Making Learning Irresitable for Over 25 Years. Making Learning Irresitable for Over 25 Years.
Social Studies Exam

All students received a Study Guide which gives information covered on the exam. The SS Exam for all classes will be given on Wednesday. Students turned in textbooks today unless they wished to use book to prepare for Exam. They need to bring me the book by Wednesday morning!!

The Exam will count 10% of final grade - please use the study guide to prepare!!

posted on: May 21, 2007

World War I (The Great War)

SKILLS: To describe significant changes which took place during the first 2 decades of the 20th century; to describe Georgia's contributions to U.S. participation in WWI

Assessment: Notes on WWI and oral discussion

HOMEWORK: Work on THEME PARK POSTER (DUE WED.) Study for WWI TEST (Test will be given on Thursday) Study notes from class

Special Bonus: JUST FOR LOOKING AT MY BLOG, you will get 5 bonus points on the test. Don't tell anyone! To get the points, look up the answer to this question and write on your test (Print this page for proof you actually checked my BLOG) Look on page 256 of text for answer: Besides a training camp for officers, what was Fort McPherson used as in 1917?

posted on: May 14, 2007

Boom or Bust

SKILLS: To describe significant changes which took place during the first 2 decades of the 20th century; to describe Georgia's contributions to U.S. participation in WWI and WWII.

ASSESSMENT: Main Idea Questions and Comparison Chart - Promethean board activity(The Good, the Bad, the Ugly) Students discuss positive and negative events in the early 20th century

HOMEWORK: Many students have been out of class due to EOC testing for Math classes. All students should have completed Locating Main Idea questions for Chapter 17 by Monday. (Read pages 258 - 268)

Students also received a Theme Park Project sheet which details instructions for this culminating activity for Georgia History. They received the scoring rubric and self-assessment. The Drawing/plan of theme park should be finished by Wednesday, May 16. They have already receive 2 class periods to work on the project.

posted on: May 11, 2007

Boom and Bust

MONDAY
SKILLS:To analyze the New South movement in the 1870's and 1880's and the subsequent rise of manufacturing in GA.

ASSESSMENT: Chapter 16 fill-in-blank, short answer and essay test

HOMEWORK: NONE (if students did not take the test, they need to take it on Tuesday).

TUESDAY
SKILLS: To describe significant changes which took place during the first 2 decades of the 20th century; to describe Georgia's contributions to U.S. participation in WWI and WWII.

ASSESSMENT: Comparison/contrast chart (compare strengths and weaknesses of countries in 1914 (WWI)

HOMEWORK: Read Chapter 17 (pages 254 - 257) Complete Locating Main Idea questions on page 257.

posted on: May 07, 2007

The New South

SKILLS: To analyze the New South movement in the 1870s and 1880s and the subsequent rise of manufacturing in Georgia. To examine the variety of legal and illegal strategies used in Georgia to enforce political, social, and economic segregation of the races including Jim Crow laws, Ku Klux Klan, literacy tests, and the grandfather clause.

ASSESSMENT: Oral discussion of video "Freedom Song"'; Short answer/Fill-in-blank Test over New South period and turn of century in Georgia (Ch. 16)

**Students in 2nd and 3rd period will have choice of taking test today (Friday) or Monday. We reviewed on Thursday, and they were told the test is today. The other periods were 1 day behind - their test will be MONDAY. Study Chapter 16 - also know Georgia authors you learned when Georgia Voyager magazine and facts from Georgia Video and Freedom Song video.

HOMEWORK: STUDY FOR TEST - TEST WILL BE ON MONDAY FOR 1st, 6th, and 7th. Also test for 2nd and 3rd if they decided to wait until Monday.

posted on: May 04, 2007

The New South

NOTE: Students have not received my progress reports yet since I had unexpected eye surgery on Saturday and was absent Monday and Tuesday. I am going to try to come in briefly Tuesday afternoon to run progress reports. All students should receive them on Wednesday. I cannot see very well at all so I cannot return emails yet. My husband is helping to post this. Thank you for understanding and being patient!

Skills: To identify and describe important people, events, and politics during the New South period. To compare/contrast Dubois's and Washington's viewpoints for Blacks to achieve equality.

Assessment: 1)Comparison/contrast worksheet : The Great Debate 2) Chapter 16 Locating Main Idea questions

Homework: No new homework if students finished these assignments. Students who were gone on the Chorus field trip should ask for The Great Debate if they did not get it prior to leaving.

posted on: May 01, 2007

The New South

Skills: To recognize important events and people in the New South movement

Assessment: Locating Main Idea Questions, Video Discussion . Students viewed the movie, "Freedom Song" today. This movie is powerful and portrays the activists called Freedom Riders who stood up for Civil Rights and changed history by taking literacy tests, registering to vote, and holding peaceful demonstrations. Students will view Part II on Thursday.

HOMEWORK: Study for Chapter 15 Test. The test will be multiple-choice and will be on WEDNESDAY. I reviewed all period on Monday and urged students to study Monday night, especially if they were going to the Oscars for iMovie teams tonight. Students should study their Chapter 15 Locating Main Idea questions and the text chapter.

posted on: April 24, 2007

The New South

Skills: To recognize important events and people in the New South movement

Assessment: Discussion Questions and CRCT review

Homework: Students have been given class time every day to complete the Locating Main Idea questions for Chapter 15 in textbook. They had a quiz yesterday over the material and will turn in all of the questions on Friday. They will have class time on Friday to complete the assignment, but if they are missing a lot, they should complete for homework.

The GA CRCT Social Studies Test is Friday. TRY YOUR BEST!! We have been reviewing all week.

posted on: April 19, 2007

CRCT INSTRUCTIONS

SKILLS: Analyze the impact of Reconstruction on GA and other southern states

ASSESSMENT: Analysis and Comparison/contrast of 2 views about Reconstruction (students read 2 viewpoints on Reconstruction and respond to questions)

HOMEWORK: Reconstruction Worksheets - Finish by Monday (some students had class time to work on this and some had to finish their Study Guide)
COMPLETE ALL 5 PRACTICE CRCT TESTS BY WED. OF NEXT WEEK!

INSTRUCTIONS FOR CRCT PRACTICE

1. Go to http://www.georgiaoas.org

CRCT PRACTICE WEBSITE

2. Login with your student number (given to all students in my class)
3. Password is education
4. Click on STUDENT TESTS
5. Select SOCIAL STUDIES
6. TAKE THE TEST
7. Select GRADE MY TEST A pop-up window appears - Click OK
8. Print a page to prove you finished the tests successfully or bring a parent note.

posted on: April 12, 2007

Reconstruction

SKILLS: Analyze the impact of Reconstruction on GA and other southern states

Assessment: Study Guide Questions; Civil War Oral Presentations

HOMEWORK: Complete at least 3/4 of Chapter 14 Study Guide questions.

posted on: April 11, 2007

Reconstruction

SKILLS: Analyze the impact of Reconstruction on GA and other southern states

ASSESSMENT: Oral presentations; Civil War Projects (students share scrapbooks, movies, PowerPoint presentations, battle scenes, etc.
Analysis of song lyrics: The Night They Drove Old Dixie Down

HOMEWORK: Begin reading Chapter 14 (Reconstruction) Read pages 204 - 211 and complete Locating Main Idea Questions on p. 207 -210

posted on: April 10, 2007

The Civil War

SKILLS: To describe important people, events, and battles of the Civil War; to analyze the events of the war and judge whether the war was necessary to build a strong nation

ASSESSMENT: Civil War Projects (students work in Mac Lab on a variety of projects, including PowerPoint Presentations, Scrapbooks, Journal/letters, websites, etc) A rubric will be used for assessing the projects.

HOMEWORK: Study for TEST OVER CIVIL WAR. A study session will be held for all students on Thursday (tomorrow) at 8:15. TEST IS ON FRIDAY. Study Chapter 13, Notes, and Study Guide Questions. Also, a PowerPoint on the Civil War is posted on my blog (see last week). Projects are due on Friday, but I will accept them after Spring Break with no penalty. Students have been working all period on projects this week in class.

posted on: March 28, 2007

The Civil War

Skills: Analyze Georgia's role in the Civil War and the impact of the war on the nation.

ASSESSMENT: Note-taking (PowerPoint Presentation) and discussion questions( from Civil War Speaker Presentation)

6th and 7th periods had a special presentation today. We were fortunate to have a wonderful speaker. Danny Gorbachov, who participates in Civil War Reenactments, presented information about the life of a soldier and showed replicas of items typically carried by a soldier.

NO WRITTEN HOMEWORK - Continue to work on projects. Be prepared and have a PLAN when we go to Mac Lab on Tuesday - Thursday to work on projects. 7th period needs to write their letter/journal from Andersonville prison camp. Don't forget the Civil War Test will be on Friday. If absent, students should either take on Thursday or after Spring Break (arrange to come in early to school).

posted on: March 26, 2007

The Civil War

Skills: Analyze Georgia's role in the Civil War and the impact of the war on the nation.

ASSESSMENT: Note-taking on GA Video - Andersonville Prison Camp

HOMEWORK: Write a letter/journal from Andersonville Prison - pretend to be a Union prisoner of war. Read p. 201 in textbook before writing letter/journal. The final copy should be authentic sounding and typed. The rough draft is due MONDAY, March 26. ALSO: Continue working on Civil War Projects - see descriptions of projects on form that was previously given to students.

PowerPoint of Civil War is posted below (the Civil War TEST will be given next Friday, March 30th.

civil war ppt-1.ppt

CIVIL WAR NOTES

posted on: March 22, 2007

The Civil War

Skills: Analyze Georgia's role in the Civil War and the impact of the war on the nation.

ASSESSMENT: Note-taking on GA Video - Andersonville Prison Camp

HOMEWORK: Write a letter/journal from Andersonville Prison - pretend to be a Union prisoner of war. Read p. 201 in textbook before writing letter/journal. The final copy should be authentic sounding and typed. The rough draft is due MONDAY, March 26. ALSO: Continue working on Civil War Projects - see descriptions of projects on form that was previously given to students.

PowerPoint of Civil War is posted below (the Civil War TEST will be given next Friday, March 30th.

civil war ppt-1.ppt

CIVIL WAR NOTES

posted on: March 22, 2007

The Civil War

SKILLS: To describe important people, events, and battles of the Civil War

ASSESSMENT: Battle Chart, Discussion Questions

HOMEWORK: Students will continue to work on Civil War Projects and complete Locating Main Idea Questions on p. 194 in textbook after reading pages 190 - 194. Students who attended the Band Festival have an extra day to turn in the work. Band students should turn in questions on Friday instead of Thursday.

REPORT CARDS were sent home with all students.

posted on: March 22, 2007

The Civil War

SKILLS: To describe important events, people, and battles that occurred in the Civil War

ASSESSMENT: Battle Chart, Soldier Interview and Note-Taking

HOMEWORK: Complete any 40 (total) questions on Civil War Study Guide. Most students previously completed 25 questions, so they should just add 15 more. Students who are in the Festival Competition for Band will be given ONE additional day to complete this assignment.

6th period - Write a news article or journal entry for Battle of Bull Run - Due TUESDAY

posted on: March 19, 2007

Civil War

Skills: Analyze Georgia's role in the Civil War and the impact of the war on the nation.

Assessment: News article or journal writing. Answers to questions in oral discussion.

Homework: Students will read summary of the first major battle: Battle of Bull Run 2. Write news article or journal entry pretending to be a soldier.

posted on: March 16, 2007

EVENTS LEADING TO CIVIL WAR

SKILLS: To analyze the impact that John Brown's Trial had on the North and the South before the Civil War

ASSESSMENT: Interviews, research, note taking (students assume roles for Trial of John Brown - attorneys interview witnesses and make trial notes after analyzing facts and testimony of witnesses) Teacher observation/checklist will be used to determine mastery of objectives

HOMEWORK: All students except attorneys will read pages 178 - 181 in textbook. Complete Locating Main Idea on p. 180. Manifest Destiny Packet should have been finished in class today and turned in!

TRIAL WILL BE HELD TOMORROW IN CLASS - bring props, dress appropriately for your role. Know what you are going to say in the courtroom when called to testify.

posted on: March 06, 2007

Antebellum Georgia

Skills: Examine and analyze political, economic, social, and cultural characteristics of antebellum GA and compare to other areas of US.

ASSESSMENT: Note taking (PowerPoint Presentation)

HOMEWORK: Study notes and PowerPoint Presentations (Ch. 11 in textbook) TEST ON THURSDAY. A Study session will be held at 8:15 on Thursday morning for all students wishing to review before the test.

6 causes of civil war.ppt

6 Causes of the Civil War

posted on: February 27, 2007

Antebellum Georgia

Skills: Examine and analyze political, economic, social, and cultural characteristics of antebellum GA and compare to other areas of US.

ASSESSMENT: Note taking (Power Point Presentation with discussion and notes) See attached PowerPoint below for further review before test.

HOMEWORK: Complete the Slavery/Missouri Compromise worksheets. Use website links below (last blog entry) to find information - DUE ON FRIDAY FOR ALL STUDENTS!!
Begin preparing for the test over Antebellum Georgia (Chapter 11) which will be on Wednesday, February 28th. A study session will be held on Tuesday morning before school at 8:15am (open to all students). Read the text (Chapter 11) and study notes and handouts from class.

Slavery PowerPoint

SLAVERY-1.ppt

posted on: February 22, 2007

Antebellum Period

See attached websites for completing activity worksheets

Slavery in America

Missouri Compromise **

Missouri Compromise Worksheet **

Slavery's Opponents and Defenders - A Worksheet **

Biography Info. for Slavery Defender Wksht **

Underground Railroad - You choose the way!

Oral History of Slaves

posted on: February 17, 2007

Antebellum Georgia

SKILLS: To analyze lyrics of slave songs and compare/contrast to songs of today; to compare/contrast the duties of plantation overseers to duties of mill manager

ASSESSMENT: Written analysis and interpretation of song lyrics; Venn Diagram

HOMEWORK: Abolition Puzzle (1st and 2nd period did not receive it) They will get it on Friday.

posted on: February 15, 2007

Antebellum Georgia

Skills: Examine and analyze political, economic, social, and cultural characteristics of antebellum GA and compare to other areas of US.

ASSESSMENT: Journal responses

HOMEWORK: Start searching for a song to share and planning slavery project. Students received description of this activity today - DUE DATE FOR SONG is February 14th. Lyrics must be brought and approved before student plays song.

Start reading Chapter 11 if you are absent on Friday. Read pages 156 - 159 in textbook and do questions on page 158.

posted on: February 08, 2007

The Indian Removal

Skills: To identify the motives and analyze events which led to the removal of Indians in Ga

Assessment: Activote Test (Used Promethean Board and interactive devices for test questions)

HOMEWORK: No Homework Tonight

posted on: February 07, 2007

The Indian Removal

SKILLS: To Identify motives and analyze events which led to the removal of Indians in GA

ASSESSMENT: Interactive Promethean Board Map Identification Activity

HOMEWORK: Complete the Chapter Ten - Conflict over Indian Land Worksheet . Use textbook to write complete sentences which describe important people, places, and events during the Indian Removal.

posted on: February 01, 2007

The Indian Removal

SKILLS: To identify motives and analyze events that led to the removal of Indians in Georgia.

ASSESSMENT: SAS movie clip discussion; political cartoon; debate speech

HOMEWORK: Prepare a letter to Congress or write a speech to convince Congress that EITHER Congress SHOULD pass the Indian Removal Act or that they should NOT pass it. Include supportive facts and information in your speech. Debate Speech DUE TUESDAY!

Please note the following important dates for Lassiter Registration:

February 5: Student Assembly with Lassiter

February 8 at 6:30 PM (Lassiter Gym): Open House and Curriculum Fair

February 13: Students to bring home registration materials

February 15 from 5:00-7:00 PM (Lassiter Media Center): Open Forum for parent questions

February 16: Registration materials due to Mabry Homeroom Teacher

Please email Mrs. Haag (sarah.haag@cobbk12.org) with questions.

Sarah Haag
Counselor
Mabry Middle School
sarah.haag@cobbk12.orgthe Indian Removal Act should NOT be signed or that it SHOULD be signed into law. Read pages 148 - 149 in textbook and handout. Include meaningful information and supportive facts in your speech.

DEBATE will take place on Tuesday in class.

Special Note about Lassiter Registration process

posted on: January 29, 2007

The Indian Removal

SKILLS: Identify motives and analyze events that led to removal of Indians in Georgia. Describe and analyze the impact of encounters between the Cherokee and Europeans.

ASSESSMENT: Oral discussion questions, written visual organizer chart

HOMEWORK: Read handout packet: Encounters between Cherokee and Europeans and answer questions. Draw or create a political cartoon showing the viewpoint of the Creek/Cherokk or European. Possible ideas for themes: Trade between groups, changes in life after trade, encroachment of whites on Indian lands, treaties being made or broken. REMEMBER: A political cartoon makes a statement about something using symbols, irony, and exaggeration.
It should NOT be just a drawing of some even show in a realistic manner. The cartoon should be drawn or created with computer graphics on UNLINED paper (not notebook paper). DUE MONDAY!

posted on: January 26, 2007

The Westward Movement

First, I want to apologize and explain why my blog has not been posted for the last several days. I DID try to publish several, but we recently received new laptops, and many programs were not working properly on my new computer. I think we have adjusted the problem after a "HELP" session yesterday. Hopefully, this will post today!

SKILLS: To identify the 5 Georgia state capital cities and explain why the capital moved. To describe why Georgia's boundary changed. To explain how land was distributed in Georgia after the Revolutionary War.

ASSESSMENT: Study Guide Questions and Chapter 9 Multiple-Choice Test

HOMEWORK: If students took the test today, there is NO HOMEWORK. 2nd period students should study for the test! Study the typed notes on Ch. 9 and the Study Guide questions.

EXTRA CREDIT Homework for all classes: Watch the Presidential State of the Union Address tonight and write in ink or type approximately 4 paragraph summary of his main points. Your last paragraph should be your opinion of his speech. Do you agree with what he said? WHY? Was it a strong speech?

Points will be added to the last quiz grade or where needed.

NOTE: All Band students who will miss the next 2 classes were given their assignments today. They should be prepared with work completed on Friday.
Have a safe and fun trip!!

posted on: January 23, 2007

The Westward Movement

First, I want to apologize and explain why my blog has not been posted for the last several days. I DID try to publish several, but we recently received new laptops, and many programs were not working properly on my new computer. I think we have adjusted the problem after a "HELP" session yesterday. Hopefully, this will post today!

SKILLS: To identify the 5 Georgia state capital cities and explain why the capital moved. To describe why Georgia's boundary changed. To explain how land was distributed in Georgia after the Revolutionary War.

ASSESSMENT: Study Guide Questions and Chapter 9 Multiple-Choice Test

HOMEWORK: If students took the test today, there is NO HOMEWORK. 2nd period students should study for the test! Study the typed notes on Ch. 9 and the Study Guide questions.

EXTRA CREDIT Homework for all classes: Watch the Presidential State of the Union Address tonight and write in ink or type approximately 4 paragraph summary of his main points. Your last paragraph should be your opinion of his speech. Do you agree with what he said? WHY? Was it a strong speech?

Points will be added to the last quiz grade or where needed.

NOTE: All Band students who will miss the next 2 classes were given their assignments today. They should be prepared with work completed on Friday.
Have a safe and fun trip!!

posted on: January 23, 2007

Georgia Government

SKILLS: To compare and contrast the GA Constitution and the US Constitution; to describe the 3 branches of GA govt.; to analyze changes in Georgia's Constitution

ASSESSMENT: QUIZ OVER CH 25 - Short answers and fill-in-blanks

HOMEWORK: Read pages 382 - 387 in textbook (Ch 26) and be prepared to discuss answers to oral questions on Friday.

posted on: January 18, 2007

Georgia State Government

SKILLS: To compare/contrast the Georgia Constitution and the US Constitution (SS 8.5.10) To analyze the 3 branches of state government and the role of each.

ASSESSMENT: Jigsaw Activity Notes- Students read Ch. 25 material and take notes, teach group members the main ideas.

HOMEWORK: Read and study pages 374 -380 in textbook. Take notes over main ideas. Study for QUIZ on Thursday. (Questions are listed below)

1. What does the Constitution guarantee the national govt. will do for the states?
2. How is the Constitution amended? What is required?
3. Until the _____________, the state played a bigger role in everyday life of the people than the federal government.
4. Which Amendment made the national government the protector of personal rights against a state?
5. Another event which shifted more power from states to the federal government was the ___________ which occurred in 1929.
6. Describe at least 3 ways the federal government assisted people.
7. Which national programs created new regulations the states had to follow?
8. Which movement in th 1950's-60's caused another shift in power?
9. Which Supreme Court ruling meant the federal government would force states to comply and did not allow schools to be segregated?
10. What date did GA ratify the Constitution?
11. Describe how the 1777 GA constitution was different than the 1789 Constitution.
12. How many total state constitutions has GA created?
13. Which is longer - the U.S. Constitution or the GA State Constitution?
14. What are major differences between Georgia's constitution and the US Constitution?
15. Name 3 types of Local government.
16. Where does the local government get its power?
17. When there is a conflict, which government wins? What is the Supreme Law of the Land?
18. Name at least 3 Commissions that are under the GA Executive branch.
19. Which branch of GA government is the largest?
20. How long do House of Rep. in GA General Assembly serve? How long do GA State Senators in General Assembly serve?

NOTE: Print this and bring to class to prove you looked at blog - (or bring note from parent) Answer this question on QUIZ for Bonus Points -
What was the first public housing project in America? See Photo caption in Ch. 25 for answer!!

posted on: January 16, 2007

Government

Skills:Examine the role of state and local governments under the American system of federalism; demonstrate an understanding of the concept "citizenship" and recognize that there are multiple levels of citizenship.

ASSESSMENT: Oral discussion questions over Chapter 24.

HOMEWORK: Complete the Road to Ratification worksheet and READ Federalists vs. Anti-Federalists worksheet. Read BOTH sides of the worksheet and write three convincing arguments for one side (of your choice). We will debate this in class, so be prepared!!

posted on: January 09, 2007

Government

SKILLS: Compare and contrast the Georgia Constitution and U.S. Constitution

ASSESSMENT: Constitution Concentration Game (Students survey Constitution to find answers to questions)

HOMEWORK: Read pages 362 - 366 (Chapter 24) Take notes and STUDY main ideas!

posted on: January 08, 2007

CONSTITUTION TEST

SKILLS: To identify the framers of the Constitution; to analyze the weaknesses of the Articles of Confederation and analyze why the Americans created a loose confederation of states; to analyze Georgia's role in the 1787 Constitutional Convention at Philadelphia ; to compare/contrast the Articles of Confederation to the Constitution; to interpret the Constitution and Bill of Rights

ASSESSMENT: TEST over Constitution & Government

HOMEWORK: No new homework except 1st period test is on Wednesday so STUDY if you are in 1st period.

posted on: December 19, 2006

The Constitution and Government

SKILLS: To identify the framers of the Constitution; to compare/contrast the Articles of Confederation to the Constitution; to interpret the Constitution

ASSESSMENT: Discussion/question-answers over PowerPoint Presentation; Jeopardy Game Review;

HOMEWORK: Study for Test over Constitution (Test for 2nd - 7th periods will be Tuesday) (Test for 1st period is on Wednesday) Study notes, worksheets on Constitution, Bill of Rights, and Chapter 25 in textbook.

See attached PowerPoint presentation for further review

Constitution1powerpoint.ppt

Constitution

posted on: December 18, 2006

The Constitution

SKILLS: To identify the framers of the Constitution; to compare/contrast the Articles of Confederation to the Constitution; to interpret the Constitution

ASSESSMENT: Fill-in-blank & short-answer Quiz over Constitution

**Many students were absent today and should plan to take the quiz on Monday when they return. It was written on my blog for Thursday assignment, so students should have checked the blog. Also - students who were absent should turn in answers to the essential questions posted on Thursday's Blog.

HOMEWORK: NO HOMEWORK! Have a good weekend!!

This website will be used for next week's assignment if students want to explore it now.

Virtual Tour of Supreme Court

A worksheet will later be assigned.

posted on: December 08, 2006

The Constitution

SKILLS: To describe the personal freedoms guaranteed in the Bill of Rights

ASSESSMENT: Give One Get One sharing activity, Discussion, and PowerPoint Notes - students brainstorm as many amendments as they can think of and then compare with partner.

HOMEWORK: Answer these 3 essential questions (1 - 2 paragraphs or several sentences for each question)

1. Why was the Bill of Rights added to the Constitution, and is it still necessary today?

2. Are there times when it is OK to give up our civil liberties? Explain

3. Does the Bill of Rights ever conflict with national interest? ( Example: national security)

STUDY FOR QUIZ OVER CONSTITUTION (Use worksheets completed in class)

posted on: December 07, 2006

The Constitution

SKILLS: To identify the framers of the Constitution; to compare/contrast the Articles of Confederation to the Constitution; to interpret the Constitution

ASSESSMENT: Scavenger Hunt over the U.S. Constitution

HOMEWORK: At this time, all students should have completed three-fourths of the Scavenger Hunt in class (they had to use a magazine and workbook for answers). They will be given some class time on Wednesday to complete it, but not all period. Periods 1, 2, and 3 have to finish the Compromise worksheet for homework tonight. Periods 6 and 7 have no homework tonight.

posted on: December 05, 2006

Geography Bee Test

SKILLS: To identify geographical features and locations in the world.

ASSESSMENT: Geography Bee TEST

All students took a test to determine which students would participate in the Geography Bee for 8th grade. The test score will not count for a grade.

HOMEWORK: NO HOMEWORK TONIGHT

posted on: November 29, 2006

The American Revolution TEST

SKILLS: Identify causes of the American Revolution; Describe the important events and people during the American Revolution

ASSESSMENT: JEOPARDY REVIEW GAME FOR CHAPTER 8TEST (PowerPoint format)

HOMEWORK: Study for Chapter 8 Test over American Revolutionary War. Study: Ch. 8 Study Guide, Ch 8 in textbook, Crossword Puzzle, and Notes
TEST IS TUESDAY, November 28 - The test was postponed from the original scheduled date of November 17th since students needed additional time to complete newspapers.

constitution.ppt

Jeopardy Game (use to review for test)

posted on: November 27, 2006

The American Revolution

SKILLS: Identify causes of the American Revolution; Describe the important events and people during the American Revolution

ASSESSMENT: Revolutionary War Newspaper

HOMEWORK: All students should finish their newspapers or individual assignments (DUE Tuesday, November 21) They will be accepted after Thanksgiving holidays without penalty if extra time is needed. I will be in the Mac Lab at 8:15am on Tuesday if students need to come early to work.

Attached is a PowerPoint Presentation on Georgia's Constitution that will be presented in class on Tuesday. Students may view this at home to help them prepare for the Chapter 8 Test.

Constitution Presntation.ppt

Constitution PPoint

posted on: November 20, 2006

The American Revolution

SKILLS: Identify causes of the American Revolution; Describe the important events and people during the American Revolution

ASSESSMENT: Revolutionary Era Newspaper; Rubric for newspaper

HOMEWORK: Finish rough draft of essay on George Washington (Final copy due Thursday) Work on articles for Newspaper. All students are working in groups (or alone) to create a newspaper (Class is meeting in Mac Lab every day) through Friday. The newspaper will be due Tuesday, Nov. 21st (I will accept the newspaper after Thanksgiving holidays without penalty - however, students are NOT required to work on it over the holidays since they have time to finish before the holidays).

LINKS:

Revolutionary War Website
Scavenger Hunt Website
Famous People & Events

Traitors, seamstresses, and Generals (Voices of the American Revolution)
The American Revolution)

posted on: November 14, 2006

The Revolutionary War

SKILLS: Identify causes of the American Revolution; Describe the important events and people during the American Revolution

ASSESSMENT: Viewing Guide Questions and 3 Paragraph Essay on George Washington
Topics: George Washington: A Great Leader and How George Washington Shaped History

HOMEWORK: Finish Questions over movie, "The CROSSING" and start essay on George Washington.
Questions are due Tuesday; Final Copy of Essay is due Thursday (Blue or Black Ink or Typed)

Looking Ahead...The Test over the American Revolution will be on Friday, November 17. Students should study Chapter 8 text, study guide questions, crossword puzzle, and class notes.

posted on: November 13, 2006

The Revolutionary War

SKILLS: Identify causes of the American Revolution; Describe the important events and people during the American Revolution

ASSESSMENT: Notes on Visual Organizer Chart

HOMEWORK: Finish Ch. 8 Study Guide (if not already finished) Bring movie permission form in order to view THE CROSSING!!!

Permission Form for Movie

Copy of Permission Form
Students also received a copy with Viewing Guide Questions

posted on: November 08, 2006

The Revolutionary War

SKILLS: Describe the advantages and disadvantages of Georgia entering the Revolutionary War with the other colonists.

ASSESSMENT: Town Hall Debate (a rubric was used for assessing speech and poster) - students took on roles of Loyalists or Patriots and debated whether Georgia should join with the other colonies.

HOMEWORK: All classes except 7th period finished their debate - I had to leave early for a doctor's appointment so 7th period will DEBATE the issues on Wednesday. They need to be prepared with SPEECH and POSTER! No other homework - HAVE A GREAT HOLIDAY ( encourage parents to VOTE)

NOTE: Students will bring home a permission letter for the movie "The Crossing" 6th and 7th received letter Monday - all other classes will receive the letter on Wednesday. Please read and return - students may not view the movie without parent permission.

posted on: November 07, 2006

Revolutionary War

NOTE: I have been out-of-town since Monday and have just found an internet connection at the airport to update my blog. The following assignments have been done mostly in class (the substitute and Mrs. Chapman, my KSU TOSS student, may have assigned the Queen Yuckabella letter as homework). I will return on Thursday and will help students who may have make-up work.

SKILLS: To recognize causes of American Revolution

ASSESSMENT: Monday - Queen Yuckabella activity and Letter of Grievances

Tuesday - Simulation Game - Protestation of Taxes

Wednesday - Questions for Senator (Guest speaker for all classes)

**HOMEWORK: Students should have finished their Queen Yuckabella letters if not completed in class

posted on: November 01, 2006

Colonial Georgia

SKILLS: Compare/contrast the political/economic, and socio-religious develpment of the New England, Middle Atlantic, and Southern colonies;
Discuss how the different physical and religious environments provided opportunities for or placed constraints on human Activiites

ASSESSMENT: Cornell or Power Notes on various aspects of colony life; simulation activity based on Salem Witch Trials; Multiple Choice Test over Colony Facts

HOMEWORK: During the last several days, students have been involved in several outside activities which have caused them to miss one or more classes (Example: Band/orchestra trip, National Honor Society Initiation). I have given extra time and will not count off for work missed, but students should have finished all work by Friday. At this point, ALL students should have completed and turned in the following assignments:

Cornell Notes or Power Notes or Web over pages 96 - 100 in textbook (Ch. 7)
Create a Colony Presentation
Multiple Choice Colonies Test
Chapter 7 Activities - p. 101 Write answers to Main Idea and Extra Thought Questions. Write complete sentences for answers.

** Note - Students were told if they made detailed notes and demonstrated knowledge over the material in Ch 7, they would not have to take a CH 7 TEST. Most students did an excellent job on their notes - a few students did not even attempt the assignment. They received zeros for homework and will have to take the CH 7 Test on Monday. All other students have NO HOMEWORK over the weekend if they finished the assignments listed above.

posted on: October 27, 2006

Colonial Georgia

SKILLS: Compare/contrast the colony of Georgia to the New England and Middle Colonies

ASSESSMENT: Outline notes

HOMEWORK: Finish the Colony Packet Outline (Read handout to find information). I offered this handout to all students who were going on the Lassiter Band Trip - I gave these copies to students on THURSDAY. The packet is due TUESDAY.

posted on: October 23, 2006

Create a Colony

Skills: Use knowledge and apply to new situation; create a new colony with a workable government and laws

Assessment: A colony map, a written charter, and an oral presentation

Homework: Groups were assigned the task of creating their own colony. They should be thinking of ideas and/or writing rules for their colony. Their group should produce a map and charter by the end of period on Wednesday. No new written homework. All essays for the Chapter 6 Test should have been turned in today.

posted on: October 17, 2006

The Founding of Georgia

SKILLS: To describe reasons for the founding of Georgia; to analyze factors in both England and N. America that led Great Britain to create the colonies; to describe the Indian tribes nations and tribes living in Georgia and their relationships with the English colonists.

ASSESSMENT: Chapter 6 Test (short-answer and fill-in-blank) and Essay on Daily Life of Colonists

HOMEWORK: Finish Essay if not finished during class. Essay may be typed or handwritten in ink.

posted on: October 16, 2006

Royal Colony vs. Trustee Colony

SKILLS: Identify facts for each Royal Governor of Georgia and their accomplishments. Describe daily responsibilities and duties
of colonists. Describe medical practices and hardships of early colonists.

ASSESSMENT: Analysis of Georgia Studies Video; video viewing guided questions

HOMEWORK: Complete GA Crossword Puzzle and begin Chapter 6 Review Sheet( Due Monday). The Chapter 6 Test will be on OCTOBER 16(MONDAY).

posted on: October 11, 2006

Founding of Georgia

SKILLS: Describe the reasons for the founding of Georgia( Standard SS 8.11); Describe the impact of the Spanish and English conquest on the Indian civilizations of North America (Standard SS 8.8); Identify well-known and influential Georgians from the colonial era (QCC SS. 8.14)

ASSESSMENT: Question responses to article and Locating Main Idea questions. Charter Rewritten in today's words.

Homework: Read pages 74 - 82 in textbook and Do LOCATING MAIN IDEA QUESTIONS on pages 80 and 82 or WEB IT or WRITE Cornell Notes.
DUE TUESDAY - Monday is field trip.

posted on: October 06, 2006

Founding of Georgia

SKILLS: Describe the reasons for the founding of Georgia( Standard SS 8.11); Describe the impact of the Spanish and English conquest on the Indian civilizations of North America (Standard SS 8.8); Identify well-known and influential Georgians from the colonial era (QCC SS. 8.14)

ASSESSMENT: Socratic Seminar discussion (tally sheet for number of times student contributed to discussion)

HOMEWORK: NO NEW HOMEWORK tonight!! If students were absent today, they need to be sure to show me their Ch. 6 Socratic Seminar question answers when they return to class.

posted on: October 03, 2006

The Founding of Georgia

SKILLS: Describe the reasons for the founding of Georgia( Standard SS 8.11); Describe the impact of the Spanish and English conquest on the Indian civilizations of North America (Standard SS 8.8); Identify well-known and influential Georgians from the colonial era (QCC SS. 8.14)

ASSESSMENT: R.A.F.T. primary source products (student-created products); oral presentations of letters, diaries, journals, sketches (rubric was used for assessment).

HOMEWORK: All students should answer Socratic Seminar Questions over Ch 6 (read pages 72 - 74 in textbook). These questions will count as a homework grade and a daily grade on Tuesday - when students participate in the Socratic Seminar. They MUST have questions answered to participate in the Seminar! The questions were given to all students on Friday along with instructions.

posted on: October 02, 2006

Age of Discovery TEST

Reminder to ALL CLASSES: Ch 5 Test is FRIDAY!!

The R.A.F.T. assignment DUE DATE has been postponed until Monday to give students more time to complete it. All students had a review for test today in class. Students should study their Ch. 5 Study Guide questions and notes.

posted on: September 28, 2006

Age of Discovery

SKILLS: Explain the role of religion played in the colonization of North America; analyze factors that led England to create the colonies in America; identify rivers/lakes and cities in the Ohio River Valley (French Settlement)

ASSESSMENT: Individual Map Labels and Promethean Board Labels/Drawings (by students)

HOMEWORK: R.A.F.T assignment - Students pick a ROLE, Audience, Format, and Theme (Age of Discovery)
They must produce a primary source document (letter, journal entries, sketch, etc) taking on a role of their choice from Chapter 5.
Students will share their RAFT project on FRIDAY, September 29 (DUE DATE). Also - CH 5 TEST will be FRIDAY, Sept. 29th!!

posted on: September 26, 2006

Age of Discovery

SKILLS: To identify geographical factors which influenced the exploration and settlement of North America; to describe the economic reasons for colonizing North America; to analyze the impact of European exploration on Native Americans

ASSESSMENT: Discussion and oral answers ; video notes (GA Story Video: Early Inhabitants (Hernando de Sota)

HOMEWORK: Finish the Study Guide for Chapter 5 (all students should have already started this in class) Read Chapter 5 in textbook to find answers.
NOTE: Students who need to take a make-up test for Ch 4 should come early on TUESDAY (8:15) to Theater/Study Hall and say they need to go to Mrs. Stephens for test.

posted on: September 25, 2006

Age of Exploration

SKILLS: Describe why Europe launched the Age of Exploration; identify important explorers and their contributions

ASSESSMENT: Oral discussion and group ranking activity (Who's Got the Goods) Visual Organizer Chart on Explorers

HOMEWORK: Students will complete Chapter 5 Study Guide

posted on: September 22, 2006

Georgia's Prehistoric Past

SKILLS:Identifies 4 Prehistoric Indian Cultures in GA

Describes methods used to learn about GA's early history
Summarizes events which caused the extermination of the Mississipian Indian culture

ASSESSMENT: Archaeological Dig activity; Journal Question Responses
(Students all traded boxes and used "excavation tools" to dig for buried artifact/ecofacts) They had a great time and learned process of determining origin of found objects from the past.

HOMEWORK: No new written homework over weekend. If students did not finish their written responses for "dig" activity questions yesterday or today, then they need to finish that over the weekend and turn in on Monday. They can also start defining vocabulary words for Ch. 4 - we will review on Tuesday and the Chapter 4 Test will be given on Wednesday. Monday, September 18th is Constitution Day so every student is observing this special day across America. We will do activities related to our Constitution on Monday, September 18th.

SPECIAL NOTICE: Periods 1 & 2 did not receive their progress reports today since they did not come to Social Studies. They will receive their reports on Monday. Periods 3, 6, & 7 did receive progress reports. PLEASE SIGN AND RETURN! Thank you!! Have a great weekend!

posted on: September 15, 2006

Georgia's Prehistoric Past

SKILLS: Identifies 4 Prehistoric Indian Cultures in GA
Describes methods used to learn about GA's early history
Summarizes events which caused the extermination of the Mississipian Indian culture

(ASSESSMENT) Graphic organizer for Chapter 4 material and summary notes.

HOMEWORK: FINISH THE CHART - GEORGIA INDIAN TRADITIONS (1st -2nd period - due Thursday) (3, 6, 7th - due Wednesday)
BRING SHOEBOX WITH ARTIFACTS FOR ARCHAEOLOGY ACTIVITY (See Friday's blog entry for attached worksheet) Students all received the chart and worksheet in class.

SHOEBOX DUE DATE: Wednesday for 6th and 7th periods; Thursday for 1st, 2nd, and 3rd.

posted on: September 12, 2006

Why Study History?

SKILLS: To identify primary and secondary sources of information and identify the steps historians use to study the past.

ASSESSMENT: Chapter 3 Test over Vocabulary and Steps in discovering the past; Word Wall Symbols(ALL STUDENTS COMPLETED TEST TODAY)

ASSIGNMENT: Begin reading Chapter 4 - Georgia's Prehistoric Past
Look for "artifacts" to bury in dirt (in a shoebox) that represent one of Georgia's 4 ancient Indian cultures

See attached instructions:


Archaeologist
Activity

Are_you_an_archaeologist-1.doc

posted on: September 08, 2006

What is History?

SKILLS: To identify primary and secondary sources of information and identify the steps historians use to study the past.

ASSESSMENT: Answers to Locating Main Idea questions - p. 38 & 40

HOMEWORK: 1) Finish defining all Ch 3 vocabulary words and Locating Main Idea questions (if not finished in class)

2) Complete Primary Source Document Worksheet - Read Diary and answer questions on wksht.
*Only periods 1, 2, and 3 will meet on Wednesday due to CoGAT testing. All periods will meet briefly on Thursday.
ALL STUDENTS WILL HAVE A QUIZ OVER CHAPTER 3 ON FRIDAY! Also, the quiz will cover the rivers in Georgia.

posted on: September 05, 2006

Chapter 3 - Why Study History?

SKILLS: To identify primary and secondary sources of information; to analyze and interpret information from the past

ASSESSMENT: Oral discussion on Powerpoint Presentation; Locating Main Idea questions from Ch. 3

ASSIGNMENT: Read pages 36 - 40 in text. Answer Locating Main Idea questions on p. 38 and p. 40. Define words in italics on p. 39.
Study for Quiz over vocabulary words. Students do not have to complete this for homework over the holiday weekend, but they should finish this by Wednesday, September 6. HAVE A GREAT HOLIDAY WEEKEND!!!

posted on: September 01, 2006

Geographical Regions of Georgia

SKILLS: To identify the five geographical regions of Georgia; to determine how the climate and geography affect Georgia's economy
EQ: What are the geographical features of Georgia and how has GA's climate and geography impacted our economy?

ASSESSMENT: CHAPTER 2 TEST - includes short answer questions as well as 2 essays (SIP goal)

HOMEWORK: No homework tonight! All students who missed the Ch.2 Test need to arrange a make-up day (come at 8:15am)

LOOKING AHEAD: We will begin studying Chapter 3 tomorrow and will look at primary source documents and artifacts to interpret history.
If you have something unique to share from your past, please bring it to class. See some of the student PowerPoint presentations by clicking below!

The_5_Regions_of_Georgia_.ppt

posted on: September 01, 2006

Geography Projects - WOW!

I AM SO IMPRESSED with the GA Geography projects! I know the majority of students worked diligently to produce such professional-looking products.
THANKS to all parents who provided support (and money in some cases). Students have been presenting their projects in class, so everyone is reaping the benefits from the information. The projects will be displayed in my classroom during Open House.

SKILLS: Identify the five regions of Georgia and determine how the geography and climate affect the economy and development of GA

ASSESSMENT: Rubric used for grading individual projects (PowerPoint presentations, brochures, maps, poems, children's books)

HOMEWORK: All classes should study for Chapter 2 Test which will be given on Thursday, August 31. Students should study vocabulary and information on regions from textbook, from project presentations, and notes. A list of vocabulary words that should be defined by Thursday was given to students in class.

posted on: August 29, 2006

Georgia's Geography

SKILLS: To identify the five geographical regions of Georgia; to determine how the climate and geography affect Georgia's economy
EQ: What are the geographical features of Georgia and how has GA's climate and geography impacted our economy?

ASSESSMENT: Student-created products such as PowerPoint presentations, brochures, oral presentations, maps (rubric attached)

HOMEWORK: Work on Geography Projects - DUE MONDAY, AUGUST 28th See RUBRIC!!

Georgia Regions
Georgia Wildlife Web

Rubric for Geography Project.doc
Rubric for Project

posted on: August 24, 2006

Geography Project - Location, Location, Location

All students should be working on their Geography Projects - Numbers 1 & 2 on the Description Worksheet are due on Thursday, August 24. The internet link is shown below. In addition, other links are posted below to assist with research for this project.

Location Website
Georgia
Georgia Regions

posted on: August 22, 2006

Georgia's Geography

Skills: Identify the five regions of Georgia and determine how the geography and climate affect the economy and development of GA

Assessment: PowerPoint Presentation on 5 Regions

Homework: Finish Location Worksheet (use textbook for answers - p. 4-10) if not already finished.
1st period: Finish Georgia T-shirt
All classes: Look at Georgia Project Instructions and select the project you will do. We will work on these in class on Monday so be prepared
to use your time wisely. If you have time, go to the http://www.indo.com/distance website and complete activity 1 and 2 on Location,
Location, Location Project Sheet.

All students received a Project Description today in class. Projects will be due on August 28!!

posted on: August 18, 2006

Getting to Know Georgia

SKILLS: To identify the location of Georgia in relative and absolute terms; to identify state symbols; to research important facts about Georgia

ASSESSMENT: Georgia Scavenger Hunt: Students read articles in the Georgia Voyager Magazines to answer questions on a worksheet.

HOMEWORK: No new homework today. 1st period class: Complete the Georgia Counties worksheet (match counties to clues). Students who missed class today due to the Band/Orchestra concert should get a magazine and worksheet on Wednesday.

ALL STUDENTS WIILL TAKE A PRETEST for GA Studies on Wednesday. Please bring a #2 pencil to class.

posted on: August 15, 2006

Welcome Back!!

Welcome to my Social Studies Blog! I am looking forward to an exciting and fun year of discovering the past with you!
My Blog will keep you informed and up-to-date with assignments, class activities, and projects. I look forward to hearing about your summer travels.

My daughter, Jenna, and I went on an amazing trip to Hawaii. My most exciting moment was taking a helicopter tour of Oahu. The most meaningful moment was seeing Pearl Harbor for the first time.

You and I will travel many places through the wonderful world of technology at Mabry!

Dsc00229Dsc00097Dsc00110

1.Chinaman's Hat 2. In the Air 3. DiamondHead

Dsc00237Dsc00312Dsc00409

5 Banyan Tree in Waikiki 6.Native Dance
Memorial

posted on: August 10, 2006

World War II & Exam Review

Skills: To identify important events, people, and causes of WWII

Assessment: Notes and discussion on Powerpoint presentation

HOMEWORK: STUDY FOR EXAM - Exam will be on Wednesday for all classes
If students turn in a completed Exam Review Guide on Wednesday, extra points will be added to their final exam grade.

20's and Great Depression.ppt

Roaring 20's and
Great Depression
Powerpoint Presentation

WWII Slide Presentation.ppt

WWII Presentation

posted on: May 22, 2006

The Great Depression

SKILLS: Describe the causes of and impact of the Great Depression on Georgia

ASSESSMENT: Notes and discussion of Powerpoint Presentation

HOMEWORK: All students received the EXAM STUDY GUIDE today - They should begin answering questions using their notes/prior handouts and textbook. The Guide questions are DUE ON MONDAY, May 22. The Social Studies Exam will be on WED. May 24 - it is comprehensive and will count 10% of total grade in my class. Students should also read pages 262 - 267 in textbook to understand the Great Depression.

posted on: May 17, 2006

Ch 17: The Great War

HOMEWORK: All students should complete both sides of the worksheet with graphs : The Cost of War and Taking Sides
Read the summary of The War to End All Wars (on handout) and complete matching on worksheet (attached).

STUDY for TEST over WWI - the test will be given to all students on MONDAY

Notes:

WWI.doc

WWI

posted on: May 11, 2006

Chapter 17 - WWI

Skills: To identify key players and underlying causes of WWI

Assessment: Notes on WWI

HOMEWORK: 3rd period - Study for QUIZ over WWI (will be oral quiz in class on Thursday) Read pages 254 -257 and study notes to prepare.
7th period - Read pages 256 - 257 in text and complete Main Idea questions on p. 257

ALL classes - Study notes and textbook pages to prepare for Test on Friday (over WWI and turn-of-century)

posted on: May 10, 2006

Chapter 17 - World War I

SKILLS: To identify key players and underlying causes of WWI

ASSESSMENT: Oral Discussion and Chart (ranking countries)

HOMEWORK: 1st - 6th periods: All students should complete the WWI Map Worksheet (front and back) Refer to page 256 in textbook. EVEN students who missed my class due to EOC testing today should have come by to get the worksheet to complete. IF students did not get a worksheet, they need to ASK for it on Wednesday and complete it for HW.

7th period: No homework tonight! Students in 7th had a quiz over WWI today.

posted on: May 09, 2006

Chapter 16

Skills: To identify roles of individuals such as Henry Grady, Booker T. Washington, an W.E.B. DuBois during the New South period; to describe the transition from agricultural to industry in Georgia from 1880 - 1900

Assessment: Interpret political cartoons from the late 1800's

HOMEWORK: Complete Main Ideas on page 251 of textbook

posted on: May 04, 2006

Chapter 16

SKILLS: To identify roles of individuals such as Henry Grady, Booker T. Washington, an W.E.B. DuBois during the New South period; to describe the transition from agricultural to industry in Georgia from 1880 - 1900

ASSESSMENT: Oral discussion and comprehension question answers after viewing Georgia Video

NO HOMEWORK TONIGHT - All Main Idea questions should have been turned in today during class (1st and 2nd period - turn in Thursday) We missed 1st and 2nd period to attend a presentation (Holocaust Survivor)

posted on: May 03, 2006

The New South

SKILLS: To identify important people and events in the New South period of history

ASSESSMENT: Pro/Con chart for the purchase of Russia, comprehension question answers

HOMEWORK: 6th & 7th periods (and ALL STUDENTS WHO WERE ABSENT ON FRIDAY) - Study for the Chapter 15 (New South) QUIZ (TUESDAY)

ALL STUDENTS: Complete Main Idea questions on pages 241 and 244 in textbook after reading pages 238 - 244

posted on: May 01, 2006

The New South

Skills: To identify important people and events in the New South period of history.

Assessment: Pro/con chart on reasons for/against purchasing Alaska

Homework: Study for Chapter 15 Quiz - use fill-in-blank packet and information from textbook. Finish ACROSTIC worksheet for homework if not turned in today. QUIZ will be on Friday.

posted on: April 27, 2006

The New South

SKILLS: To identify changes/reforms in Georgia during the New South period

ASSESSMENT: Acrostic Activity

HOMEWORK: All students should finish the Acrostic Worksheet (started in class today) Use textbook - Ch 15 to find information for sentences.

posted on: April 26, 2006

The New South

Skills: To identify changes which took place in Georgia during the New South period

Assessment: Fill-in-blank cloze activity

HOMEWORK: Begin reading Chapter 15 (pages 220 - 225)
Answer questions 2 - 4 on p. 225
Identify and describe terms (copied from board in class) See me for copy on Tuesday if you were absent!

posted on: April 24, 2006

CRCT REVIEW

NO HOMEWORK TONIGHT - If you have not checked the CRCT website link to practice for the Social Studies Test on FRIDAY, please go online and complete 1 or more practice tests and bring a note from your parents if it won't let you print a page. The link is on Tuesday's blog entry. Choose the Student Test button.

HURRAH!!! TESTING WILL BE OVER ON FRIDAY and we can return to a normal schedule. Good Luck on the Social Studies Test! READ CAREFULLY and DON"T RUSH!

posted on: April 20, 2006

CRCT REVIEW - Extra Credit

All students will receive extra credit if they will go online and take a practice CRCT in Social Studies. The State of GA has made sample tests available online for students to complete. The Social Studies Test will be given on Friday of this week, so the practice test should be completed by Friday.
Print off the score page when you finish taking the test (or some other page so I will have proof you did the test).

Go to
http://regionb.georgiaoas.org (type in this website if my link does not work)
Practice CRCT link

Login with your Mabry ID # - add 3 zeros before your number

PASSWORD: education

Follow directions and choose the Social Studies Test
When you don't know the answer, please write down the question and bring to class for us to discuss. GOOD LUCK!

posted on: April 18, 2006

Reconstruction

SKILLS: To describe the political, economic, and social impact of Reconstruction on Georgia and other southern states

ASSESSMENT: Written essay responses to questions (after students read Pro/Con articles about whether free land should have been given to freed slaves)

HOMEWORK: All students should have their entire STUDY GUIDE for CH.14 complete on MONDAY and study for Ch. 14 Test. The test will be given on Tuesday, April 18th to all classes. Students were given the option of whether to have the test on Friday of this week or Tuesday of next week (we have spent much class time on the work and review for this test). It will be a multiple-choice test.

NOTE: Students have been sharing their CIVIL WAR Projects with classmates this week, and the projects are WONDERFUL! We have learned so much from the projects, and I appreciate the time and effort that went into creating some of the outstanding products. I hope to have a display in the Media Center as soon as the Scholastic Books are distributed and moved from bookcases. I also am planning to have a class produce a podcast to show our projects on the web...

posted on: April 14, 2006

Reconstruction Period

SKILLS: To describe the political, economic, and social impact of Reconstruction on Georgia and other southern states

ASSESSMENT: Interpretation of song lyrics and answers to questions after listening to "The Night They Drove Old Dixie Down"

HOMEWORK: Complete at least 1/2 of the Ch. 14 Study Guide - use Textbook (begin on p. 204) to find answers.

posted on: April 11, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: Role-play interviews (Robert E. Lee and Ulysses Grant) Appomatox Courthouse Interviews

HOMEWORK: All Civil War Projects should be turned in on Monday, April 10 (if not turned in today) A TABLE OF CONTENTS should be typed or written neatly in blue or black ink. Sample below:

Table of Contents

Item Description (Total points) Actual Grade

Andersonville Letter 10 points ________
Battle Chart 10 points ________
ABC Book 30 points ________
Poster (on counter) 20 points ________

posted on: March 31, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: Role-play interviews (Robert E. Lee and Ulysses Grant) Appomatox Courthouse Interviews

HOMEWORK: All Civil War Projects should be turned in on Monday, April 10 (if not turned in today) A TABLE OF CONTENTS should be typed or written neatly in blue or black ink. Sample below:

Table of Contents

Item Description (Total points) Actual Grade

Andersonville Letter 10 points ________
Battle Chart 10 points ________
ABC Book 30 points ________
Poster (on counter) 20 points ________

posted on: March 31, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: Multiple-Choice and Essay Test over Civil War (Ch. 13)

HOMEWORK: Finish Civil War Projects - DUE FRIDAY, MARCH 31st (I will accept them the Monday after Spring Break if students need additional time to work).

7th PERIOD: STUDY FOR CIVIL WAR TEST - All 7th period students will take the test on Friday (also any students who missed the test on Thursday).

posted on: March 30, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: PowerPoint Presentation Notes; Skit (Mini-play) performance: A Soldier Interview

HOMEWORK: All students should have completed a reading assignment (pages 194 - 197) and turned in a LETTER from a Civil War soldier containing specific facts, battle information, etc. Students should also be working on their Civil War Projects - Due March 31st. The TEST over Civil War will be on Thursday, March 30th.

posted on: March 23, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: Note-taking and oral discussion (PowerPoint Presentation on Civil War) Checklist will be used for oral discussion

HOMEWORK: No new homework - continue working on Civil War Projects. The Test over Civil War will be given next THURSDAY, MARCH 30.
STUDENTS SHOULD KEEP UP WITH ASSIGNED READING FROM TEXTBOOK AND STUDY THE ATTACHED POWERPOINT PRESENTATION IN ORDER TO BE PREPARED FOR THE TEST.

civil war ppt.ppt

CIVIL WAR PPT

posted on: March 20, 2006

The Civil War

SKILLS: To identify major events, people of the Civil War; To describe the political, military, economic, and social aspects of the Civil War

ASSESSMENT: Student created projects - use of numerous websites in Mac Lab
Note: Students have worked in the Mac Lab all week to produce virtual scrapbooks, PowerPoint presentations, timelines, and other technology -connected projects

HOMEWORK: All Classes - Read pages 188 - 193 in textbook. Be prepared for quiz over material on Friday!
Continue working on projects.

posted on: March 16, 2006

Civil War Websites

Civil War Websites

Use the links on this website to find information for your project. All projects are due March 31st.

posted on: March 13, 2006

The Civil War

SKILLS: To identify facts for major battles of the Civil War; to compare/contrast the Civil War to a football game

ASSESSMENT: Start working on Civil War Projects - Class time is also being given for project work. DUE DATE: March 31 or April 10

posted on: March 09, 2006

The Civil War

SKILLS: To identify advantages/disadvantages the South had on the Eve of the Civil War

ASSESSMENT: Graphic Organizer Notes (Promethean Board was used for this activity) Ask for notes if you missed class today.

HOMEWORK: Read through Civil War Project descriptions (handout given to all classes). Select the projects to work on for total of 100 points.
FINAL DUE DATE is MARCH 31. Students will be given at least 5 days in class to work on projects; they should be organized so as not to waste time!
(I will accept them on Monday, April 10 without penalty if students choose to work on projects during Spring Break. NOTE: I am not assigning work over Spring Break, but will give extra time if needed)

posted on: March 08, 2006

The Civil War

1st - 6th periods - NO Homework
7th period - Read pages 188 -192 in textbook and complete the Main Idea/detail worksheet

posted on: March 08, 2006

The Civil War

SKILLS: To debate whether Georgia and other southern states should or should not secede from the Union

ASSESSMENT: Oral presentation (Debate) A checklist will be used to evaluate.

HOMEWORK: 1st and 2nd periods: No HOMEWORK 3rd, 6th, and 7th periods - Prepare for DEBATE on Tuesday. A paragraph will be sufficient or bulleted points. Students chose whether they WOULD or WOULD NOT secede and should state reasons during the debate.

SLAVERY PROJECTS LOOK GREAT! I WILL POST SOME OF THEM THIS WEEK , so keep checking the BLOG.

posted on: March 06, 2006

The Underground Railroad

SKILLS: To identify facts about the Underground Railroad; to interpret actions seen in movie(recognize symbolism)

ASSESSMENT: Learning Journal Responses

Homework: NONE tonight for all classes. All students should have turned in M.Idea on p. 188 in textbook today. If absent, they should turn this in on Friday.

posted on: March 02, 2006

The Civil War

7th Period Homework: Create a mini-poster for Lincoln's campaign and complete Main Idea on page 188 in textbook after reading p. 184 - 188 (Ch 13).

All other classes: No new homework - ALL Antebellum Projects should have been turned in today. Students who did not finish tests in 1st and 2nd period should come in early to finish essays. 3rd PERIOD must retake this test (another form) due to widespread cheating that went on during test.

All classes will start CH 13 - THE CIVIL WAR.

posted on: February 28, 2006

ANTEBELLUM TEST

NEW HOMEWORK: ALL STUDENTS SHOULD STUDY FOR THE TEST OVER ANTEBELLUM PERIOD (Ch.11 and 12) Study notes, PowerPoint Presentations on my blog (previously posted)
The test has been moved to MONDAY (Ms. Haag, our counselor, will talk to students about high school registration on Friday during Social Studies.
Also - Periods 1 - 6 should turn in PROJECTS on Monday.
Bonus points will be given if students can give 3 facts about Thomas Cobb (info. in Ch. 12 in textbook).

NOTE: I previously tried to post 3 blogs that never posted - they are still in draft form (using the MAC)and say they are publishing, but do not appear on my blog. I am trying to find out what the problem is; in the meantime, I will try to post from my home PC computer but it may not be until later in the evening when I actually get home. I am very sorry and frustrated. I described our song assignment and posted homework assignments for the past 3 nights.

posted on: February 23, 2006

Antebellum Mini-Projects

No new written homework over the weekend!
All students (except 7th) should be working on their Slavery Mini-Projects. Tuesday, students should bring their selected song with lyrics to class to share. I extended the due date until Friday for the other part of assignment. Students can create a product such as a scrapbook, photo album, collage, PowerPoint presentation, journal/diary entries, Antebellum newsletter or other suitable published work that ties into the Antebellum Period. I am looking for QUALITY, not quantity!

Some guidelines:

PowerPoint Presentation - At least 10 - 12 slides with pictures, graphics, transitions,etc.
Scrapbook with decorative cover = 12 - 15 pages
Journal/Diary with decorative cover - Minimum of 5 entries with many facts/descriptive details (if entries are short, must contain at least 15 - 20 entries)
Cartoon strip - minimum of 12 frames

**Students may come up with their own product (these are only suggestions)

posted on: February 16, 2006

Trial of John Brown

SKILLS: To analyze the impact that John Brown's Trial had on the North and the South before the Civil War

ASSESSMENT: 1st - 6th periods (Re-enactment of Trial) Classes took part in a real courtroom trial today! Defense attorneys pleaded for John Brown's innocence while the prosecuting attorneys presented evidence to convict John Brown of murder and treason. The students did a wonderful job and were extremely well-prepared. Juries found him innocent of charges in 3 classes and guilty in 1 class.

HOMEWORK: SEE LAST ENTRY FOR WEB LINKS -Due on Tuesday (the MAP worksheet completed that goes with the Missouri Compromise website) Students may also do this Monday evening but may want to do it ahead!

GREAT JOB, ATTORNEYS!!!! You were very convincing in your arguments! Have a great weekend.

posted on: February 10, 2006

Causes of Civil War

Today, all students continued taking notes from the PowerPoint Presentation (see the last blog entry for link to Presentation notes)
No homework except for students who were given main roles for the Trial of John Brown. Those students should PREPARE & PRACTICE their opening/closing statements, review the trial notes, etc.

WEDNESDAY: Students will prepare for roles in the TRIAL OF JOHN BROWN. Students not preparing for active roles will be assigned activities that involve researching Antebellum Life and events which lead to the Civil War.

** indicates this is a mandatory site for students (some denote worksheets). The worksheets will be due on Tuesday, February 14

LINKS BELOW for information on slavery:

ROADS TO FREEDOM- Select this title (interactive site) **
Map of The Missouri Compromise, 1820 - 1821**
WORKSHEET: Map of The Missouri Compromise, 1820 - 1821**
Comparison of Rural vs. Urban Slaves **
Oral histories of slaves (audio)
Letters from/to Slaves
African American Women (Personal Histories)
Primary Documents - interactive map
Underground Railroad - YOU choose the WAY!
Slavery's Opponents and Defenders - A WORKSHEET **
A view of slavery life from A DRIVER (ASA STONE)

posted on: February 07, 2006

6 Causes of Civil War

SKILLS: To identify causes of Civil War

ASSESSMENT: Students discuss and take notes on PowerPoint presentation

NO HOMEWORK TONIGHT! REVIEW NOTES AND PRINT OFF POWERPOINT PRESENTATION BELOW IF YOU WERE ABSENT.

CAUSES OF CIVIL WAR POWERPOINT:

6_causes_of_civil_war.ppt

posted on: February 06, 2006

Slavery in the South

Skills: Describe and make inferences about the daily life of slaves in Georgia

ASSESSMENT: Students view and discuss Powerpoint Presentation on Slavery and take notes.

HOMEWORK: No new homework. I will have a substitute tomorrow while I attend a training session for Student Forum.
Assignment for Friday, February 3 will be to read articles and answer questions in class (worksheet). Read pages 160 -162 in textbook and answer Main idea questions on p. 162.

Powerpoint Presentation on Slavery below:

SLAVERY.ppt

posted on: February 02, 2006

Antebellum Period

SKILLS: Examine and analyze political, economic, social, demographic, and cultural characteristics of antebellum GA compared to other areas of the U.S.

ASSESSMENT: Read articles on the North and South differences and identify facts/draw conclusions (Questions answered with 80% or higher accuracy).

HOMEWORK: Students should complete the North/South questions if not finished in class. Look at the attached link for more information about life on a plantation and the daily life of slaves. This is a WONDERFUL site!

Slavery in America

posted on: February 01, 2006

Trail of Tears

SKILLS: Examine and analyze events which led to the removal of the Cherokee Indians in Georgia; Describe people/events who shaped events in history during the early 19th century.

ASSESSMENT:
St. take notes after viewing documentary on the Trail of Tears; write a paragraph which summarizes events and state opinion of Indian Removal: Was it justified? Give reasons to support your opinion.

HOMEWORK: Finish identifying people/events from Ch. 10 List. If students are going to be absent on Friday, they need to go to the following link to complete the worksheet (analyzing historical maps) given to them today in class. If clicking the link does not work, please type in the web address. 1.Then click on images and maps. 2. Click on Maps of Cherokee Land

WEBSITE:http://www.cherokeehistory.com

posted on: January 26, 2006

Native Lands: Indians in Georgia

SKILLS: Describe stereotypical views of Native Americans; describe Indian nations and tribes living in GA and their relationships with colonists

ASSESSMENT: Discussions and illustrations about stereotypes; visual organizer (chart)

HOMEWORK: 3rd - 6th Complete at least 1/2 of chart after reading handout on Cherokees (Students will finish in class on Monday)
Other classes will complete this assignment on Monday for homework.
Extra Credit: Go to the following website and read information on The Trail of Tears. Scroll down to #5 John Burnett's story and #7 Samuel's
Memory. Read both accounts and write a letter to the U.S. government detailing the events/injustices that were done to the
Cherokees and suggest a plan for making things right. You should be very detailed about the way the Indians were treated
during the Indian Removal. You may write your letter pretending to live in the 1840's or you may write from perspective of today
(suggest a way to honor Indians such as a memorial, new land, etc.)
Website:
Trail of Tears

posted on: January 20, 2006

GA Growth and Prosperity

TEST:1st and 7th period classes will have their Chapter Test on Friday.
2nd, 3rd, 6th periods - Chapter 9 Test on THURSDAY!
No new homework except to study for test. Bonus points for looking up and writing a brief description of why Gideon Lincecum was just starting school at age 14 - in Ch.9 of textbook.

posted on: January 18, 2006

Georgia's Growth and Prosperity

SKILLS:Identify reasons for Georgia's population growth during early 19th century; identify transportation and technology

ASSESSMENT: Chapter Activities - students answer questions over events in Chapter 9

HOMEWORK: All students should have turned in the Growth and Prosperity Worksheet (from Friday). If absent, due Thurs.
New HW: Complete Chapter Activities (1 - 10 Main Ideas) and (1-2 Extra Thought) on p. 137 (Due Thursday)
Study for Ch. 9 TEST! Test is on Thursday, January 19
Students received an outline to use when studying over last part of chapter. Some students will not meet on Wednesday due to
State Writing Test, so come prepared on Thursday.

posted on: January 17, 2006

Georgia Growth and Prosperity

SKILLS: Identify geographical factors that influenced Georgia's settlement; trace Georgia's westward movement after the Revolutionary War

ASSESSMENT: Cloze activity (worksheet) over pages 122 -126; oral questions and discussion

HOMEWORK: 1st period - complete both sides of worksheet 2nd - 7th periods - complete to p.127 on worksheet READ THE CHAPTER CAREFULLY
AS YOU COMPLETE THE WKSHT.

ALL classes will have a quiz over Bill of Rights on FRIDAY!! Students should be able to write the 10 amendments (Study notes from Powerpoint presentation shown in class)

posted on: January 11, 2006

American Revolution

SKILLS:1) Identify important events of the American Revolution 2. Describe Georgia's role in the American Revolution

ASSESSMENT:Jeopardy Review Game - students review for Chapter 8 Test in class on Tuesday; Reviewing Main Ideas - Students answer review questions over Chapter 8; Chapter 8 Test on Wednesday

HOMEWORK:Complete Reviewing Main Ideas on p. 121 in textbook(if not finished on Tuesday). Study for Chapter 8 Test! Test will be given on Wednesday for all students.
For extra points on test - Find out how a critical vote by Baldwin at the Convention led to the Great Compromise. Write HOW he voted on the test scan-tron by Score Box and print off blog page.

posted on: December 20, 2005

American Revolution

SKILLS:Recognize turning point of American Revolution and interpret qualities that make a strong leader (specifically examine George Washington's leadership skills)

ASSESSMENT:Questions over movie "The Crossing" -
Students viewed part of video today and will view the rest of movie on Monday. A short quiz followed the first half today. An essay will be assigned on Monday.

HOMEWORK: None (Students will have an essay to write after viewing and discussing the movie on Monday)

NOTE: Students shared newspapers yesterday, and they were wonderful!!! Students shared some excellent information and creative political cartoons. THANKS FOR YOUR EFFORTS!!! It will take several days (maybe a week) to get all newspapers graded and recorded on iParent - thank you for your patience!! I don't want to rush and not truly read all articles.

posted on: December 09, 2005

American Revolution

SKILLS: 1.Identify causes of the American Revolution
2. Identify cause/effect relationships

ASSESSMENT:1. Revolutionary Times Newspapers - All students have been working diligently on newspaper articles, political cartoons, editorials for newspapers. Newspapers and articles were due today (Wednesday, December 7) for all classes. Some extensions have been given to students who were absent, but groups should see me concerning extension times. Students had use of computers for 2 class periods and also received class time to work on newspapers. 2. Quiz over Acts/Events leading to Revolution

**If students were absent today (or Tuesday, December 6) they need to arrange to come early to take the quiz. Study pages 104 - 109 in textbook (Know ACTS/taxes levied on colonists).

ALSO: Students who were absent Tuesday or Wednesday should get a permission form for viewing the movie "The Crossing". Students will not be able to view the movie without a permission form.

HOMEWORK: Complete p. 109 Locating Main Idea in textbook if you have not done so. Finish newspapers if not turned in.

posted on: December 07, 2005

American Revolution and Georgia

SKILLS: To identify natural rights and freedoms of Americans that government cannot take away.

ASSESSMENT: Examine Declaration of Independence and Queen Yuckabella's Proclamation and write an original Declaration which lists grievances. 1st Period: Speech at Town Hall Meeting

HOMEWORK: No new written homework assigned. All students should be working on newspaper articles in 2nd - 7th periods. We will have use of laptops tomorrow and will meet in Mrs. Suggs's classroom in order to work on newspaper. See last entry for information. Students will receive rubrics for this project. Students in 1st period will also receive instructions on Thursday.

posted on: November 30, 2005

The American Revolution and Georgia

SKILLS:Identify and interpret famous quotes from Revolutionary War; discuss the phrase "No taxation without representation"

ASSESSMENT: Quote Quest Activity - students match parts of quotations from famous Americans during Revolutionary War and interpret meaning (oral discussion in class).

HOMEWORK: 1st period: Read pages 104 - 107 and complete Choices worksheet (Pros & Cons of GA joining with 12 colonies in R.War)

2nd - 7th periods: Read pages 108 -109 and complete Locating the Main Idea on p. 109 Begin planning, researching for Revolutionary Times Newspaper (instructions will be posted as a link).
http://projects.edtech.sandi.net/pershing/revolution

posted on: November 28, 2005

Slavery in American Colonies

Please read Nov.8 Entry if you have not already done so.

SKILLS: 1. Describe triangular trade route. 2.Identify and review facts for American Colonies.

ASSESSMENT: Partner Review Activity (Player/coach teams)
HOMEWORK: STUDY FOR TEST OVER COLONIES (students have a STUDY GUIDE OUTLINE that covers test material). TEST WILL BE FRIDAY, NOVEMBER 11. If absent Friday, see Nov. 8 entry for HW.
The secret word to write on your test is: Mayflower Compact

posted on: November 09, 2005

Student Forum Convention Day

Students did a marvelous job representing the 50 states at the Student Forum Convention on Monday, November 7. Each group of students stood in front of the entire 8th Grade and introduced their state - the costumes were GREAT! State posters were displayed in the theater along the walls. Our 8th grade students got to see democracy in action and elected a new Student Forum president, Lauren Thomas. ALL candidates gave outstanding speeches. Hopefully, photographs taken will be posted on my blog soon. Thanks to all students who dressed up for your state! We had the Wizard of Oz characters representing Kansas, a cow and Jesse James from Missouri, a BIG APPLE from New York, and even a human cactus from Arizona!

SKILLS: 1.Describes economic mainstays, natural resources, and historical facts for U.S.states 2. Recognizes the unique opportunity to participate in government in the U.S.

ASSESSMENT: Banners/posters

HOMEWORK: All students should finish and turn in textbook assignment from last Friday's classwork if they have not done so already: Read pages 95 - 100 and complete p. 100 (Main Idea) and p.101 (1-10)Reviewing Main Ideas. DUE WEDNESDAY - last day work will be accepted unless students were absent.

posted on: November 08, 2005

Slavery in American Colonies

SKILLS:Identify differences between slaves and indentured servants; Describe typical life of slave in Georgia

ASSESSMENT:Discussion questions/answers

HOMEWORK:Read pages 91 -96 in textbook.
Answer questions on page 93 and 96. Write in COMPLETE SENTENCES!

Don't forget to prepare costumes/outfits to wear for the Student Forum Convention - CONVENTION DAY is Monday, November 7 for all 8th grade students!!!

posted on: November 03, 2005

Create a State Poster

SKILLS:Students will research and identify key facts about an assigned state, including but not limited to natural resources, symbols, famous people, etc.

ASSESSMENT: Finished product (poster/banner) A rubric will be used for grading. All students received the rubric last week.

Homework: No homework except to work on designated jobs for group poster/banner. The finished poster is due THURSDAY, November 3.

posted on: November 01, 2005

Economy of New England, Middle, and Southern Colonies

SKILLS:Identify and describe differences in economy of New England, Middle, and Southern Colonies; classify crops; relate to hardships suffered by colonists

ASSESSMENT: Class discussion; read orally a play about Jamestown: Work or Don't Eat!
HOMEWORK:Complete map of 13 Colonies - Students will label and color map correctly (Rivers, cities, etc.) DUE ON MONDAY, 10/31

All students will go to the library on Thursday and Friday (10/27 - 10/28) to work on State Research Project for the Student Forum Presdidential Election. Students have been assigned a group and a state. They will receive a description of the assignment and a rubric on Thursday. It will later be posted on blog. A 1 page summary will be due by the end of period on Friday.

posted on: October 26, 2005

American Colonies

SKILLS: Compare/Contrast New England, Middle, and Southern Colonies

ASSESSMENT: Give One/Get One Class Activity
HOMEWORK:Begin reading Chapter 6 (pages 86 - 91)
Complete CROSSWORD PUZZLE

posted on: October 24, 2005

Daily Life in Colony of GA

SKILLS:Students have viewed and interpreted a GA Studies Video detailing the daily responsibilities and duties of colonists; students described medical practices and hardships of early colonists

ASSESSMENT:1. Class discussion
2. Quiz over Chapter 6
NO HOMEWORK OVER THE WEEKEND!
Next week, students will start comparing/contrasting the New England, Middle, and Southern Colonies as we begin Chapter 7.

posted on: October 21, 2005

Royal Governors of GA

SKILLS: Students will identify facts for each Royal Governor of Georgia and their accomplishments.

ASSESSMENT: Oral discussion and questions in class. Quiz on Friday, October 21.
HOMEWORK: Study for QUIZ over Chapter 6 material - QUIZ will be given on Friday, October 21. Students should use the Ch. 6 Study Guide Questions and Warm-Ups to prepare for Quiz. NO WRITTEN HOMEWORK!

posted on: October 19, 2005

Royal Colony vs. Trustee Colony

SKILLS:1.Compare/contrast the boundaries, government and regulations of Georgia under the Trustees vs. under Royal Governors 2. Identify regulations that led to discontent among the settlers.

ASSESSMENT: Comparison Chart
HOMEWORK:Read to p. 84 in Chapter 6 and finish chart
Complete Chapter 6 Study Guide questions to #40 (Students previously received these questions)

posted on: October 17, 2005

Founder of Georgia

SKILLS:Today, students viewed a PowerPoint Presentation on the life of James Oglethorpe, the founder of Georgia, and they identified his contributions. Students orally described life in the new colony.

ASSESSMENT:Oral presentation of recruitment posters and letters.
HOMEWORK: Most students turned in both the poster and letter today - they have No Homework over the holiday weekend. They may finish Ch. 6 questions (1 - 51)if desired. The answers to all Ch. 6 questions will be due on Tuesday, October 18th.
If students were absent, they should finish the poster and letter and turn those in on Monday! Directions were given to every student on Wednesday and Thursday of this week.
HAVE A GREAT WEEKEND!

posted on: October 13, 2005

Age of Discovery

SKILLS:All students completed Ch5 Study Guide and reviewed for the test (Matching Game). Students compared/contrasted different explorers and results of exploration. 7th period took their test on Friday, and most performed well!

ASSESSMENT: MATCHING GAME
HOMEWORK:STUDY FOR CH.5 TEST! Use Study Guide, Exploration Chart, and Vocabulary Words
Secret Word for Bonus Points: Azilia (Write on your test without mentioning the word in class)

posted on: October 08, 2005

Age of Discovery

SKILLS:Today, students started working on a STUDY GUIDE for Chapter 5 TEST. Students identified explorers, described reasons for exploration to New World, and compared/contrasted countries and their settlements.

ASSESSMENT:CHAPTER 5 TEST will be given on FRIDAY, Oct. 7 to 7th period. 2nd, 3rd, and 6th periods - TEST ON MONDAY, Oct.10. 1st period: Quiz on Friday, Oct. 7.

HOMEWORK:Complete Study Guide and study for Chapter 5 test! We will check answers in class and review before the test.

posted on: October 04, 2005

Explorers

SKILLS: Today, students selected human resources, natural resources and capital needed for journey to New World. They identified country represented, territory explored, and results of exploration for major explorers of the New World.

ASSESSMENT:Chart: Explorers of the New World; Vocabulary Words and meanings from Ch. 5
HOMEWORK:Complete the Vocabulary Definitions and Chart (use Ch.5 in textbook).

posted on: October 03, 2005

Age of Discovery

SKILLS: Today, students described reasons for exploration and identified explorers of the 15th century.

ASSESSMENT:
1st period (regular class) students completed Ch 4 Test
2nd - 7th period students took a QUIZ over Ch.5 (p. 54 - 60)

HOMEWORK:
1st period - Complete Locating Main Idea on p.57 after reading p.54-57
AC classes - NO HOMEWORK!

posted on: September 29, 2005

Prehistoric GA Indian Cultures

SKILLS: Compare/contrast the religion, food, weapons, shelter of GA's four prehistoric Indian cultures.

ASSESSMENT:
Homework (3rd- 7th periods) FINISH COMPLETING THE COMPARISON CHART started in class today. Use CH 4 in textbook to locate information.

2nd - 7th CLASSES: Finish the final copy of I AM AN AMERICAN essay (type or write in blue or black ink).

1st period - NO NEW HOMEWORK. Bring rough draft to class for peer editing.

STUDY for CHAPTER 4 TEST over Prehistoric Indian cultures - TEST ON FRIDAY, SEPTEMBER 23!

posted on: September 21, 2005

Georgia's Prehistoric Indian civilizations

SKILLS: Identifies 4 Prehistoric Indian Cultures in GA
Describes methods used to learn about GA's early history
Summarizes events which caused the extermination of the Mississipian Indian culture

(ASSESSMENT) 2nd - 7th periods Students completed a graphic organizer for Chapter 4 material and summarized notes.
HOMEWORK - Write or type the final copy of the I AM AN AMERICAN essay. The final copy of the essay is due on THURSDAY, September 22.

(ASSESSMENT) 1st period: HOMEWORK- Write a rough draft essay: I AM AN AMERICAN. Students received essay guidelines in class(3 paragraphs) Students in 1st period finished a Constitution Activity to observe Constitution Day. ROUGH DRAFTS ARE DUE ON SEPTEMBER 21! Students will edit each other's paper
and then write a final copy in blue or black ink (or type it). The final essay is due on Thursday, September 22.

posted on: September 20, 2005

The U.S. Constitution

Skills: Analyze parts of the U.S. Constitution
Identify purpose of amendments
Identify powers delegated and prohibited by Congress

Assessment: Students read and identify important facts about the Constitution.
Resource book:We the People
Worksheet: Research Answers "The Constitution"

HOMEWORK 1st Period ONLY: Study for Ch.3 Test (Students may use an index card to take notes and have during the test) Study vocabulary and definitions!!

We observed Constitution Day today in 3rd, 6th, and 7th periods.
1st and 2nd periods did not meet today. They will have the lesson on the Constitution on Monday. HAVE A GREAT WEEKEND!! All students received their progress reports today. Please sign and return.

posted on: September 16, 2005

Identifying Primary Sources

Skills1. Identifying primary and secondary sources
2. Analyzing data to draw conclusion
3. Evaluating evidence to support hypothesis

Assessment/Homework:
Students examined a primary source document (diary from Civil War Area) and analyzed and interpreted information
(Students answer interpretive questions on a worksheet after reading a diary) All students have completed the Hole in the Head Activity ( they examined skull photos to hypothesize the cause of holes found.
1st period: Define Vocabulary Words/Definitions for pages 38 - 39 in textbook
2nd - 7th period: No homework ( all work should have been completed in class) A Hole in the Head ( An Inquiry Activity)
Chapter 3 Activities ( complete 1, 3, and Sharpen Skills#1)

posted on: September 13, 2005

TEST OVER REGIONS (Ch.2)

2nd - 7th periods Study for test over Chapter 2. Test will be on Wednesday for 2nd and 3rd; test will be on Thursday for 6th and 7th.
It will be a fill-in-blank test with essay, so students must KNOW the information. No wordbank or multiple choice!

1st Period: Homework is to complete Locating the Main Ideas in Ch.2 of textbook(pages 18, 22,26, and 29). Students started this assignment in class today. Students should begin studying for Ch.2 Test (TEST WILL BE FRIDAY,
September 9th).

**Secret word to write on test is Okefenokee Swamp for bonus points.
THANKS for checking my BLOG!

posted on: September 06, 2005

Labor Day Weekend News

I was absent on Friday due to an ankle injury. I now have a cast and am walking on crutches. So sorry I was unable to bring graded projects on Friday (as promised). I should be able to return to school on Tuesday with everyone's projects. Some are fantastic! Others needed a little more work to receive an "A".
2nd - 7th I understand that Ms. Sumrell was my substitute, and she let me know that some students did not finish their news article about a weather-related event in Georgia. Students DO NOT have to finish those for homework, but will need to finish them and turn in by Wednesday, September 7. If they don't finish before Tuesday's class is over, they need to finish for homework.
2nd - 7th Periods CHAPTER 2 TEST WILL BE ON WEDNESDAY, September 7 6th and 7th periods may not meet with me on Wednesday due to CoGat testing schedule, so their test will be on Thursday. Students should study notes on 5 regions and vocabulary words from Chapter 2.

posted on: September 03, 2005

Geographical Location

Students in 2nd - 7th periods completed Chapter 1 Test today. All students who missed class should arrange to come in early one morning for make-up test. NO HOMEWORK FOR 2nd - 7th!!

1st Period - Homework is to finish Location Worksheet (use Ch.1 in textbook) if not finished in class today.

posted on: August 30, 2005

Identifying GA's 5 Geography Regions

Thanks to all parents who attended Open House last night! If you missed it, you can view my PowerPoint presentation(open attached file).

All students turned in Location Projects today. If they did not turn them in today, they SHOULD turn in their projects on MONDAY!!

Regular Class - students had a TEST(Identifying 50 states)
Advanced Classes - took a quiz over regions on Thursday.
All students who missed these assessments should come early (before school) on Monday to take a make-up test.

Writing Assignment: Students wrote an essay on Friday. If they did not finish it, they should complete it and turn in on Monday. Topics are below:
Topic 1: Describe what you learned, what knowledge you gained from the research and Location Project. Include statements such as: the most surprising thing I learned, an interesting fact I learned was, some important information I gained was, something I’ll never forget was, …
Topic 2: Write specifically about why Georgia attracts many new residents each year ( how does the geography, climate, and tourist attractions, affect the population growth)

posted on: August 26, 2005

Open House PowerPoint (if you missed it)

Download file

posted on: August 26, 2005

Homework

1st Period - Complete the States Map and study for the Test on August 25th. Work on Geography Project.

2nd - 7th Per. Continue to work on GA Geography Projects(Due Aug.26)

posted on: August 23, 2005

Rubric Link

Download file

posted on: August 22, 2005

TEST on TUESDAY

A reminder to students in 2nd - 7th periods - the States/Capitals Test is on August 23rd(Tuesday). I gave all students a study guide to help them prepare for the test.
1st Period Test is on Thursday, Aug.25th.

Keep working on Geography Project - due August 26th.
Students will be given some class time for working on projects. Be sure to read information in Chapter 2 of textbook.

A rubric was given to all students for Geography Project that details criteria. A copy is also listed above as a link; some of the information is a little jumbled, but it details basics.

posted on: August 22, 2005

Homework

Students should complete the Location worksheet (if not finished in class today). Use Ch.1 in textbook for answers.

Project Update: 2nd - 7th periods received the project description today in class for Location, Location, Location project. DUE DATE: Friday, August 26 All students will go to the Computer Lab on Thursday and Friday to work on the project. They should look over the choices and know what to do when they work in the lab.
WEBSITES FOR PROJECT:
http://www.indo.com/distance
http://www.georgia.org
http://www.netstate.com/states/geography/ga_geography.htm

posted on: August 17, 2005

Getting to Know Textbook (HW)

1st Period - GA T-shirts due on Wednesday 8/17
2nd - 7th periods (Adv.Social Studies)
Worksheet "Getting to Know Your Textbook" - Due Wednesday 8/17

In addition, ALL GA T-SHIRTS and Scavenger Hunts are due Wednesday (if not previously turned in).
The T-shirt designs I've seen are wonderful and very creative!

REMINDER: Test over STATES/CAPITALS will be given MONDAY, AUGUST 22.(Date has been changed from 8/19 due to computer lab availability). I will take all classes to the lab on Thursday and Friday to begin work on their Location, Location project. Students have a U.S. map in their agenda and in their GA textbook.
Pre-Tests will be returned to students on Wednesday. They can see which states they missed.
***All students who read my blog - KEEP THIS WORD SECRET!
Write the word "Chattahoochee" on your first test for 5 extra points!
DO NOT TELL OTHER STUDENTS - if word gets out, then I will not offer the extra credit. I want to REWARD you for reading my BLOG!!!

posted on: August 16, 2005

Friday - August 12

PRETEST (SOCIAL STUDIES)
All students will finish taking the Pretest over the course content.

Homework (if not previously completed)
1. Georgia County Worksheets
Several students were not in class due to Orchestra recruitment. All students should complete the Georgia Geography/County worksheets by Monday.
2. Design Georgia T-shirt - Due Tuesday, August 16

See previous post for project description.

posted on: August 11, 2005

Welcome to my Class - Where History Comes Alive!

Welcome to my 8th grade Social Studies Blog!
I am excited about all of the possibilities this new year holds! My main goal is TO MAXIMIZE STUDENT ACHIEVEMENT through the use of cool technology applications, historical simulations, and higher-level questions which lead to thought-provoking discussions. My classroom is very interactive, and I truly strive to make history interesting and meaningful for students. I am thrilled to be in one of the new classrooms.

One of my favorite quotes describes my philosophy of teaching:
"All too often, we are giving our young people cut flowers when we should be teaching them to grow plants."

Getting Started
My introduction to Georgia Studies included a PowerPoint presentation entitled: "Why Study History?"
Quotes we discussed in class:
"History is the memory of living yesterdays and the promise of predictable tomorrows."
"Those who do not remember the past, are condemned to repeat it."
"We are tomorrow's past"
"I know of no way of judging the future but by the past." Patrick Henry

Studying history trains students to think and write clearly, to organize and interpret evidence, and to confront issues in informed and insightful ways.

Upcoming Assignments
Week of August 15

We will review geographical concepts and identify the geographical regions of Georgia (Chapters 1 and 2 in text: The Georgia Studies Book)
Students will also identify geographical factors and explain how they have influenced Georgia's exploration, settlement, and economic development.(QCC SS.8.5)

Project/Activities

"Location, Location, Location" - Due Date: Wednesday, August 24
Students will use the website http://www.indo.com/distance
to determine the latitude and longitude of various cities in Georgia and the U.S.

Students will also choose one way to present the information they have learned from a variety of choices designed for different learning styles/interests. SEE HANDOUT FOR CHOICES.


Advanced Classes: Select an additional activity.

All students will have some time in class to work on this assignment, but they should also work at home. I can't wait to see their creativity and unique products!

TESTS & ASSESSMENTS

Students will take a PRETEST over States/Capitals on Monday, August 15. THE FINAL TEST WILL BE ON FRIDAY, August 19. My advanced classes will need to know the states and capitals; my regular class will only be required to know the location of states - capitals will be extra credit. Many students have forgotten the states' location (or never learned them). It is very important for them to have a sense of location/place while studying events which occurred in U.S. history.

PLEASE CHECK MY BLOG FOR NEW UPDATES - All homework will be posted on my blog each week. Contact me by email if you have any questions: julie.stephens@cobbk12.org

WE ARE GOING TO HAVE A GREAT YEAR! "Great thing are accomplished by talented people who believe they will accomplish them." Dr. Tyson is leading the way for our students to be challenged and to think "out of the box" - to stretch to new heights in learning and achievement.

Read my syllabus for more information about the course outline and expections.

8th Grade Social Studies
Advanced Content Course Syllabus

Teacher: Julie Stephens, Ed.S.
Email: julie.stephens@cobbk12.org

OBJECTIVE: To develop an understanding of our heritage, with an emphasis on the state of Georgia, and its impact on American culture, and to develop geographic, economic, research, and technological skills. The eighth grade curriculum is entitled “Georgia and the American Experience.” We will focus on how Georgia’s history fits into and influenced American history.

TEXT: The Georgia Studies Book: Our State and the Nation
Selected novels will be integrated into the curriculum. Writing will also be emphasized in social studies; research shows that writing across the curriculum strengthens written expression skills. Students will be given many opportunities to publish their work, so quality will be important. Reading assignments and writing activities will be averaged with other grades for social studies

EXPECTATIONS: I am excited to have the opportunity to challenge students at Mabry. I have set very high expectations and will try to develop each student’s individual potential by providing a differentiated curriculum. My classroom is very interactive and includes instructional activities that address varied ability levels and learning styles. Students will be given many choices for projects that provide authentic learning opportunities. Technology plays a vital role in my lesson plans, and all students will benefit from the use of the Internet for research and webquest activities. My ultimate goal is for history to become meaningful and interesting to all students! Some of the activities/projects we will do together are: John Brown’s Trial (a simulation where students become attorneys, witnesses, the jury, and the judge), mini-museums for the Civil War and other periods of history, learning contracts, and layered lessons.

ADVANCED CONTENT: This course is differentiated in content, pacing, process skills, and expectations. Curriculum content has been designed for mastery and extension of state and district standards. The district has established criteria and guidelines that identify students who will be successful with the advanced curriculum. Students must meet continuation criteria to remain in the class.

We will study the following topics during the year. However, this syllabus is a guide and is subject to change in order to accommodate student progress.

Geography of Georgia 2 weeks
Early Inhabitants of GA 1 week
European Exploration 1 week
Colonial Georgia (1732 – 1776) 1 week
Georgia and the Revolution 1 week
Early Statehood (1776 – 1787) 3 weeks
Foundations of Georgia/Govt. and Legislature 3 weeks
The Governor and Executive Branch 1 week
The Judicial Branch 1 week
Local Government in Georgia 1 week
Georgia’s Westward Movement (1787 – 1865) 3 weeks
The Civil War and Reconstruction (1865 – 1877) 4 weeks
The Rise of Modern Georgia (1877 – 1945) 5 weeks
Georgia Today (1945 – Present) 9 weeks

Grading Policy: Tests/Major Projects 50% Daily 20%
Quizzes 20% Homework 10%

Make-up work is the responsibility of the student. Three days will be allowed to make-up missed assignments or tests that are missed unless there is an extended illness. Students must schedule a time to make-up tests either before school or after school.

Students:
I have very high expectations for your work. Always strive for excellence in your projects and activities. Try to stretch yourself beyond your comfort limits! Try new things. “I would rather try great things and fail than to try nothing and succeed” is good advice.

If students are to succeed and achieve academic progress, then they must be prepared for class! All students should bring paper, pens/pencils, agenda, textbook, and homework to class each day. DO NOT bring MP3 players or iPods to my classroom. If students have them out during class, they will be taken up and kept until the end of the day.

CODE FOR SUCCESS
Bring all materials needed for class
Be respectful and courteous to teacher and classmates
Participate positively in class activities
Listen attentively to all speakers
Work quietly and enjoy LEARNING!

SUGGESTED SUPPLIES: Notebook with pockets or pocket folder with notebook paper (if using a 3ring binder), blue or black ink pens, colored pencils or markers, pencil, ruler. Work that is written with any color except blue or black ink will not be accepted!!!! Save the colored pens for posters, etc.

posted on: August 10, 2005

Making Learning Irresitable for Over 25 Years.
MabryOnline.org
Celebrating over 25 years of academic excellence
Working to attain world-class student achievement