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February 28, 2006
Are you in need of some bonus points??? Answer the following question and email the answer back to me by this Thursday (3/2) at midnight. If your answer is correct, you could earn up to 6 bonus points:-)
***Who was the famous slave who escaped from slavery, made it to the North, and was able to publish a newspaper called The North Star?
Posted by Suggs at 10:54 AM | Comments (0)
Assignments for today:
1. Checked and discussed homework from yesterday. We discussed interdependent vs. independent -and which side fit into each category.
2. We added the terms sectionalism, states' rights, and secession to our notes - "Causes of War"
3. Working with a partner, we completed the Civil War thought questions sheet (two sided) - what was not finished in needs to be completed at home.
Thanks
Mrs. Suggs
Posted by Suggs at 10:47 AM | Comments (0)
February 27, 2006
Because of our presentation this morning by the Lassiter students, I have modified our plans. I will be writing in our plans daily this week. If you are absent, please be sure to check in with me. Also, don't forget that we have early release this week on Wednesday:-)
Assignments:
1. Turn in "Dear Editor" letters from Friday - some will be shared with the class.
2. Comparison of Rome, GA. and Utica, NY in the 1850's - this will lead into more causes of the war.
3. Homework: Read pages 168-173 and answer questions pages: 169 (#1-3) and 170 (#1-4) - these will be due tomorrow.
Posted by Suggs at 11:19 AM | Comments (0)
February 24, 2006
Don't forget that your high school information and registration forms are due back to your homeroom teachers by Friday, 3/2. It is extremely important that the forms are totally complete and returned by the due date:-)
If you have any questions about a class that your child has been registered, feel free to contact a specific teacher, the homeroom teacher, or the counselor Mrs. Haag.
Thanks
Mrs. Suggs
Posted by Suggs at 11:17 AM | Comments (0)
February 23, 2006
Friday: 1. Turn in homework from Wednesday.
2. Warm-up: To be turned in for a grade: Imagine that you are an abolitionist
(someone against slavery) in the 1850’s. Write a letter to the editor of our
local newspaper arguing against slavery. Use one of the following statements
as the main idea of your letter: “Slavery directly contradicts the religious
practices of this country.” “Slavery directly contradicts the American
principles of liberty and equality.” Or “Slavery is a wedge that is going to
divide the nation.” - share some with the class and turn in –remind students
to put their names on their papers.
3. Taking the opposite view of slavery, take a quick picture analysis of page 168 – “The American Slave” – ask students to describe the picture and use a term from chapter 11 to tell about the white men surrounding the slave. Discuss with the students where the picture most likely took place vs. where the majority of abolitionists lived. Ask: How do you think abolitionists in the south? Do you think they made their views openly known – what might have happened if anyone learned that you disagreed with slavery but you lived in the South?
4. Using primary sources: read together as a class the Primary Source on pages 174-175 – two accounts of slavery, one written by a slave and the other by a slave owner. Discuss the two views, and answer the questions on page 175 together. Start to discuss with the class how this issue might be big enough to tear the nation apart. Have students start a sheet on “Causes of the War,” – they need to start the list with slavery (and its definition) – this can be on a sheet of notebook paper.
Posted by Suggs at 04:05 PM | Comments (0)
February 21, 2006
Friday: 1. Turn in homework from Wednesday.
2. Warm-up: To be turned in for a grade: Imagine that you are an abolitionist
(someone against slavery) in the 1850’s. Write a letter to the editor of our
local newspaper arguing against slavery. Use one of the following statements
as the main idea of your letter: “Slavery directly contradicts the religious
practices of this country.” “Slavery directly contradicts the American
principles of liberty and equality.” Or “Slavery is a wedge that is going to
divide the nation.” - share some with the class and turn in –remind students
to put their names on their papers.
3. Taking the opposite view of slavery, take a quick picture analysis of page 168 – “The American Slave” – ask students to describe the picture and use a term from chapter 11 to tell about the white men surrounding the slave. Discuss with the students where the picture most likely took place vs. where the majority of abolitionists lived. Ask: Do you think there were abolitionists in the south? Do you think they made their views openly known – what might have happened if anyone learned that you disagreed with slavery but you lived in the South?
4. Using primary sources: read together as a class the Primary Source on pages 174-175 – two accounts of slavery, one written by a slave and the other by a slave owner. Discuss the two views, and answer the questions on page 175 together. Start to discuss with the class how this issue might be big enough to tear the nation apart. Have students start a sheet on “Causes of the War,” – they need to start the list with slavery (and its definition) – this can be on a sheet of notebook paper.
Posted by Suggs at 02:57 PM | Comments (0)
February 20, 2006
Here are the assignments for Mon. - Thurs. of this week. I will post Friday later. Please check in with me if you are absent.
Thanks
Mrs. Suggs
Lesson Plans: Week of 2/20/06
Monday: No School President’s Day
Tuesday: 1. Return any project grades.
2. Warm up: a. How can technology have an impact on society? Think about the inventions from chapter 9 – the corn harvester and the mechanical reaper .
b. Identify 3 technological developments that led to the era of “King Cotton in Georgia” (RXR’s, steamboats, and the cotton gin). How were this developments important in the increase in Georgia’s population? How was the population divided? **Think about how one thing leads to another.
3. Discuss how society was made up – the social ladder of the antebellum time period – vs. the social ladder of colonial times. Discuss and have students draw the ladder from colonial times (put on an overlay) and discuss. Write down a list of the people that go on the antebellum ladder (discuss terms to make sure that students understand – yeoman farmers, merchants, plantation owners) and see if the students can create their own ladders based on this time period. As a class, create a correct ladder for the antebellum period and have students copy it – discuss the differences between the two ladders. Look at page 160 in the text to see a yeoman farmer – these are newcomers because their farm is not all the way established (with fences and such), they don’t have glass in the windows – WHY??, and you can count the number of slaves – compare to page 159 – count slaves – which is a plantation? Why?
4. Homework: Read pages 156-163 and answer questions on pages 158 (all) and page 163 (all)
Wednesday:
1. Check homework – completion grade.
2. Warm-up: White plantation owners often responded to critics of slavery by claming that the relationship between a slave master and a slave resembled the relationship between a father and a member of his family. Write a one-paragraph response to such a statement.
3. Discuss the life of a slave. Have students come up with a word map to explain it (slavery in the center – examples, when it occurred, words describing it, definition). Read together page 174 – slave account of John Brown – discuss if students feel it is true or embellished and why, and answer the questions that go along with the reading.
4. Classwork/homework: Assign two sided worksheet – Slave account by Julia Brown and graphing Georgia’s slave population. Students can create a line or a bar graph. They need to be sure to answer about slavery on the graph sheet.
Thursday: Mrs. Haag here to talk about high school registration.
Posted by Suggs at 04:37 PM | Comments (0)
Answer the following questions correctly and email the answers to me by Wednesday (2/22- 11:59 pm), and you will receive 6 bonus points towards your last project (The Trail of Tears webquest):
Why is the nickel getting lots of attention these days?
And, what is so unique about the current picture of Thomas Jefferson on the nickel(besides the fact that this is only the 2nd time the coin has had an update in its history)?
***Don't forget that these questions have an expiration date - and time:-)***
Mrs. Suggs
Posted by Suggs at 04:31 PM | Comments (0)
February 14, 2006
Attention 8th grade parents: Lassiter registration packets will be given to your students on Friday, February 24 and are due back to homeroom teachers on Thursday, March 2. A parent signature is required on the course pre-registration form. Please plan to attend the Lassiter Parent Night on February 27 at 7:00 in the Lassiter Gym
Posted by Suggs at 01:48 PM | Comments (0)
February 13, 2006
We are continuing on with our Webquest on The Trail of Tears. If you have not finished any of the research, you will need to finish this at home. Today, we wrote out a list of items that need to be included for the final product. I am including a list below - please use this to make sure that your group has everything completed and ready to turn in by this Thursday (2/16) - the day of presentations.
Mon. - Wed. - 1. Write down and check off items that need to be included in part 1 of thequest - see below.
2. Begin working on concept map with expanded sentence - this is on the big bull. board paper.
Thurs. - Presentations of concept maps and expanded sentences. These will displayed on the walls outside the classrooms:-)
***Items for the Webquest on The Trail of Tears:
*scavenger hunt worksheet - completed
*time line worksheet - completed
*culture worksheet - completed
*maps of the events - 81/2x11paper, check rubric
*timeline with colorful illustrations and explanations, 81/2x11 paper, check rubric
**On big white paper (bull. paper) - concept map- colorful illustrations that represent The Trail of Tears, check rubric
-expanded sentence (The _______ Trail of ___________ Tears ___________
moved the ___________ Indians to the ____________ west.),
check rubric.
Posted by Suggs at 01:44 PM | Comments (0)
February 02, 2006
Here is a chance for some more bonus points:
Yazoo Land Fraud -
Assume that you are the editor of a major newspaper in Georgia in 1802, and that you are writing articles concerning the Land Fraud. Print 10 headlines that would help you tell the story.
Email me back you headlines:-) The deadline is Friday, 2/3 @ midnight.
Mrs. Suggs
Posted by Suggs at 03:59 PM | Comments (0)
Here are the activities for this week. If you are absent, be sure to check in with me.
Monday: Introduction of the chapter. Students will begin their project on The Trail of Tears.
We are going to go about learning of the Trail of Tears in a different way. We will not be solely using our textbooks, but rather will be using a combination of resources and working in groups to gather bits of information together (like pieces of a puzzle) to understand all of the events - the whys, hows, who, etc.
Below is a copy of the webquest we will be following for our unit of study. I have modified some of the webquest to fit our needs.
The Trail Where They Cried
Introduction:
The removal of the Cherokees from Georgia is known as one of the saddest periods in the state's history. The population of the state grew dramatically during the period following the Revolution. Once gold was discovered near Dahlonega, the fate of the Cherokees was set. What were these people like? What attempts had they made in an effort to live peacefully with the people settling in their lands? What role did the United States government play in their removal?
Task :
You are part of a team of 4-5 students that is preparing to present a concept map and expanded sentence about how and why the Cherokees were removed from Georgia. To prepare for your task, you and your team will need to complete a series of tasks. Each of you will become an expert and then instruct the other members of your team on your topic. The tasks are described below. All worksheets that you need for each task will be provided in class.
Scavenger Hunt - Cherokees of Georgia: You will access links and record information about various items as they relate to the Cherokees of Georgia and the events up to and including their removal.
Cherokee Culture: You are to access specific reference sites to learn more about the Cherokee culture. You will use an organizer to help you take notes on specific topics.
Map Making: You are to access specific reference sites and prepare a series of maps showing the lands the Cherokees held in North Georgia, the expansion patterns after the Headright system and the Yazoo Land Fraud, and finally, the route traveled by the Cherokees during the Trail of Tears.
Time Line of Historical Events: You are responsible for learning not only when certain events occurred during this period in Georgia's history, but something about the event. You will be completing an activity sheet by accessing specific reference sites and supplying the year of the event (and month if given) and a brief description.
Time Line Rubric: Once you have gathered all your data you will need to create an annotated, illustrated time line of the events which took place leading to the Trail of Tears.
Concept Map and Expanded Sentence - Once your group has gathered all of the required information, you will need to create a concept may displaying the major events of The Trail of Tears. There should be mostly pictures on your map (and very few words). You may include dates. On the bottom of your map you need to include an expanded sentence that sums up all of the ideas in your illustrations on your map. You are to expand the sentence: The Trail of Tears moved the Indians west. (sample expanded sentence: "I ate a chocolate cake." - "I slowly devoured an entire death by chocolate 3 layer cake!")
**All sections of this assignment will be graded, and the concept map with the expanded sentence will be displayed. All work will be due by Friday - during presentations to the class.**
Resources :
The Cherokee Trail of Tears - Timeline 1838-1839
The Cherokee Trail of Tears - a map of the route the Cherokees traveled as they were being relocated to Oklahoma.
Trail of Tears - a brief account of events leading up to and during the removal of Cherokees with quotes from primary sources.
Private Burnett's Letter - Private John G Burnett's letter recounting the Trail of Tears
Trail of Tears - North Georgia History - excellent historical reference with links to other relevant sites.
North Georgia Gold Rush - a brief explanation of the discovery of gold in North Georgia.
Georgia's Land Lottery - an excellent explanation of the land lottery system of Georgia with timeline.
Cherokee Nation in Georgia - a map of Cherokee lands.
Cherokee Messenger - brief history of the Trail of Tears.
Land Cessions of American Indians in Georgia - a timeline of land cessions, as Indian land was lost to settlers.
Moondove's spiral - legends and tales plus examples of crafts, and the Cherokee language.
Cherokee Indians - and explanation of Cherokee culture prepared by a student.
Cartersville Georgia History - an accounting of attempts to take the Cherokees' land and effort to stop this from happening.
Sequoyah's Talking Leaves - tells about how the Cherokee syllabary and newspaper were developed.
Process:
• Students are assigned to an EXPERT group based on the tasks described above: Scavenger Hunt, Cherokee Culture, Map Making, and Time Line of Events.
• Once students have completed their tasks, they will then become part of a team.
• Students will teach their team the information they learned.
• Teams will prepare a concept map with an expanded sentence.
Evaluation:
You will be evaluated in accordance with the guidelines for each of the activities. In addition, you will be evaluated on your overall performance during this web quest.
Criteria
4 Points
3 Points
2 Points
1 Points
On task behavior
Required no correction from teacher
Required only one reminder of appropriate, on-task behavior
It was necessary to be reminded 2 times about appropriate on -task behavior
Required more that 2 reminders of appropriate on-task behavior
Completion of all activities
Completed all activities in accordance with instructions in an exemplary manner.
Completed assignments with only 1 or 2 corrections needed.
Completed assignments, but it was necessary to make 3 - 5 corrections.
Activities were either incomplete or required more than 5 corrections.
Group work
All members of the group worked cooperatively at all times.
All members of the group worked cooperatively most of the time.
The group experienced difficulties and had trouble resolving those problems.
Group was unable to work together cooperatively.
Points
_____Points
_____Points
_____Points
_____Points
Total
_____Points
Conclusion:
After completing this web quest, I hope that you have a better understanding of the events of this time period and the people involved. You should now be able to decide if you think the decision to move the Cherokees west was the right one. America was a vast country with plenty of room. Should the Cherokees have been allowed to remain in north Georgia?
Posted by Suggs at 03:03 PM | Comments (0)
