8th+History+Homework

__**Thursday, November 14th**__

Anti-Federalists vs. Federalist- Research/Worksheet Part II

__**Wednesday, November 13th**__

Anti-Federalist vs. Federalist- Research/Worksheet Part I

__**Wednesday, November 6th**__

Anti-federalist vs. Federalist- SHEG Activity

Students were given a mini-lecture about positions of Antifederalist & Federalists. They were asked to complete a graphic organizer, after reading some secondary source documents about Alexander Hamiliton and Melancton Smith (modified arguements from June 21, 1787).

HW- Graphic Organizer should be completed.

__**Tuesday, November 5th**__

Read- Section 4, Chapter 4 (as a class)

Do- "4.4 SA" (#'s 1-4 all)

Do- 4.4 IR - Including "Challenge Activity" (page extender at bottom on IR pg. 38)

__**Monday, November 4th**__

Do- "Flow Chart to Ratification"

__**Friday, November 1st**__

Turn in- 4.3 SA Articles of Confederation/Shay's Rebellion Packet


 * Turn in all Extra Credit

__**Wednesday-Thursday, October 30th-31st**__

Complete: "4.3 Section Assessment (#'s 1-6 all) 4.3 IR- pgs. 35-36 (No Challenge Activity) Articles of Confederation/Shay's Rebellion Packet

End of Trimester tomorrow- All extra credit will be accepted tomorrow

__**Tuesday, October 29th**__

Articles of Confederation/Shay's Rebellion- Group Activity.

Students were put with a partner to read and analyze secondary documents about these two events, and how they connected.

HW- NONE

__**Monday, October 28th**__

Complete: "4.2 Section Assessment" pg. 93 (#'s 1-4 all) AND "4.2 IR" pgs. 23-24 (All)- highlight and answer all questions- NO CHALLENGE ACTIVITY

__**Tuesday, October 22nd**__

Group Activity: Articles of Confederation -Students, in groups of 4, took one of the 3 main ideas and created a "flyer" informing the American public about the groups assigned topic. Flyers, aren't usually "Text Only" documents... Flyers usually have a catchy imagine to grab the attention of the people, therefore each students flyer should resemble an actual flyer. - Students were asked to list their "main idea" topic at the top of the flyer, as well.

HW- complete this flyer - students should have sections 1 & 2 Key Terms/People completed on their Vocab organizer from yesterday, by Friday, 10/25.

__**Monday, October 21st**__

Do- "You Try It- Ch. 4" pg. 113

Do- "Ch. Key Terms/People Organizer"

__**Friday, October 18th**__

Chapter 3 Test- All make up tests must be done by Wednesday 10/23 in library @ lunch recess.

__**Thursday, October 17th**__

In Class: Test Prep- Chapter 3



Both Key Terms and Test Prep is due tomorrow, 10/18 before Test. Please use these to study for tomorrows test, tonight.

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Wednesday, October 16th**__

Complete: Chpt. 3 IR pgs. 21-29 (Challenge Activities from Section 1 & 2 should've already been completed, and added as a page extender)

Do- Key Terms Ch. 3



__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Tuesday, October 15th**__

Do- "Ch. 3 SRA" pgs. 103-105 (#'s 1-13 & #'s 1-7 on pg. 105; write questions down, multiple choice letter, and answer out).



Picture of pgs. 103-105 (Ch. 3 SRA)

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__**Monday, October 14th**__

In Class- Chunk Read: textbook pgs 98-101 Do- "3.4 SA" pg. 101 (#'s 1-4 all)

__//**NOTE:**//__ **Chapter 3 Test Friday, 10/18**

__ **Friday, October 11th** __

Declaration of Independence: Ideological or Selfish? Continued:

In pairs, students complete this exercise we started yesterday. All in class group activities have no HW piece.

=__**NOTE:**__ **//Thank you for your patience as I have experienced "technical difficulties" with my wikispace account.//**=

=**//WE ARE BACK UP AND RUNNING!//**=

__**Tuesday, September 24th**__

Intro- "Quote Sandwich"- students were introduced to a procedure called the quote sandwich, to help them in writing throrough analysis of historical events.

Cut/Paste- Quote Sandwich- NB pg. 8 Quote Template- NB pg. 9

Do- Q-Sanders (Quote Sandwich): on a seperate piece of paper, students are to do a quote sandwich answering the following question: "What event preceding the U.S. most effect the development of the American Constitutional Democracy" (in their opinion, based on support). Students should highlight, each piece of sandwich (Top piece of bread- one color, Meat- another color, & bottom piece of bread- a different color).

HW- Finish (Q-Sanders is due tomorrow beginning of class) __**Monday, September 23rd**__

Graphic Organizer Review: Colonies

__**Friday, September 20th**__

The Story of US- Movie Clips

__**Thursday, September 19th**__

Colonies Chart- Continued. Groups should have multiple "Cause & Effect" sequences of Acts, Laws, Contracts, Agreements, Governments and Rights that preceded the American Constitutional Democracy and founding of US (in the English Colonies). Encompassing all of The Colonies Chapter (sections 1-5) from textbook & IR.

HW- Complete for review tomorrow in class

__**Wednesday, September 18th**__

Colonies Chart- In groups students used resources and materials to put together a cause & effect chart centered around this goal: "What Preceded the founding of the US and how did it affect the development of the American Constitutional Democracy":



__**Tuesday, September 17th**__ Constitution Day Continued:

Students were given more time in class to finish assignment from yesterday- Constitution Poster

Do- Student were given time in class to respond to the following prompt (separate piece of paper, to be turned into the box): "How has the constitution affected me". Responses should be 5-7 sentence paragraph, and are due beginning of class tomorrow.

HW- finish Poster and Write

__**Monday, September 16th**__

Constitution Day Poster: Students were given directions to do an illustrated poster in honor of Constitution Day (tomorrow 9/17). They were given a hand out and sheet of white paper.

Students will continue activity tomorrow in class along with a "Write": Poster is due at the end of class tomorrow!

HW- NONE

__**Tuesday, September 10th**__

Close Read: pgs. 39-41 Students were to close read (2 times) to answer the following question, in NB pg. 5

1. What was the "Toleration Act of 1649"? How were decisions made in a proprietary colony?\

2. What happened to ownership of the Carolina Colony? What was/were purpose(s) of Georgia Colony? What did both Carolina's & Georgia Colony depend on to make money (Economy)?

HW- finish these 2 questions on NB pg. 5

__**Monday, September 9th**__

Pocahontas Lesson: Primary/Secondary Sources Continued:

In Groups/In Class: Students read 2 more "secondary" source documents. They were to finish the "Interpretation Worksheet" with groups.

HW- Finish "Interpretation Worksheet"

__**Friday, September 6th**__

Pocahontas Lesson: Primary/Secondary Sources

Students in groups participated in this activity, centered around John Smith and Pocahontas. Students were given a packet and should complete the "John Smith" Worksheet ONLY.

Lesson Continued- Monday (in completion)

__**Thursday, September 5th**__

In Class activity: CLOSE READING (pgs. 36-38 in textbook). Students were asked to close read a chunk text, and answer questions in NB (pg. 2)

Students should use a "page extender" and not go past NB pg. 2 to answer these questions. Page Extender: stop 3 lines from the bottom, use a piece of paper to continue (if needed), cut it to size when done, paste it to bottom 3 lines, and fold it up... This is a "page extender".

HW: finish answers to questions

__**Wednesday, September 4th**__

IR- pgs. 11-14- Students are to "Close Read" the section. 1st- Read both pages and highligh (one colore) difficult vocabulary words for understanding. 2nd Reread pgs, stopping and answering bubble questions on right, and highlight (second color) where you found the answer. DO- Both CHALLENGE ACTIVITIES

Plymouth Colony (The English Colonies)- Student watched a 10 minutes docu/drama on Plymouth. Students were ask to answer 1 question from "students will be able to..." section, from their Reading Like a Historian Chart (3rd column). 1 question from "evaluating source", 1 question from "Contextulization", and 1 question from "Corroboration" on a separate piece of paper.

__**Tuesday, September 3rd**__

"Foundations of Learning History" NB (Notebook) Check:

In Class: Set up "Colonies (The English Colonies)" Title Page/NB

__**Friday, August 30th**__

Foundation Resourse Chart- Great Resource for students (put in NB)

NB Set-Up: Notebook Setup (Table of Contents) Pg. 1- Title Page (in color): "Foundations to Learning History" Pg. 2- Snap Shot Biography Pamphlet Pg. 3- Quick Write (Story of Birth- already there) Pg. 4- Snap Shot HW Part 2 Pg. 5 Close Reading Activity (Hi-Lited/Symboled: History Article) Pg. 6 Evaluating Sources (activity wrksht- front & back) Pg. 7 Sourcing Pg. 8 What is History? Pg. 9 Contextualizing (Imagine Setting) Pg. 10 Corroboration (Cross-Checking) Pg. 11 Foundation Resource Chart

NOTE: Notebook Check- Tuesday 9/3 (For Points/Grade)

__**Thursday, August 29th**__

Corroboration (Cross-Checking) Handout: In class discussion and notes.

HW- Students should finish last 2 question of Handout

__**Wednesday, August 28th**__

In Class: //**Contextualizing** **Handout:**// We reviewed this in class. Students were led in discussion and given simple notes to take to identify meaning.

HW- Students are respond to why it is //**important**// to have the following perspective (when studying history): What would it look like to see this event through the eyes of someone who lived back then? NOTE: there is NO "back then"... Students are responding to why this is an important concept to consider when viewing history.

__**Tuesday, August 27th**__

Handout- History, Contextualizing, Cross-Checking, and Chart: These handouts are to be worked on over the course of this week. Today, we focused on //**'What is History**//".

HW- Answer the following question: //**"We must consult multiple pieces of evidence in order to build a plausible account".**// Students should answer this question in 2 parts: 1. What does this mean? and 2. What example supports this idea (how might that look).

__**Monday, August 26th**__

Minimum Day: Close Reading/Sourcing Quiz

HW- NONE

__**Friday, August 23rd**__

Evaluating Handout- in class we discussed how to Evaluate a Source properly. Students are to keep handout to put into SS notebook (NB).

HW- NONE

__**Thursday, August 22nd**__

Finish: Close Reading Activity: -//**How Does the "article/text" make you feel? (answer on back of worksheet as # 3.)**// //**-What words/phrases "convince" you the author is right? (students should hi-lite in another color or use a symbol to reflect).**// //**- What did the author "Leave Out"? (Not facts, but evidence or validation to support their claims- answer on back of worksheet as #5.)**// HW- Create a color/symbol key describing those marks (i.e.- yellow hi-lite- "Claims", etc...) & finish up anything not completed. Due tomorrow beginning of class 8/23 __**Wednesday, August 21st**__

Close Reading: In class, model activity: Students were taken through the beginning stages of Close Reading. They were asked to Read, and re-read an article multiple times and directed to do the following: Read once Re-Read to find difficult vocabulary words (also asked to underline those words)- Group discussion, to clarify vocabulary Re-Read and highlight answers for following questions: //**What claims does author** **make?**// Re-Read and highlight (with a different color hi-liter) answers to the following questions: //**What evidence does the author use to support those claims?**//

HW- Students should complete the above assignment by beginning of tomorrows class

__**Tuesday, August 20th**__ Evaluating Sources: Students are placed in a group of 3, as the proper way to evaluate a source is explained. Students, in their group are then asked to work a worksheet to find the correct source, and explain why.



HW- finish Evaluating Sources, if not completed in class (due tomorrow, beginning of class)

__**Monday, August 19th**__ Completed (In Class): Snapshot Autobiography- students got in pairs and shared their "event" that they interviewed another person on. They also shared how the interview went, discussing the "differences" & "things in common" they saw about their event with their interviewee. Worksheet & Pamphlet- turned in at end of class.

HW- NONE

Minimum Day Schedule

__**Friday, August 17th**__ In Class: Reviewed first 3 pages of Autobiographical Pamphlet (Title Page, Story of Birth, and About the Author). Students were to have finished this. Introduced the final 3 pages (Event #1, Event #2, and Event #3). Students were given the rest of the period to work on these in class. All 3 events must have an illustration, that takes up NO more than 1/4 of the page (must be in color).

Reviewed HW (homework): Students are to complete, with assistance from interviewee, Snapshot HW assignment.

HW- Snapshot autobiography worksheet (listed here):

Pamphlet & worksheet are due Monday, August 19th __**Thursday, August 16th**__

QW (Quick-Write): ( Pg. 3 of SS-NB; Social Studies Notebook): "**//What is the story of your birth?"//**

Intro- Snapshot Autobiography (Day 1): In class I went over the follow project with students. Students were directed on how to fold a tri-fold pamphlet, and directed on what page is designated for what. Here is the list: Front Page (pg. 1)- Title (students need a title page for their autobiographical pamphlet). Page 2- Story of their birth (students may refer to QW)- Students should have a piece of art and only use this page to write. Page 3-5: Write 3 mini-narrative stories (excluding story of their birth) of an important event that shaped their life, including a piece of art. Back Page (pg. 6): About the Author- Students should list important information they want people to know about them (the author).

A more detailed explanation:

__**NOTE:**__ Students have been told they are only to share information about their life and birth they are comfortable sharing with others or in the pamphlet. Students should **__NOT__** use color makers, or any writing/drawing tools that may "bleed" through. Color pencils and/or crayons are suggested for art, and regular pencil and/or ball point pens (blue or black ink) are required for writing. Students are allowed to use colored copied pictures (NO black or white) or type out writings (cut and paste) for pamphlets, OR do the entire pamphlet using Microsoft Office (they must print it out at home, in color, and turn it in). __**THIS IS NOT REQUIRED!**__


 * HW** (Homework): Students are to finish the following pages at home of their tri-fold pamphlet: Title Page, Story of your birth, and About the Author:

__**Wednesday, August 15th**__ In Class Activity: "Lunchroom Fight" - Students got into pairs to answer questions from handout (playing the role of principal, and investigating a lunchroom fight- FICTION).



__**Tuesday, August 14th**__ Introduction

Syllabus Review

Library: Check out all Textbooks (all textbooks checked out today are to stay at home)

//**HW**//- get Syllabus Signed: Students returning signed syllabus Wed. 8/14 receive Extra Credit points. Students Returning thereafter, receive no Extra Credit.


 * __NOTE:__** All Power-Point Notes are to be done in class during class period they are assigned. Power-Point notes are to be accessed on this site only for students that DID NOT complete them during the class period AND for students that were Absent the day the Power-Point was presented. Students should NOT use the Power-Point notes to go a head in their notebooks. Abuse of this resource will result in disciplinary action by Mr. Alkire and the removal of this valuable resource from this site. Thank You for your understanding!


 * __NOTE:__** All "Key Terms" and "Test Prep" worksheets are to be done in class, during the time provided. "Key Terms" and "Test Prep" are to be accessed on this site for students that were Absent the day the worksheets were given. It is also designed as a tool to be used to guide them through each chapter. Students should NOT complete the "Key Terms" and "Test Prep" before being assigned in class. Students will be given time in class to complete them. Abuse of this resource will result in disciplinary action by Mr. Alkire and removal of this valuable resource from this site. Thank You for understanding!**

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