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November 30, 2006
Monday:
1. Quiz over Declaration of Independence and The Acts
2. Finish, share, and turn in Write to Learn from Friday
3. **Side note – share with students that 46 Georgia counties are named for people that played a role in the Revolutionary War – from Button Gwinnett to James Madison and Elijah Clarke.
4. Word search: The American Revolution
5. Homework: Read pages 109-111 and answer questions on page 111 “Locating Main Ideas” 1-4.
Tuesday:
1. Return and go over quiz.
2. Check and go over homework.
3. The students will create 2 Venn Diagrams – 1) Compare and contrast the advantages held by the British and Americans in the American Revolution and 2) Compare and contrast the disadvantages or obstacles that the British and Americans faced in the American Revolution. Share answers as a class.
4. Homework: Read pages 111-114 and answer questions on page 114 “Locating Main Ideas” 1-3.
Wednesday: (Early Release)
1. Check and go over homework.
2. Watch Georgia Stories I Program 6 – The First Century of Statehood, Part I (Georgia and the American Revolution).
Thursday:
1. Finish up any notes
2. Movie: “The Crossing”
3. The students will answer questions pertaining to the movie as they watch.
Friday:
1. Movie: “The Crossing”
2. The students will answer questions pertaining to the movie as they watch.
Posted by Jakaitis at 10:30 PM
November 27, 2006
Monday:
1. Tri-Corn hat – KWL+ chart – complete K and W on own, and then go over together as a class putting items on the board for class to fill in on own sheets
2. Queen Yuckabella Rebellion Proclamation Activity – students read the new rules set about by Queen Yuckabella and react to them. The students will do this
individually first, then with a partner – the students will circle the rules they don’t like with explanations for each grievance.
3. Homework - Read pages 104-107 and answer ?’s 2 – 4 on page 107
Tuesday:
1. Continue with Queen Yuckabella Activity. Discuss as a class – sharing grievances and reasons for each.
2. Discuss how student’s parents still have control over them, and how they feel that they are just about ready to break away, and that they don’t like all of the rules they have to follow that are set up by their parents, etc.
3. Look at the Declaration of Independence and discuss how this document was sent to the king stating that the colonists wanted to break from their “Mother Country.” Read “Dear John” letter and discuss how this letter follows the same format as the Declaration of Independence in that the writer lets the reader know why she was breaking up him and how she felt people were supposed to treat one another in a relationship. Have students work with a partner to complete worksheet that breaks down the document into: reasons written, principles of how people should treat each other, complaints, and vision for the future. After students complete worksheet, go over together, and ask the question: “How do you think the king responded?” Do you think that you would have been willing to sign your name to such a document? What would your fear be of signing it? Would you sign with BIG letters or almost too small to be seen?
4. Start notes on the causes of the Revolutionary War – begin with a discussion of the term “Revolution” – not necessarily a war, but rather a change in life (political, cultural, economical, etc.)
Wednesday:
1. Continue notes on the causes of the Revolutionary War.
2. Complete “Costs and Benefits of Georgia Fighting” Activity – discuss and start creating posters and signs supporting their position (either benefit to join in war vs. costs of joining war)
Thursday:
1. Students spend a few more minutes creating their posters and signs – share to get support for the cause – as a class, discuss how the benefits for the future outweigh the costs of fighting the war.
2. Cartoon analysis of a person being Tarred and Feathered – complete cartoon analysis sheet – discuss as a class. This is a good indication of how colonists were feeling very patriotic about the cause and how anyone going against the cause would pay the price.
3. Homework – Unite or Die political cartoon analysis
Friday:
1. Discuss Unite or Die political cartoon, which was completed for homework.
2. Have students work with a partner to create a slogan in protest of England and the Acts that have been imposed upon them – share and display these slogans around the room.
3. Write to learn activity – to be graded as a quiz – with a partner, have students “Take A Stand” – students choose one of the events from the time line on page 108 and write a paragraph describing how it would create feelings of patriotism and help the colonists think of themselves as “Americans.”
Posted by Jakaitis at 08:32 AM
November 17, 2006
Monday:
1. Word Wall with vocabulary terms from Chapters 8, 9 ,10, and 11. Create and share terms and pictures with the class.
Tuesday:
1. Nightmare in Jamestown: video
Wednesday – Friday:
No School!
Have a wonderful Turkey Day!
Enjoy your time off!
Posted by Jakaitis at 01:55 PM
November 13, 2006
Monday:
1. Study guide for Chapter 7 test – work on in class – finish for homework – due Tuesday
Tuesday:
1. Go over study guide – quickly
2. Review game to prepare for tomorrow’s test on chapter 7
Wednesday:
1. Chapter 7 test
2. Illustrate Chapter 8 – due Thursday
Thursday:
1. Return test
2. Judge chapter 8 illustrations
3. Picture analysis – Unit 4 – pgs. 102-103
4. KWL Plus Chart – Causes of the Revolutionary War
Friday:
1. Share K and W from KWL Plus Chart
2. Unite or Die political cartoon analysis
Posted by Jakaitis at 08:49 AM
November 06, 2006
Monday:
1. Read play on the life of Anne Hutchinson and discuss
2. Continue with “A Day In The Life”
3. Homework: complete #1-15 on 2-column notes
Tuesday:
NO SCHOOL – ELECTION DAY – TEACHER WORKDAY
Wednesday:
1. Go over 2-column notes (#1-15)
2. “A Day In The Life”
3. Class work/homework – Four-Fold Triangular Trade book and #16-22 on 2-column notes
Thursday:
1. Quiz on slave issue(s)
2. Go over 2-column notes (#16-22) and Triangular Trade book
3. “A Day In The Life” – due tomorrow
4. **Let students know that the rest of the 2 column notes (#23-29) can be omitted
Friday:
1. Share and turn in “A Day In The Life”
2. Outline pages 97-101 – finish for homework if not completed in class
Posted by Jakaitis at 11:09 AM
