How did the Treaty of Versailles affect Europe."  Essential Questions:  Why did the United States reject the Treaty of Versailles?  How did the Treaty of Versailles affect Europe? 

 

Wednesday, 1/24

Read the passages on "Women's Suffrage" and the "Perfect 36.  Add the following words to your K.I.M. Chart:  suffrage, civil rights, equality, tolerance, prejudice, oppositionl, and enfranchise.

Identify the following people:  Anne Dallas Dudley, Harry Burn, Josephine Pearson, and Governor Albrt Roberts.  Tell what role they played in the fight for women's suffrage.

Video Segment of Women's Suffrage

 

Thursday, 1/25

Read informational text on Conservation  (Victory Gardens and Rationing)

Read about and discuss Wilson's "Fourteen Points" and analyze  the speech, and work in pairs to complete an activity on the "Fourteen Points."

 

Friday, 1/26

Read  informational text on "Patriotic War Songs," and learn the song "Over There>"

Answer the comprehension questions that correspond to the reading passage.

 

Monday, 1/15  Schools Closed Due to Observance of Dr. Martin Luther King, Jr's Birthday

 

Tuesday, 1/16 Schools Closed Due to Inclement Weather

Read Chapter 5.2, pages 7-9 (Techbook, Click on the EXPLORE Tab)

Note:  World War I Recruitment Poster Art Activity was due on Thursday, January 11th

 

Wednesday, 1/17 Schools Closed Due to Inclement Weather

Read about and research the following People to Know:  Herbert Hoover, John J. Pershing, Lawrence Tyson, and Alvin C. York. (Websites that can be used to find information on these World War I leaders are biography.com, ducksters.org, history for kids.org and quizlet. Write at least five (5) facts on each person.

Study for the assessment over Chapter 5.2, The United States Enters the War  Review the study notes from the Techbook  by clicking on  the EVALUATION Tab.

 

Thursday, 1/18

Review Chapter 5.2 pages 7-9, some of the information is on the assessment.

Read "U-Boats" by clicking on the EXPLORE Tab, page 5, and scrolling down to the bottom of the page.

Click on the picture that corresponds to  the article, "U-Boats," and answer the questions at the end of the reading passage.  Write the questions and answers in your purple  folder.

 

Friday, 1/19

Assessment over Chapter 5.2, The United States Enters The War

Video over World War I

Presentation of World War I Recruitment Posters

 

 

 

 

 

 

 

 

 

 

 

 

Monday, 1/8

Read informational text on "The United States Enters the Great War," and study the map on the Central and Allied Powers.  Answer the following questions using the map on page 160 (textbook).

1.  Locate and name the countries of the Central Powers.  What color represents them?

2.  Locate and name the countries of the Allied Powers.  What color represents them?

3.  What geographical patterns do you observe about these six countries' location?

Create a World War I recruitment poster to encourage volunteers to join the U.S. military.  Think of a catchy phrase or slogan to motivate people to enlist.  Use markers, colored pencils or crayons, construction paper or white paper for your poster. 

Note:  Posters are due on Thursday, January 11th.

 

Tuesday, 1/9 

Journal Prompt: Why did  the U.S. stay neutral during European War (Great War) of 1914 (one paragraph).

Read informational complex tex on "The Age of Imperialism," "Nationalism, and "Taking Sides."  Essential Question:  How did alliances contribute to staring World War I?

Complete the World War I Comparison Chart using details from the text.  (classwork/homework)

 

Wednesday, 1/10

Read the passage on "The Assassination of Franz Ferinand." Essential Question: What event cause the allied European nations to invade each other in the beginning of World War I?

View video segments on "Austria-Hungary Declares War" and "Complex Web of Alliances."

 

Thursday, 1/11

Read informational text, "The United States Responds."  Essential  Question:  How did the U.S. respond to World War I?   Also, read "U.S. Neutrality Comes to An End" (Zimmerman Telegram and sinking of the Lusitania).  View the video segment on "U.S. Isolationism."

Finish reading Chapter 5.2 and studying for the assessment on Friday

Note:  World War I Recruitment Posters are due today.

 

Friday,  1/12

Assessment over Chapter 5.2

Presentation of World War I Posters

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments:

Monday, 1/1  New Year's Day

 

Tuesday, 1/2  Teacher Planning/Professional Development

 

Wednesday, 1/3

Review the Progressive Era Reforms and Constitutional Amendments

Tell what the 16th, 17th, 18th, and 19th Amendments were and what changes occurred in society as result of these amendments. 

Copy the K.I.M. Chart Vocabulary Words: Nationalism, rations, militarism, propaganda, alliance, armistice, trench warfare, and isolationism.

 

Thursday, 1/4

Cental and Allied Powers Map Activity:  Locate the  countries of the Central Powers and Allied Powers.  What geographical patters or challenges do you observe about these countries' location?

Create a recruitment poster for World War and work in small groups to begin working  on the Great War: Cause and Effect Chart.

Read informational text on the causes of World War I and "U-Boats."

 

Friday, 1/5

Read "U-Boats" and complete the graphis organizer for causes of World War/Comparison Chart.  Finish working on recruitment posters and complete a quiz on informational text on the causes of World War I.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 
   
   
   

 


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