**End of the 1st 9 Weeks is next Friday. (October 13).  Next week, we will review the first 3 units and take the 9 Weeks Exam on Wednesday, October 11)

Monday:   Review for our Unit 3 American Independence test (Tuesday)

Tuesday:   Unit 3:  American Independence test

Wednesday:   Support a point of view on a social studies issue or event. (Desert Survival Situation).  Group deciding on which items to salvage.  

(Inference:  Similar to situation  after the American Revolution..what is next for the newly founded United States of America)

Thursday:   Students will summarize the strengths and weaknesses of the Articles of Confederation.

https://www.history.com/topics/early-us/articles-of-confederation

Friday:   Students will identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.

Monday:   Explain the roles significant individuals played during the American Revolution.  Introduce battles of the American Revolution.

Tuesday:   Examine and chart significant battles that were fought by the Patriots to gain independence.

Wednesday:   Continue with Tuesday’s objective over important battles of the American Revolution.    Review for our Unit 3 test. (Thursday)

Thursday:   Unit 3:  American Independence test

Friday:   Holiday

Monday:   Analyze reasons for and the impact of selected examples of civil disobedience and then Identify colonial grievances listed in the Declaration of Independence.

Tuesday:   Explain the roles played by significant individuals during the American Revolution. (Assign Sensory Figure)

Wednesday:   Continue with Tuesday’s objective.

Thursday:   Explain and chart significant battles that were fought by the Patriots to gain independence.

Friday:  Continue with  Thursday’s objective. 

FYI:  Vocabulary terms are assigned Monday and due Wednesday. After Wednesday, they are considered late and the highest grade students will receive is a 70.   On Friday, I will pick up journals to grade the terms.  Students can complete the assignment by Friday for a maximum grade of 70.  (A total of 5 days to complete the terms)

Monday:  Overview of the various attacks on US soil, pausing to discuss 2 specific attacks:Pearl Harbor (December 7, 1941); 9/11 (September 11, 2001). Assign Unit 3:  American Independence Vocabulary terms. (due Wednesday/ quiz Wednesday)                                 

Tuesday:   Examine the rivalry in North America between the French and the British. (French and Indian War and its outcome) and address why the British began to intervene with new policies after the French and Indian War, which affected the economic affairs of the colonies.

Wednesday:   Analyze:  Trade restrictions, acts passed by the British Parliament, protests and other forms of civil disobedience.

Thursday:  Identify colonial grievances listed in the Declaration of Independence .  (If time permits, explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.)

Friday:  Explain the roles played by significant individuals during the American Revolution.

Monday:   Labor Day Holiday.  Labor Day  pays tribute to the contributions and achievements of American workers and is traditionally observed on the first Monday in September. It was created by the labor movement in the late 19th century and became a federal holiday in 1894.

Tuesday:   Sourcing (who, what, when, where, why) of various individuals that believed governments should be self governing/have a representative goverenment.

Wednesday:  Examine the reasons for the development of the plantation system and the transatlantic slave trade.

Thursday:   Review Unit 2:  Colonial America for the test on Friday.

Friday:   Unit 2:  Colonial America Test

 

Monday:  Teacher Workday

Tuesday: Introduction to 8th Grade Social Studies and expectations for the class.  (Including but not limited to assigning students’ Chromebook, teacher blog,  Google Classroom, online textbook, journals, etc)  The expectations addressed will continue throughout the year.  

• Welcome; overview of class; expectations in regards to assignments, class participation, etc;
• Seating chart, Assigning each student a Chromebook; class expectations, misconceptions  of homework and tests.

Wednesday:  Student expectations that relate to the critical thinking skills associated with historical inquiry. A rigorous study of history requires that students employ strategies for the close reading of historical sources, both primary and secondary.  Mastery of the skills used by historians is necessary for students to become resourceful consumers of information readily and abundantly available in twenty-first century society. (Judge the reliability of a source.)

•  Students will be introduced to the process of correctly/accurately defining terms in detail.  (They will refer to the handout on defining terms and define the terms in the context in which we are studying; within the era we are covering) 
• *Introducing Vocabulary terms: Primary Source, Secondary Source, Sourcing, Contextualizing, Corroboration, Close Reading, Point of View, Frame of Reference, Historical Context (Era), Collaboration, Bias, Compare and Contrast, Inference, Cause and effect (If/Then)   Push/Pull, Sequencing, Summarizing, Categorizing, Generalization, Plagiarize.  (Writing styles:  Expository, Persuasive)
• Examine and discuss the quote (most likely attributed to writer and philosopher George Santayana) ‘Those who do not learn history are doomed to repeat it.’ 

Thursday: Students will analyze and be able to identify various examples of documents as well as evaluate the authenticity of those documents.

• Discuss/distinguish ads from news stories, corroborate information, evaluate claims, or judge the reliability of a source.  Pawn Stars Video (https://youtu.be/nY0E7fNmSS4)
• Terms.  Checking the validity of the source; Internet, Facebook, Twitter, news sources, etc. “Save The Pacific Northwest Tree Octopus” news hoax,  Fake News.  Counterfeit money (FBI), National Enquirer and other “news” magazines.

Friday:  Students will analyze and evaluate the text, intent, meaning, and importance of historical documents, including the Declaration of Independence and the Constitution .

• Examine the following primary documents:  Declaration of Independence and the Constitution.(other documents will be examined as well.)