Tuesday, December 13, 2016

Week 16, 2016-2017

Monday, December 12
In Class: Notes:  Treaty of Paris; Review sheet.
Homework: Test is Open note on Thursday and 3x5 card on Friday.  Review chapters 5-7.  Study your notes and review sheet.

Tuesday, December 13
In Class: Review/Study Day
Homework: Test is Open note on Thursday and 3x5 card on Friday.  Review chapters 5-7.  Study your notes and review sheet.

Wednesday, December 14
In Class: Review: America: The Story of Us: Revolution--video and worksheet.
Homework: Test is Open note tomorrow and 3x5 card on Friday.  Review chapters 5-7.  Study your notes and review sheet.

Thursday, December 15
In Class: Revolutionary War Test Day 1
Homework: Test day 2 tomorrow--3x5 card only.  Review chapters 5-7.  Study your notes and review sheet.  Bring something to do if you finish early.

Friday, December 16
In Class: Revolutionary War Test Day 2
Homework: None.

Tuesday, December 6, 2016

Week 15, 2016-2017

Monday, December 5
In Class: Notes--Valley Forge, Liberty's Kids
Homework: None

Tuesday, December 6
In Class: Notes: Battle of Monmouth, John Paul Jones--Bonhomme Richard Vs Serapis, Liberty's Kids: I've Not Yet Begun To Fight
Homework: None

Wednesday, December 7
In Class: Notes: Benedict Arnold and West Point, Liberty's Kids:West Point
Homework: None

Thursday, December 8
In Class: Notes: War in the South, Liberty's Kids
Homework: Test is next Thursday & Friday open notes on day 1.  Organize your notebook--make sure you have notes, vocab.  Review chapters 5, 6, & 7.

Friday, December 9
In Class: Hamilton: "Guns & Ships," Liberty's Kids: Yorktown, Notes Yorktown
Homework: Test is next Thursday & Friday open notes on day 1.  Organize your notebook--make sure you have notes, vocab.  Review chapters 5, 6, & 7.

Monday, November 28, 2016

Week 14, 2016-2017

Monday November 28
In Class:  Review "Common Sense", Rev War notes--Declaration of Independence, Liberty's Kids: First 4th of July, Handout Declaration of Independence
Homework: Read Chapter 6 by Friday.  Tape "Common Sense" into notebook.  Finish Declaration of Independence handout and tape into notebook.

Tuesday, November 29
In Class:  Strengths & Weaknesses Handout, School House Rock: No More Kings; “Fireworks”, Rev War Notes: Battle of New York/Long Island; Hamilton—Right Hand Man, The Crossing.
Homework: Read Chapter 6 by Friday.  Tape "Common Sense" into notebook.  Finish Declaration of Independence handout and tape into notebook.

Wednesday, November 30
In Class: Rev. War Notes: The Crossing
Homework: Read Chapter 6 by Friday.  Tape "Common Sense" into notebook.  Finish Declaration of Independence handout and tape into notebook.

Thursday, December 1
In Class: Rev. War Note: The Crossing
Homework: Read Chapter 6 by Friday.  Tape "Common Sense" into notebook.  Finish Declaration of Independence handout and tape into notebook..

Friday, December 2
In Class: Rev War Notes: Battle of Saratoga, Liberty’s Kids
Homework: "Common Sense" Handout.

The Declaration of Independence: What It Means
Find the answer below to match the excerpt

England has repeatedly interfered with colonists’ rights.  In doing so, it has unfairly ruled over the American colonies.

Individuals have some basic rights that are obvious and that should not be taken away.  Freedom for example is one of those rights.

We now consider ourselves to be an independent country.

Here is proof that England has interfered with colonial rights: the King has not allowed laws that help the colonists the most.

When one group of people is going to break away from a country to form its own nation, then they should explain why they are doing it.

When a government is taking away the rights of citizens and is not doing what the people want, then the citizens have the right to change or replace the government.

Every time we colonists felt we were being treated unfairly, we wrote the King.  He answered by treating us more unfairly.  A ruler who abuses his power should not be able to rule us.

Governments are formed to make sure people’s rights are protected.  Government power should come from the people.

Monday, November 14, 2016

Week 13, 2016-2017

Monday November 14
In Class:  Review Arlington Questions, Chapter 5 ISN pages
Homework: Organize notebook--due Friday.

Tuesday, November 15
In Class: Rev War Notes: 2nd Continental Congress, Workday Ch. 5 ISN
Homework: Ch 5 ISN due Friday.

Wednesday, November 16
In Class: Rev. War Notes: Battle of Bunker Hill, Hamilton--"My Shot"
Homework: Ch 5 ISN due Friday.

Thursday, November 17
In Class: Rev. War Notes Washington Takes Command, Liberty's Kids
Homework: Finish Ch 5 ISN pages.

Friday, November 18
In Class: Rev. War Notes: "Common Sense" Liberty's Kids, "Common Sense" handout
Homework: "Common Sense" Handout.

Monday, November 7, 2016

Week 12, 2016-2017

Monday November 7
In Class:  Rev. War Notes:  The Spark--Lexington & Concord
Homework: None

Tuesday, November 1
In Class: Rev War Notes: Siege of Boston, Ticonderoga
Homework: Election Results.

Wednesday, November 2
In Class: Election Overview,  Notebook Check, Veteran's Day: Arlington; Field of Honor Video & Questions
Homework: None.

Thursday, November 3
In Class: Veteran's Day: Arlington; Field of Honor Video & Questions
Homework: Enjoy the 3 day Weekend

Friday, November 4 
In Class: No School--Veteran's Day
Homework: None.

Monday, October 31, 2016

Week 11, 2016-2017

Monday October 31
In Class:  Rev. War Notes:  The Boston Tea Party, Liberty's Kids: The Boston Tea Party Part 1Part 2
Homework: Finish vocabulary terms that you can by Friday. TERMS ARE BELOW ON LAST WEEK'S BLOG.

Tuesday, November 1
In Class: Rev War Notes: Intolerable/Coercive Acts, Liberty's Kids
Homework: Finish vocabulary terms that you can by Friday.

Wednesday, November 2
In Class: Rev. War Notes: 1st Continental Congress, Liberty's Kids "United We Stand"
Homework: Finish vocabulary terms that you can by Friday.

Thursday, November 3
In Class: Rev. War Notes: Patrick Henry--Liberty or Death, Liberty's Kids
Homework: Finish vocabulary terms that you can by tomorrow.

Friday, November 4 
In Class: Rev. War Notes: Paul Revere & Midnight Ride, Liberty's Kids.
Homework: None.

Monday, October 24, 2016

Week 10, 2016-2017

Monday, October 24
In Class: Workday--Historical Figure timeline, Revolutionary War Vocabulary.
Homework:HF Timeline due Friday 10/28.  Revolutionary War Vocabulary due Friday 11/4.

Tuesday, October 25
In Class: Notes: Underlying Cause, Symptoms & Spark, French & Indian War, Proclamation of 1763.

Wednesday, October 26
In Class: Notes: Symptoms--Sugar Act, Stamp Act.
Homework: HF Timeline due Friday 10/28.  Revolutionary War Vocabulary due Friday 11/4.

Thursday, October 27
In Class: Notes—Townshend Acts, Boston Massacre, Calm Period
Homework: HF Timeline due tomorrow.  Revolutionary War Vocabulary due Friday 11/4.

Friday, October 28
In Class:  Notes: Continued—America Story of US
Homework: Revolutionary War Vocabulary due Friday 11/4. KEEP YOUR NOTES NEAT & ORGANIZED.

Revolution War Vocabulary

*Underlying Cause
First Great Awakening
Revolutionary War
Guerilla Warfare
Import Taxes
Natural Rights

Using the textbook, *class lecture notes/discussion, dictionary or Internet, write the definitions for the above terms.  Place in your "Vocab" section of your notebook.

Monday, October 17, 2016

Week 9, 2016-2017

CONFERENCE WEEK--Minimum Days.  1:00 pm dismissal all week

Monday, October 17
In Class: Electoral College, Colony Presentations
Homework: Historical Figure Presentations continue Tues/Wed for people that haven't presented.

Tuesday/Wednesday, October 18/19: Block 1, 3, 5 & 2, 4, 6
In Class: HF Presentations, Group Review, Historical Figure Timeline Assignment
Homework: Please pick up/remove all HF presentation materials.

Thursday/Friday, October 20/21: Block 1, 3, 5 & 2, 4, 6
In Class: HF Timeline Assignment (due end of period), Revolutionary War vocabulary, America: Story of Us.
Homework: Revolutionary War vocabulary due Friday 10/28.

Thursday, October 13, 2016

Week 8, 2016-2017

Monday, October 10
No School

Tuesday, October 11
In Class: Historical Figure Presentations

Wednesday, October 12
In Class: Historical Figure Presentations 

Thursday, October 13
In Class: Historical Figure Presentations 

Friday, October 14
In Class: Historical Figure Presentations POSTPONED DUE TO RAIN
will continue on TUES/WED next week. Colonial Brochure--Chapter 3


Wednesday, October 5, 2016

Week 7, 2016-2017

Mon/Tues, October 3-4
In Class: Political Spectrum, News Reports & Political Cartoons
Homework: Finish Practice news & cartoon if you didn't finish in class.
Wednesday, October 5
In Class: Historical Figure presentation info, Notebook check
Homework: HF presentations next week

Thursday, October 6
In Class: Chapter 3--The 13 Colonies
Homework: None

Friday, October 7
In Class: Chapter 3--The 13 Colonies
Homework: HF presentations next week (Tues-Fri)

Wednesday, September 28, 2016

Week 6, 2016-2017

Mon/Tuesday, September 26-27
In Class: Roots & questions
Homework: None

Wednesday, September 28
In Class: Roots, "A Numbness of the Heart" article & questions.
Homework: None.

Thursday, September 29
In Class: Historical Figure presentation information, papers returned, "Numbness of Heart"
Homework: Finish "Numbness of the Heart" article and questions.

Friday, September 30
In Class: Notes: Political Spectrum & Political Parties
Homework: Notebook check on Mon/Tues.  You should have Physical Feature maps, Amazing Grace, Numbness of the Heart done.

Numbness of the Heart

Ironically, the first ship carrying slaves across the Atlantic went from west to east. During his second voyage to America, Columbus captured 500 Caribbean Indians to take back to Spain. About 200 Indians died during the Atlantic crossing and were thrown into the sea.
The Spanish failed in their experiment to make American Indians into slaves. When forced to work on sugar plantations in Cuba and the West Indies islands, they died by the hundreds.
Small numbers of black African slaves were introduced into Spanish America as early as 1501. Since the Africans seemed to survive longer than the native Indians, the Spanish began to look eastward for a new source of slave labor. In 1518, King Charles V of Spain granted the first license to sell African slaves in the Spanish colonies of America. The West African slave trade had begun.

Triangular Trade
At first, the Portuguese controlled the newly developing slave market in West Africa.  By the mid-1500’s, the Dutch, Danes, French, English and other Europeans were establishing slave trading stations along Africa’s western seacoast.
The English slave trade was three-cornered or triangular in nature.  At an English seaport, a slave ship would load up with manufactured goods like cloth and muskets and then proceed to a slave trading station on Africa’s west coast.  Here a white merchant, or factor, acted as the middleman, making a deal for trade goods between the slave ship captain and a local African king or black slave dealer.  The slaves would then be taken aboard the ship for a perilous voyage across the Atlantic, the so-called “middle passage.”  This second or middle leg of the trading triangle ended when the ship arrived at one of the many slave market ports in America.  Once in America, the ship captain sold his slaves for cash, which he used to purchase raw materials like sugar, tobacco, cotton or other plantation products.  After loading this new cargo, the captain headed back to England completing the trade triangle.  Later on, Yankee slave ship captains from the United States developed their own version of the triangular trade system.
Library of Congress            England proved to be the most successful slave-trading nation.  Eventually, the English slave business became concentrated in the hands of large trading companies.  Profits form these slave trading voyages, though not excessive (about 10 percent) helped England finance its Industrial Revolution.
Buying Slaves in Africa
How did an African become a slave? At first, white slave traders simply went on kidnapping raids, but this proved too dangerous for the Europeans. Instead, they established hundreds of forts and trading stations along Africa’s West Coast. Local African rulers and black merchants delivered captured people to these trading posts to sell as slaves to European ship captains.
About 50 percent of the slaves were taken as prisoners during the frequent tribal wars occurring among the West African kingdoms. Another 30 percent became slaves as punishment for crimes or indebtedness. The remainder were kidnapped by black slave traders.
An African trader usually transported his slaves to a coastal trading station by binding them around the neck with leather thongs, each slave about a yard distance from each other. There were often 30 or 40 in a string. The factor living at the trading station negotiated a price between the African slave trader and the slave ship captain.
After making a deal with the factor, the traders transported the slaves in large canoes to the ship, riding at anchor just beyond the thundering surf. The factor supervised the branding and loading of the slaves onto the ship. For land-bound Africans who had never seen it before, the ocean was a terrifying sight. Some slaves tried to escape by jumping into the sea, only to be devoured by sharks.
Gustavus Vassa, an African slave who later gained his freedom and wrote an account of his life, described his experience boarding a slave ship:
I was immediately handled and tossed up to see if I were sound by some of the crew and I was now persuaded that I had gotten into a world of bad spirits and that they were going to kill me.... When I recovered, I found some black people about me. I asked if we were to be eaten by these men with horrible looks, red faces and long hair.”

Description: http://www.lib.washington.edu/subject/History/BI/hst388-africa/lt.jpg
The ‘Middle Passage’ to America
Once on board, men and boys were stripped naked and shackled two-by-two at the wrist and ankle. They were then prodded into the dark, unsanitary hold of the ship. Alexander Falconbridge, an English slave ship doctor, wrote this description of typical slave quarters:
They are frequently stowed so close, as to admit of no other posture than lying on their sides. Neither will the height between decks ... permit them the indulgence of an erect posture; especially where there are platforms, which is generally the case. These platforms are a kind of shelf, about eight feet in breadth, extending from the side of the ship towards the center. They are placed nearly midway between the decks, at the distance of two or three feet from each deck. Upon these the negroes are stowed in the same manner as they are on the deck [floor] underneath.
Women and children remained unchained and spent the voyage in separate quarters. All slaves slept on bare, rough wood. This, combined with the turbulent motions of the ship, often caused the skin on their elbows to wear down to the bone.
Two different loading philosophies were popular among slave ship captains. The “loose packers” believed that by carrying fewer slaves, more would survive to be sold in America. The “tight packers” argued that more money would be made by overcrowding the slaves on board the ship, even if this meant some would die due to poor health conditions.
In good weather, and only during the day, the crew allowed the slaves on deck. A slave’s diet consisted of two meals, usually boiled rice, yams, or beans and a daily ration of one pint of water. Should the slaves refuse to eat or drink, the crew sometimes used hot coals to force a slave’s mouth open. Sometimes a slave could be subjected to force feedings by having his jaws separated for him by a device. Members of the crew entertained themselves by whipping the slaves to make them sing and dance. Slave captains encouraged this activity under the premise that it prevented suicidal thoughts and even scurvy among the slaves. After all, in order to maximize his profit, the captain needed live and healthy Africans at the end of the middle passage.
Many Africans died during the middle passage due to smallpox, measles, malaria, and dysentery. During shipboard revolts, some slaves were killed. Those who went insane were thrown overboard. Others took their own lives or surrendered their will to live. On a typical voyage to America, about 10-15 percent of the Africans died; the longer the voyage lasted, the higher the death rate. Estimates vary, but up to 2 million died.
Perhaps the worst atrocity aboard slave ships occurred in 1781 when Luke Collingwood, a slave ship captain from Liverpool, England, loaded more than 400 Africans into his ship, the Zong.  Heading for Jamaica, Captain Collingwood lost over 60 slaves because of disease, and many more slaves were sick.  In addition to rampant illness, the ship ran short on water.  Collingwood mercilessly decided to throw the sick and weak members of his human cargo into the sea.  Figuring the loss would be covered by the ship’s insurance, the captain selected 133 Africans to be cast into the ocean.  Two “parcels” of slaves were handcuffed and thrown overboard.  The remaining slaves were about to be flung over the side when a rainstorm replenished the ship’s meager water supply.  No matter—the cruel Captain Collingwood went ahead with his plan.
In a famous court case that followed the incident, the company that insured the cargo of the Zong ended up not having to pay for the loss.  For the first time, an English court ruled that slaves could not be treated simply as merchandise.
Selling Slaves in America
Before selling his slaves, a captain did everything he could to improve the price he would get for them. The Africans received increased food and water rations, and their skins were rubbed with palm oil to give them a healthy appearance. The ship’s doctor tried to hide scars or evidence of disease, sometimes using cruel or painful cosmetic techniques.
There were two main methods of selling slaves in the West Indies. The sick and weak were sold at auction “by inch of candle.” Bids on these slaves were accepted until an inch of a candle had burned down; the usual price was about $5. The strongest and healthiest slaves were sold by the “scramble” method. Before a sale, the ship’s captain and buyers agreed on an equal price for all slaves, often several hundred dollars a piece. These slaves were then assembled in a large yard. On a signal, the buyers burst into this yard to grab the best slaves. Fighting often ensued between excited buyers over a particularly good “specimen.”
End of the Slave Trade
The United States almost ended its role in the slave trade during the Constitutional Convention in 1787. Most of the convention delegates, including slave owners like George Washington, wanted a provision in the Constitution prohibiting the importation of slaves. Representatives from slave-importing Georgia and South Carolina, however, threatened to leave the union if prohibition was included. To solve this dilemma, delegates put a compromise in the Constitution that prevented Congress from passing any law against slave trading for 20 years.
After 1800, the slave trade came under increasing attack in Europe and the United States. In 1807, President Thomas Jefferson signed a law outlawing the importation of slaves for the purpose of selling them in the United States. A few weeks later, the English Parliament followed our example and passed a similar law. By 1820, most other European nations had banned slave trading.
            Illegal slaving went on for about 50 years. In 1860, Nathaniel Gordon, one of the last American slave ship captains, made a voyage to West Africa and loaded his ship, the Erie, with 900 Africans, 600 of whom were children. As the Erie left Africa to begin its long homeward trek, an American warship intercepted it about 50 miles from the African coast. Captain Gordon was arrested and taken to New York for trial. The court found Gordon guilty of breaking the U.S. anti-slave trading law and sentenced him to hang. The infamous Captain Gordon remains the only American slave trader ever to be executed by the United States.
The West African slave trade, with its tortuous middle passage, lasted nearly 400 years. During this time, more than 11 million Africans found themselves sold into slavery. Of this number, about 5 percent or 500,000 ended up in the United States. Most of the rest ended up in the West Indies or the Caribbean Islands.
Looking back on this period, it is difficult to believe, and even harder to admit, that people could be so cruel as to trade human lives for profit. This despicable business meant a loss of some humanity to everyone involved. John Newton, a former slave ship captain, wrote in 1786 that the slave trade “gradually brings a numbness upon the heart, and renders most of those who are engaged in it too indifferent to the sufferings of their fellow creatures.”

Numbness of the Heart Questions—due  Mon/Tues 10/3-10/4                     
In your notebook’s Roots/Slavery section, answer the following questions in short paragraphs.  Use complete sentences and put the information in your own words.

1.     Give a short history of slavery in the New World.
2.     Explain the Golden Triangle, also known as the Triangular Trade.
3.     Explain the process of obtaining slaves or describe how Africans became slaves.  Tell all the possibilities.
4.     Explain the “Middle Passage.”  Be sure to discuss the different loading philosophies.
5.     Explain the case of Luke Collingwood’s ship.
6.     Explain how a slave was sold in America.
7.     Describe the ending of the slave trade.

Monday, September 19, 2016

Week 5, 2016-2017

Monday/Tuesday, September 19-20
In Class: Slavery & Roots--episode 1 questions.
Homework: Historical Figure Written Report due Wednesday.

Wednesday, September 21
In Class: Roots, "Amazing Grace" song and analysis
Homework: None.

Thursday, September 22
In Class: "A Numbness of the Heart" article and questions. (Place in your notebook)
Homework: Finish "Numbness of Heart" questions by next Wednesday.

Friday, September 23
In Class: Roots--episode 2 questions
Homework: None.

Wednesday, September 14, 2016

Week 4, 2016-2017

Monday/Tuesday, September 12-13
In Class: Review Physical Features & Quiz, Historical Figure Written Assignment Workday.
Homework: Final Draft Land & Water Maps should be taped in your Geography section of your notebook by Mon/Tues 9/19-9/20.

Wednesday, September 14
In Class: Historical Figure Written Assignment Workday
Homework: Historical Figure Written Assignment due Wed 9/21.

Thursday, September 15
In Class: Chapter 2 "European Exploration & Settlement"--chapter questions handout.
Homework: Finish Ch 2 questions.  Movie Permission form if you have not yet turned it in.

Friday, September 16
In Class: America Before Columbus--video & worksheet.
Homework: Maps checked Monday/Tuesday.

Each of you has been assigned a person who was an important part of US History. You will be assigned to this person all year.  Your assignment is to find out who your person was and why he/she was famous.

You may use the Internet, but check several sites.  Don’t copy or cut and paste.  Material must be in your own words.  I also strongly recommend using books, especially children’s books to get basic information on your person and to understand their importance.  The TL library and the Peninsula library system will have books on most historical figures.  Books are also available at Barnes and Noble in both the history section as well as some great books upstairs in the children’s area.  You can also search YouTube to find video information on your person.


1.  1-2 pages typed (double spaced),or 2 -3 pages handwritten.

2.  Standard margins and font.

3.  Final draft form (spelling and grammar count).  Use paragraphs, complete sentences and include an introduction and conclusion in your paper.

4.  You must write your report in the FIRST PERSON.  This means you will say, “I was…” rather than “He or she was…”

5.  Content must include:
A.  Childhood/Early life.  Basic background information on your
      historical figure such as birthplace, education, family members.

B.  Historical achievements.  Explain why your historical figure is  
important.  What did he/she accomplish? Explain how your historical figure ties into his/her time period. What was going on in our nation’s history?  What time period or event they were a part of?  DESCRIBE THE TIME PERIOD OR EVENT.

***C.  What impact did your historical figure have on U.S. History?  How would U.S. History be different today if your person never existed?  (Optional/Extra Credit) 

Tuesday, September 6, 2016

Week 3, 2016-2017

Monday, September 5
Homework: None

Tuesday, September 6
In Class: Notes--Physical Features
Homework: 50 states quiz on Friday.  Study your map, play state games on Sheppardsoftware.com, click on U.S. Geography games.  Eduplace.com/ss/maps/usa.html has regional maps that make it easy to study/learn a section at a time.  You can also "Google" 50 states games to find websites to practice.

Wednesday, September 7
In Class: Notes--Physical Features
Homework: 50 states quiz Friday.

Thursday, September 8
In Class: Notes--Physical Features
Homework: 50 States Quiz tomorrow.  Work on Final Draft maps (1 water map, 1 land map)

Friday, September 9
In Class: 50 States quiz, Study for physical features test, final draft maps, Historical Figures Written assignment.
Homework: Physical Features Test on Block Monday/Tuesday.  Study information from notes and know where features are located on the maps.  Finish Final Draft Maps.

 30 Questions--Physical Features (These are the questions we worked on in class last week)

1.   In which ocean is the only island state located?
2.  What ocean lies east of the United States?
3.  What is the large body of water west of Florida that is an extension of the Atlantic Ocean?
4.  Label the five bodies of fresh water that form a border between the United States and Canada.  What one name is used to describe all five bodies of water?
5.  What body of water lies at 41° north latitude and 112° west longitude?
6.  What bay is located just east of our nation’s capital?
7.  What is the largest bay in California?
8.  What river empties into New York City harbor?
9.  What is the largest river by volume in the United States?
10. What is the river west of the Appalachians that forms a border between Indiana and Kentucky?
11.  What is the name of the river that forms the border between Iowa and Nebraska?
12. What is the major river that flows through the Grand Canyon?
13. What is the name of the river that forms a border between Mexico and the United States?
14. What river runs east from Lake Ontario to the Atlantic Ocean?
15. What river forms the border between two northwestern states and flows into the Pacific Ocean?
16. What is the huge expanse of flatlands between the Rocky Mountains and the Mississippi River?
17. What extensive flatlands cover most of Nevada and are nearly surrounded by mountains?
18. What is the name of the landform north of 40° north latitude that juts out into the Atlantic like a giant fishhook?
19. What flatlands circle the northern and western coastline of the Gulf of Mexico?
20. What flatlands extend south from Chesapeake Bay to the east coast of Florida?
21. What flatlands in California lie between the Sierra Nevada and the Coast Range?
22. What is the mountain range that separates California and Nevada?
23. What is the main mountain chain that runs through the eastern United States?
24. What is the first mountain range west of the Great Plains?
25. What is the tallest mountain in Alaska? 
26. What is the highest mountain in California? 
27. What is the tallest mountain range in Oregon and Washington? 
28. What mountains run along California’s coastline?
29. From the top of which mountain range in the United States could you see the Arctic Ocean?
30. What volcano dominates the southern portion of the island of Hawaii?


Tuesday, August 30, 2016

Week 2, 2016-2017

Monday/Tuesday, August 29-30
In Class: Textbooks issued, 50 states practice test, Geography Activity--30 Physical Features of the United States.
Homework: Learn about your historical figure--why were they important in U.S. history--what was their most important event?

Wednesday, August 31
In Class: Journal Set-up (how to do), Geography Activity continued.
Homework: Movie Permission signature due Friday.

Thursday, September 1
In Class: Finish Geography questions.  Start working on final draft of maps.
Homework: Movie Permission Letter signature due tomorrow

Friday, September 2
In Class: Historical Figure Assignment, Finish geography questions and final draft of maps.  Practice 50 states.
Homework: Enjoy the long weekend.

Wednesday, August 24, 2016

Week 1, 2016-2017

Wednesday, August 24
In Class: Welcome, Seating, Class Overview, American History People Search
Homework: OPTIONAL--finish People Search

Thursday, August 25
In Class: Review People Search, Class Syllabus, Notebook Set Up.
Homework: Finish Setting up notebook.

Friday, August 26
In Class: Historical Figures Assignment, Textbooks Issued
Homework: Start researching your historical figure.