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



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

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

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

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

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

Wednesday:
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)

Thursday:
1. Go over review worksheet
2. Review game

Friday:
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

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

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

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.
Thanks
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

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

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

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 Thursday, 12/21/06

This is our last day of class for 2006:-)!!!!!!!!!!!!!
1. Return and go over quiz from yesterday - glue into notebook.
2. GAME DAY - have fun and hang out with friends

Have a wonderful holiday!!!!! I'll see you in 2007:-)
Mrs. Suggs

posted on: December 21, 2006

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 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

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

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:
NO SCHOOL – ELECTION DAY – TEACHER WORKDAY

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

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

Monday:
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.

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

Thursday:
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)

Friday:
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

Lesson plans - week of 10/23/06

Monday: 10/23
1. Return chapter 6 test from Friday - and go over
2. Judge illustrations for chapter 7
3. Colony maps - locate places on map of original 13 colonies - map test on Friday of this week - begin studying


Tuesday: 10/24

1. Review maps
2. 13 Colonies scavenger hunt with partner


Wednesday: 10/25

1. Review maps
2. Circle Books of colonial contrasts – discuss and glue into notebook


Thursday: 10/26

1. Review maps
2. 2-column notes #1 -#7 (3 Regions to Ebenezer)
3. “Day In The Life” – written activity with groups – different regions with different socio-economic levels per group. Students need to include what the person would do on a regular day, ways to make $, where they live – type of house, etc., which colony/city they live in, and so forth. – like a diary entry for the person.


Friday: 10/27

1. Colony map test
2. Finish “Day in the Life” activity

posted on: October 19, 2006

Weekly assignments: week of 10/16-10/20

Here are your assignments for the week:

Lesson plans – 10/16-10/20


***Conference week – shortened classes

Monday: (10/16)

1. Mr. Kornegay's lesson on French and Indian War

Tuesday: (10/17)

1. Finish lesson from yesterday

Wednesday: (10/18)

1. Review sheet due – check for completion and go over
2. Play “5 second game” to review for tomorrow’s test

Thursday: (10/19)

1. Chapter 6 test
2. Illustrate chapter 7

Friday: (10/20)

1. Return test
2. Judge illustrations
3. Map activity for chapter 7

posted on: October 09, 2006

Weekly assignments: week of 10/9

Here are your assignments for this week - be sure to check in with me if you are absent:-)

Lesson Plans – Oct. 9th – 13th


Monday: (10/9)
No class – performing arts/movie

Tuesday: (10/10)
***Have each student write 2 questions to ask the senator tomorrow.

1. Go over outline – up to #8 (pgs. 76-84)
2. Have students complete chart – comparing the colony under trustee and royal rule – with a partner and discuss with overlay
3. Complete crossword puzzle (on backside of chart comparing trustee vs. royal rule) – finish for homework if not completed in class.


Wednesday: (10/11)
Senator here to speak to all students

Thursday: (10/12) – Block Party during 6th and 7th periods

1. Finish going over outline pages 76-84.
2. Check crossword puzzle answers.
3. Start chapter review worksheet – due Wednesday, 10/18


Friday: (10/13)
No school – teacher workday

posted on: October 09, 2006

Assignments for week of Oct. 2-6th

Here are you assignments for the week:

Lesson Plans – Oct. 2nd-6th

Monday:

1. Quickly review reasons to settle Ga.
2. Assign advertisement – Come to Georgia – due Friday -- colorful and eye-catching, give reasons to come to the New World, express 2 purposes for settling Georgia, have a caption expressing what types of people were wanted and types of people that were not allowed, plain white paper, and have a catchy slogan. If you have any questions, please be sure to check in with me.
3. Finish outline that was started on Friday.

**Warm-up – Why would people want to leave England and set up a new colony?

Tuesday:

1. Analyze picture and seal on page 75 (what do students see in the picture?, what items are represented by the seal?, etc.)
2. Then read “Comparing Viewpoints” and discuss questions that go with it – why did people “glamorize” life in Georgia? What businesses do this today? Why? (economics)
3. Word wall – split words for chapter 5,6, and 7 – students work in groups of 3 to illustrate the definition of words – these will be hung in room.

**Warm-up – Why do people try to glamorize things that aren’t really so glamorous?


Wednesday:

1. Finish and hang up words for “Word Wall”
2. Have students read pages 76-79 and complete #1 and #2 on outline
3. Problem/solution chart – “What do I (Oglethorpe) do about getting people mad and wanting to leave?”
4. Homework: Read pages 79-80 and finish outline #3-#10

**Warm-up – Why are so many of the colonists angry with Oglethorpe?

Thursday:

1. Check and go over rest of outline, reasons to be upset.
2. Quiz pages 72-76
3. Watch Georgia Stories I, program 4
4. Ad due tomorrow

**Warm-up – What happened in Georgia after Oglethorpe left?

Friday:

1. Share and turn in advertisements
2. Start chapter review sheet – study guide
3. Georgia Stories II, program 3

**Warm-up- What was colonial life like for the early settlers?

posted on: September 29, 2006

Assignments for week of Sept. 25-29

Here are the lesson plans for this week. Be sure to check in with me if you are absent.
Mrs. Suggs

Lesson Plans – Sept. 25 – 29


Monday:

1. Return R.A.F.T. projects
2. Lecture on Spanish and English race to claim lands in New World – background on their relationship, as far as powers of the world.
3. Anticipation guide – pages 64-68
4. Study guide – due tomorrow
5. Ch. 5 test on Wednesday.


Tuesday:

1. Finish Anticipation guide from yesterday
2. Review game to prepare for tomorrow’s test


Wednesday:

1. ch. 5 test
2. illustrate chapter 6

**Why was England able to take over in the race for new land in North America?


Thursday:

1. Return test and discuss
2. Judge illustrations from yesterday
3. Picture analysis pages 70-71 – complete and discuss to intro chapter
4. Ocean travel – overhead – discuss as a class.

**Warm-up – How could ocean travel be dangerous in the 1500’s-1600’s.


Friday:

1. Briefly discuss life in England with debtor’s prison being overcrowded, Oglethorpe’s John Percival, dirty, rats, etc. Tell students that b/c Oglethorpe is high up in Parliament, he has some options as to how to solve this problem: put problem on the board – “What to do with overcrowded jails?” With a partner, the students write the problem on their paper, and come up with 3-4 options to solve the problem, then 2 consequences for each option (one positive and one negative), then make a decision based on what he should do and why. Discuss as class – then discuss what really happened.
2. Start outline pages 72-76 (I, II, III – due Monday)
*Warm-up - What is Parliament?

**Essential question for chapter 6: What were the factors that caused England to set up both Georgia as well as the other 12 English colonies?

posted on: September 25, 2006

Weekly assignments for week of 9/18:

Here are you assignments for this week - be sure to check in with me if you are absent.

Monday – Sept 18th
CONSTITUTION DAY ACTIVITIES

Tuesday 9/19
1.***Quiz on Columbus - DeSoto (explorer chart) and 2 col. notes from last week.***

2. Warm-up – Why did Columbus sail to America so many times?
3. Columbian Exchange w/Columbus reaches America activity (students are looking at what items were brought to Europe from the New World and vice-versa – both good and bad things – discuss as a class.
4. Read letter (transparency) to class written by Columbus as he is making one of his journeys to America and discuss – and share facts about Columbus.
5. Explain RAFT activity to class – due Friday, 9/22


Wednesday
9/20 (EARLY RELEASE) – Social Studies teachers at an in-service

1. Warm-up – on own, students need to compare the efforts of France, Portugal, and Spain to settle the New World. They need to include the issue with the Line of Demarcation. They can make some sort of 3-way Venn Diagram to make the comparison or write a paragraph. This needs to be turned in when completed.
2. Hand out study guide for the chapter – this will be due completed on Monday – Sept. 25.
3. Continue working on RAFT activity – due on Friday.


Thursday 9/21

1. Warm-up – What is the right of first discovery?
2. Finish notes that were started last week.
3. Complete French Locations in the New World – looking at where the French settled and why – discuss as a class


Friday 9/22

1. Warm-up – Why might some countries had been willing to go to war to keep their claims on areas in the New World?
2. Finish any activity not completed yesterday.
3. Turn in RAFTS – share any from volunteers
4. Have students complete “Anticipation Guide” for pages 64-68 and discuss as a class.

posted on: September 18, 2006

Weekly assignments for week of Sept. 4th

Here are your assignments for this week. Please notice the notebook check scheduled for later in the week:-)

Lesson Plans: Sept. 5th – 8th

Monday:
NO SCHOOL – LABOR DAY HOLIDAY

Tuesday:

1. Return quiz from Friday
2. Briefly discuss how rest of chapter 4 goes into the different Indian time periods – weapon development, foods, where/how they lived, etc.
3. Have students complete Indian Groups chart by reading the chapter and filling in as they go

***Warm-up – Why do we have no school on Labor Day?

Wednesday:

1. Quiz using the Indian Groups worksheet
2. Discuss chart with basic notes on advances in civilization
3. Watch last section of Georgia Stories I – prog. 2 (DeSoto)

***Warm-up – What can you about a civilization by the homes that they live in?

Thursday:

1. Chapter 4 vocabulary activity – with a partner, students complete story about the people who lived in prehistoric Georgia
2. Chart test – using the Indian Groups chart, textbook, and any other available resources from home, the students are to answer 3 out of 5 questions that relate to how a society develops in civilized culture such as we live in today. Test is due on Friday.

***What do you think the Native Americans were thinking when DeSoto and his men landed in the New World?

Friday:

1. Warm-up question – as a quick written activity: Christopher Columbus is often credited with “discovering” America, although the land he discovered was already inhabited. Imagine that you are one of the Native Americans who was living in North America when Columbus arrived. You later learn that he has taken credit for the “discovery” of your home. Write a response to his claim.
2. Return vocabulary activity.
3. Turn in “chart test” from yesterday.
4. Illustrate chapter 5.
5. Notebook check – chapters 3 & 4.

Essential Question: What are the 4 Indian Tradition periods?
And, how did their advances in weapons totally change their lives?

posted on: September 01, 2006

Assignments week of Aug. 28th

Here are your assignments for this week:-)

Lesson plans for Aug. 28-Sept. 1

Monday:

1. Share weather disaster stories and turn in.
2. “Which doesn’t belong” with a partner – complete and go over
3. ***If need a filler*** - “Before it was Georgia” worksheet

*Warm up question – What type of weather condition is most likely to cause the greatest amount of damage to our state – hurricane or tornado? Why?

Tuesday:

1. ***Go over “Before it was Georgia”
2. Power Point – why do we study history? Add in points about primary vs. secondary sources, inferences, generalizations, etc.
3. Examine some primary sources: John Bank’s diary entry (from textbook), Charlie’s family photo
4. Discuss time – have students a human time line with the dates on pieces of construction paper, then do the same with the events on the backs of the pieces of construction paper.
5. Classwork/homework: chapter review questions – pg. 41 Reviewing Main Ideas #1-7, Sharpen Your Skills #1

***Warm up question – How is understanding dates like understanding a number line?

Wednesday:

1. Time line activity w/partner – students put a list of dates into numerical order.
2. Illustrate chapter 4 look through the chapter, key words, pictures, basic concepts – then students come up with some sort of picture that illustrates the basic theme of the chapter.

***Warm up question: What is the difference between a primary source and a secondary source?

Thursday:

1. Judge illustrations from yesterday.
2. Briefly discuss the science of archaeology
3. Have students complete activity – A Hole In The Head
4. Classwork/homework: read pages 42-47 and answer Locating Main I1.deas pages 46 & 47

***Warm up question: Why is it the 21st century vs. 20th century even though it is 2006?

Friday:
1. 5 ? quiz over last night’s reading.

2.Go over ?’s from yesterday.

3. Watch first two sections of Georgia Stories I – prog. 2

***Warm up question: What is the difference between a fossil and an artifact? Which are easier for scientists to distinguish its age?

Essential Question:

How do history and the process of studying history help you make wise decisions in the future?

posted on: August 28, 2006

Weekly assignments for week of Aug. 21st

I hope this only posts one time - I was having some blogging difficulties:-) Mrs. Suggs

Here are your assignments for this week:

Lesson Plans for Aug. 21-25-2006

Monday:

1. Finish “Setting the Stage” from Friday – and go over.
2. Do a basic introduction of chapter 2 – physiographic regions, weather, natural resources, etc.
3. Have students fill in the 4 maps of Georgia – map test on Friday, 8/25.

Tuesday:

1. Review maps of Georgia – test on Friday
2. Complete graphic organizer on pages 16-22 – the regions

Wednesday:

1. Review Georgia maps to prepare for Friday’s test
2. Pop quiz on the graphic organizer from yesterday
3. Go over the graphic organizer
4. Briefly discuss the remainder of the chapter – barrier islands, weather, etc.
5. Introduce “Weather Disaster Story” activity – partner off students.

Thursday:

1. Review maps to prepare for tomorrow’s test.
2. Continue working on Disaster story with partner – due by Monday.

Friday:

1. Take map test over 4 maps of Georgia
2. Continue on Disaster story – due Monday

***What are the main characteristics of Georgia’s physiographic regions?
and How does Georgia’s climate effect Georgia’s natural resources?

posted on: August 22, 2006

Weekly assignments - week of Aug. 21st

Here are your assignments for this week.

Lesson Plans for Aug. 21-25-2006

Monday:

1. Finish “Setting the Stage” from Friday – and go over.
2. Do a basic introduction of chapter 2 – physiographic regions, weather, natural resources, etc.
3. Have students fill in the 4 maps of Georgia – map test on Friday, 8/25.

Tuesday:

1. Review maps of Georgia – test on Friday
2. Complete graphic organizer on pages 16-22 – the regions

Wednesday:

1. Review Georgia maps to prepare for Friday’s test
2. Pop quiz on the graphic organizer from yesterday
3. Go over the graphic organizer
4. Briefly discuss the remainder of the chapter – barrier islands, weather, etc.
5. Introduce “Weather Disaster Story” activity – partner off students.

Thursday:

1. Review maps to prepare for tomorrow’s test.
2. Continue working on Disaster story with partner – due by Monday.

Friday:

1. Take map test over 4 maps of Georgia
2. Notebook check
3. Continue on Disaster story – due Monday

***What are the main characteristics of Georgia’s physiographic regions?
and How does Georgia’s climate effect Georgia’s natural resources?

posted on: August 22, 2006

Weekly assignments - week of Aug. 14-18 - 2006

Here are your assignments for this week. I will follow this same format of posting your weekly assignments each week:-) Please let me know if you have any questions.
Thanks
Mrs. Suggs


Lesson Plans – week of Aug. 14
th 2006

Monday:

1. Introduce self (and any other teachers in the classroom) and subject
2. Give out and go over syllabus – note to students that the syllabus needs to be signed by their parents, and that there is an email address request.
3. Give out sheet on how to organize notebook sheet – discuss with students how the notebook is to be organized this year…show example of the correct type of spiral notebook (Meade 3 subject works the best)…let them know that they need to have their notebook by Wednesday so that we can glue the first informational worksheets into it.
4. Explain book cover project – while students are waiting to get their textbooks, have them start creating a new cover for the book – they are to be under the impression that the author has made a request for a new book cover that will be used for the next printing edition of the textbook. The students can look over the contents of the book to get some ideas for their “cover” – the cover they need to create needs to be unique (not like the cover that is already on the book) and need to be informative (needs to give the reader an idea of the book’s content). The cover needs to be colorful (or if the child is truly artistic, they can shade). This will be our first project – it will be due on Friday. Any other words besides the title of the text are optional. Student name and class period need to be placed on the back. Students will be using plain white paper for this project.
5. Distribute textbooks. Students need to sign form with homeroom teacher’s name and book number. The books need to be covered – even though they are not brand new…they need to be taken care of until new adoption is made.



Tuesday:

1. Collect any signed syllabi from students – all of these need to be back by tomorrow so that they can be glued into the notebooks.
2. Have students take the Social Studies pre-test. Explain to the students that they need to take the pre-test seriously. Students will be taking the pre-test on scantrons.
3. After they finish their pre-test, they can get back to work on their “cover.”


Wednesday:

1. Glue in first few couple of notebook materials – syllabus and “I Understand” (go over this sheet – it states basic rules for the class).
2. Review some geographical terms – pose the question – “How would you know what to pack if you were going on a trip knowing only the coordinates of your destination?” – discuss with the class. Have students define on their own the following terms: direction, longitude, latitude, intermediate directions, equator, prime meridian, degree, meridians, parallels, and international date line. Have students share answers with the class – and have them correct definitions as necessary.
3. Discuss when you would need absolute vs. relative location.
4. Practice finding places using an atlas and the white boards. Students will be having a quiz over geographic terms and finding places on a map on Friday.
5. Homework: complete “Location” worksheet


Thursday:

1. Go over the Location worksheet.
2. Practice more for finding places using an atlas.
3. Check progress on “Cover” project – remind students that this is due tomorrow. Continue working on projects.
4. Those that need extra help with longitude and latitude can work on this to prepare for tomorrow’s quiz – remind them that terms will be on it as well.


Friday:

1. Judge pictures – class walks around and selects best picture.
2. Collect cover projects
3. Take quiz on longitude and latitude.
4. As we are moving into chapter 2, have students complete Setting the Stage worksheet with a partner. This worksheet helps the students understand how the study of Georgia uses the five themes of geography – where we are, where we have been, and where we are going.

Essential Question(s): What are the 5 themes of geography and how do they affect your life? How can you apply the concept of absolute and relative location in your life?

posted on: August 14, 2006

Weekly assignments week of May 15th - 19th

Monday - Wednesday - we will be working in class on our WWI newspapers. The papers will be due on Wednesday.

**Mon. - Thursday - we will be working on completing our final exam review packets. These need to be completed by Monday, 5/22 so that we can go over the answers. Textbooks need to be turned in starting Monday, 5/22 - Wednesday, 5/24.

Our final exam will be on Wednesday, 5/24, in the morning:-)
Mrs. Suggs

posted on: May 16, 2006

Assignments for week of 5/1 - 5/5

Here are your assignments for this week:
Monday: 1. Students are making up the test from Friday - those that were absent.

2. Georgia Stories on chapter 15.
3. Read chapter 15 to prepare for the ACROSTIC activity tomorrow.

Tuesday:

1. Working with a partner, complete ACROSTIC on chapter 15 - you may use your textbooks. The activity will count in the "test" cat.

Wednesday:

1. Finish ACROSTIC
2. Start take home test on chapters 19, 20, and 21 - due 5/10.

Thursday and Friday:

1. Great Depression research activity.
2. Work on take home test on chapters 19-21.

posted on: May 02, 2006

Assignments for week of 4/24-4/28

Lesson Plans – week of 4/24 – 4/28 - If you are going on the trip to Washington, DC with the band, you will need to make up your chapter 14 test on Monday, 5/1.

Monday: 1. Warm-up – 2 warm up questions for Thursday and Friday of last week.

2. Finish outline pages 110-116 and go over.
3. Go over chart pages 207-210 from last week.
4. Answer Locating Main Ideas – pages: 210 (#2-4), 214 (#2-4), and 216 (#2-5) – 10 questions total.

Tuesday:

1. Warm-up: Why were some Southerners so opposed to African Americans being allowed to vote?
2. Check questions from yesterday
3. With a partner, have students complete “The Reconstruction Period” word search with clues sheet.
4. Watch Georgia Stories I – program 10 (The Rise of Modern Georgia, Part I) – the first two sections of the program only (the last one deals with music, and is not a “must see”)
4. Analyze cartoon of KKK – “Worse Than Slavery” – have students complete the cartoon analysis sheet on their own. Discuss as a class tomorrow.

Wednesday:

1. Warm-up: Why do you think a group such as the Klan was popular in the south to some of the returning Confederate soldiers?
2. Go over cartoon analysis of “Worse Than Slavery”
3. Have students work with a partner – using the 10 vocabulary words, create a summary of chapter 14. All ten words need to be used. Students may only use their notebooks – no textbooks.
4. Homework: Have students read pages 114-116 and answer questions on page 116 (#2-5 only)

Thursday:

1. Warm-up: Give examples of how the Klan operated outside the law. How do its activities demonstrate the need for rules and laws in society?
2. Go over questions on page 116.
3. Complete chapter review on page 117 – Reviewing Main Ideas #1-10, Give it Some Extra Thought #1-2, Sharpen Your Skills #1-2.

***Chapter 14 test tomorrow***

Friday:

1. Chapter 14 test – students may use the notes in their notebooks for the test – no textbooks
2. Illustrate either chapter 15 or 16. We will be judging these tomorrow.

posted on: April 21, 2006

Assignments for week if 4/24-4/28

Lesson Plans – week of 4/24 – 4/28 - The students that are going on the band trip will need to make up the test on Monday. 5/1, when they return.

Monday: 1. Warm-up – 2 warm up questions for Thursday and Friday of last week.

2. Finish outline pages 110-116 and go over.
3. Go over chart pages 207-210 from last week.
4. Answer Locating Main Ideas – pages: 210 (#2-4), 214 (#2-4), and 216 (#2-5) – 10 questions total.

Tuesday:

1. Warm-up: Why were some Southerners so opposed to African Americans being allowed to vote?
2. Check questions from yesterday
3. With a partner, have students complete “The Reconstruction Period” word search with clues sheet.
4. Watch Georgia Stories I – program 10 (The Rise of Modern Georgia, Part I) – the first two sections of the program only (the last one deals with music, and is not a “must see”)
4. Analyze cartoon of KKK – “Worse Than Slavery” – have students complete the cartoon analysis sheet on their own. Discuss as a class tomorrow.

Wednesday:

1. Warm-up: Why do you think a group such as the Klan was popular in the south to some of the returning Confederate soldiers?
2. Go over cartoon analysis of “Worse Than Slavery”
3. Have students work with a partner – using the 10 vocabulary words, create a summary of chapter 14. All ten words need to be used. Students may only use their notebooks – no textbooks.
4. Homework: Have students read pages 114-116 and answer questions on page 116 (#2-5 only)

Thursday:

1. Warm-up: Give examples of how the Klan operated outside the law. How do its activities demonstrate the need for rules and laws in society?
2. Go over questions on page 116.
3. Complete chapter review on page 117 – Reviewing Main Ideas #1-10, Give it Some Extra Thought #1-2, Sharpen Your Skills #1-2.

***Chapter 14 test tomorrow***

Friday:

1. Chapter 14 test – students may use the notes in their notebooks for the test – no textbooks
2. Illustrate either chapter 15 or 16. We will be judging these tomorrow.

posted on: April 21, 2006

Assignments for week if 4/24-4/28

Lesson Plans – week of 4/24 – 4/28 - The students that are going on the band trip will need to make up the test on Monday. 5/1, when they return.

Monday: 1. Warm-up – 2 warm up questions for Thursday and Friday of last week.

2. Finish outline pages 110-116 and go over.
3. Go over chart pages 207-210 from last week.
4. Answer Locating Main Ideas – pages: 210 (#2-4), 214 (#2-4), and 216 (#2-5) – 10 questions total.

Tuesday:

1. Warm-up: Why were some Southerners so opposed to African Americans being allowed to vote?
2. Check questions from yesterday
3. With a partner, have students complete “The Reconstruction Period” word search with clues sheet.
4. Watch Georgia Stories I – program 10 (The Rise of Modern Georgia, Part I) – the first two sections of the program only (the last one deals with music, and is not a “must see”)
4. Analyze cartoon of KKK – “Worse Than Slavery” – have students complete the cartoon analysis sheet on their own. Discuss as a class tomorrow.

Wednesday:

1. Warm-up: Why do you think a group such as the Klan was popular in the south to some of the returning Confederate soldiers?
2. Go over cartoon analysis of “Worse Than Slavery”
3. Have students work with a partner – using the 10 vocabulary words, create a summary of chapter 14. All ten words need to be used. Students may only use their notebooks – no textbooks.
4. Homework: Have students read pages 114-116 and answer questions on page 116 (#2-5 only)

Thursday:

1. Warm-up: Give examples of how the Klan operated outside the law. How do its activities demonstrate the need for rules and laws in society?
2. Go over questions on page 116.
3. Complete chapter review on page 117 – Reviewing Main Ideas #1-10, Give it Some Extra Thought #1-2, Sharpen Your Skills #1-2.

***Chapter 14 test tomorrow***

Friday:

1. Chapter 14 test – students may use the notes in their notebooks for the test – no textbooks
2. Illustrate either chapter 15 or 16. We will be judging these tomorrow.

posted on: April 21, 2006

Assignments for week if 5/1-5/5

posted on: April 21, 2006

Assignments for week of 4/17-4/21

Lesson Plans – week of April 17th – short classes due to CRCT testing

Monday:

1. Warm-up – How do you think the end of the war will affect people from all regions and races?
2. Return test from Friday – and discuss
3. Discuss how the war destroyed the south – economically and socially. Look at the picture on pages 205 and 207 that show Sherman’s destruction of Atlanta.
4. Have students read pages 206-207.
5. Write the words land, labor, and capital on the overhead – define. Ask students to explain the problems or situations associated with each category after the Civil War and list their explanations on the overhead. Discuss how the interrelationship of all three resulted in a bankrupt economy for the South.
6. Homework: define the following words – amnesty, Black Codes, capital, carpetbaggers, Freedmen’s Bureau, impeach, intimidate, postbellum, Reconstruction, scalawag

***notebook check on Thursday***
Tuesday:

1. Check vocabulary for completion -10 points
2. Warm-up: How did you think the Confederate soldiers dealt with life at home after their loss in the war?
3. Read together pages 204-205 – discuss how the former slaves are going to deal with their life after being emancipated – discuss the Freedmen’s Bureau’s attempt to help out those in need, and Black Codes that went against helping the former slaves (or anyone of color).
4. Homework: Georgia Labor Contract worksheet with questions, and answer questions on page 207 (#2-4 only).

Wednesday:

1. Warm-up – Why do you think that white Georgians did not always appreciate the work of the Freedmen’s Bureau?
2. Discuss labor contract and questions from yesterday.
3. Have students read (on own) pages 207-210 and fill in chart (see page 170 of teacher’s edition – put on overhead and have students draw it on their own paper) and answer questions on page 210 (2-4 only).

Thursday:

1. Warm-up – How do you think Northerners felt about punishment to the South for the war? What types of different punishment do you think people wanted? And, what major event takes place just after the war – what could this have done to our country?
2. Students are to read and complete outline of Reconstruction by way of the President vs. Congress, the 14
th amendment, and military occupation in several southern states - pages 210-214.
3. **While students are working, teacher will be completing a notebook check.

Friday:

1. Finish up activities from yesterday - outline and notebook check

posted on: April 18, 2006

Weekly assignments for week of 4/10

Here are the tentative assignments for this week. ***Be sure to notice that we will be having a test on Friday:-)***

Lesson plans for April 10th – 14th

Monday:

1. Warm up –Which side was better prepared for war – why?
2. Review causes of war and what we talked about before the holidays.
3. Return any graded projects.
4. **Finish video – The Great Locomotive Chase and/or finish crossword puzzle on chapter 11,12, & 13 – go over puzzles to make sure answers are correct
5. Homework: Read pages 194, 197-202 and answer ?’s page 202

Tuesday:
1. Warm up – why do you think that prison life was so much harder for soldiers during the Civil War – maybe than any other war?

2. Discuss prison life for the soldiers during the war – both northern and southern prisons – hit on Andersonville.
3. Watch Georgia Stories I, program 9 – First Century of Statehood, Part IV.
4. Return any graded projects.

Wednesday:
1. Warm-up: Why was Sherman so destructive with Atlanta?

2. Return any graded projects.
3. Discuss the end of the war – Georgia gets involved, Sherman’s march to the sea, surrender at Appomattox Court House
4. Complete chapter review page 203 – Reviewing Main Ideas #1-10, Give It Some Extra Thought #1-3, and Going Further #1

Thursday:

1. Review game – to prepare for tomorrow’s test.

Friday:

1. Chapter 13 test
2. Illustrate chapter 14.

posted on: March 31, 2006

Weekly assignments - week of 3/27

Lesson Plans: Week of 3/27-3/31/06

1. Warm-up:
2. The Gettysburg Address:
a. Pass out worksheet “From Lincoln’s Perspective”
b. Follow plans on pink sheet – from
Just A Few Words, Mr. Lincoln - discuss w/class how we all have to make difficult choices
c. Read book to class
d. Have students get with a partner to complete side w/basic questions from the book (13A) & go over
e. Have students look at costs and benefits of the Civil War and complete the backside of the worksheet (13B), then discuss as a class.
f. Homework: Have students complete the “Loss in War” worksheet to see what the costs really were. There is a word search on the back of the worksheet that the students can complete if they want.

Tuesday:

1. Projects are due with presentations.

Wednesday:

1. Finish up any presentations.
2. Have students work with a partner to complete crossword puzzle on “The Civil War Period” – let the students work on it the best they can, and then fill in the few answers that they won’t know (some General names and battle names).

Thursday:

1. Warm up
2. Quiz on information covered so far.
3. Watch video –
The Great Locomotive Chase

Friday:

1. Return quiz and go over.
2. Finish video –
The Great Locomotive Chase

Have an awesome spring break!!!!!!!!!!!!

posted on: March 27, 2006

Assignments for week of 3/20/06

Here are your assignments for this week. Be sure to check in with me if you are absent:-)
Mrs. Suggs

Lesson Plans – week of 3/20-3/24 – 2006 The Civil War

Monday:

1. Warm-up – what is the advantage to the Southerners to be fighting on their own soil?
2. Return terms quiz.
3. Read with a partner selections about soldiers in war and fill out comparison chart – share with the class. **On side of the sheet, students need to answer thought questions from the board – a. Which soldier was more prepared for war? b. Why is military training important? c. What were some interesting things you learned about the life of a soldier?
4. Complete math activity on backside of comparison sheet - homework if not finished in class.

Tuesday:

1. Warm-up- What was life like for the people left at home – the ones that didn’t go off to fight?
2. Discuss worksheets from yesterday.
3. Watch DVD on “Bull Run”
4. Class work/homework: Students read on own and answer questions to worksheet on Bull Run and A New Plan.

Wednesday:

1. Warm-up: What types of new inventions come about because of the Civil War – how do these inventions totally change our way of thinking about war?
2. Discuss how this war was a “modern war” – discuss how many new military inventions came about during this time period – one in particular is the use of ironclads. Read aloud story #13 “The Strange Mission of the Hunley” (pg.79 of
American Adventures). Discuss the story – mention to the students that there is a great made for television movie on the Hunley. Read together The Modern War – I and with a partner, write a news story following the directions at the bottom of the worksheet. Partners need to include an illustration. These will be due to share on Thursday.
3. Homework: Read pages 191-194 and answer ?’s on page 194 (#1-4)- review why railroads are so important in war (The Great Locomotive Chase)

Thursday:

1. Warm-up – How did Southerners react to Emancipation Proclamation? What about Northerners? And, what about slaves? How will this change people’s lives (all people)????
2. Work on story about ironclad.
3. Class work/homework: complete worksheets: The Modern War II and The Emancipation Proclamation- read and answer questions.
4. Share some of the stories about the ironclads and turn in.

Friday:
1. Warm-up:

2. Civil War word search as a race w/partner
3. Discuss battle of Antietam – read story Bloody Antietam (pg. 73 of
American Adventures). Discuss medical treatment of the time – read “medical treatment” in the Civil War packet
4. Homework – Read and answer questions about Antietam – worksheet from The Civil War – I

posted on: March 20, 2006

Assignments for week of 3/6

Here are the assignments for the entire week. As always, these are subject to change - but I feel confident we will get through all of this material in one week's time:-) Be sure to check in with me if you are absent.
Thanks Suggs
**Don't forget that grades will be cut off this week - Friday.

Lesson plans – week of 3/6/2006

Monday: 1. Go over homework worksheet.

2. Worksheet w/partner – race.
3. Finish quilt pieces – due tomorrow.
4. Homework - worksheet on The South Before The War.

Tuesday:

1. Warm-up – Why did it matter how many slave vs. free states we had prior to the war? Discuss compromises made to help settle this issue, and how people reacted each time a new territory was gained with slave vs. free state.
2. Go over yesterday’s worksheet on The South Before The War.
3. Share quilt pieces.
4. Complete vocabulary activity for chapter 12 – with a partner.
5. Class work/homework - Cause/effect worksheet, and chapter review page 183 (Reviewing Main Ideas #4-7, Give It Some Extra Thought #3, and Sharpen Your Skills #2)

Wednesday:

1. Test on chapters 11 and 12.
2. Illustrate chapter 13 – The Civil War

Thursday & Friday - video Race For Freedom with discussion questions.

posted on: March 07, 2006

Assignments for week of 3/6

Here are the assignments for the entire week. As always, these are subject to change - but I feel confident we will get through all of this material in one week's time:-) Be sure to check in with me if you are absent.
Thanks Suggs
**Don't forget that grades will be cut off this week - Friday.

Lesson plans – week of 3/6/2006

Monday: 1. Go over homework worksheet.

2. Worksheet w/partner – race.
3. Finish quilt pieces – due tomorrow.
4. Homework - worksheet on The South Before The War.

Tuesday:

1. Warm-up – Why did it matter how many slave vs. free states we had prior to the war? Discuss compromises made to help settle this issue, and how people reacted each time a new territory was gained with slave vs. free state.
2. Go over yesterday’s worksheet on The South Before The War.
3. Share quilt pieces.
4. Complete vocabulary activity for chapter 12 – with a partner.
5. Class work/homework - Cause/effect worksheet, and chapter review page 183 (Reviewing Main Ideas #4-7, Give It Some Extra Thought #3, and Sharpen Your Skills #2)

Wednesday:

1. Test on chapters 11 and 12.
2. Illustrate chapter 13 – The Civil War

Thursday: **need to have a notebook check over chapters 11-13 sometime early next week.

1. Return test
2. Judge illustrations
3. Review causes of war. Discuss the naming of the war – how different people have named it different things such as: The War Between The States, The Civil War, Second American Revolution”, the Rebellion, War For Confederate Independence, War of Secession, War for Separation, the Insurrection, and lastly – The War! Why so many names were used to describe the same war? - this can be a written activity.
4. Look at picture of infantry men on page 185 – discuss the dress of the soldiers – volunteer unit with uniforms all different (forerunners of the National Guard) – this difference in the way people made it difficult sometimes on the battlefield because we tend to think of the North as blue and the South as gray.
5. Look at illustration on page 184 – have students examine what they see and share with the class – demonstration in Georgia just after Lincoln’s election in 1860 – How do the people appear? Why?
6. Put Civil War terms on the board (or overhead) and let students try to organize them as either Northern terms or Southern terms to describe events from the war. There will be a quiz on this early next week – students will be given the terms, and they have to organize them as either north or south.
7. Homework – Cause and Effect: Prelude to the Civil War and read pages 184-188 and answer questions on page 188 (all of them).




Friday – this is a crazy day because of Performing Arts in the morning at the end of 1
st and all of 2nd

1. Review terms from yesterday.
2. Georgia Stories

posted on: March 07, 2006

Assignments for Friday, 3/2

Here are the assignments for today:-)

1. We went over and discussed homework from last night and the "Thought Questions" worksheet from earlier this week. We are getting ready for our test over chapter 11 & 12 on Wednesday (3/6).
2. Students spent about 10 minutes beginning their homework worksheet - The North Before The War.
3. We started our Freedom Quilt today - got partners and started sketching out plans. Projects will be presented on Tuesday.

Mrs. Suggs

posted on: March 03, 2006

Assignments for Thursday, 3/2

Here are your assignments for today:

1. We discussed with the concept of slavery with our warm-up, and built on this with a discussion of the Underground Railroad and Harriett Tubman.
2. I read the book, Sweet Clara and the Freedom Quilt to the class - discussing key points along the way.
3. Classwork - students completed the worksheet - Growing Economical and Regional Differences (two sided).

**We will begin working on our own "freedom quilts" tomorrow with partners - and on paper instead of actually sewing on to cloth.

If you were absent today, please be sure to get the worksheet from me when you return.
Thanks
Mrs. Suggs

posted on: March 02, 2006

Assignment for Wednesday, 3/1

Today we took an open notes, worksheets, notebook quiz on everything we have discussed so far related to the time before the Civil War. I will try to get these back by either tomorrow or Friday. If you were absent today, you will need to make up this quiz tomorrow.
Thanks
Mrs. Suggs

posted on: March 01, 2006

Assignments for Tuesday, 2/28

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 on: February 28, 2006

Assignments for Friday, 2/24

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 on: February 23, 2006

Assignments for Friday, 2/24

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 on: February 21, 2006

Weekly assignments for week of 2/20

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 on: February 20, 2006

Assignments for week of: 2/13

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 on: February 13, 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

Weekly assignments for week of 1/30

Here are the assignments for this week - please keep in mind that this is only a guide and is subject to change. Be sure to check in with me if you are absent.

Monday:
1. Introduction of chapter 9 - Westward Expansion. Ask as a warm-up: what were the
means of transportation back in the late 1700’s to early 1800’s. How do you think that
the settlers made their way to the southern states without the benefit of “modern

transportation” – what routes did the follow so as to not get lost or even to cross
mountains or ravines?

2. Classwork/homework: Read pages 123-126 and complete outline (front side only)

and define words: cede, census, land speculators, lottery, plat, repeal, turnpike, and
Yazoo Land Fraud.

3. **Notebook check on chapters 8-9 on Friday. (only the parts of chapter 8 on the

whiteboard – starting with notes pages 111-114.)

Tuesday:
1. Check homework from yesterday.
2. Warm-up: Do you think that you would have brought your
entire family to Georgia on a wish to win land in a lottery?
Why/Why not?

3. Discuss the different means of distributing the land: give it away, headright system, or

land lottery. Also, bring up who could participate in a lottery during this time vs. the
people in our room that are getting to participate. And, lastly, who had a chance to get
more land than others (people that fought in the Rev. War) – do they think that this is
fair?
4 Discuss land lottery - have a mock land lottery so that students
can get a feel for how things worked during the early 1800's
and how the government was distributing the land. Briefly discuss the Yazoo Land
Fraud so that students will realize that at this time big companies are not allowed to buy
up big chunks of land and sell it for a whatever price they like

5. **If have time – watch small section of Far and Away to show

land distribution in other areas of the country as the country
grows in size – this might have to be pushed until tomorrow.

6. Homework: Read pages 126-131and complete backside of outline.

Wednesday:

1. Warm-up: Of the modern means of transportation that were developed during the late 1700’s to early 1800’s (RXR’s, real roads – not yet paved,
but definitely roads, and steamboats) – which do you think was the most important to society? Why?
2. Quiz – open outline on pages 122-131.
3. With a partner, come up with a brief paragraph summarizing the chapter so far. Pairs must use at least 6 of their vocabulary words in the summary.
4. Read – on own – pages 131-136 and complete outline covering reading.


Thursday:

1. Warm-up: How was the introduction of the railroad important not only for transportation

but also the growth of the entire nation’s population? (in other words, why was the
railroad so important?) – also, were there dangers in this new “fangled machine?”

2. Check homework from yesterday.
3. Return quiz and go over.
4. Complete chapter review page 137: Reviewing Main Ideas #1-10 and Give It Some Extra Thought #1-2.
5. Remember there will be a notebook check tomorrow along with the open book test.

Friday:

1. Turn in notebooks for notebook check.
2. Open book test on chapter 9 - use scantrons for easy grading.
3. Illustrate chapter 10 – due Monday for judging.

Have a wonderful weekend!!!

posted on: January 30, 2006

Assignments for week of Jan. 23rd

Monday - assignments for Monday were published on a separate blog entry.

Tuesday - 1. Warm-up - related to the movie. Discuss.

2. Discussion of the development of government after the war - branches, roles of each, big vs. little state conflict in the congress,
etc. Students will be working on a packet. Packets due tomorrow.

Wednesday: Early Release Day

1. Warm-up.
2. Few minutes to complete the packets that were started yesterday. Students are turning in one packet per pair for a partner classwork
grade.
3. Introduction of chapter 9 - Westward Expansion.
4. Classwork/homework: Read pages 123-126 and answer ?'s pg. 126 (#2-4) and define words: cede, census, land speculators, lottery,
plat, repeal, turnpike, and Yazoo Land Fraud.

Thursday:
1. Check homework from yesterday.
2. Warm-up
3. Discuss land lottery - have a mock land lottery so that students can get a feel for how things worked during the early 1800's and the
government was distributing the land.
4. Homework: Read pages 126-131and answer ?'s pg. 131 (#2-4)

Friday:
1. Check homework from yesterday.
2. Warm-up
3. Watch Georgia Stories on the "Western Movement"

***We will be having an open book test on chapter 9 on Monday.***

If you are absent this week, be sure to check in with me.
Thanks
Mrs. Suggs

posted on: January 23, 2006

Assignment for January 23rd

Here is your assignment for just today (I am shifting things around a little so that everyone will have a chance to finish the video and we will have time for discussion).

1. Finish movie: The Crossing
2. Complete movie question sheet and turn in for a daily grade.
3. Brief - very brief - movie discussion.

If you had to complete the written assignment on Washington's crossing (because you didn't bring in the permission slip:-)!!), this assignment is due in class tomorrow.
Thanks
Mrs. Suggs

posted on: January 23, 2006

Weekly assignments- week of Jan. 9th

Here are the assignments for this week. I am going to put all of the assignments right here for now - I am using a new program to post my blogs. Once I get the hang of it, I will post the assignments back on a link attached to this message like I had been doing prior to the holidays:-)
Mrs. Suggs

**Please remember that these plans are only a guide and are subject to change. Please check with me if you are absent. Thanks!!
Monday - No School!!
Tuesday- 1. New seats 2. Warm-up and review of discussions on Rev. War from before the holiday 3. Geography Bee - in-class eliminatioin
4. Homework - Read and take 2 col. notes on pages 111-114 (War Comes to Georgia - Building a New Nation)

Wednesday - 1. Warm-up 2. Quiz over pages 111-114 3. Colonial Race (word search and clues sheet - with a partner for a prize)
4. Homework - Read rest of chapter 114-120 and answer questions on page 118 (2-4) and page 120 (2-3). Be prepared for a discussion
over the reading tomorrow.

Thursday - 1. Warm-up 2. Return quiz from yesterday. 3. Take some notes from last night's reading 4. Read and act out play:
Live from Philadelphia: It's The Constitutional Convention

Friday - 1. Warm-up - to be collected and graded (be sure that you do a thorough job:-)!!) 2. Chapter Review page 121 (Reviewing Main Ideas #1-10,
Give It Some Extra Thought #1-3, and Sharpen Your Skills #1-2).

Have a wonderful long weekend - I will see you on Tuesday (MLK, Jr. Holiday on Monday 1/16)!!:-)

posted on: January 10, 2006

Weekly assignments 12/19-12/22

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

Lesson Plans - Dec. 19th - 22nd

Chapter 8


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


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

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


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

posted on: December 15, 2005

Assignments for week of 12/12

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

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


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

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

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


posted on: December 12, 2005

Assignments for Monday, 12/12

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

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

posted on: December 12, 2005

Assignments for week of 12/9

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

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

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

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


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


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

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

posted on: December 06, 2005

Friday - 12/2 - assignments

Here are the assignments for Friday, Dec. 2nd.

Friday:
1. Warm-up - Do you think if you had been living here in the 1700's- after the French and Indian War (and new land had been acquired for English settlers) - that you would want to move to the outreaches (new territory) of the colony? Why or why not? And, why do you think others might have a different opinion?
2. Review colony maps - remind students that the map test is on Wednesday, Dec. 7th.
3. Discuss the different groups of people that moved to the colony of Georgia - over time. Review why different religious groups made their way to the New World.
4. Read pages 89-91 about the Salzburgers in Georgia. Have students complete the Salzburgers' sheet as they read. The chart at the bottom of the page has the students not only looking on pages 89-91, but also in other areas of the chapter. Sheet will be due on Monday.

posted on: November 28, 2005

Assignments for week of 11/28

Here are the assignments for this week. I have not yet determined what we will be doing in class on Friday. I will add another blog entry when I get it decided:-)
Remember - there will be a colony map test on Wednesday, Dec. 7th - STUDY, STUDY, STUDY!!!

Be sure to check in with me if you are absent.
Mrs. Suggs

Lesson Plans for week of Nov. 28th - Dec. 2nd

Monday:
1. Warm up - How is settling a colony like planting a garden? Discuss
2. Return any papers from before the holiday.
3. Discuss the fact that the colonies are divided into 3 distinct regions- see if class can figure out how they are divided (climate, types of people settled, had slaves, etc.)
4. Label the 13 colonies map. Map test will be next Wednesday (Dec. 7th).

Tuesday:
1. Warm up - If you were a young Native American who came in contact with European settlers, would you help them out during their early period of settlement when they needed such assistance or let them suffer for trespassing on your homeland?
2. Check over maps, as a class, to make sure maps are labeled correctly.
3. Have students complete word search activity on colonies with a partner - students read packets about the colonies in order to answer the question correctly, then they find the answers in the word search.
4. Homework: Read pages 86-88 and fill in blanks on “cloze” sheet (this should be all of front and _ of the back of the worksheet).

Wednesday:
1. Warm up - Make a Venn Diagram to show how the 13 colonies are similar and different. Share with the class - have several students write their answers an overlay to share with the class.
2. Check homework completion.
3. Contest - THE PURITANS - students race to unscramble terms related to the colonists living in the northern colonies. First place gets a prize.
4. Have students complete the chart on the back of The PURITANS sheet that analyzes the differences between the colonies as related.
5. Have students study for map test - on own.

Thursday:
1. Warm up-Why do you think that some individuals in history, such as Pocahontas, become a part of pop culture (for example: movies, children's books, cartoons), while others are all but forgotten? Discuss.
2. Go over the chart on the colonies.
3. Read pages 88-89 - Life in Georgia and complete rest of “cloze” sheet.
4. Read worksheet about differences in the 3 regions and answer questions on the back.

posted on: November 28, 2005

Weekly assignments for week of 11/14

This is a work in progress. The plans may change slightly - the test date, however, will not change.
Let me know if you are absent.
Mrs. Suggs

Lesson Plans - Nov. 14th - 18th.

Monday:
1. Share advertisements and judge best in class. Turn in.
2. Complete crossword puzzle pages 80-82 (open book quiz)
3. Complete chart “Changes in the Georgia Colony”
4. Complete rest of chapter review pg. 85 RMI # 7-10, Give It Some Extra Thought #2.

Tuesday:
1. Warm up question - how is settling a colony like planting a garden? Check over homework.
2. Return quiz from yesterday. And, discuss chart on the back.
3. Complete chapter review worksheet. Discuss and discuss the chapter.
4.

Wednesday:
1. Warm up - “How might adding Georgia to the English colonies impact the rest of the colonies?”
2. Check completion of chapter review worksheet.
3. Play review game to get ready for Thursday's test on chapter 6 - bonus points allotted.
4. Study on own for the test.


Thursday:
1. Warm up - put at top of answer sheet for test - will count as 5 points towards test grade - make sure it is a 5-7 sentence paragraph - “What do you think would have happened to the English colonies had King George turned down Oglethorpe's request to settle it?”
2. Take chapter 5 test.
3. Illustrate chapter 7.

Friday: **I won't be here - I am on a trip with my family to Washington: **
1. Return test.
2. Warm-up - put on a separate sheet of paper to be turned in for a grade - “Describe your favorite Thanksgiving - when was it, and what made it so special?” - paragraph 7-9 sentences in length - this will be graded.
3. Share illustrations and vote on best in the class. Classmates will judge each other's pictures to see which one they like the best.
4.

posted on: November 11, 2005

Assignments for week of 10/31

This week we are working on our Student Forum Presidential Election activities. Each class has been divided into states. Groups of students are researching their state, creating a poster, dressing up, and presenting their state to the 8th grade. Our convention for President will be on Monday, 11/7. The students have both a direction sheet and a grading rubric that explain the requirements for the activities.
Please let me know if you have any questions:-)
Thanks
Mrs. Suggs

posted on: November 03, 2005

Assignments for week of 10/24

These assignments are very tentative - they may change drastically due to preparation for the Student Forum Presidential elections. I will send out a new post if things are changed:-)
Mrs. Suggs

Lesson Plans for week of 10/24-28 - 2005


**As always, these are just tentative plans**

***The “Create A Colony” final product is due on or before Friday.***

Monday:
1. Return any RAFTs not returned last week.
2. Introduce unit with the picture analysis sheet pages 70-71. This needs to be completed and go over together as a class.
3. Discuss the reason that Georgia was established (in the beginning).
Where Georgia was located?
Who settled it - what country and who ruled that country?
Why is was settled - or why it was supposed to be settled?
What type of people were allowed to settle? Talk about Robert Castell and Oglethorpe - and the best type of people to set up a colony that would prosper.
*Analyze the engraving on page 73 of the textbook - discuss what all of the people in the picture are doing.
4. Start outline for pages 72-76 - students are to read the pages and fill in the outline as they read. This will be due tomorrow.

Tuesday:
1. Check completion of outlines.
2. Have students do a quick write to learn - write a summary using the 5 W's on pages 72-76. Share with a neighbor and then share some with the class.
3. Complete Colonization of Georgia chart - glue into notebook. Go over as a class.
4. Complete “More About Ocean Travel” worksheet - glue into notebook.
5. Create an ad to get more people to come to the colony of Georgia- due on Friday.

Wednesday:
1. Analyze the picture at the top of page 75 of the textbook - use page 62 of the teacher's book as a guide - what do the students see in the picture (as far as Georgia as the model colony).
2. Analyze the illustration at the bottom of page 75 - the seal of the Trustees - have students decide what each part of the design represents.
3. Pop quiz on pages 72-76 - using outlines.
4. Read the comparison between life in the Georgia colony - real vs. “utopian” Georgia - “Comparing Viewpoints”- finish for homework.

Thursday:
1. Go over “Comparing Viewpoints” from yesterday.
2. Read pages 76-84 of the text and complete outline/cloze activity.
3. Finish any work from “Create A Colony” - final products due tomorrow.
4. **Reminder that advertisements for people to come to the Georgia Colony are due tomorrow.


Friday:
1. Share some and turn in the advertisements for the Georgia colony.
2. “Create A Colony” due - each group to present flags and read off basic information about each of the colonies. Class will judge flags for best in class. Best flags will be hung up outside of the classroom:

posted on: October 19, 2005

Assignments for week of Oct. 17th

I am so sorry that I forgot to put these in earlier. I have just been forgetfull!!!
Mrs. Suggs

Lesson Plans - week of Oct. 17-21, 2005


**Classes are shortened this week due to conferences. Each class will meet for about 40 minutes.

Monday:
1. Present RAFT activities for chapter 5 and turn in.
2. Start “Create A Colony” - teacher selects members of each group randomly using cards with numbers. There will be 3 students in each group. Each group needs to come up with a colony name before leaving today and design a folder to store all work.

Tuesday: This schedule is a guide for the students to follow so that not much needs to be done outside of class (if the groups work well together). The final project is due on or before next Friday (Oct. 28th).
1. Continue with “Create A Colony” - each group needs to be finished with 3-4 sections by the end of class today. The parts of the project will be put in a folder that is labeled with the colony name and group members (and class period). This will make it easier for groups to hang on to all of their materials.

Wednesday:
1. Continue with “Create A Colony” - each group needs to be finished with at least 2 more assignments (totaling 5-6 assignments).

Thursday:
1. Continue with “Create A Colony” - each group needs to be finished up with at least 8 sections of the project by the end of class.

Friday:
1. Continue with “Create A Colony”- groups need to be wrapping up their project. The flags will be hung for all to see (and possibly vote on the best). The final projects will be due next Friday (very little more class time will be allotted for this activity - students may need to work outside of class to finish (or to add final touches like tea stains or burning or even typing papers)).

posted on: October 19, 2005

Weekly assignments - week of Oct. 10th

Here are the tentative assignments for this week. Remember things can change based on how far students get on any given day:-)
If you are absent, be sure to check in with me.
Thanks
Mrs. Suggs

Lesson plans – week of 10/10/05

Monday:
1. Go over Explorer chart
2. Columbian Exchange map – complete on own (discuss tomorrow)
3. French Explorations and Four Voyages of Columbus worksheets

Tuesday:
1. Discuss the Columbian Exchange map – problems and benefits of Europeans exploring the Americas
2. Explorer chart quiz
3. Assign RAFT activity for the chapter:
Role: explorer, king, Indian, someone who traveled over with one of the explorer
Audience: family in England (or other European country), people of England/New World, other Native Americans or Europeans
Format: letter, plea, proposal, advertisement, request for $
Theme: need $ and men, leave us alone, things are good/bad – come on over or get me back home, don’t steal funds from king
**This is due on Thursday – Oct. 13th.**

Wednesday: **Amy, Debby, and Kay are at an all day in-service**
1. Read about England setting up colonies in the New World (pages 64-68).
2. Complete chapter review page 69 – Reviewing Main Ideas #1-10,
Give It Some Extra Thought #1, Sharpen Your Skills #2(use pg. 456 to help answer) and #3, Going Further #2.


Thursday:
1. RAFT due – share and turn in.
2. Check chapter review for completion.
3. Start “Create A Colony” in groups – this will count as the assessment for this chapter. We will finish up this activity next week – during conference week.

posted on: October 06, 2005

Weekly assignments: Week of 10/3

Attached are the tentative assignments for this week. We are having a "crazy week" because of early release on Wednesday, and a writing test on Thursday. Please bare with me if the plans get shifted.
If you are absent, be sure to check in with me.
Thanks
Mrs. Suggs

Monday: 1. Finish checking notebooks - started on Friday, but did not finish
2. Complete chart on 4 Indian periods in Georgia - with a partner
3. Vocabulary story - filling in blanks about chapter 4 using chapter
vocabulary words. This assignment will be counted as a quiz grade.
4. Illustrate chapter 5.

Tuesday: 1. Judge illustrations.
2. Return vocabulary story from yesterday.
3. Discuss exploration of the New World.
4. Begin working on chart of explorers
5. Chapter 5 vocabulary: buffer, charter, colonize, colony,
corporate colony, Far East, friar, garrison, Guale, and
Huguenots.

Wednesday: Early Release - only meeting 1st, 2nd, and 3rd periods
1. Check vocabulary work
2. Complete worksheet on the four voyages of Columbus
3. Finish working on chart on explorers
4. Finish explorers chart.

Thursday: Writing Test - only meeting with 3rd, 6th, & 7th
**3rd period will have read time - DEAR time
6th and 7th periods will complete the activities completed by the
other classes on Wednesday.


Friday: 1. Students, using their textbooks and knowledge from class
discussions, will compare the efforts of France, Portugal and
Spain in settling the New World. They will need to include the
Line of Demarcation. They can make some sort of Venn Diagram to
make the comparison or they may write a paragraph.
2. Complete worksheet - French Exploration in North America. All of
the information needed to complete the worksheet is on the
worksheet.
3. Watch Georgia Stories on Early Inhabitants of Georgia.


posted on: October 03, 2005

Weekly assignments for week of 9/26

Here are the assignments for this week. Keep in mind that this is just a three day week, and the plans have been adjusted.
Please be sure to check in with me if you are absent.
Thanks
Mrs. Suggs

PS - Our test for this chapter will be primarily over vocabulary for the chapter. We will be having our assessment on Monday. The students will be filling blanks in a story about Georgia's Prehistoric Past using the vocabulary from their chapter. They will be able to use the definitions to complete the activity. They will not be able to use their textbooks.

Monday & Tuesday - no school:-)

Wednesday: 1. Copy down and define the first 11 words for chapter 4
(archeaologist, Archaic Indians, artifact, atlatl,
bands, Beringia, carbon 14 dating, chiefdom,
context, culture, and ecofact)
2. Judge illustrations for chapter 4
3. Begin "A Hole In The Head" activity

Thursday: 1. Copy down and define next set of words for chapter 4:
excavate, hieroglyphics, Ice Age, midden, migration,
Mississippian Indians, moat, nomads, organic, Paleo
Indians
2. Finish "A Hole In The Head" activity
3. "What if" with a group
4. Brief discussion of chapter 4

Friday: 1. Copy down and define last set of vocabulary for
chapter 4: palisade, postmolds, prehistory,
projectile points, sherds, site, tradition, wattle
and daub, Woodland Indians
2. Complete chart of "Georgia Traditions" - the 4 Indian
periods in Georgia's past.
3. Notebook check on chapter 2 & 3 materials

**We will be testing over chapter 4 next week. Our test for this chapter will be primarily over vocabulary for the chapter. We will be having our assessment on Monday. The students will be filling blanks in a story about Georgia's Prehistoric Past using the vocabulary from their chapter. They will be able to use the definitions to complete the activity. They will not be able to use their textbooks.

posted on: September 28, 2005

Assignments for week of 9/19

These are the tentative plans for this week. Everything has gotten bumped back a few days due to testing last week and our block party.
In order to get the lesson plans, highlight on the link below:-)
If you are absent, be sure to check in with me.
Content, objectives, and skills are listed in the link below for "exerpts".
Thanks
Mrs. Suggs

Monday and Tuesday - "I am an American" - from last week's plans.

Wednesday (Early Release) - Start chapter 3
a. intro. chapter with discussion of what is important to study in history - how do journalist decide what to write about and what is not really considered "news worthy."
b. why do we study history.
c. different ways to record history - primary vs. secondary sources.
d. Class/homework - time line/picture analysis wkst.

Thursday - 1. Go over worksheet from yesterday.
2. Discuss timelines - AD vs. BC in understanding how dates are recorded.
3. Class/homework - chapter 3 review pg. 41 (Reviewing Main Ideas - #1-7 and Sharpen Your Skills #1 - due tomorrow.

Friday - 1. Check homework (chapter review) from yesterday.
2. With a partner, complete chapter 3 Time Line Actvity. This will be taken as a quiz grade for the chapter. Students will be able to use their textbooks - if necessary.
3. Illustrate chapter 4. We will be looking at these on Monday.

posted on: September 19, 2005

Lesson plans for week of 9/16

Attached are the lesson plans for this week. Be sure to click on the link below to view the assignments.

This week will be a crazy week due to ITBS testing. We will be having a block schedule, and therefore will not be seeing every class each day. You will really need to keep up with your assignments so as to not get behind (especially if you are absent).

Lesson Plans – week of Sept 12th – 16th


***This week is ITBS testing. We are on block scheduling, and therefore will not see every class each day. I have tried to plan accordingly (and to not overload 3rd period since I will see them everyday).

Monday: 3rd, 6th, and 7th periods
1. Finish natural resource activity – due on Wednesday.
2. Return chapter 2 Open Book test
3. Georgia Stories video (Georgia Stories I, program 1 Georgia’s geographic environment)

Tuessday: 3rd, 1st, and 2nd periods
**3rd period –
1. natural disaster story is due tomorrow.
2. complete Georgia’s products word search
3. read silently – SSR time
**1st & 2nd periods
1. Finish natural resource activity – due on Thursday.
2. Return chapter 2 Open Book test.
3. Georgia Stories video


Wednesday: 3rd, 6th, and 7th periods
3rd period:
1. Present natural resources project to the class – class judges the best for bonus points.
2. SSR
6th and 7th:
1. Present natural resources project to the class – class judges the best for bonus points.
2. Complete Georgia’s products word search.
3. Read silently.


Thursday: 3rd, 1st, and 2nd periods
3rd: Start “I Am An American” activity. This will be done individually. It will be due on Monday – to present to the class

1st and 2nd: complete Constitution Day activities (since won’t see these classes tomorrow.
1. Ask class what does the term “Constitution” mean to them. And, how is it important to all of us.
2. Discuss some of the history of our Constitution – state and national (we needed some sort of guidelines to follow once we got our independence from England. And, we needed some sort of guide within each state since our “center” of government was located so far away from us – and it is hard to manage too many people at one time. It was easier to break the US into little sub-units as far as organization and control. An example of this is: state government, city government, town government, county government, etc. )
3. Pose the following question, and have students record their answers in their notebooks: “If you were put in charge of drafting your state’s first constitution, what would be the key components of the document and the structure of the state government?” Have some of the students share their answers.
4. With a partner, complete “I Am An American” activity. This is a composition that needs to be written in ink on the provided paper. We will share these next week – on Monday. **3rd period needs to work alone since they have extra time.

Friday: 3rd, 6th, and 7th periods:
3rd: 1. Continue with “I Am An American “ essay.
2. SSR
6th and 7th periods:
Constitution Day activities
1. Ask class what does the term “Constitution” mean to them. And, how is it important to all of us.
2. Discuss some of the history of our Constitution – state and national (we needed some sort of guidelines to follow once we got our independence from England. And, we needed some sort of guide within each state since our “center” of government was located so far away from us – and it is hard to manage too many people at one time. It was easier to break the US into little sub-units as far as organization and control. An example of this is: state government, city government, town government, county government, etc. )
3. Pose the following question, and have students record their answers in their notebooks: “If you were put in charge of drafting your state’s first constitution, what would be the key components of the document and the structure of the state government?” Have some of the students share their answers.
4. With a partner, complete “I Am An American” activity. This is a composition that needs to be written in ink on the provided paper. We will share these next week – on Monday.

.


posted on: September 08, 2005

Assignments for week of Sept. 5th

Here are the tentative plans for this week. Remember that plans may change based on testing times and regular day to day student understanding of concepts.
Be sure to check in with me if you are absent.
Thanks
Mrs. Suggs

Assignments:
Monday: NO SCHOOL!!! Labor Day Holiday - hang your American flag

Tuesday: 1. Return map tests from Friday
2. Share weather disaster stories and illustrations.
3. Read last section of chapter 2 and complete chapter review at end of chapter - open book test on Thursday.

Wednesday: Schedule change due to CogAt testing - only seeing 1st, 2nd, and 3rd period classes
1. Georgia Stories - video
2. Continue reading rest of chapter 2 and completing the chapter review.

Thursday: shortened classes due to testing - all classes will be seen
1. Open book test - chapter 2

Friday:
1. Finish open book test if not completed yesterday.
2. Depleting natural resource activity. This project will be due next week - be sure to check in with me on due date because we will not be seeing every class every day due to ITBS testing.

posted on: September 02, 2005

Update to weekly assignments - week of 8/29

Don't forget to study for the Georgia map test - it will be Friday, 9/2. You will need to learn all the information we have been reviewing in class for all 4 Georgia maps. I will be selecting 23 items for you to identify from all 4 maps. Let's all shot for 100% on this test:-)
Also, we will not be able to use the Mac lab for typing our weather disaster stories. I am trying to see if we can use the computers in the media center. Many of our computers are reserved for Performance Series testing until the end of September. Therefore, typing is again optional. I prefer typing if at all possible - Thanks!!
Keep your thoughts with the victims of Katrina. Mother Nature can be so destructive. We are so fortunate that we didn't receive any major severe weather right here where we live!!
Please keep me posted if you know in advance that you will be absent.

posted on: August 31, 2005

Change to 8/22 weekly assignments

Because the students did not get as far as I had anticipated with their work this week, I bumped back some of the assignments. Some were moved to later this week, and others were moved to next week. I have included the new version of this week's assignments in my extension below:-)
Mrs. Suggs

Wednesday: 1. Go over Georgia Scavenger Sheet
2. Finish, if necessary, Which Doesn't Belong w/partner
3. Complete graphic organizer worksheet on pages 16-22
4. Homework: define words for chapter 2 and study for Friday's
state map test. (terms: precipitation, prevailing westerlies, relief, reservior, sediment, shoals, slope, surface water, tide, trade winds)

Thursday: 1. Complete 2 worksheets on regions - wordsearch and factfinder.
2. Review states for tomorrow's state map test **If you want to "buy" a wordbank for the test, it will be worth 5 points. That means that your grade will start as 45/50 before I even start to grade it:-).
3. Finish up vocabulary words for chapter 2: water cycle, water table, weather, wetland, and zone.
4. Read and discuss the Barrier Islands - pgs.23-26 of textbook. Answer questions26.

Friday: 1. States test
2. Label 4 maps of Georgia - rivers, highways, regions, and cities. There will be a map test over all 4 maps on Friday, Sept. 2nd.

posted on: August 24, 2005

Weekly assignments for 8/22

These are the assignments for this week. Be sure to check in with me if you are absent.
I am happy to announce that I only had 4 students that did not do their homework last week and had to stay with me during PE/Conn. time:-) Let's try for 0 this week:-)

Monday:
1. Return and go over latitude/longitude quizzes.
2. Review states - map test on Wednesday of this week.
3. Georgia regions scavenger hunt.
4. Homework: read pages 16-22 of the text and define: Atlantic Coastal Waterway, barrier island, bedrock, climate, continental shelf, current, ecosystem, elevation, erosion, and estuary.

Tuesday:
1. Review states for tomorrow's test.
2. Discuss reading from last night.
3. Complete "Which Doesn't Belong" w/partner.
4. Classwork: Graphic organizer on regions.
5. Homework: define: Fall Line, food chain, ground water, aquifer, artesian aquifer, jet stream, landform, marsh, physiographic region

Wednesday:
1. States test.
2. Discuss Barrier Islands
3. Homework: read pages 23-26 and define: precipitation, prevailing westerlies, relief, reservoir, sediment, shoals, slope, surface water, tide, trade winds.

Thursday:
1. Return states test.
2. Finish vocabulary: water cycle, water table, weather, wetland, zone.
3. Discuss Georgia's natural resources, weather, and climate.
4. Begin, with a partner, creating a weather disaster story relating to Georgia and using at least 15 of the chapter vocabulary.

Friday:
1. Locate specific items on 4 Georgia maps - we will be having a map test on Friday, Sept. 2nd
2. Continue with disaster stories - due on Monday. These may be typed:)

posted on: August 19, 2005

Weekly assignments for week of 8/15

I don't know what happened to my post for this week. I obviously did something wrong when I posted it:-( I will do better!! I usually post our assignments for the entire week so that students will know what is coming up, and will plan accordingly:-)
Mrs. Suggs

posted on: August 19, 2005

Assignments for week of 8/15

These are the assignments for this week. Be sure to check in with me if you are absent.
I am so sorry that I am sooooo late in posting this blog:-( Mrs. Suggs

Monday: 1. Review of geographical terms and locating places using an atlas. We will be having a quiz over this information on Friday of this week.
2. Glue in materials into notebook - remember that I am not as concerned with the order of the items as much as if you follow through with gluing everything in to the notebook.
3. Homework: longitude/latitude worksheet.

Tuesday: 1. Take a pre-test on the states. We will be having a state's test on Wednesday, 8/24. The students only need to learn the states.
2. Continue with review of geographical terms.
3. Check homework from Monday.

Wednesday: 1. Review using longitude and latitude using an atlas and a white board (we will be working with partners).
2. Discuss the 5 themes of geography - review from last year. With a partner, students are deciding which theme describes different events in history.
3. Homework: location worksheet - covers pgs. 4-10 of the textbook.

Thursday: 1. Go over homework from yesterday - discuss answers.
2. Make corrections on 5 Themes worksheet from yesterday with partner.
3. Homework: REgions worksheet using textbook.

Friday: 1. Check regions worksheet.
2. Activity - A trip to Where?
3. Quiz on latitude/longitude
4.**Start in class and finish for homework - illustrate chapter 2 of the textbook.

posted on: August 18, 2005

Assignments for week of 8/8 - first week of school

These are the assignments for the week - including tests, quizzes, homework, projects, etc.
Wednesday: 1. Issue textbooks (need to get these covered)
2. Go over syllabus - needs to be signed
3. Discuss notebook requirements
4. "Book Cover" project - due Friday, 8/12
Thursday: 1. Social Studies pre-test
Friday: 1. Share "book covers"
2. Begin review of geographical terms - there will be a quiz over
terms and geographical concepts Friday of next week.

Notebook requirements: The students need to have with them on Monday, Aug. 15, a Meade 5 subject notebook and a glue stick. I will be helping the students begin to organize their notebooks. This is a helpful strategy for students to use in order to organize their information and materials.

"Book Cover" assignment - the students are going to be pretending that the author of the textbook has come to them asking that they create a new cover for the book. The are going to peruse the book to come up with ideas of pictures that help to give an overview of the study of Georgia. All of the covers must be colorful and unique (everyone will be different). The students will be provided with the paper needed for the project. The students do not have to include words on their covers - unless they would like. They need to make sure to include name and class period on the back of the "cover." This will be our first grade for the year. It will count 25 points - and will be placed in the "project" category of my grading scale.

posted on: August 09, 2005

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