**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
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
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 1st 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. 14th 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
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
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
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
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
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
posted on: April 21, 2006
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 14th 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
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
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
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
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
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 1st and all of 2nd
1. Review terms from yesterday.
2. Georgia Stories
posted on: March 07, 2006
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
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
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 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
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