Making Learning Irresitable for Over 25 Years. Making Learning Irresitable for Over 25 Years.
Assignments for week of 4/30-5/4/07

**Plans are always subject to change if the need arises.**

Lesson Plans – week of 4/30-5/4/07


1. Tests will be returned on Tuesday – after Chorus and Orchestra students have taken the test
2. Judge illustrations
3. Read poem “Thar’s More in the Man Than Thar Is in the Land” together and discuss
4. Students complete backside of worksheet – chart of Thought Questions – on own – read pages 206-207 to complete worksheet.
5. Progress reports distributed

**Progress reports - project grades from Civil War journal project will not be posted on this progress report. I am grading and returning a few of these each day:-)


1. Return tests.
2. Go over chart from yesterday.
3. Have students look over Georgia Labor Contract and answer 5 questions – discuss as a class – as an overlay.
4. Students read – on own – pages 207-210 to prepare for note taking activity.
5. Take notes on pages 207-210 – teacher writes on overlay and students supply answers.


1. Read pages 210-216 – individually – and complete cloze activity with chart on “Political Reconstruction”


1. Go over cloze activity and chart – have students fill in any missing gaps on their sheets.
2. Watch Georgia Stories Program 10 – The Rise of Modern Georgia, Part I (Reconstruction and Growth) – discuss afterwards


1. ACROSTIC on “Reconstruction” – test grade for chapter

Watch video – What if the South had won the War? and discuss - we will start this today and finish on Monday.

posted on: April 27, 2007

Weekly assignments - week of 4/23-4/27/07

Here are our assignments for this week:
Monday and Tuesday - Watch video of Sherman's March w/question and fact sheet

- Projects due (this due date was extended from 4/24 to 4/25

Thursday- Review for chapter 13 (The Civil War) test

Friday- 1. Chapter 13 test
2. Illustrate chapter 14 - Reconstruction

posted on: April 23, 2007

Weekly assignments - week of 4/9 - 4/13

Monday: 1. Return test chapter 12 - given before Spring Break

2. Review reasons for Civil War

3. Begin discussion of chapter 13
4. Strengths and weaknesses of Union and Confederacy before the war

1. Discuss the strengths and weaknesses worksheet from yesterday
2. terms of the war - quiz on Friday of this week
3. Read pages 184-188 and answer question on page 188

1. Go over questions page 188
2. Pose question - students write in notebook - "Do you think you would be will to fight against someone in your own family (like in a war) based on your feelings about different political issues? Why/why not?
3. Review Civil War terms - quiz on Friday
4. Map activity - War Divides The Nation - 1861
5. Read pages 188-191 and answer questions page 191

1. Go over map activity from yesterday
2. Watch DVD on Bull Run and answer questions that go along with it
3. Compare Johnny Reb and Billy Yank - soldiers from each side - differences

1. Quiz on terms
2. Take notes on Civil War - 2 column notes

posted on: April 10, 2007

Assignments for week of 3/26-3/30/07

Here are your assignments for the week (sorry these are a little late!!)

1. Go over "Road to War"
2. Read pages 173, 176-178 and answer questions page 178 (#1-5)

1. React to slavery activities with primary sources
2. Start chapter 12 review

1. Share letters from yesterday
2. Vocabulary activity - quiz with partner
3. Chapter review worksheet w/partner
4. Read pages 178-182 (answer questions pages 180 and 182)

1. Go over review worksheet
2. Review game

1. Chapter 12 test

posted on: March 28, 2007

Weekly assignments - week of 3/19-3/23/07

Lesson Plans – 3/19-3/23/07


1. Return test
2. Share some of the causes of the war
3. Discuss economic differences between the North and the South prior to the war.
4. Complete worksheets – The South: Old Times Were Not Forgotten and The North Before the War: Expanding Territories


1. Framed paragraph to start chapter 12 – have students work with a partner to try to finish the paragraph. Then go over as a class and compare their answers vs. the real answers.
2. Have students create a t-chart comparing Utica, NY vs. Rome, Ga. – pages 169 and 170. Discuss as a class independent vs. interdependent
3. Complete “Growing Economic and Regional Differences” – finish for homework is not completed in class.


1. Go over “Growing Economic and Regional Differences” worksheet – have students correct their answers. (bring in idea of tariffs)
2. Read on own pages 168-173 and answer questions on page 169 (#1-3) and page 173 (#1-4)


1. Go over questions pages 168 and 173 – add in any needed information about tariffs, states’ rights, sovereign, nullification, secede, secession, and territory.
2. Have students complete map activity free vs. slave states – discuss the importance of equal number of each for representation in Congress (why would people feel representation in Congress was so important)
3. Start Civil War packet (“Road to Civil War) – students cut out pictures and note taking sections, glue picture with correct event, and take notes on the event. (all gets glued into notebook)


1. Finish “Road to Civil War” packet

posted on: March 16, 2007

Assignments week of 3/12-3/16

Monday: 1. Notes on Structure
2. Graph on slave population

3. Finish graphic organizer pages 156-163

Tuesday: 1. Quiz on pages 156-163

2. Outline pages 164-166

3. Chapter review sheet - due Thursday

Wednesday: 1. Ga. Stories - Georgia's Westward Movement w/questions

2. Finish chapter review sheet - due tomorrow

Thursday: 1. Go over chapter review sheet

2. Review game

Friday: 1. Chapter 11 test (**this test will be put on next quarter's grading period)
2. Writing assignment: write one paragraph about what you think are the causes of the Civil War - and why you think this
(justify your answers). This will count as a daily "Write to Learn" grade.

posted on: March 12, 2007

Assignments for Mon-Wed. - 3/5-3/7/07

Here are the assignments for the first part of this week - I will post the last part of the week after I get it planned out today:-)

1. Finish War of 1812 notes
2. ACROSTIC - Trail of Tears with a partner - this will count as a quiz grade
3. Homework - read pages 147-152 - answer questions page 152 #1-5

1. Go over questions from last night
2. Graphic organizer on Trail of Tears with an expanded sentence - this will be completed in groups - will count as a test grade for this chapter.

Wednesday: Early Release
1. Finish and turn in graphic organizers

posted on: March 05, 2007

Weekly assignments - week of 2/26-3/2

Here are your assignments for this week (keep in mind that the plans are always subject to change depending on how far we get each day):

Lesson Plans – 2/26/07-3/2/07


1. Open book test on chapter 9 – with partner
2. Illustrate chapter 10


1. Return chapter 9 test
2. Judge chapter 10 illustrations
3. Agree/Disagree sheet to begin chapter 10 – have students complete on own, and then go over as a class and make corrections.
4. Read pages 138-142 and answer questions page 140 (#1-4) and page 142 (#1-4) – due tomorrow.


1. Go over answers to yesterday questions from the textbook.
2. Lesson on War of 1812 (the war up to Indian removal – Sequoyah, Cherokee issues, Creeks, and Seminoles, gold found, etc.).


1. finish up lesson from yesterday
2. Work with a partner to create an Acrostic for “Trail of Tears” – students write sentences about the Trail of Tears using each letter of the words (ie: T – The Natives were moved off their land., R – Rights to the land now belonged to the whites., etc.) – share some of these with class
3. Read article about Cherokee regaining land in Georgia in 1993 – follow up with where this story is today.
4. Read pages 147 (Discovery of Gold Bring Trouble to Cherokees), 150-152 and answer questions on page 152 (#1-5)


1. Read Samuel’s Memory and have students write a response to the story – do they feel it is all true, does it help explain why there is still hatred by Cherokees towards attitudes of white men, how did the story make them feel about US history, etc. Share some with the class – and turn in for a write to learn “quick write” grade.
2. Read poem “The Neverending Trail” and discuss
3. Start chapter project – *create a graphic organizer that tells the story of the Trail of Tears – there will be a rubric that explains the details of items that must be included. This will count as the test for the chapter – this will be due at the end of class on Monday, 3/5.

posted on: February 23, 2007

Assignments for week of 2/21

Here are your assignments for this week:

Wednesday: 1. Discuss the increase in population in Georgia in the late 1700's to early 1800's - what did the government offer to get people to move to Georgia?
2. Complete Cloze/outline activity pages 122-131 - due tomorrow

Thursday: 1. Go over cloze/outline activity from yesterday - check for completion

2. Have a mock land lottery
3. watch part of video showing a land lottery from the 1800's out West.

Friday: 1. Finish chapter 9 with note taking pages 131-136.

**We will be having an open book test on chapter 9 on Monday - be sure to bring your textbooks to class.**

***If you are absent, be sure to let me know so that I can get copies of the worksheets to you. Mrs. Suggs***

posted on: February 21, 2007

Assignments week of 2/12-2/16

This week we will be continuing with the e-Congress work. We will be writing and submitting our bills to YLI. This will be the last week spent on the actual writing of our bills. The next step will occur in a few weeks when we review the bills from others - and they do the same for our bills - very exciting. The due date for the bill writing is 2/15 - I have to get them turned in, at the latest, by that day. *This has been a unique experience for the students as they try to work through the bill writing/creating process - they feel like it is taking forever. They don't realize that this process can actually take years.
We may be able to watch a Georgia Stories on juvenal justice on Friday.
Mrs. Suggs

posted on: February 09, 2007

Lesson plans for the week of 2/5-2/9/07

Mon./Tues./Thurs./Friday - we are working on e-Congress in researching information for the creation of our bills to be proposed.

Wednesday - Georgia Stories on criminal justice with discussion to follow

This is a change of plans from what I had initially written - but I felt we needed the extra computer time.
Mrs. Suggs

posted on: February 06, 2007

Assignments for week of 1/29-2/2/07

Here are the lesson plans for this week. Please remember that plans are subject to change.

Lesson Plans – week of Jan. 29th – Feb. 2nd


1. Return test and go over
2. Discuss political participation by discussing voting – why people vote, why people wear a sticker that says they voted, how various groups go about getting people to vote (ie: Rock The Vote – targets young people) – etc.
3. Qualifications for people to be able to vote – 18, registered, citizen, legal resident of state and…or course, not in prison.
4. How do polling places prevent fraud? Two types of dishonest voters: repeaters – vote several times in same election, and drifters – people that come from outside the state or election district that drift in to vote.
5. Registration process
6. Compare voting today with the past
7. Discuss electoral college vs. popular votes for candidates – see explanation sheet.
8. Go over questions from page 391 (assigned on Friday of last week)
9. Introduce project for chapter – Break class into different sections (18-25 years of age, 25-45 years of age, 45 and up). Each pair is given a specific age group to target. The pair must create a poster (8 ½ X 11) that persuades their assigned age group to vote in an upcoming election – state or federal election.


1. Continue with chapter project – needs to be completed by end of class.
2. **try to share projects
3. Notebook check


1. **Share projects from yesterday – if not already shared.
2. Writing a member of Congress – students will be working with a partner -
*discuss writing a member of Congress – General Assembly – follow guide
*students need to:
1.) Figure out who their district Senators/House Member
2.) Decide on reason to write (see guide)
3.) Research issue/bill they will be writing about
4.) Write the letter – see guide to make sure all necessary information is included in letter. Print letter and turn in to teacher – some may want to share letter
with the class.

Finish activity from yesterday


1. Take notes on how a bill becomes a law and discuss how the General Assembly affects our lives.
2. Have students think of something that is important to them – personally- and propose their own bill – write what the bill should be and
why – as if the
bill could REALLY be passed.
3. Share bill ideas with class – have class vote on which has the best idea and argument for having it passed.
4. **If time permits– students need to answer Chapter Activities on page 401 – Reviewing Main Ideas #1-10, Give It Some Extra Thought - #1-2

posted on: January 26, 2007

For those of you going on the band trip

Here is some information for those of you going on the band trip to Savannah:

Comparison of National and State Governments.doc

The Federal (National) Go.isf

Ch. Review - key

Don't forget that we have a test on Friday.

Have a wonderful trip - Mrs. Suggs

posted on: January 23, 2007

For those of you going on the band trip

Here is some information for those of you going on the band trip to Savannah:

1.Comparison of National and State Governments.doc - notes comparing local and federal government

2. The Federal Government - chart with pictures that you used a word bank to complete - see below

3.Ch-1. Review - key - key to review sheetthis one may look a little strange???- but you can still see the review answers

Don't forget that we have a test on Friday.

Have a wonderful trip - Mrs. Suggs


posted on: January 23, 2007

For those of you going on the band trip

Here is some information for those of you going on the band trip to Savannah:

1.Comparison of National and State Governments.doc - notes comparing local and federal government

2. The Federal Government - chart with pictures that you used a word bank to complete - see below

3 - key to review sheet

Ch-2. Review - key
this one may look a little strange???- but you can still see the review answers

Don't forget that we have a test on Friday.

Have a wonderful trip - Mrs. Suggs


posted on: January 23, 2007

Three Branches of Government

We will be using the computers to complete a packet about our government this week. If you would like to get a head start, here is a copy of the activity - be sure you bring it to class with you:-)
Mrs. Suggs

The Three Branches of Government.doc

posted on: January 21, 2007

Lesson plans for week of 1/22-1/26

Plans are subject to change:


1. Give quiz on Bill of Rights – using sheet from Friday
2. Share and turn in Rights in Action current events
3. Have students fill in Branches of Government Content Frame – finish for homework.


1. Go over Branches of Government Content Frame (teacher directed) – have students copy any needed notes from board.
2. The Three Branches of Government – packet with computers (Organization of the Government, the Executive departments, qualifications and terms of office, and separation of powers).
3. Federal Government chart with word bank - have ready to go over tomorrow.


1. Go over Federal Government chart – using transparency
2. Compare Federal with local government – have student create own chart of how federal and local governments compare – students take notes
3. Finish Three Branches packet on computers – this was started yesterday with partner.


1. Go over chapter review sheet.
2. Play 10 second game to review for tomorrow’s test.


1. Take test on chapter 25.
2. Read chapter 26 and answer questions “Give It Some Extra Thought” page 391 – due Monday.

posted on: January 19, 2007

Assignments for week of 1/8/07-1/12/07

Here are the assignments for this week - be sure to remember that dates are flexible (it all depends on how far we get each day with particular activities):

Lesson Plans – week of 1/8/07


Review information covered before the holiday break – Constitutional Convention, compromises, etc.
Have students, on own, fill in worksheet on Constitutional Convention and compromises.
Go over worksheet together, and have students fill in missing information.
Class work/homework: complete worksheet Ratification of the Constitution – due tomorrow.


Go over Ratification of the Constitution worksheet.
Have students get with a partner to complete “Word Wall” activity - use words from chapters 23-25. Have students complete the following with their assigned word: write word, define it, use the term correctly in a sentence, illustrate it, and share with the class. These will be shared today (and hung up in the classroom).
Introduce chapter 23 – let students know that this chapter deals with the top issues that are dealt with each day by our government. The activity that the students will complete focuses on the importance of each of the 6 issues covered in the chapter.

Put students in groups of 2-3.
Each pair/group is assigned a topic from the chapter (some of the topics may be used more than one time each.
Pairs/groups must come up with why their given issue is an important one for our country – why do people care about it – create a poster/brochure showing the importance – words can be included.
Share with the class.
This will count as the test grade for this chapter – it will be a partner grade.


Finish chapter 23 activity and share – have class vote on the most persuasive (one that really demonstrates why America spends so much time and money dealing with this particular issue).
**As a class, discuss why we should study government, and the need for rules – refer to picture on page 364 of textbook. (may have to complete this tomorrow – depends on the time required to complete the chapter 23 activity).


Review the reasons to study government from yesterday – this is an introduction to chapter 24.
Vocabulary development activity as an in-depth look into what democracy means – see attached – activity includes definition, examples, non-examples, compare/contrast, and what it is like. Have students fill in the chart on own first, and then go over as a class to make sure that students have filled in entire chart. Add to chart some extra notes about rules these can be written at the bottom of the vocabulary development chart.
Have students write down what the statement: “A government of, by, and for the people” means to them. Have students write down what each part means.


Class discussion of “What are the responsibilities of citizens”: look at cartoon pictures on page 122 of We the People. Discuss the definition of the term “citizen” – students can add information to their notes sheet from yesterday.
Working with a partner, have students read over lesson 28 of We the People. Student pairs need to complete both the “Problem Solving” activity and “Reviewing and using the lesson” questions, as well as be ready to share answers with the class. For the “Problem Solving” section – students need to be ready to defend their answers. These will be turned in for a grade for the chapter.

posted on: January 09, 2007

Assignments for week of 12/11/06

Lesson Plans: Week of December 11


1. The students will review for the Chapter 8 Test on Wednesday.
2. "10 Second" Review Game
3. Don’t forget to study for the test.


1. Chapter 8 Test
2. After the test, the students will read pages 114–120 in their Georgia Studies books to prepare for the next unit.
3. After reading, the students will answer questions 1-4 on page 118 and 1-3 on page 120.


1. As a class, we will read an article describing the Articles of Confederation.
2. After the reading, the students will answer questions pertaining to the reading about the Articles of Confederation.
3. Lecture: The students will take notes using a graphic organizer as the teacher explains the strengths and weaknesses of the Articles of Confederation.


1. The students will be broken up into four groups and argue for and against the Articles of Confederation and whether or not a new constitution should be written.
2. Lecture: The students will take notes using a graphic organizer as the teacher explains the Constitutional Convention (who, what, where, and why).


1. Lecture: The students will take notes using a graphic organizer as the teacher describes the Great Compromise, Three-Fifths Compromise, and Commerce and Slave Trade Compromise.
2. The students will complete a worksheet entitled “Ratification of the Constitution.”

posted on: December 12, 2006

Weekly assignments - week of 11/13/06

Monday: 7 review sheet
2. turn in "A Day In The Life" that wasn't turned in on Friday of last week - no late points taken until tomorrow.

Tuesday: 1. turn in any "A Day In The Life" - LATE - late points taken
2. completion grade for chapter 7 review sheet
3. go over chapter 7 review sheet
4. 5 second game to review for tomorrow's test

Wednesday: 1. Chapter 7 test (your test will include questions from chapters 1-6 as well as 7 - 60 questions plus an essay question related to chapter 7 - probably about the differences between economy and education in the various colony areas)
2. illustrate chapter 8 - finish for homework

Thursday: 1. Judge illustrations
2. Return chapter 7 test and go over
3. Puritan word unscramble - Race to finish first:-)
4. *Picture analysis - Unit 4 - pages 102-103
5. *KWL+ chart on Causes of the Revolutionary War - TRICORN hat chart
*Begin in class and finish for homework

Friday: 1. Geography Bee in-class elimination test
2. Unite or Die political cartoon analysis worksheet - complete and discuss

posted on: November 14, 2006

Assignments for week of 11/6/06

Monday, 11/6:

1. Read play on the life of Anne Hutchinson and discuss
2. Continue with “A Day In The Life”
3. Homework: complete #1-15 on 2 column notes packet

Tuesday, 11/7:

Wednesday, 11/8:

1. Go over notes from 2 column notes (#1-15)
2. “A Day In The Life”
3. Class work/homework – Four Fold Triangular Trade book and #16-22 on 2 column notes

Thursday, 11/9:

1. Quiz on slave issue(s)
2. Go over #16-22 and Triangular Trade book
3. “A Day In The Life” – due tomorrow
4. **Let students know that the rest of the 2 column notes (#23-29) can be omitted

Friday, 11/10:

1. Share and turn in “A Day In The Life”
2. Outline pages 97-101 – finish for homework if not completed in class

posted on: November 06, 2006

"A Day In The Life"

Here are the requirements for your "A Day In The Life" project that we are currently working on in class in groups:

You are to pretend that you are a 14 year old living in the colonial times
1. Name of your colony - in your region (you were given your region and economic status in class)
2. Name of a major city in your region
3. Include in your writing: climate of colony, facts about agriculture, one business in your colony, what kind of education you would receive, etc.
4. Your paper could be: a journal, diary, newspaper article about you, a story, etc.
5. Due: Friday, 11/10
6. Final copy needs to be min. 1 page in length and max. 2 pages in length
7. Final copy needs to be in ink OR (and even better) typed:-)
8. Illustration is for bonus points - picture of your character, map of where you live, a job you might do, a school room, etc - be creative
9. Make sure that paper flows, is easy to follow, check grammar/spelling, etc.
10. You will need to turn in your group's brainstorming or webbing of ideas sheet, as well as your rough draft and final copy - this should cut down on so many papers that are not proofread before being submitted to the teacher.

We will work on this for a little bit of time each day - not necessarily all period. Most of the writing should take place during class time, and the typing/illustration completed at home.
Let me know if you have any questions.
Mrs. Suggs

posted on: November 03, 2006

Lesson plans for week of 10/30 - SORRY THAT THESE ARE COMING OUT LATE IN THE WEEK!!!!

1. Return map tests - grades are posted on i-cue (and are all up to date)
2. Word search/clue sheet RACE on Colonial America with partner

Tuesday: **Happy Halloween!!!!!**
1. Continue with Colonial Am. race - winners with most correct answers receive bonus points (to be added to map tests)
2. Begin work on "Carouseling through the Colonial Times" using the laptops working with partners. *We will be using this information, along with information from the Colonial Am. race and scavenger hunt from last week, for a writing assignment at the end of the week.

1. Cont. working on "Carouseling through the Colonial Times" with partner

1. Finish, go over and discuss answers to questions from "Carouseling through Colonial Times" - compare life then with life today - of both children and adults
2. Vote for governor (and various other elections) * mock election - if computers are working correctly
3. Start brainstorming ideas for "A Day in the Life" writing assignment - working in groups - final drafts need to be typed, illustration are optional (worth bonus points)

1. Quiz on 3 regions of colonies - information pulled from reading pages 86-89 and information in "Circle Books"
2. Word unscramble - Race to unscramble words related to Colonial Period - winners get bonus points)
3. Continue with "A Day In The Life" - due on Friday of next week - 11/10 - to be shared with the class.

Have a wonderful weekend:-)

posted on: November 01, 2006

Assignments for Monday, 2/27

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:-)

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 on: February 27, 2006

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