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December 21, 2005

www.doublegv.com/ggv/NJrev.html

Posted by Suggs at 09:40 AM

http://www.ushistory.org/declaration/related/gaspee.htm

www.ushistory.org/declaration/related/sons.htm

www.eyewitnesstohistory.com/lexington.htm

george-rogers-clark.ask.dyndns.dk/

Posted by Suggs at 09:36 AM

December 20, 2005

Here are the sites that you may use while you are at school to answer questions on you test over pages 104-111.
Mrs. Suggs

Web sites for Revolutionary War

www.philaprinshop.com/frchintx.html

earlyamerica.com/review/spring97/newspapers.html

www.historychannel

www.historycentral.com/revolt

www.historyplace.com/unitedstates/revolution

www.pbs.org/neighborhoods/history/feature/redir/ktca/liberty

userpages.aug.com/captbarb/femvets.html

members.aol.com/TeacherNet/Revolutionarywar.html

www.mc.k12tn.net/revolutionary_war/american_revolution.htm

www.ushistory.org/declaration/related/proc63.htm

www.u-s-history.com/pages/h1209.html

www.colonialhall.com/adamss/adamss

www.whitehouse.gov/kids/dreatteam/samueladams.html

earlyamerica.com/portraits/samadams.html

cghs.dade.k12.fl.us/African-american/precivil/boston.htm

www.loc.gov/exhibits/treasures/trr046.html

www.bostonmassare.net

earlyamerica.com/review/winter96/massacre.html

odur.let.rug.nl/~usa/E/teaparty/bostonxx.htm

www.kidport.com/RefLib/UsaHistroy/AmericanRevolution/TeaParty.htm

www.pbs.org/ktca/liberty/chronicle_boston1774.html

theamericanrevolution.org/hevents.asp

americanhistory.about.com/library/weekly/aa090401a.htm

Posted by Suggs at 08:55 AM

December 15, 2005

Here are the assignments for next week - I am finally getting these posted early:-)
Have a wonderful holiday!!!
Thanks
Mrs. Suggs

Lesson Plans - Dec. 19th - 22nd

Chapter 8

Monday:
1. Warm - up: Do you think that Georgia was justified in feeling like there didn't need to be a war? Why/why not?
2. Review the acts that the students wrote descriptions on last week (Friday).
3. Analyze the political cartoon of the Boston Tea Party - have students try to describe what is going on and if the cartoon is from an English or colonial perspective.
4. Watch Georgia Stories - Ga. Stories I, program 6.
5. Notebook check - tomorrow - I will be looking for anything from chapter 7 and/or 8.

Tuesday:
1. Warm-up: Why is the war between the colonies and Great Britain like a civil war? And, why is it appropriate to call it a revolution instead of just “The American War”?
2. Analyze the political cartoon of a snake on page 108 of the text(look at the TE page 90-91 - use as a guide).
3. Notebook check - I will be looking for 3 items: Colony map test, chapter 8 illustration, and vocabulary for chapter 8 (#20-30 - the last set). I am going to put this on the blog to see how many students actually read it.
4. Have students read pages 107-111 of the text - on their own. Answer questions pages 109 (#3) and page 111 (#3-4).
5. Have students “Take a Stand” - they are to take one of the events from the time line on page 108 and write a paragraph describing how it would create feelings of patriotism and help the colonists think of themselves as “Americans.” - This is due tomorrow.

Wednesday:
1. Warm - up: How do you think Spain and France viewed what we happening with the Revolutionary War? (ie: could it be a benefit to them in any way?)
2. With a partner, complete the “Events that led to the American Revolution” packet. This will be taken as a quiz grade for this section of the chapter.

Thursday:
1. Warm-up: If you had lived in Georgia during the Revolutionary War, do you think you would have been a Tory or a Patriot? Why?
2. Complete word search and clue sheet on the Revolutionary War - students may use their text book for this - chapter 8 (and pg. 158 - for one specific answer). The first pair to finish both the clues sheet and word search gets a prize.

Posted by Suggs at 02:03 PM

Due to the fact that it took us longer than expected to analyze the Queen Yuckabella Rebellion sheet, I have bumped Thursday's assignments to Friday of this week and Friday's to Monday of next week.
Sorry about any confusion.
Thanks
Mrs. Suggs

Posted by Suggs at 12:54 PM

December 12, 2005

Here are the assignments for the rest of the week. Sorry about the delay:-)
Mrs. Suggs

Tuesday:
1. Warm-up: Why might the English colonies start to resent England's control over them?
2. Check completion of vocabulary terms that were assigned yesterday.
3. Begin a discussion of pages 104-107 of the textbook.
a.) Discuss with students how their parents still have control over them, and how many want to rebel.
o How did the students act towards their parents when they were little - did they do what mom and dad said? did they argue with them? did they try to please their parents?
o What types of activities do parents still control?
o What types of activities do they wish their parents would loosen control?
o What happens if they don't follow their parents' rules?
b.) Discuss some of the issues with the colonists that are making them want to rebel against England.
o The French and Indian War - territories gained, but the cost of war
o Taxes
o New rules to follow - “The Acts”
o New colonies vs. older colonies (Georgia vs. Pennsylvania)
c.) Have students read pages 104-107 and write down examples of how Great Britain is acting as a parent to the colonies. They should be able to find at least 3 examples from the reading.
4. Homework: Continue defining words from the chapter: federal, General
Assembly, inferior court, judicial, legislative, levy, militia,
monopoly, nation, and natural law. Definitions are due
tomorrow.

Wednesday:
1. Warm-up: Create a slogan in protest to various acts passed by the British Parliament against the colonies- can take colonist's position or a British citizen.
2. Queen Yuckabella Rebellion Proclamation activity - students read the new rules set about by Queen Yuckabella and react to them. They need to do this individually at first, then with a partner - they need to list their grievances with explanations for each grievance. This needs to be done on a separate sheet of paper.
3. Compare the students' grievances with those of the colonists - this what the colonists did with the Declaration of Independence. They declared to the king all of the issues they were having with his new laws and taxes. They wrote down all of their grievances (all 26) in a letter and sent it to him. Ask the students (based on prior knowledge of kings and the monarchy system - how do they think that the king responded?? Look at the Declaration of Independence - discuss.
4. Finish terms from the chapter for homework: petition, popular sovereignty, preamble, ratification, separation of powers, smuggling, state, superior court, Tory, unicameral, and Whig.

Thursday:
1. Warm-up: Do you think the king was justified in being so angry with the colonies for sending a petition against his rules? Why or why not?
2. Discuss the Boston Massacre with the students - follow guide TE pg. 89 looking at the engraving on page 106. Compare and contrast how the British and American colonists viewed the events that took place at what became known as the Boston Massacre - discuss why? Why makes an event a “massacre”?
3. Review the “Acts” that imposed on the colonists - have students write down the major acts and describe - tea act, intolerable acts, Townshend act, stamp act - students may use their books (this should only take about 10 minutes).
4. Have the students complete a Herringbone activity describing the events of the Boston Tea Party - including who, why, results, when, etc.

Friday: 1. Warm-up: Create a title for a British/colonial newspaper describing the
Boston Tea Party.
2. Review the acts that the students wrote descriptions on yesterday.
3. Analyze the political cartoon of the Boston Tea party - have students try to describe what is going on and if the cartoon is from an English or colonial perspective.
4. Watch Georgia Stories - Ga. Stories I, prog. 6.

Posted by Suggs at 04:15 PM

I have not finished plans for this week - I am trying to come up with some creative way for the students to learn about the Revolutionary War. I will update my blog probably day to day:-)
Thanks
Mrs. Suggs

Monday:
1. Warm-up: Why do you think countries are referred to as females (for example: England is known as the “mother country”)?
2. Return test from Friday (complete any make-ups) and go over.
3. Judge chapter 8 illustrations.
4. Complete picture/time line analysis - discuss answers.
5. Start defining words for chapter 8: Articles of Confederation, bicameral, bill of rights, boycott, checks and balances, confederation, constitution, Declaration of Independence, duties, and executive.

Posted by Suggs at 09:53 AM

December 06, 2005

Attached are the assignments for this week. Please be sure to note that we have a colony map test on Wednesday and a chapter 7 test on Friday. We have been reviewing the colonies for the map test daily. There will be a review sheet for the chapter test given on Thursday.
Please be sure to check in with me if you are absent.
Thanks
Mrs. Suggs

Lesson Plans - week of 12/5-12/9

Monday:
1. Warm-up - If you were a Jamestown resident who survived the “starving time” of the winter of 1609-10, would you return to England the next spring or remain in the Virginia colony? Explain.
2. Review colony map for map test on Wednesday.
3. Check worksheets for completion - chart on 3 divisions of colonies, cloze sheet pages 86-91, Salzburger worksheet, and The Thirteen Colonies worksheet (20 points total towards homework grade).
4. Pop quiz on pages 86-91 - students may not use any worksheets, books, or notebook - just their brains!!
5. Have students read pages 91 (middle of the page) - 96 (skipping page 93) on slavery. Complete Trade Routes worksheet.

Tuesday:
1. Warm-up - Compare and contrast society's perception of tobacco in Colonial times with that of today.
2. Review maps to prepare for tomorrow's map test on the colonies.
3. Discuss slavery - a.) show small section of Roots and discuss as a class.
b.) discuss reading pages 91-97

Wednesday:
1. Warm-up - make a modified Venn Diagram (only 2 overlapping circles) comparing and contrasting the treatment of indentured servants and African slaves in the English colonies.
2. Review colonies to prepare for colony map test.
3. Take map test on colonies.
4. Read and complete outline on pages 97-101

Thursday:
1. Warm-up - What is the difference between an indentured servant and a slave?
Which do you think would prove most cost effective to wealthy business men? Why?
2. Check over completion of the outline from yesterday.
3. Review for tomorrow's test on chapter 7 - review sheet and any of the worksheets we have completed for this chapter.

Friday:
1. Warm-up - If you were a young African who was taken from your family and sold into slavery in America, what would you do to survive the “middle passage” and captivity?
2. Chapter 7 test.
3. Illustrate chapter 8

Posted by Suggs at 02:04 PM