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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



Monday:

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:-)

Tuesday:

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.


Wednesday:

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


Thursday:

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


Friday:

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

Wednesday
- 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 4/16-4/20

We have a shortened class schedule due to CRCT testing in homeroom.

Lesson Plans – 4/16-4/20 (CRCT testing- 40 minute classes)
**notebook check sometime between Mon. - Wed. of this week**

Monday:

1. Introduce project – diary/journal project with character cards - due on Tuesday, 4/24 *video from last week and the ones from this week (along with textbook information and information found on the internet) should be helpful in completing the project.
2. Finish notes from Friday.
3. Read pages 191-194 and answer questions #1-4 - due Wednesday.


Tuesday:

1. Watch Georgia Stories II – The Civil War, Part I
2. Work on project.


Wednesday:

1. Go over questions pages 191 (from last week) and 194 from Monday.
2. Civil War “Word Research” puzzle – pairs compete to see who can fill in sheet 1
st for some sort of prize.
3. Work on project.


Thursday: Jakaitis

1. Watch Georgia Stories I – Program 9 First Century of Statehood, Part IV (The Civil War) – Battle of Jonesboro, The Civil War and the Black Soldier, and Andersonville Prison.
2. Follow up video with questions related to topics featured in the video.

Suggs:

1. Watch Georgia Stories II – Program 8 – The Civil War, Part II - March to the Sea and Thomasville: Playground of the Northern Industrialists.
2. Follow up video with questions related to topics featured in the video.
3. Work on project - project is due Tuesday, 4/23



Friday: Suggs

1. Watch Georgia Stories I – Program 9 First Century of Statehood, Part IV (The Civil War) – Battle of Jonesboro, The Civil War and the Black Soldier, and Andersonville Prison.
2. Follow up video with questions related to topics featured in the video.

Jakaitis:

1. Watch Georgia Stories II – Program 8 – The Civil War, Part II - March to the Sea and Thomasville: Playground of the Northern Industrialists.
2. Follow up video with questions related to topics featured in the video.
3. Work on project - project is due Tuesday, 4/23

posted on: April 16, 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

Tuesday:
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

Wednesday:
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

Thursday:
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

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

posted on: April 10, 2007

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

Lesson Plans – 3/19-3/23/07

Monday:

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


Tuesday:

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.


Wednesday:

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)


Thursday:

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)


Friday:

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:-)

Monday:
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

Tuesday:
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

Today's test

The test is taking longer than expected...so we will be working on it both today and tomorrow. The rest of the week's assignments will be pushed back a day:-)
Mrs. Suggs

posted on: February 26, 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


Monday:

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


Tuesday:

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.


Wednesday:

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.).


Thursday:

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)
5.

Friday:

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

Letter to your congressman

Here are your choices for people to write:

You may want to google any of these people to find out extra information.

General Assembly: Chip Rogers and Robert Franklin - www.legis.state.ga.us

National Congress: Tom Price - http://TomPrice.house.gov
Johnny Isakson - http://isakson.senate.gov
Saxby Chambliss - http://chambliss.senate.gov

posted on: January 31, 2007

Message from Mrs. Haag

Attention 8th Grade Parents and Students: 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.

posted on: January 29, 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

Monday:

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.



Tuesday:

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


Wednesday:

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.


Thursday:
Finish activity from yesterday

Friday:

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

200701231022

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

200701231022

posted on: January 23, 2007

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

Plans are subject to change:

Monday:

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.

Tuesday:

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.

Wednesday:

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.

Thursday:

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


Friday:

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

Reminders

Don't forget that your Rights in Action current event is due on Monday, 1/22 - you need to complete the questions on the worksheet, attach your article, and be prepared to share:-)

Bill of Rights quiz on Monday, 1/22 - study the sheet you filled in on Friday - you will be able to use this sheet on your quiz:-)

Chapter 25 test - Friday, 1/26 ----- your review sheet is due on Thursday, 1/25.

posted on: January 19, 2007

History website

Here is a fun and interesting website for you to look at whenever you are in need of a research source related to history. It is very user friendly, and contains a great deal of information on different topics.
Have fun researching:-)
Mrs. Suggs

Here is the link for Ben's Guide for US History/Government

http://bensguide.gpo.gov/

posted on: January 11, 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

Monday:

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.


Tuesday:

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.


Wednesday:

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).


Thursday:

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.


Friday:

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 Wednesday, 12/20/06

Today's assignments:
1. Take quiz on Articles of Confederation- grades back tomorrow
2. Take notes on Constitutional Convention - these need to be glued in to your notebook.
NO HOMEWORK!!!!!!!!!!

Mrs. Suggs

posted on: December 20, 2006

Assignments for Tuesday, 12/19/06

Assignments for today:
1. Finish paragraphs arguing for/against changing the Articles of Confederation.
2. Read and discuss play about Constitutional Convention.
3. Remind students of the quiz tomorrow on the Articles of Confederation.

posted on: December 19, 2006

Assignments for 12/18

Today:
1. We discussed the strengths and weaknesses of the Articles of Confederation - using our semantic maps.
2. Read article about the reason the founding fathers felt a change was necessary.
3. Get into groups to defend position of: keep the Articles of Confederation, keep them but make changes, or scrap the Articles and create something new.

Quiz on the Articles of Confederation on Wednesday.

Mrs. Suggs

posted on: December 18, 2006

Assignments for week of 12/18

I am sorry that the assignments for last week were "a little off" - the students didn't get as far as expected. Because of this, the assignments for this week as being adjusted as well. I am going to try to post the "projected" plans for this week during my planning time today - once I get an idea of where we should be by Thursday:-)
Sorry for any confusion!!
Mrs. Suggs

posted on: December 18, 2006

Assignments for week of 12/11/06

Lesson Plans: Week of December 11

Monday:

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.

Tuesday:

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.

Wednesday:

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.

Thursday:

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).

Friday:

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

Change in plans for Tuesday, 12/5 and Wednesday, 12/6

Slight change in homework for Tuesday: Read pages 111-114 and ?'s #1-3 AND read pages 116-117 and ?'s #1-3

We will finish our notes on Wednesday - instead of watching the video.

Ch. 8 test (pages 104-114 and 116-117) on Tuesday, 12/4. STUDY and BE PREPARED!!!:-)

posted on: December 05, 2006

Assignments for 12/4-12/8

Lesson Plans – 12/4-12/8

Monday:

1. Quiz over Declaration of Independence and The Acts
2. Finish, share, and turn in - Write to Learn from Friday – feelings of Patriotism
3. **Side note – share with students that 46 Georgia counties are named for people that played a role in the Revolutionary War – from Button Gwinnett to James Madison and Elijah Clarke.
4. Word search with clues race – The American Revolution – worksheet
5. Homework: Read pages 109-111 and answer questions “Locating Main Ideas” pg. 111 #1-4.

Tuesday:
1. Return and go over quiz

2. Check and go over homework questions from yesterday – take notes on section (review that the American Revolution was more a evolution that began in 1607 and concluded in 1776).
3. Have students create 2 Venn Diagrams – 1 - Compare and contrast the advantages held by the British and Americans in the American Revolution and 2-compare and contrast the disadvantages or obstacles that the British and Americans faced in the American Revolution. Share answers as a class and post on overhead - have students take any notes.
4. Homework: Read pages 111-114 – questions “Locating Main Ideas” #1-3.

Wednesday: (Early Release)

1. Watch Georgia Stories I program 6 – The First Century of Statehood, Part I (Georgia and the American Revolution).

Thursday:

1. Finish up any notes
2. Watch The Crossing – and answer questions that go with the movie.

Friday:

1. Finish up watching The Crossing – and answering questions that go with the movie.

posted on: December 01, 2006

Assignments for week of 11/27

Here are your assignments for the week after Thanksgiving break:-) Also, you will be getting progress reports on Monday, 11/27.

Lesson Plans – week of 11/27-12/1

Monday:

1. Go over Unit 4 picture analysis sheet – review reasons leading up to the Revolutionary War (French and Indian War, etc.)
2. Tri-corn hat – KWL+ chart – complete K and W on own, and then go over together as a class putting items on the board for class to fill in on own sheets
3. 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 circle the rules they don’t like with explanations for each grievance.
4. * Homework - Read pages 104-107 and answer ?’s page 107 #2-4

Tuesday:

1. Continue with Queen Yuckabella activity from yesterday - Discuss as a class – sharing grievances and reasons for each.
2. Discuss how students parents still have control over them, and how they feel that they are just about ready to break away, and that they don’t like all of the rules they have to follow that are set up by their parents, etc.
3. Look at Declaration of Independence –and discuss how this document was sent to the king stating that the colonists want to break from their “Mother Country” - Read “Dear John” letter and discuss how this letter follows the same format as the Declaration of Independence in that the writer lets the reader know why she was breaking up and how she felt people were supposed to treat one another in a relationship. Have students work with a partner to complete worksheet that breaks down the document into: reasons written, principles of how people should treat each other, complaints, and vision for the future. After students complete worksheet, go over together, and ask the question: “How do you think the king responded?” Do you think that you would have been willing to sign you name to such a document? What would be your fear be of signing it – would you sign with BIG letters or almost too small to be seen???:-)
4. **If have time, start notes on causes for the war – begin with a discussion of the term “Revolution” – not necessarily a war, but rather a change in life (political, cultural, economical, etc.)

Wednesday:

1. Continue with notes for the causes for the war – students are following along to lecture by teacher and taking own notes – bring in Georgia’s indecision to fight or not fight, and why.
2. Complete “Costs and Benefits of Georgia Fighting” activity – discuss and start creating posters and signs supporting their position (either benefit to join in war vs. costs of joining war)

Thursday:

1. Students spend a few more minutes creating their posters and signs – share to get support for the cause – as a class, discuss how the benefits for the future outweigh the costs of fighting the war.
2. Cartoon analysis of a person being Tarred and Feathered – complete cartoon analysis sheet – discuss as a class – this is a good indication of how colonists were feeling very patriotic about the cause (and anyone going against the cause would pay the price). Follow guide on page 90 of teacher’s edition
3. Homework – Unite or Die political cartoon analysis

Friday:

1. Discuss Unite or Die political cartoon from last night.
2. Have students work with a partner to create a slogan in protest of England and the Acts that have been imposed upon them – share and display these slogans around the room.
3. Write to learn activity – to be graded as a quiz – with a partner, have students “Take A Stand” – students choose one of the events from the time line on page 108 and write a paragraph describing how it would create feelings of patriotism and help the colonists think of themselves as “Americans”

posted on: November 21, 2006

Weekly assignments - week of 11/13/06

Monday: 1.ch. 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

Lassiter Parent Night

There are some changes from the last notice about Parent Night at Lassiter - please make sure you read this post to clarify any questions about the meeting:

Lassiter is hosting a Parent Night for all rising 8th graders. They will be providing information regarding transition, placement and curriculum. Please plan to attend on Tuesday, November 14 at 6:30 PM at Lassiter. The meeting will take place in the Lassiter theater. Mrs. Haag

posted on: November 03, 2006

Notebook check: Friday, 10/20

We will be having a notebook check tomorrow for chapter 6. Listed are all of the items that should be included in your notebook (for this chapter):

ch. 5 test
picture analysis - pgs. 70-71
outline pgs. 72-76
problem/solution chart - debtor's prison
comparing viewpoints wkst
problem/solution chart - don't leave colony of Georgia
outline pgs. 76-84
Georgia Advertisement
quiz pgs. 72-76
chart - Trustee vs. Royal Rule (with crossword puzzle on back)
ch. 6 study guide
French and Indian War worksheets - info. sheet, question sheets, quiz
ch. 6 illustration

**Remember that I am not looking for a specific order - you just need to have it all glued in so that it is easy to find. Helpful hint...if you keep the chapter together in your notebook, it only makes studying easier:-)

Mrs. Suggs

posted on: October 19, 2006

Ch. 6 test date moved!!

I have moved the chapter 6 test to Friday -instead of tomorrow. We are taking our quiz on the French and Indian War today and going over the chapter 6 review sheet. Tomorrow (Thursday) we will be playing a game to review for the test. Test will then be Friday:-) Mrs. Suggs

posted on: October 18, 2006

Daily assignments for Thursday/Friday (9/14-9/15)

Be sure to note which class period you are in when figuring out when assignments are due:-) **Sorry for the confusion with testing week. We will be back to our normal routine next week.

***Progress reports are coming home this week as well. You will receive them either Thursday or Friday - depending on when your class meets.***

3rd: 1. Take notes on 1st section of chapter 5 - teacher will guide the note taking process - we will follow a 2-column note taking format. We will be taking quite a bit of notes with this chapter following the same format throughout.
2. Go over "Explorer" chart - Columbus to DeSoto - make sure you are thorough with the chart b/c there is a good chance we will have a quiz over this information next week.
3. Finish "Explorer" chart - due on Monday (**you should be able to finish this in class and have no homework over the weekend:-)!!)
4. Any of our extra time will be filled with DEAR reading and finishing our movie.

Sept. 14th (1st and 2nd periods):

1. Take notes on 1st section of chapter 5 - teacher will guide the note taking process - we will follow a 2-column note taking format. We will be taking quite a bit of notes with this chapter following the same format throughout.
2. Go over "Explorer" chart - Columbus to DeSoto - make sure you are thorough with the chart b/c there is a good chance we will have a quiz over this information next week.
3. Finish "Explorer" chart - due on Monday.

Sept. 15th (6th and 7th periods):
1. Take notes on 1st section of chapter 5 - teacher will guide the note taking process - we will follow a 2-column note taking format. We will be taking quite a bit of notes with this chapter following the same format throughout.
2. Go over "Explorer" chart - Columbus to DeSoto - make sure you are thorough with the chart b/c there is a good chance we will have a quiz over this information next week.
3. Finish "Explorer" chart - due on Monday

posted on: September 14, 2006

Assignments for Wednesday: 9/13

3rd period - finish chart up to DeSoto

6th and 7th periods:
1. judge illustrations for chance of earning bonus points - to be added on to a test
2. Word/concept map of explorer - and discussion of why explorer came to America (what they were searching for, when they came, who paid for their trips, why people were scared to travel too far on water, etc.)
3. Start "Explorer" chart - complete Columbus to DeSoto by Friday.

posted on: September 14, 2006

Assignments for Tuesday - 9/12

Here are the assignments for 1st, 2nd, and 3rd periods:
1. Word map - "Explorers" - definition, examples, characteristics
2. Discussion of explorers of the New World
3. Start on Explorer chart - Columbus - DeSoto (due Thursday)
4. Notebook check (ch. 3/4) - these are already recorded on I-Cue

posted on: September 12, 2006

Just checkin' in:-)

Here are your bonus point questions: This bonus question expires on Tuesday (3/14) at midnight!!

Georgia is excited today about the approval of a new company that is going to build a plant here and bring in revenue to our state. What plant am I referring to? Where - what town (town - not city) and county is the plant being built? And, who was influential in helping make the company's decision to build a plant in Georgia?

posted on: March 13, 2006

Just checkin' in:-)

Here are your bonus point questions: This bonus question expires on Tuesday (3/14) at midnight!!

Georgia is excited today about the approval of a new company that is going to build a plant here and bring in revenue to our state. What plant am I referring to? Where - what town (town - not city) and county is the plant being built? And, who was influential in helping make the company's decision to build a plant in Georgia?

posted on: March 13, 2006

Important information

For those of you that are frequently checking my blog:-)...here is a little heads up on your notebook check!! We will be having a notebook check sometime between Monday and Wednesday of next week (3/13-3/15). The three things that I will be checking for are: questions pages 169 & 173, The North Before The War worksheet, and chapter 13 illustration. This will probably be one of the last grades of this grading period - shoot for 100%!!!!!:-)

Mrs. Suggs

posted on: March 10, 2006

Important information about high school

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 on: February 14, 2006

Checking to see if you are lookin'

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 on: February 02, 2006

Assignments for the week of 2/6-2/10

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 on: February 02, 2006

Change of plans

Big change of plans for the week...the students took longer than expected on the Government packet - therefore, instead of starting chapter 9 reading and questions, that has been pushed to next week. Below is a new outline of the assignments for this week:

Wednesday- continue working with partner on Gov. packet
Thursday - 1. Continue working on the Gov. packet - whatever isn't finished in class needs to be completed at home (partners might want to call each other so they can feel that they are still working together - or maybe split the workload.
2. Illustrate chapter 9 - we will be looking at these tomorrow and selecting the best for each class period.
Friday - 1. turn in Gov. packet (if not done so already).
2. Look at student illustrations for chapter 9.

3. Watch a Georgia Stories - on chapter 9 - the increase in Georgia's population after the Rev. War

I hope that this clears everything up. Next week we will get into - and finish - chapter 9. I plan on the students having an open book (individual) test over this chapter. It is a quick chapter:-)
Thanks
Mrs. Suggs

posted on: January 26, 2006

The Crossing

Here is your assignment if you did not bring in your permission slip to watch our movie- The Crossing:

1. Research the crossing of the Delaware by Washington and write a report on your findings:
a.describe who, what, where, why it is considered a
turning point in history, age of the
soldiers, when it took place, what role did the weather
play in it, weaknesses of
Washington's army, strengths of the British,
living conditions for the soldiers and the
Hessians (who were the Hessians?),
name of Washington's army, Washington's
personality
and leadership skills,
b. what would have happened if
Washington had not been successful?
c. Describe Colonel John Glover - he led
the regiment of New England boatmen -
what type
of man was he and what was his
relationship like with Washington? What
type of
weapons did his men use?
d. Do you think that weather can
still play an important role in historic
events? Why or why
not?

If you are completing this assignment at home, you are more that welcome to use different web sites to research the information. I would like for your final product to be typed. It will need to be between 1 1/2 - 2 pages (min.) and 3 pages (max).

***If you are completing this assignment at school, you may only use hard copies of encyclopedias or the version of the encyclopedia that we have - YOU MAY NOT JUST
SEARCH THE WEB!!!!!!!!!!!

posted on: January 19, 2006

I Am An American

Due to the testing that has been going on this week and our "block party" on Friday, scheduling has been a nightmare. Therefore, some classes will begin the "I Am An American" activity, briefly, this week, and the rest will be picked on next week. Thanks for your flexibility.
Mrs. Suggs

posted on: September 15, 2005

Social Studies -9/13 and 9/14

Natural Resource Project: The students are personifying some of Georgia's natural resources in an advertisement. They are to select whether to beg their users to stop using them (before they are all used up), or take the opposite approach and try to get people to make more use of them. We have talked about the Chick-fil-a and blue flame advertisements to help spur their minds. I am so impressed with the students' creativity:-)

posted on: September 12, 2005

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