Mr. Weir
Monday
Students will continue to work on their Google.Docs project. Students are creating a business plan/ advertisement ppt/ and logo collaboratively with other students.
Tuesday
Students will complete a Microtype lesson and will complete a scored timed writing. Students will focus on finger placement, keeping their eyes off of the keyboard, and proper fingering technique.
Wednesday
Students will continue to work on their Google.Docs project. Students are creating a business plan/ advertisement ppt/ and logo collaboratively with other students.
Thursday
Students will complete a Microtype lesson and will complete a scored timed writing. Students will focus on finger placement, keeping their eyes off of the keyboard, and proper fingering technique.
Friday
Students will continue to work on their Google.Docs project. Students are creating a business plan/ advertisement ppt/ and logo collaboratively with other students.
5/21
Monday
Students will work on their letters of Roanoke project. Students are going to recreate a journal that explains the whereabouts of the English colonists a Roanoke. Students will describe life at Roanoke and the circumstances that led to their disappearance.
5/22
Tuesday
Students will work on their letters of Roanoke project. Students are going to recreate a journal that explains the whereabouts of the English colonists a Roanoke. Students will describe life at Roanoke and the circumstances that led to their disappearance.
5/23
Wednesday
Students will work on their letters of Roanoke project. Students are going to recreate a journal that explains the whereabouts of the English colonists a Roanoke. Students will describe life at Roanoke and the circumstances that led to their disappearance.
5/24
Thursday
Students will work on their letters of Roanoke project. Students are going to recreate a journal that explains the whereabouts of the English colonists a Roanoke. Students will describe life at Roanoke and the circumstances that led to their disappearance.
5/25
Friday
Students will work on their letters of Roanoke project. Students are going to recreate a journal that explains the whereabouts of the English colonists a Roanoke. Students will describe life at Roanoke and the circumstances that led to their disappearance.
May 14
Monday
Early Dismissal Schedule. Students will review for a Chapter 3 test on the European Colonies. Students should be able to distinguish the different characteristics of the Spanish, French, and Dutch colonies. Projects due today unless you are making a 3D model. All paper projects due.
Objective;
Review key terms and concepts for quiz
May 15
Tuesday
Test on Chapter 3.
Objective:
Test
May 16
Wednesday
Students will present their colony projects to the class and will explain some of the key characteristics for their colony.
Objective:
Distinguish between the different types of colonies and how they made their money.
May 17
Thursday
Students will present their colony projects to the class and will explain some of the key characteristics for their colony.
Objective:
Distinguish between the different types of colonies and how they made their money.
May 18
Friday
Mr. Weir at Gettysburg. Students will complete a studyguide on Roanoke.
Monday, May 7
- Work in groups of two on the create s colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
- The due date is Friday, May 11!
*Daily Essential Question: Why were settlements so successful in America?
Tuesday, May 8
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why do you believe native Americans had different relationships with each European Empire that settled here?
Wednesday, May 9
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why would creating a settlement in real life be extremely difficult? Which type of settlement would be easiest to build? Why?
Thursday, 10
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
**Project is due tomorrow!!
*Daily Essential Question: List the jobs that you felt were essential for the start of your civilization and why they are important for its continued success.
Friday, May 11
- Present the colony project.
Cortes & Pizzaro Websites:
Use the above websites or any other that you want.
4/30
Monday
Students will continue working on the conquistador acrostic and venn diagram. This worksheet will take the place of a chapter 16 test.
5/1
Tuesday
Students will begin Chapter 3 Section 2 and will use a study guide to highlight key terms, people, places, and ideas. Students will fill in the study guides through a powerpoint presentation. The students will discuss Spanish America and be able to distinguish the different levels of governments as well as explain the three types of settlements.
DEQ:
What types of settlements do you believe the Spanish built most often? Why?
5/2
Wednesday
Conquistador worksheet due. Students
will continue section 3 on European colonies by discussing the French movement
into the frontier. Students will
explain the efforts of the French and their relationship with the Indians. Students will also examine the social
classes of people in New Netherlands and the divisions and harmony that
developed between peoples.
DEQ:
Who was more successful in America: The Spanish, French, or Dutch? Why?
5/3
Thursday
Students will continue an outline and will discuss the early and expansion of the French Empire. Students will also examine the relationships with Indians and the European rivalries that ensued.
Objective:
Why did the French treat Native Americans better than the Spanish?
5/4
Friday
Students will finish the outline and will discuss the role of the Dutch in the New World. Students will also examine the relationships between other religions in the New Netherlands.
Objective:
What one word would you use to describe the Dutch in the Americas? Why?
Monday
4/25
Students will continue their discussion of Section 2 on Aztecs by examining the Aztec societies. Students will be able to identify the highest social classes as well as their roles in society. Students will also examine the role of religion and warfare on the Aztecs, such as the practice of human sacrifice.
Objective:
In what ways were the Aztecs like Medieval Europe?
Tuesday
4/24
Students will complete section 2 on the Aztecs by discussing the cultural achievements in astronomy and history, as well as the history of the decline and collapse of the Aztecs because of Spanish conquistadors. Students will be able to identify the reasons why the Spanish were able to subdue a much larger Aztec force.
Objective:
Rate the reasons why the Conquistadors were able to conquer the Aztecs and explain why.
Wednesday
4/25
Students will begin section 3 on the Incas. Students will discuss the beginning of the Inca empire. Students will examine Pachacuti and the changes made involving local leaders, captured children, and language. Students will also be able to identify the organizations and reforms made in Inca economy.
Objective:
Was the mita system a good government policy and why?
Thursday
4/26
Students will continue their discussion of Section 3 on the Incas by discussing the well organized economy of the Incas known as the mita system. Students will also describe the social divisions and religion of the upper and lower classes and will examine the mita’s role in shaping the Inca community.
Objective:
In what ways are the Aztec practice of their religion similar and different to the Incas?
Friday
4/27
Students will complete section 3 by discussing the achievements of the Inca Empire, such as their masonry and road construction. Students will also examine the decline of the Inca empire due to civil war and the invasion of the Spanish lead by Francisco Pizarro.
Objective:
Describe the similarities and differences of the collapse of the Inca and Aztec Empire.
Monday
4/16
Students will create an iMovie on an assigned historical figure. They will insert photos and historical information relevant to their individual and they will also choose music that fits the mood of the slides.
*Daily Essential Question: Work in the computer lab on the iMovie.
Tuesday
4/17
Students will create an iMovie on an assigned historical figure. They will insert photos and historical information relevant to their individual and they will also choose music that fits the mood of the slides.
*Daily Essential Question: Work in the computer lab on the iMovie.
Wednesday
4/18
Students will create an iMovie on an assigned historical figure. They will insert photos and historical information relevant to their individual and they will also choose music that fits the mood of the slides.
*Daily Essential Question: Work in the computer lab on the iMovie.
Thursday
4/19
Students will show their iMovies and will be judge on content and design. Students should evaluate the movies and pick out interesting/memorable moments to discuss.
Friday
4/20
Students will continue their discussion of Section 2 on Aztecs by examining the Aztec societies. Students will be able to identify the highest social classes as well as their roles in society. Students will also examine the role of religion and warfare on the Aztecs, such as the practice of human sacrifice.
May 21
Monday
Students will take a survey on the Gettysburg Field Trip. Students will review for a Gettysburg Test.
May 22
Tuesday
Students will complete an activity that will highlight and explain the ranks of soldiers during the Civil War.
May 23
Wednesday
Students will take a test on Gettysburg.
May 24
Thursday
Students will discuss the Civil War after Gettysburg. They will also examine the characters of Lee & Grant.
May 25
Friday
Students will discuss the Civil War after Gettysburg. They will also examine the characters of Lee & Grant.
May 14
Monday
Students will go to the computer lab to complete a google map on the battle of Gettysburg. Students will investigate the different areas of Gettysburg.
May 15
Tuesday
Students will continue watching the film about Day 3 of Gettysburg.
May 16
Wednesday
Students will continue watching the film about Day 3 of Gettysburg.
May 17
Thursday
Students will finish watching the film about Day 3 of Gettysburg.
May 18
Friday
Gettyburg Field Trip!
Monday, May 7
- Begin viewing the movie "Gettysburg", we will be focusing on the events that led up to the first days battle.
*Daily Essential Question: Why did the Union and Confederate army's pick Gettysburg as the location for battle?
Tuesday, May 8
- Discuss the events of Day 1 of the Battle at Gettysburg.
- Students will copy notes from the powerpoint presentation.
*Daily Essential Question: What was the biggest part of the Union army made up of on Day 1 of the Battle?
Wednesday, May 9
- Continue watching the events of Day 1 of the Battle in the movie "Gettysburg".
*Daily Essential Question: At the end of Day 1 where was the Union Army positioned?
Thursday, May 10
- Discuss the events of Day 2 of the Battle at Gettysburg.
- Copy notes from the powerpoint as we discuss.
*Daily Essential Question: What major flaw did the Union make at the start of Day 2 at Gettysburg?
Friday, May 11
- Begin watching Day 2 of the Battle at Gettysburg.
* Daily Essential Question: Why was Chamberlain's unit rushed to Little Round Top?
4/30
Monday
Students will be watching movie segments of a Civil War film about the Battle of Chancellorsville. Students should take notes on historically important or significant parts.
5/1
Tuesday
Students will be watching movie segments of a Civil War film about the Battle of Chancellorsville. Students should take notes on historically important or significant parts.
5/2
Wednesday
Students will discuss the events surrounding Fredericksburg and Chancellorsville. Students will examine the new generals picked to lead the Union and army and why they were unsuccessful.
5/3
Thursday
Students will be learning about the Battle of Gettysburg. Students will discuss the reasons for Lee's invasion North and the Union response. Students will also examine the importance of the geography at Gettysburg.
5/4
Friday
Students will be watching movie segments of a Civil War film about the Battle of Gettysburg. Students should take notes on historically important or significant parts.