Skip to main content
DistrictCampus
CAMPUS

BISHOP, L.

Welcome to Mrs. Bishop’s Class

8th Grade Social Studies

bishop@opsb.net

BISHOP-8TH GRADE SOCIAL STUDIES:  HAVE YOUR CHILD CHECK GOOGLE CLASSROOM FOR PAPER WORK AND ASSIGNMENTS

Any work not finished in class must be finished at home!

 

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR APRIL 19-23, APRIL 26-30, MAY 3-7

FOR THE NEXT SEVERAL WEEKS WE WILL BE REVIEWING /LEAP TEST PREPARING. WE WILL BE WORKING ON ONLINE ASSESSMENTS AND IN-CLASS PACKETS. THE IN-CLASS PACKETS WILL ALSO BE POSTED IN GOOGLE CLASSROOM FOR ANYONE WHO IS ABSENT.

LEAP TESTING IS THE WEEK OF MAY 3-7 

 

CALENDAR:  APRIL 12-16

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE:  CONOCO pHILLIPS AND DUCKS UNLIMITED PARTNER TO RESTORE COASTAL WETLANDS   AND:  CWPPRA REBUILDING COASTAL LOUISIANA

  3. Say: “Now that we know the causes of coastal erosion, let’s explore the ways in which it can affect our state’s economy.”

  4. READ ON GOOGLE CLASSROOM    : Economic Impact of Coastal Erosion   a. Louisiana Coastal Wetland Function and Values from The Louisiana Coastal Wetlands Planning Protection and Restoration Act Program b. Louisiana’s Sinking Coast Is a $100 Billion Nightmare for Big Oil by Catherine Traywick from Bloomberg c. Coastal erosion poses multibillion-dollar risk to Baton Rouge economy, LSU study says by Sam Karlin from the Greater Baton Rouge Business Report

  5. FILL IN THE CHART ON WORKSHEET (ON GOOGLE CLASSROOM)     

  6. GO OVER ANSWERS TOGETHER AND DISCUSS:

a. Explain how the seafood industry will be negatively affected by coastal erosion. 

b. How will oil companies lose money because of coastal erosion? 

c. How will storm surges increasingly damage cities in south Louisiana? 

d. Explain the effects of coastal erosion on Louisiana’s economy? 

e. Why should Louisiana and the federal government fight to stop and eventually reverse coastal erosion?

TUESDAY;

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE:  RESTORING THE LOUISIANA COAST (WALTON FAMILY FOUNDATION)   AND:  SAVING LOUISIANA’S COAST (TULANE)

  3. LOOK AT ARTICLES ON GOOGLE CLASSROOM:    : 

a. Master Plan Consistency Guidelines from the Coast Restoration and Protection Authority 

b. Saving Coastal Louisiana: Employing a Suite of Restoration Solutions from Restore the Mississippi Delta 

c. $50 billion plan to save Louisiana coast approved by Legislature by Mark Schleifstein from The TimesPicayune 

d. Louisiana spends billions of dollars in settlement and fine money associated with the 2010 Gulf oil spill by John Snell from WVUE

  1.  ANSWER THE QUESTIONS ON THE WORKSHEET(ALSO ON GOOGLE CLASSROOM) AND SHARE YOUR THOUGHTS

WEDNESDAY;

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE:  RESTORING LOUISIANA’S COASTAL WETLANDS (MEG DAVIS) 

  3. Say, “Understanding Louisiana’s economy supports us in understanding the personal economic choices faced by citizens of Louisiana. We will start by examining different career options available to each of you.”

  4. Write the word specialization on the board and read or project the following definition: a. becoming an expert or concentrating on a particular area or skill.

  5. Watch the video "Specialization and Trade: Because We Can't Be Good At Everything" by Art Carden from learnliberty.org (or similar) for students to consider the concept of specialization.

  6. Say, “Job specialization increases our chances of finding work and preventing unemployment. People are considered unemployed when they are trying to find a job but cannot get a job.”

  7. READ ARTICLE ON GOOGLE CLASSROOM     : Gov. Edwards' statement on positive July jobs numbers for Louisiana by Nikki Henderson from ArkLaTexhomepage.com.  

  8. Conduct a class discussion about the effects of unemployment on Louisiana’s economic identity: a. Why is Governor Edwards happy that the unemployment rate fell in Louisiana? 

b. How does the unemployment rate judge the state of Louisiana’s economy?

c. Why would Louisiana citizens want low unemployment rates? 

d. As you are answering this question think about how interdependence affects the economy. Why would low unemployment help the area you live in?

  1. Provide students access to the Occupational Outlook Handbook from the Bureau of Labor Statistics. WORKBOOK PAGE  

  2. FILL IN THE CAREER GRAPHIC ORGANIZER ON WORKSHEET (AND ON GOOGLE CLASSROOM)      THESE WILL BE SHARED WITH THE CLASS ON FRIDAY.

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. Say, “As you choose a career path to specialize in and avoid unemployment, you will earn wages for your time worked. Those wages are scarce and because of scarcity you have to make personal economic choices called trade-offs.”

  3. Write the word scarcity on the board and read or project the following definition: a. the condition where everything in the world is limited. 

  4. Watch the video “What is Scarcity?”(or similar) for students to consider the concept of scarcity

  5. Say, “Since individuals can’t buy everything they want, they have to make economic choices called trade-offs. Trade-offs are anytime you choose to buy something instead of something else. When people make trade-offs, they pass up buying one item in order to buy the item they really want. The item they gave up buying is called their opportunity cost.”

  6. Write the vocabulary term opportunity cost on the board and read or project the following definition: a. the alternative choice when a person is making a trade-off between two choices

  7. Watch “Tradeoffs and Opportunity Costs” (or similar) for students to consider the concept of opportunity cost.

  8. Say, “Trade-offs and opportunity costs are greatly affected by another major economic concept which affects personal economic choices which is the law of supply and demand. The law of supply states that when prices of products increase the amount supplied by the company that makes the product increases as well. The law of demand states that when the prices of a product increases the amount of people who want the product decreases.”

  9. Watch “A Quick Summary Of Supply And Demand 101” (or similar) for students to consider the concept of supply and demand.

  10. MAP TEST- AS STUDENTS FINISH THEY ARE TO DO THE FOLLOWING:

  11. READ ARTICLE ON GOOGLE CLASSROOM     :  Crawfish shortage means growing demand and higher prices by Jed Lipinski from the Times-Picayune  

  12. ANSWER WORKSHEET (ON GOOGLE CLASSROOM)AND GO OVER TOGETHER

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL

  2. REVIEW THIS WEEK’S LESSONS

  3. TURN IN CLASS WORK FOR 100 POINTS:

  1. Worksheet 3/29 issues facing our city/state/country today

  2. 2 worksheets on how a bill becomes a law

  3. Worksheet 4/1 crawfish production/tariff

  4. Worksheet 4/1 louisiana industries chart

  5. 4/6- 19 paragraphs Sugar Tariff

  6. 4/7 worksheet Inflation

  7. 4/8 coastal erosion

  8. Workbook page Split Page Notes questions

  9. Workbook page Economic Impact from Coastal Erosion

  10. 4/13 worksheet Erosion Solutions

  11. Career Chart

  12. 4/15 Crawfish Higher Prices worksheet


 

   4.  SHARE CAREERS

 

____________________________________________________________________________________________________________________________________

CALENDAR:  APRIL 6-9

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

NO SCHOOL

 

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW LAST WEEK: HOW A BILL BECOMES A LAW-LOOK AT WORKSHEET HANDOUT (ALSO ON GOOGLE CLASSROOM) ; INTERDEPENDENCY/CRAWFISH-VIDEO YOUTUBE STUDIES WEEKLY INTERDEPENDENCE

  3. Say, “Crawfish is not the only Louisiana industry affected by global interdependence. Another concept besides “tariff” that will help us understand interdependence is “subsidy.”

  4. LOOK AT DEFINITION FOR SUBSIDY: “A sum of money given by the government to an industry or business so the price of the product remains low.”

  5. Say, “An example of a subsidy given by the federal government to corn farmers to ensure corn is sold to Americans at a low price.”

  6. Conduct a brief discussion about the benefits and negatives of a subsidy. Possible questions: 

a. How could a subsidy on Louisiana crawfish help crawfish farmers and help consumers of crawfish?

 b. How could a subsidy by China on Chinese crawfish hurt Louisiana crawfish farmers? Would this subsidy benefit consumers? 

c. Explain the benefits and negatives of a subsidy. 

d. In your opinion, should Louisiana have a subsidy on Louisiana crawfish? Why or Why not?

  1. READ WORKBOOK PAGE        Louisiana congressmen ask Trump to reinstate tariff on Mexican sugar imports by Ted Griggs from The Advocate and Louisiana sugar cane industry awaits deal on Mexican imports from the Greater Baton Rouge Business Report. 

  2. AS THE STUDENTS ARE READING THEY WILL WRITE A BULLET POINT SUMMARY FOR EACH PARAGRAPH.

  3. GO OVER SUMMARIES

  4. EXIT TICKET:  respond in writing to the following prompt: Should the U.S. government reinstate a tariff on sugar from Mexico? 

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW TARIFFS FROM YESTERDAY/READ SOME EXIT TICKETS

  3. Say, “Another key economic concept that affects Louisiana’s economy is inflation.”

  4. LOOK AT DEFINITION FOR INFLATION:  a general increase in prices and fall in the purchasing value of money

  5. VIDEO:  EDPUZZLE INFLATION (CANDACE PRATT)

  6. READ  Lucky us: Lafayette area among areas most resistant to inflation by Ken Stickney from The Daily Advertiser.  WORKBOOK PAGE   

  7. ANSWER QUESTIONS ON WORKSHEET (ALSO ON GOOGLE CLASSROOM)

  8. GO OVER ANSWERS TOGETHER

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. Say: “In the previous task, researched how physical geography and natural resources impact our economy. In this unit, we will explore coastal erosion – its causes, solutions, and how it also impacts our economy.”

  3. VIDEO: YOUTUBE LOUISIANA COASTAL CRISIS OIL AND WATER

  4. READ ONLINE ARTICLE:       Louisiana's Governor Declares State Of Emergency Over Disappearing Coastline by Merrit Kennedy from National Public Radio  

  5. Say: “Now that we have learned of the threat that coastal erosion poses to  Louisiana’s coastline, we will examine the various causes of coastal erosion as well as possible solutions to prevent further damage. We are going to watch a video which will give you a visual understanding of the amount of land loss which has already occurred in Louisiana and what could eventually occur if we do not stop coastal erosion in Louisiana.”

  6. VIDEO:   “Louisiana Coastal Land Loss Simulation 1932-2050” for students to comprehend the concept of coastal erosion. 

  7. ANSWER WORKSHEET QUESTIONS AS THE VIDEO IS PLAYING (ON GOOGLE CLASSROOM)

  8. DISCUSS QUESTIONS

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO: LOUISIANA DISAPPEARING 

  3. Say: “we will now analyze the many manmade and natural causes of coastal erosion in detail.”

  4. READ ONLINE SOURCES:     

 a. Louisiana Coastal Wetlands: A Resource at Risk from the U.S. Geological Survey

 b. What We've Done to the Mississippi River: An Explainer by Alexis C. Madrigal from The Atlantic Return to Grade 8 Social Studies: How to Navigate This Document 337 Revised Fall 2019 

c. Louisiana’s Disappearing Wetlands by Deborah Dardis from Louisiana’s Oil: understanding the environmental and economic impact

  1. ANSWER QUESTIONS ON WORKBOOK PAGE 

  2. GO OVER THE ANSWERS TOGETHER

____________________________________________________________________________________________________________________________________

CALENDAR:  MARCH 29- APRIL 1

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. INTRO UNIT 6:  The Modern Era (LOOK AT THE AGENDA IN THE BACK OF THE CLASS)

  3. INTRO TOPIC 1: : Louisiana’s Government in the Modern Era (LOOK AT AGENDA IN THE BACK)

  4. Say, “No matter whether the level of government is local, state, or federal, the most important people in shaping the government’s identity are citizens like you and me. In America’s representative democracy the citizens of Americans and Louisiana are the ones who run, influence, and shape the government. As a citizen of the United States and Louisiana you are privileged to get certain rights which are guaranteed by the United States Constitution and Louisiana State Constitution. However, certain responsibilities or things you should do because you are a citizen come with those guaranteed rights.”

  5. READ RIGHTS AND RESPONSIBILITIES OF U.S. CITIZENSHIP WORKBOOK PAGE 537

  6. DISCUSS WHAT ACTIONS ARE REQUIRED TO BE A GOOD CITIZEN. DISCUSS:

a. Describe the characteristics of a well-informed citizen. 

b. Why should all citizens vote in all local elections? 

c. How does not using your right to vote hurt the American system? 

d. How does the right of freely expressing yourself also require you to respect the beliefs of others? 

e. Describe a good American citizen.

  1. Say, “Learning about the rights and responsibilities of citizens is important; however, the most important thing is to act on what you have learned. 

  2. THINK ABOUT:   the major issues facing the entire state of Louisiana, or major issues affecting students’ communities

  3. ANSWER THE QUESTIONS ON THE WORKSHEET (ALSO ON GOOGLE CLASSROOM) 

  4. SHARE ANSWERS WITH THE CLASS

  5. VIDEO:  YOUTUBE: BEING A GOOD CITIZEN STUDIES WEEKLY

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. Say: “Now that we have learned about the role and responsibilities of the citizen in Louisiana, we are going to investigate the role of our elected officials and participate in a role play to see how a bill becomes a law. To engage in this role play, we will use a sample bill from our state’s legislature.”

  3. VIDEO:  YOUTUBE SCHOOL HOUSE ROCK I’M JUST A BILL

  4. WORKSHEETS ON HOW A BILL BECOMES A LAW (ALSO ON GOOGLE CLASSROOM)

  5. GO OVER TOGETHER

 

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. INTRO TOPIC 2:  Louisiana’s Economy and Geography in the Modern Era (LOOK AT AGENDA IN THE BACK)

  3. Say, “In this task we are going to explore how Louisiana’s geography is connected with its economy, and how its economy is affected by global economic changes. But before we look at how the global economy affects Louisiana, we need to examine the sectors that makeup Louisiana’s modern economy. First, let’s look at the natural resources that fuel much of our state’s economy.” 

  4. VIDEO: GOING GOING GONE: NATURAL RESOURCE DEPLETION NBC NEWS

  5. MAP TEST AS THE STUDENTS FINISH THEIR MAP TEST THEY WILL DO THE FOLLOWING:

  6. Project or provide students with access to the following maps and sources: WORKBOOK PAGES 545-554

  1.  KEY INDUSTRIES OF LOUISIANA

  2.  Ports in Louisiana 

  3. Sugarcane Production 

  4. Rice Production 

  5. Seafood Production 

  6.  Forestry 

  7. Shale Oil and Natural Gas in Louisiana 

  8.  Salt Domes in Louisiana  

  1. FILL OUT WORKBOOK PAGE      Louisiana Industries graphic organizer

  2. GO OVER ANSWERS TOGETHER

  3. Conduct a class discussion about:

 a. What do the maps tell you about Louisiana’s economy? 

b. Would you describe Louisiana as being economically diverse? Why/Why not? 

c. How do Louisiana’s natural resources affect jobs in Louisiana? 

d. Are there any facets of Louisiana’s economy not effected by its geography?

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. HIGHLIGHT NEXT (AND LAST) MAP TEST!! **THURSDAY APRIL 13

  3. VIDEO:  EDPUZZLE NATURAL RESOURCES CAROLINE KIRKBY

  4. Say, “All of Louisiana’s economic industries are affected by global economic forces.

  5. Write the word interdependence on the board and read or project the following definition: When two or more people or things depend on each other.

  6. Watch “Interdependence” (or similar) for students to consider the concept of interdependence.  WORKBOOK PAGE 555

  7.  Provide students access to Crawfish Wars: Cajun Country Vs. China by Donna St. George from The New York Times  WORKBOOK PAGE 556-561

  8. Provide students access to Feds renew tariff on frozen Chinese crawfish by The Associated Press from WDSU News.  WORKBOOK PAGE 562-563

  9. ANSWER QUESTIONS ON WORKSHEET (ALSO ON GOOGLE CLASSROOM)

  10. GO OVER ANSWERS TOGETHER

FRIDAY:

  NO SCHOOL

 

___________________________________________________________________________________________________________________________________

CALENDAR MARCH 15-19

MONDAY-TUESDAY:   WE WILL BE WORKING ON AN INCLASS PACKET FOR 100 PTS

WEDNESDAY:  THE PACKET WILL BE GRADED FOR 100 PTS

THURSDAY:  OPEN NOTES TEST FROM PACKET

FRIDAY: THE GREAT MISSISSIPPI RIVER VIDEO

_______________________________________________________________________________________________________________________________

CALENDAR:  MARCH 8-12

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1.  BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW EXIT TICKET FROM FRIDAY: WHY IS LOUISIANA THE ONLY STATE TO HAVE PARISHES?

  3. Say, “Now that you have an understanding of the historical influences on our government, you can examine the goals of both national and state governments by analyzing the Preambles of the United States Constitution and Louisiana’s Constitution of 1974.” 

  4. READ LOUISIANA STATE CONSTITUTION OF 1974 PREAMBLE  AND THE UNITED STATES CONSTITUTION PREAMBLE ON WORKBOOK PAGE 394-395

  5. VIDEO:  EDPUZZLE PREAMBLE 3 YEAR OLD RECITING PREAMBLE 

  6. TEST ON PREAMBLE (WORKBOOK PAGE  395  ) IS FRIDAY, MARCH 12

  7. COMPARE/CONTRAST THE 2 PREAMBLES BY COMPLETING THE VENN DIAGRAM ON WORKBOOK PAGE 396

  8. GO OVER VENN DIAGRAM

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW THE TWO PREAMBLES FROM YESTERDAY

  3. VIDEO:  EDPUZZLE PREAMBLE 

  4. LOOK AT AND DISCUSS THE DEFINITION FOR FEDERALISM ON THE SMARTBOARD. The sharing of power between one federal government and 50 state governments.

  5. READ OUT LOUD WORKBOOK PAGE   397         THE FIRST 2 PARAGRAPHS OF FEDERALISM: POWERS OF NATIONAL AND STATE GOVERNMENTS 

  6. FILL IN WORKBOOK PAGE 400 USING PAGES 397-399

  7. GO OVER TOGETHER 

  8. CLASS DISCUSSION: Conduct a class discussion about how federalism shapes the political culture of both Louisiana and the United States. a. Why should the federal government control trade between the states? b. Why would states printing and creating money cause problems? c. Explain the reason both the federal government and Louisiana state government need to be able to collect taxes. d. Why should states have the power to conduct elections and create schools? e. How has federalism shaped Louisiana’s political system? f. Why is federalism needed in our American system?

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. Say, “Now that we have an understanding about the powers given to the federal and state government, we will investigate how each level of government operates to implement and use those powers. Last year, you examined the structure of the federal government. This year we will build upon the knowledge you gained about the federal government and compare it to state and local governments.” 

  3. VIDEO:  EDPUZZLE STATE GOVERNMENT 

  4. USING WORKBOOK PAGES 402-419 AND/OR INTERNET SITE LOUISINA.GOV/GOVERNMENT/BRANCHES-OF-GOVERNMENT  FILL OUT WORK PAGE   401     ABOUT THE 3 BRANCHES OF GOVERNMENT

  5. GO OVER TOGETHER

THURSDAY;

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW 3 BRANCHES OF GOVERNMENT:  VIDEO: EDPUZZLE 3 BRANCHES OF GOVERNMENT/BRAINPOP   

  3. READ WORKBOOK PAGE  420      TWO FORMS OF LOCAL GOVERNMENTS IN LOUISIANA 

  4. FILL IN THE QUESTIONS ON WORKBOOK PAGE 421

  5. GO OVER TOGETHER

  6. Say, “Now with an understanding of the powers, functions, and organization of federal, state, and local governments, we can apply our knowledge to real-life scenarios.” 

  7. PASS OUT HOMEWORK SHEET AND GO OVER THE DIRECTIONS (WORKSHEET IS ALSO ON GOOGLE CLASSROOM)

  8. PREAMBLE TEST TOMORROW

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. CHECK HOMEWORK- CLASS DISCUSSION

  3. VIDEO:  EDPUZZLE LOCAL GOVERNMENT 

  4. PREAMBLE TEST

  5. TAKE UP CLASSWORK FOR A GRADE:YOU ARE RESPONSIBLE FOR ALL CLASSWORK, EVEN IF YOU ARE ABSENT. ALL WORK IS ON GOOGLE CLASSROOM

  1. GALLERY WALK PAPER ON WWII 

  2. WORKBOOK PAGE 328-329 (CHART, AT LEAST 4 FACTS PER COLUMN)2/23

  3. WORKSHEET V-DAY 2/24

  4. WORKBOOK PAGE 367 TIMELINE

  5. HOMEWORK SHEET-REVIEW FOR UNIT 5 3/3

  6. WORKBOOK PAGE 396

  7. WORKBOOK PAGE 400

  8. WORKBOOK PAGE 421

  9. HOMEWORK SHEET-LEVELS OF GOVERNMENT 3/11

  10. Paragraph- Why LA has parishes March 5

 

__________________________________________________________________________________________________________________________________

CALENDAR:  MARCH 1-5

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1.  BELLWORK (FOR STUDENTS AT SCHOOL)

  2. PASS OUT CALENDAR FOR THE WEEK (ALSO ON GOOGLE CLASSROOM)

  3. GO OVER VOCAB TEST FROM FRIDAY

  4. INTRO TOPIC 2- CIVIL RIGHTS -LOOK AT OVERVIEW ON THE BACK BOARD (ALSO ON GOOGLE CLASSROOM)

  5. Say, “We have examined the discrimination and racial prejudice faced by African-Americans during Jim Crow Louisiana. In this topic we will explore the Civil Rights Movement in Louisiana, and how some Louisiana citizens sought to end the inequality of Jim Crow and expand the rights of African-Americans.”

  6. LOOK AT DEFINITION OF CIVIL RIGHTS ON SMARTBOARD:The rights of citizens to political and social freedom and equality.

  7. DISCUSS: a. How were African-Americans denied their Civil Rights? b. How had the Louisiana government prevented African-Americans from changing laws that denied their Civil Rights?

  8. READ FIRST 3 PARAGRAPHS FROM CIVIL RIGHTS BUILD ON WORKBOOK PAGE 369-370

  9. FILL IN BOXES 1-3 ON WORKBOOK PAGE 367

  10. READ FIRST PARAGRAPH FROM BATON ROUGE BUS BOYCOTT ON WORKBOOK PAGE 372

  11. FILL IN BOX NUMBER 4 ON WORKBOOK PAGE 367

  12. HOMEWORK:  READ THE REST OF BATON ROUGE BUS BOYCOTT ON WORKBOOK PAGES 372-374 AND LOOK AT PICTURES ON WORKBOOK PAGES 375-376/ ANSWER QUESTIONS ON WORKSHEET  (ALSO ON GOOGLE CLASSROOM)

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER HOMEWORK SHEET

  3. VIDEO:  YOUTUBE: CIVIL RIGHTS MOVEMENT/ STUDIES WEEKLY 

  4. READ BROWN VS BOARD OF EDUCATION (1954-1955) ON WORKBOOK PAGE 381

  5. FILL IN BOX NUMBER 5 ON WORKBOOK PAGE 367

  6. READ THE CRISIS IN NEW ORLEANS BEGINS ON WORKBOOK PAGE 378-379

  7. FILL IN BOXES 7 AND 8 ON WORKBOOK PAGE 367

  8. LOOK AT: a. Segregation Bills Voted in Louisiana from The Chicago Tribune, Nov. 7, 1960 b. Ruby Bridges Enters School c. Close Our Schools? d. Teens Protest Integration e. Demonstrators at William Frantz Elementary School f. Crowd Stopped Near School Board Office ON SMARTBOARD AND DISCUSS: How did the Civil Rights Movement change Louisiana? a. What were the social and political results of the protest against school integration? b. Nearly 60 years after the Civil Rights Movement in Louisiana, what are the results?

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE: RUBY BRIDGES SHARES THE KEY TO OVERCOMING RACISM/700 CLUB 

  3. Say, “In the middle of the 1960’s the United States Congress would pass to laws which would give AfricanAmericans Civil Rights and allow African-Americans to reassert their right to vote.”

  4. READ KEY PROVISIONS OF CIVIL RIGHTS ACT 1964 ON WORKBOOK PAGE 382

  5. FILL IN BOX NUMBER 8 ON WORKBOOK PAGE 367

  6. READ VOTING RIGHTS ACT OF 1965 (READ PARAGRAPHS 3 AND 4 IN THE FIRST SECTION) ON WORKBOOK PAGE 383

  7. FILL IN BOX NUMBER 9 ON WORKBOOK PAGE 367

  8. Say, “The Civil Rights Act of 1964 and Voting Rights Act of 1964 were pieces of legislation meant to protect the political and voting rights of African-Americans, and part of the overall Civil Rights Era reforms. As we saw with the New Orleans school integration crisis, reforms can come with pushback, which is also a part of the Civil Rights legacy in Louisiana. For example, challenges to the voting rights law persisted, and in 2013, the Supreme Court struck down part of the voting protections in the Voting Rights Act in the case Shelby County v. Holder.”

  9. GO OVER WORKBOOK PAGE 367

  10. PASS OUT HOMEWORK SHEET (TEST TOMORROW ON WWII AND CIVIL RIGHTS)

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER HOMEWORK  

  3. TEST

  4. WHEN THE STUDENTS ARE FINISHED THEY ARE TO: READ THE CODE NAPOLEON  AND COMMON LAW  ON WORKBOOK PAGES 388-391 AND ANSWER QUESTIONS ON WORKSHEET COMPARING BETWEEN THE TWO (WORKSHEET CAN ALSO BE FOUND ON GOOGLE CLASSROOM)

FRIDAY:

  1.  BELLWORK (FOR STUDENTS AT SCHOOL)

  1. TAKE UP BELL WORK FOR A GRADE

  2. GO OVER TEST FROM YESTERDAY

  3. Say, “As a class, we have examined many aspects of government as we have explored the history of Louisiana. In this task, we are going to step back and look at facets of our state and local government, and how the United States Constitution and government has shaped our state’s Constitution and government.”

  4. GO OVER CHART FROM YESTERDAY ABOUT COMMON LAW AND CODE NAPOLEON

  5. READ ONLINE:  WHY PARISHES THE STORY BEHIND LOUISIANA’S UNIQUE MAP

  6. EXIT TICKET:  HAVE STUDENTS ANSWER THE FOLLOWING QUESTION AND TURN IT IN AS THEY LEAVE:  : Why is Louisiana the only state to have parishes as our political boundaries?

__________________________________________________________________________________________________________________________________

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR:  FEBRUARY 15-19

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. PASS OUT NEW CALENDAR FOR THE WEEK. (ALSO ON GOOGLE CLASSROOM)

  3. REVIEW WWII FROM THE PREVIOUS WEEK (GALLERY WALK)

  4. VIDEOS (REWATCH SOME FROM THE PREVIOUS WEEK)

  5. NOTECARDS (DUE THURSDAY, FEB 25) AND VOCABULARY TEST THIS FRIDAY. FEB 26TH

  6. FOR THE REST OF THE CLASS, FINISH NOTECARDS, STUDY FOR VOCAB TEST OR FINISH ALL ONLINE ASSIGNMENTS (FOR PARTIAL CREDIT)

TUESDAY: 

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW WWII: VIDEO:  YOUTUBE:  THE U.S. HOMEFRONT DURING WWII (HISTORY 3:17 MIN)

  3. USING COMPUTERS GOOGLE SEARCH INFO FOR TO FILL OUT THE CHART ON WORKBOOK PAGE 328-329 (AT LEAST 4-5 FACTS PER COLUMN)

(SOME WEBSITES:  HISTORY ON THE NET, NATIONAL WWII MUSEUM INC., NATIONAL WWII MUSEUM INC NEW ORLEANS, DUCKSTERS, AMERICAN WOMEN IN WWII-HISTORY, WIKIPEDIA ,AFRICAN AMERICAN GI’S IN WWII, KHAN ACADEMY)

  1. USE WORKBOOK PAGES 330-362 TO HELP FILL OUT THE CHART TOO

  2. GO OVER CHART TOGETHER

WEDNESDAY::

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2.  VIDEO- YOUTUBE- HIGGINS BOAT : TRICENTENNIAL MOMENTS (WYESONDEMAND, 2:53)  

  3. READ PAGES  363-365 IN WORKBOOK AND ANSWER QUESTIONS ON WORKSHEET ON A CLEAN SHEET OF LOOSE LEAF PAPER. (QUESTIONS ALSO ON GOOGLE CLASSROOM)

  4. DISCUSS/CHECK ANSWERS FOR A CLASS WORK GRADE

  5. NOTE CARDS TOMORROW

  6. MAP TEST TOMORROW

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW YESTERDAY’S LESSON

  3. VIDEO-YOUTUBE- NEW ORLEANS, LA: THE HIGGINS BOAT/PLACES OF INVENTION (LEMELSONCENTER, 3:49) 

  4. TAKE UP NOTECARDS TO GRADE (GO OVER DEFINITIONS TOGETHER)

  5. MAP TEST (YOU’VE KNOWN ABOUT THIS TEST FOR A MONTH. THE MAP IS ALSO ON GOOGLE CLASSROOM)

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. TAKE UP BELLWORK FOR A GRADE 

  3. VOCABULARY TEST

_____________________________________________________________________________________________

CALENDAR:  FEBRUARY 8-12

(If I am absent/there is a sub there will be no Bell Work)

 

MONDAY:

  1. BELLWORK (THERE IS NO BELLWORK IF I AM ABSENT)

  2. VIDEO:  YOUTUBE:  LSU PREGAME/TOUCHDOWN (GEAUX BARBARA) AND EVERYMAN A KING/RARE, SLOWED DOWN (SENATOR HUEY LONG)

  3. READ COPIES OF TEXT BOOK PAGE 363 (on google classroom) ABOUT HUEY LONG AND LSU(ON GOOGLE CLASSROOM)

  4. Say, “On September 10, 1935 at the height of his power over Louisiana, Huey Long was assassinated by Dr. Carl Weiss, a political enemy, in the new state capitol of which Huey Long oversaw the building. Despite his death Huey Long’s legacy lived on in Louisiana. You will explore this legacy in the final part of this task.”

  5. VIDEO:  YOUTUBE:  THE ASSASSINATION OF HUEY LONG (WORLDS ASSASSINATIONS 4:08)     

  6. DISCUSS/DEBATE:   Huey Long’s time as a prominent politician of Louisiana was a positive event in the state’s history. Do you agree or disagree? ‚óŹ What was the impact of Populism and power on a state’s identity?

  7. PASS OUT HOMEWORK SHEET (ON GOOGLE CLASSROOM)

  8. TEST TOMORROW/PAPER CHECK!!

TUESDAY:

  1. BELLWORK (THERE IS NO BELLWORK IF I AM ABSENT)

  2. GO OVER ANY QUESTIONS FROM HOMEWORK SHEET OR STUDY GUIDE

  3. TEST

  4. AS STUDENTS ARE TESTING I WILL BE TAKING UP CLASSWORK FROM THE PAST WEEK FOR A GRADE:(WORKSHEETS ARE ALL ON GOOGLE CLASSROOM)

  1. WORKBOOK PAGE 273 FROM 1/27

  2. WORKSHEET POPULIM FROM 1/28

  3. WORKSHEET OIL FROM 1/29

  4. GREAT FLOOD WORKBOOK PAGE 293 FEB 1

  5. STUDY GUIDE HUEY LONG FROM FEB 3

  6. WORKBOOK PAGE 311 FEB 4 HUEY AND THE DEPRESSION

  7. VENN DIAGRAM WORKBOOK PAGE 321 FEB 5

  8. HOMEWORK SHEET FEB 8

  9. BELL WORK FROM FEB. 1-5

  10. GREAT FLOOD VIDEO SHEET/A-D QUESTIONS FEB 2

WEDNESDAY:

  1. BELLWORK (THERE IS NO BELLWORK IF I AM ABSENT)

  2. GO OVER TEST FROM YESTERDAY

  3. INTRO UNIT 5 ON THE BOARD IN THE BACK (ALSO ON GOOGLE CLASSROOM)

  4. VIDEO: WWII OVERVIEW (CLARENDON LEARNING, 12:54)

THURSDAY:

  1. BELLWORK (THERE IS NO BELLWORK IF I AM ABSENT)

  2. INTRO UNIT 5 TOPIC 1 WWII ON THE BOARD IN THE BACK (ALSO ON GOOGLE CLASSROOM)

  3. VIDEO:  YOUTUBE: WWII IN HD: AMERICA ENTERS WWII (HISTORY, 4:24) 

  4. PASS OUT VOCABULARY WORDS TO MAKE NOTECARDS. 

  5. USE THE GLOSSARY ON GOOGLE CLASSROOM TO MAKE NOTECARDS DUE FRIDAY, FEB 19 (VOCAB TEST IS ALSO FRIDAY, FEB 19

FRIDAY:

  1. BELLWORK (THERE IS NO BELLWORK IF I AM ABSENT)

  2. VIDEO:  YOUTUBE: WORLD WAR II IN HD:  PEARL HARBOR- (HISTORY,2 MIN) AND PEARL HARBOR (SMITHSONIAN CHANNEL, 2:16) 

  3. GALLERY WALK (TURN IN SHEET FOR A GRADE) (THESE PICTURES AND QUESTIONS ARE ALSO ON GOOGLE CLASSROOM. LOOK AT ALL THE PICTURES AND THEN ANSWER THE QUESTIONS

__________________________________________________________________________________________________________________________________

CALENDAR:  FEBRUARY 1-5

(If I am absent/there is a sub there will be no Bell Work)

 

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2.  REVIEW 19TH CENTURY RAIL/OIL AND GAS   

  3. Say, “In 1927 the worst flood in American history occurred. The Mississippi River flooded and displaced over 900,000 people and remained in flood stage for 153 days. This flood not only economically hurt Louisiana but it will also politically change Louisiana.”

  4. HAVE THE STUDENTS LOOK AT AND READ WORKBOOK PAGES 294-303

  5. HAVE THE STUDENTS READ ALOUD OR SILENTLY WORKBOOK PAGES 289-292   GREAT FLOOD OF 1927     

  6. HAVE THE STUDENTS ANSWER QUESTIONS ON WORKBOOK PAGE 293 AND ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. GO OVER TOGETHER

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW THE FLOOD OF 1927

  3. WATCH VIDEO:  TALE OF TWO RIVERS; MISSISSIPPI RIVER FLOOD OF 1927  

  4. STUDENTS WILL FILL IN THE WORKSHEET AS THE VIDEO IS PLAYING (ON GOOGLE CLASSROOM)

  5. WORKSHEETS WILL BE GRADED FOR AN IN-CLASS GRADE

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. Say, “In the last few tasks you examined the rise of Populism in Louisiana and how the Flood of 1927 politically changed Louisiana. In this task, you will examine the immediate effects of the political changes caused by the Flood of 1927 and investigate the most successful Populist candidate in Louisiana history. This Populist Democrat is also one of the most controversial Louisiana politicians ever--Huey Long.”    

  3. INTRO TOPIC 3:  HUEY LONG/ LOOK AT THE TOPIC 3 DESCRIPTION SHEET IN THE BACK OF THE CLASS/ RELATE TOPIC TO THEMES (THEMES ARE LOCATED IN FRONT OF THE STUDENTS’ WORKBOOKS)

  4. VIDEO:  YOUTUBE:  HUEY LONG (8;00)   

  5. PASS OUT STUDY GUIDE/ STUDENTS WILL FILL IN THE STUDY GUIDE USING COPIES OF THE GLOSSARY AND WORKBOOK (ALSO ON GOOGLE CLASSROOM)

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  HISTORY BRIEF THE KINGFISH HUEY P. LONG (READING THROUGH HISTORY)    

  3. Say, “Huey Long came in power in Louisiana at the start of the Great Depression. Great Depression was a period of time when America was gripped with a severe economic downturn. Huey Long wanted to help Louisiana citizens hurting from the depression by building up Louisiana’s infrastructure, which included roads, bridges, and in response to the Flood of 1927 - better levees. These building projects throughout Louisiana offered jobs to those struggling during the depression.”

  4. READ FROM TEXT BOOK COPIES PAGES 358-373 TOGETHER. (DO NOT READ THE PAGE ABOUT LSU)

  5. READ WORKBOOK PAGES 309-310  DEPRESSION ERA IN LA    

  6. HAVE STUDENTS ANSWER WORKBOOK PAGE 311  GO  OVER ANSWERS TOGETHER

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL) (DO NOT TAKE UP/IT WILL BE TAKEN UP FOR A GRADE ON TUESDAY OF NEXT WEEK)

  2. VIDEO: YOUTUBE:  EVERY MANS A KING  

  3. Say, “Huey Long portrayed himself as a populist who wanted to help the poor of Louisiana. He ensured all Louisiana school children were given free textbooks, because before this time period school children had to buy their own textbooks. Huey made sure roads, bridges, and levees were built all throughout Louisiana.”

  4. Say, “As Huey Long gained power in Louisiana there were many Louisiana citizens who did not agree with his politics or his stranglehold on Louisiana’s government. This group of people were called the Anti-Longs. Despite his many critics, Huey Long was elected to the United States Senate in 1930 and was sworn into the Senate in 1932 after finishing his term as Louisiana’s governor. Long had aspirations to be the President of the United States. He unveiled his Share Our Wealth Plan to help the country get out of the Great Depression. Huey Long was known for being a flamboyant speaker. After he introduced his Share Our Wealth Plan he started giving speeches in support of his new plan.”

  5. WATCH VIDEO:  HUEY LONG’S SHARE OUR WEALTH SPEECH /LOOK AT WORKBOOK PAGES 312 AND 314-316  

  6. DISCUSS QUESTIONS:  a. Describe Huey Long’s mannerism during his speech. Why would he give a speech this way? b. Explain how Huey Long felt about the richest people in America. What did he believe they should do to help the poor? c. Describe how the poor would be helped under the Share Our Wealth Program. d. In your opinion, which groups of Americans would support and oppose the Share Our Wealth Plan

  7. READ WORKBOOK PAGES 318-320  OVERVIEW OF HUEY LONG’S SHARE OUR WEALTH PLAN  AND OVERVIEW OF THE NEW DEAL  

  8. HAVE THE STUDENTS FILL IN THE VENN DIAGRAM ON WORKBOOK PAGE 321

  9. GO OVER THE VENN DIAGRAM TOGETHER

_________________________________________________________________________________________________________________________________

CALENDAR: JAN. 25TH-29TH

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. HAVE STUDENTS GET OUT THEIR LOUISIANA PARISH/PARISH SEAT MAP. HIGHLIGHT THE AREA FOR THE NEXT TEST ON FEB. 25TH.

  3. VIDEO:  YOUTUBE:   PRESIDENTIAL MINUTE; RUTHERFORD HAYS

  4. AS A WHOLE CLASS DISCUSS:  Explain how the social and political changes experienced by African-Americans in Louisiana from Reconstruction through the Jim Crow Era violated African Americans rights as citizens of the United States.(13TH, 14TH, 15TH AMENDMENTS REVIEW)

  5. PASS OUT REVIEW SHEET/HAVE STUDENTS WORK USING COPIES OF TEXTBOOK (ALL ON GOOGLE CLASSROOM)

  6. GO OVER SHEET/STUDY FOR TEST TOMORROW

TUESDAY;

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. TAKE TEST

  3. INTRO TOPIC 2:  POPULISM AND THE FLOOD OF 1927 (LOOK AT TOPIC 2 SHEET IN THE BACK OF THE CLASS AND GO OVER)

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO: YOUTUBE: THE 19TH CENTURY 

  3. INTRO TOPIC 2 POPULISM AND THE FLOOD OF 1927: SAY:  “During the late 19th Century and early to mid-20th Century in Louisiana Democrats ruled Louisiana’s government. The Republican Party in Louisiana was mainly made up of African-Americans and a few white Louisianans. However, as we learned in the previous unit, African-Americans were disenfranchised during the Jim Crow Era which made it impossible for Republican candidates to be elected to any office in Louisiana. A group of Democrats called Redeemers or Bourbon Democrats controlled Louisiana’s government during the late 19th Century and early 20th Century. The term “Bourbon Democrats” was phrased because these Democrats had such a stranglehold on Louisiana’s government that they basically ruled Louisiana like King Louis XIV who was from the Bourbon royal family in France.”

  4. READ TOGETHER AS A CLASS TEXTBOOK PAGES (COPIES) ON GOOGLE CLASSROOM

  5. HAVE THE STUDENTS ANSWER WORKBOOK PAGE 273  

  6. GO OVER THE ANSWERS TOGETHER

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  POPULISM

  3. REVIEW POPULISM: Say, “Populist goals were centered around helping the common man. This can be most evidently seen in the newspaper the Louisiana Populist.”

  4. READ AS A CLASS (OR INDIVIDUALLY) WORKBOOK PAGE 278, 275-276 EXCERPTS FROM LA POPULIST AND THE RISE OF THE POPULIST PARTY AND THE RISE AND FALL OF THE POPULIST PARTY    

  5. READ BOURBON LA  STARTING ON WORKBOOK PAGE 268-272 

  6. HAVE STUDENTS ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. GO OVER THE ANSWERS TOGETHER

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL) TAKE THESE UP FOR A 20PT GRADE

  2. Say, “During the late 19th Century as Populist ideals were gaining strength in Louisiana, a major economic shift was taking place. Railroad lines became more common in Louisiana which brought an end to the steamboat era. In this task you will explore the benefits and drawbacks of these new industries on Louisiana’s economy and environment.”

  3. VIDEO: YOUTUBE:  TRANSCONTINENTAL RAILROAD AND THE AMERICAN WEST (LAUREN KRITLER) AND HOW A DEEP NSEA OFFSHORE DRILLING RIG WORKS (SMITHSONIAN)  AND LOUISIANA FISHING INDUSTRY IN PERIL  

  4. HAVE STUDENTS READ/LOOK AT MAPS ON WORKBOOK PAGES 279-284  

  5. Say, “In 1902 Louisiana’s first oil well was placed in Jennings, Louisiana. Soon after, the oil and gas industry would start to dominate Louisiana’s economy. This industry would grow to be the one of the greatest factors in our economy and environment.” 

  6. HAVE THE STUDENTS READ 1902; OIL IS DISCOVERED IN LA ON WORKBOOK PAGE 286-287  

  7. HAVE THE STUDENTS ANSWER THE QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  8. GO OVER THE ANSWERS TOGETHER

_________________________________________________________________________________________________________________________________

CALENDAR JANUARY 18-22

(If I am absent/there is a sub there will be no Bell Work)

 

MONDAY:  NO SCHOOL

TUESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER RECONSTRUCTION TEST FROM LAST WEEK

  3. RECONSTRUCTION REVIEW PACKET/Extended response (ON GOOGLE CLASSROOM)

  4. DISCUSS ANSWERS

WEDNESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. INTRO UNIT 4 AND TOPIC 1 (LOOK AT THE BACK BOARD)

  3. RELATE NEW UNIT TO THEMES (WORKSHEETS IN FRONT OF WORKBOOK)

  4. VIDEO:  YOUTUBE END OF RECONSTRUCTION (BOBBLE HEAD)

  5. Say, “During Reconstruction in Louisiana African-Americans had few resources and most did not have a strong education. African-Americans were freed from slavery, but they did not have a lot of economic opportunities. Former plantation owners still owned most of the land in Louisiana, and they still wanted African-Americans to work their lands. This resulted in a new farming system in Louisiana.”

  6. READ PARAGRAPHS 1 AND 2 FROM SHARECROPPING ON WORKBOOK PAGE (MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  7. ANSWER #1 ON SPLIT PAGE NOTES ON WORKBOOK PAGE _______________

  8. WRITE DEFINITIONS FOR VOCAB ON A CLEAN SHEET OF LOOSE LEAF PAPER USING GLOSSARY 

THURSDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW YESTERDAY’S LESSON- SHARECROPPING/RECONSTRUCTION

  3. VIDEO: YOUTUBE: AMERICAN CIVIL WAR-THE END OF RECONSTRUCTION (DEBORAH BENNETT)

  4. Say, “After President Rutherford Hayes withdrew the military from the South, Southern legislatures started passing laws which turned African-Americans into second class citizens. These new “Jim Crow” laws legally separated the races and disenfranchised African-Americans. The Plessy v. Ferguson Supreme Court case legitimized these laws. In this case. Homer Plessy, an African-American man who bought a ticket on a white only railroad car, refused to leave the white only railroad car and was arrested. He filed a lawsuit that asserted that white only railroads cars violated his civil rights. The Supreme Court’s ruling changed life in Louisiana for the next 70 years.”

  5. READ MAJORITY OPINION IN PLESSY VS FERGUSSON ON WORKBOOK PAGES _(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  6. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. GO OVER ANSWERS TOGETHER

  8. STUDY FOR MAP TEST! IT’S BEEN ON THE CALENDAR FOR 3 WEEKS!

FRIDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW YESTERDAY’S LESSON-PLESSY VS FERGUSSON

  3. VIDEO:  YOUTUBE:  PLESSY VS FERGUSSON (STORY TIME WITH MR BEAT)

  4. Say, “After Plessy v. Ferguson set a national precedent about segregation, Louisiana’s legislature started implementing their views of racial segregation.”

  5. MAP TEST: AFTER MAP TEST THE STUDENTS WILL DO THE FOLLOWING WORK:

  6. READ INSTITUTIONALIZING JIM CROW FROM JIM CROW IN LOUISIANA ON WORKBOOK PAGE_(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  7. READ EXCERPTS FROM LOUISIANA’S STATE CONSTITUTION OF 1899 ON WORKBOOK PAGE___________ AND JIM CROW LAWS IN LOUISIANA ON WORKBOOK PAGE ______________(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  8. FILL IN THE WORKSHEET (ON GOOGLE CLASSROOM) AND WORKBOOK PAGE _____________________________

*** TEST ON JIM CROW/ PLESSY VS FERGUSON SHARECROPPING IS NEXT TUESDAY, JAN. 26

 

_______________________________________________________________________________________________________________________________

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR JAN 11-15

(If I am absent/there is a sub there will be no Bell Work)

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. INTRO TOPIC 3: RECONSTRUCTION: LOOK AT THE POSTER ON THE BOARD IN THE BACK

  3. Say, “In the last task you examined the political, social, and economic effects in the debate over slavery that lead to the most destructive war in American history. Remember, your task is to understand the legacy of conflict and resolution on a state’s identify. In this task we will explore the resolution of the conflict as well at its impact on Louisiana. We will do this by examining the period of Reconstruction in Louisiana and evaluating whether the plans worked in Louisiana.” 

  4. VIDEO: YOUTUBE: THE FAILURE OF RECONSTRUCTION (BOBBLEHEAD)  

  5. READ RECONSTRUCTION  ON WORKBOOK PAGES 222-223, PRESIDENTIAL RECONSTRUCTION ON WORKBOOK PAGES 224-225, AND RADICAL RECONSTRUCTION  ON WORKBOOK PAGES 226-227(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  6. FILL IN THE VENN DIAGRAM AND ANSWER THE QUESTIONS ON THE WORKSHEET. (ON GOOGLE CLASSROOM)

  7. DISCUSS ANSWERS TOGETHER

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW DIFFERENT RECONSTRUCTIONS FROM YESTERDAY

  3. VIDEO: YOUTUBE-CRASH COURSE RECONSTRUCTION

  4. LOOK AT AND READ HARPER’S FERRY ON WORKBOOK PAGE 229, FREEDMEN’S BUREAU ISSUING RATIONS ON WORKBOOK PAGE 230, WHITE SOUTHERNERS VIEW ON WORKBOOK PAGE 231(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  5. ANSWER WORKBOOK PAGE 232

  6. GO OVER ANSWERS TOGETHER

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW FEELINGS ABOUT THE FREEDMEN’S BUREAU FROM YESTERDAY

  3. VIDEO:  YOUTUBE-BLACK CODES (BURT BROCK)

  4. READ WORKBOOK PAGES 233-234 BLACK CODES FROM LANDRY PARISH (MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  5. Say, “As Republicans in Congress were allowing Johnson to control Reconstruction, they were becoming angry at the handling of Reconstruction because former Confederate officials were getting elected to the state and national legislatures, and the South was passing black codes restricting the rights of freedmen. Northern Republicans were not going to sit back and allow this to happen. So they began over-riding President Johnson’s veto with a 2/3rd vote, and in 1867 they impeached Johnson. In 1866 Radical Republicans in Congress were able Return to Grade 8 Social Studies: How to Navigate This Document 173 Revised Fall 2019 to pass the Civil Rights of 1866, and they were also able to get the U.S. to pass the 14th and 15th Amendments to the Constitution. In 1868 former Union General Ulysses Grant became president.”

  6. READ WORKBOOK PAGE 235 CIVIL RIGHTS ACT OF 1866, WORKBOOK PAGE 236 14TH AND 15TH AMENDMENTS (MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  7. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  8. GO OVER ANSWERS TOGETHER

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW 13TH AND 14TH AMENDMENTS

  3. VIDEO:  YOUTUBE- BLOOD AND GLORY THE CIVIL WAR IN COLOR AFRICAN AMERICANS AFTER THE WAR

  4. LOOKAT/READ WORKBOOK PAGE 237 THE FIRST VOTE, WORKBOOK PAGE 238 PORTRAIT OF DISTINGUISHED MEMBERS, WORKBOOK PAGE 239 WHITE LEAGUE AND BATTLE OF LIBERTY PLACE , AND WORKBOOK PAGE 240 WHITE LEAGUE AND KKK MAKE AN ALLIANCE(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  5. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  6. GO OVER TOGETHER

  7. READ WORKBOOK PAGE 241-242 COMPROMISE OF 1877(MAY BE READ SILENTLY OR OUT LOUD AS A GROUP)

  8. ANSWER WORKBOOK PAGE 243 TOGETHER

  9. HOMEWORK REVIEW SHEET (ON GOOGLE CLASSROOM)

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO: YOUTUBE-COMPROMISE OF 1877 (BOBBLE HEAD)

  3. HOMEWORK CHECK

  4. TEST

___________________________________________________________________________________________________________________________________

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR:  JAN 4-8

(If I am absent/there is a sub there will be no Bell Work)

 

MONDAY-WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. WE WILL BE WORKING ON AN IN-CLASS PROJECT TO REVIEW THE CAUSES AND EVENTS OF THE CIVIL WAR. THE DIRECTIONS WILL BE PASSED OUT TO THE CLASS AND EXAMPLES WILL BE SHOWN. THEY ARE ALSO ON GOOGLE CLASSROOM. THIS IS A 100 PT PROJECT DUE BY THE END OF CLASS WEDNESDAY.

  3. HIGHLIGHT MAP FOR NEXT TEST ON JAN. 22

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. WE WILL BE WORKING ON A RECONSTRUCTION PACKET IN-CLASS. THE PACKET WILL BE PASSED OUT TO THE STUDENTS IN CLASS AND IT IS ALSO LOCATED ON GOOGLE CLASSROOM. (WE WILL BE USING THE GLOSSARY AND COPIES OF THE TEXT BOOK) IF YOU DO NOT FINISH THE PACKET IN CLASS ON THURSDAY, YOU ARE TO FINISH IT AT HOME THURSDAY NIGHT.

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. WE WILL BE CHECKING THE RECONSTRUCTION PACKET FOR A GRADE

___________________________________________________________________________________________________________________________________

CALENDAR DEC 14-18

 

MONDAY:

  1.  REVIEW WHAT WE HAVE LEARNED ABOUT THE CIVIL WAR: CAUSES, PORT HUDSON, FALL OF NEW ORLEANS, BUTLER…..

  2. VIDEO: YOUTUBE:   LIFE AS A LOUISIANA TIGER SOLDIER

  3. READ THE REAL LOUISIANA TIGERS- FROM THE INTERNET (ON GOOGLE CLASSROOM)

  4. ANSWER QUESTIONS ON THE WORKSHEET (ON GOOGLE CLASSROOM)

  5. GO OVER ANSWERS TOGETHER

TUESDAY/WEDNESDAY

  1. TODAY AND TOMORROW WE WILL BE WATCHING A CIVIL WAR VIDEO ON AMAZON. IF YOU HAVE AN AMAZON PRIME ACCT: CIVIL WAR SERIES 1 AND 2.

WE WILL BE TAKING NOTES AND FILLING IN THE WORKSHEETS (ON GOOGLE CLASSROOM)  IF YOU ARE AT HOME AND  DO NOT HAVE AN AMAZON PRIME ACCT YOU CAN GO BACK AND REWATCH ALL OF THE VIDEOS WE HAVE WATCHED IN THE UNIT SO FAR AND FILL OUT THE WORKSHEETS USING THOSE AND GOOGLE.

THURSDAY:

  1. REVIEW VIDEOS

  2. OPEN NOTES TEST-100 PTS

FRIDAY:

½ DAY GAMES WITH CIVIL WAR FACTS

 

___________________________________________________________________________________________________________________________________

CALENDAR DEC 7-11

 

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW NEW ORLEANS PREPARING FOR CAPTURE FROM YESTERDAY

  3. VIDEO:  YOUTUBE:  BENJAMIN BUTLER AND THE WOMEN OF NEW ORLEANS (NO ROMAINE)

  4. Say, “After Farragut’s capture of New Orleans, the city was controlled by Union General Benjamin Butler. New Orleans citizens strongly supported the Confederacy and were often very disrespectful to Union soldiers. Butler eventually became the most hated man in New Orleans when he passed his infamous Woman’s Order.”

  5. READ WORKBOOK PAGES 205-207 NEW ORLEANS WOMEN DISREPECT UNION SOLDIERS, UNION GENERAL BENJAMIN BUTLER’S WOMEN’S ORDER, AND GENERAL P.G.T. BEAUREGARD RESPONSE TO BUTLER’S WOMEN’S ORDER

  6. ANSWER QUESTIONS ON WORKSHEET IN COMPLETE SENTENCES (ON GOOGLE CLASSROOM)

  7. GO OVER TOGETHER

TUESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW GENERAL BUTLER FROM YESTERDAY

  3. VIDEO: YOUTUBE; THE BATTLE OF PORT HUDSON- SMITHSONIAN

  4. Say, “As the Woman’s Order was happening, the Union was still trying to finish the conquest of the Mississippi River to cut the Confederacy in half. After capturing Baton Rouge, Union General Farragut headed north on the Mississippi River to Port Hudson, Louisiana. At the same time Union General Ulysses S. Grant headed south on the Mississippi River to attempt to capture Vicksburg, Mississippi. The stretch between Port Hudson, Louisiana and Vicksburg, Mississippi were the only spots on the Mississippi River the Confederacy controlled. If the Confederacy lost these two towns the Union would control all of the Mississippi River and cut the South in half. The Union put both towns under siege. A siege is when an army surrounds a town or city and cuts off all supplies to the opposing soldiers in the town or city.”

  5. READ WORKBOOK PAGE 210-211 THE SECOND ASSAULT (MAY READ OUTLOUD TOGETHER)

  6. Say, “After Port Hudson fell thousands of slaves who worked the fields surrounding Port Hudson were freed. Thousands of freedmen, or former slaves, volunteered to serve in the Union army. On January 1, 1863 Abraham Lincoln issued the Emancipation Proclamation which freed all slaves in Confederate controlled areas. These newly freedmen knew if the North won the Civil War slavery would end in the South. Therefore, thousands of newly freed African-Americans signed up to serve in the Union army.”

  7. READ WORKBOOK PAGE 214-215 THE NATIVE GUARDS IN THE UNION ARMY

  8. Say, “By the end of 1863 the Union controlled the entire Mississippi River and was ravaging the Confederacy. Despite grave loses, the war lasted another year and a half, and eventually the Confederate General Robert E. Lee was forced to surrender to Union General Ulysses S. Grant on April 9, 1865 at Appomattox Court House Return to Grade 8 Social Studies: How to Navigate This Document 155 Revised Fall 2019 Virginia. The South had lost the war, and much of its economy and infrastructure was in ruins. In total over 600,000 Americans died in the Civil War.”

  9. ANSWER QUESTIONS ON WORKBOOK PAGE 212

  10. GO OVER ANSWERS TOGETHER

  11. VOCAB TEST TOMORROW!

WEDNESDAY;

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW PORT HUDSON FROM YESTERDAY

  3. VIDEO:  YOUTUBE: LOUISIANA IN THE CIVIL WAR, AMERICA’S BATTLEFIELD TRUST

  4. VOCAB TEST

  5. AFTER TEST STUDENTS WILL LOOK AT PAGES 217-219 (Say, “The images you just analyzed show the scale of destruction left by the Civil War. The North saved the Union and brought the rebelling southern states back into the Union; however, the North would have to reconstruct the South to ensure their economy, infrastructure were repaired. Also the North would have to supervise the South to ensure newly freed African-Americans were given rights and were safe from violence.”)

  6. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. STUDY FOR MAP TEST!

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW PICTURES FROM YESTERDAY AND GO OVER QUESTIONS

  3. TODAY WE WILL BE REVIEWING WHAT WE HAVE LEARNED SO FAR ABOUT THE CIVIL WAR. WE WILL HAVE A GALLERY WALK AND A CLASS DISCUSSION.

  4. ANSWER QUESTIONS ON THE WORKSHEET AFTER REVIEWING PICTURES/TEXT IN WORKBOOK ABOUT THE CIVIL WAR (WORKSHEET ON GOOGLE CLASSROOM)

  5. GO OVER TOGETHER

  6. MAP TEST!

FRIDAY:

NO SCHOOL

 

 

__________________________________________________________________________________________________________________________________

CALENDAR: BISHOP 8TH GRADE SOCIAL STUDIES-

CALENDAR NOV 30-DEC 4

 

MONDAY:

  1. BELL WORK (FOR THOSE STUDENTS AT SCHOOL)

  2. REVIEW UNIT 3 (READ THE BOARD IN THE BACK OF THE CLASS)

  3. INTRO TOPIC 2: CIVIL WAR (LOOK AT AND READ THE BOARD IN THE BACK OF THE CLASS)

  4. Say, “In the previous task you examined the plantation system in Antebellum Louisiana. In this task you will investigate how the antebellum era came to an end by the secession of Louisiana and six other states that started the Civil War. The disputes between the North and South could be traced back to the writing of the U.S. Constitution, and the Civil War was not caused by any one event; it was a slow build up that eventually ripped apart the country. Today we will examine Louisiana’s secession from the union.”

  5. HANDOUT OR PICKUP PACKETS FROM THE WEEK BEFORE THANKSGIVING (100 PTS) VOCAB TEST NEXT WEEK!

  6. VIDEO: YOUTUBE:   CIVIL WAR BRAINPOP

  7. READ:  WORKBOOK PAGES 173-178 TRIGGER EVENTS TO THE CIVIL WAR 

  8. FILL IN BOXES 1-7 ON WORKBOOK PAGE 179

  9. GO OVER TOGETHER

TUESDAY:

  1. BELL WORK (FOR THOSE STUDENTS AT SCHOOL)

  2. VIDEOS: YOUTUBE:  AMERICA’S FIRST TERRORIST OR NATIONAL HERO? (JOHN BROWN)  AND FREDERICK DOUGLAS BRAINPOP

  3. REVIEW CAUSES OF THE CIVIL WAR (BOXES FROM YESTERDAY)

  4. READ THE SECESSION CONVENTION ON WORKBOOK PAGE 180-182 

  5. FILL IN BOXES 8-10 ON WORKBOOK 179

  6. READ 1861 BATTLE OF FORT SUMTER ON WORKBOOK PAGE 178

  7. FILL IN BOX 11 ON WORKBOOK PAGE 179

  8. GO OVER BOXES TOGETHER

  9. LOOK AT AND WORK ON THE EXTENDED RESPONSE TOGETHER (ON GOOGLE CLASSROOM)

WEDNESDAY:

  1. BELL WORK (FOR THOSE STUDENTS AT SCHOOL)

  2. REVIEW WORKBOOK PAGE 179

  3. VIDEOS:  YOUTUBE: SOUND SMART- BLEEDING KANSAS  AND AN UNPOPULAR DECISION-THE DREDD SCOTT DECISION  

  4. READ WORKBOOK PAGE 183 LOUISIANA’S ORDINANCE OF SECESSION AND WORKBOOK 184 EXCERPTS FROM AN ADDRESS TO THE TEXAS SECESSION….

  5. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM) AND WORKBOOK PAGE 185

  6. GO OVER TOGETHER

THURSDAY;

  1. BELL WORK (FOR THOSE STUDENTS AT SCHOOL)

  2. REVIEW LOUISIANA’S SECESSION FROM YESTERDAY

  3. VIDEO: YOUTUBE;  ROBERT E. LEE MINI BIO

  4. Say, “With an understanding of why Louisiana seceded from the Union, in this task you will examine the impact of the Civil War on Louisiana. At the end of the task you will be asked to write about the legacy of this conflict on Louisiana.”

  5. READ WORKBOOK PAGE 189 CIVIL WAR: THE IMPORTANCE OF LOUISIANA AND WORKBOOK PAGE 196 THE CIVIL WAR: THE CAPTURE OF NEW ORLEANS

  6. ANSWER WORKBOOK PAGE 200 IN COMPLETE SENTENCES

  7. GO OVER ANSWERS TOGETHER

  8. Say, “The North’s plan to win the war put Louisiana at risk of invasion since the Union saw New Orleans as a major target to capture. The Union’s desire to capture and control New Orleans left a legacy of distrust and bitterness between the citizens of New Orleans and the North.”

FRIDAY:

  1. BELL WORK (FOR THOSE STUDENTS AT SCHOOL)

  2. REVIEW UNION’S DESIRE TO CAPTURE NEW ORLEANS

  3. VIDEO: YOUTUBE:  HISTORY IN 5 ULYSES S. GRANT

  4. READ WORKBOOK PAGES 201-204 GENERAL SCOTT’S ANACONDA PLAN, FARRAGUT’S FLEET, NEW ORLEANS FEAR OF BEING CAPTURED, AND NEW ORLEANS PREPARE FOR CAPTURE

  5. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  6. GO OVER TOGETHER

 

__________________________________________________________________________________________________________________________________

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR: NOV. 16-20

 

MONDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW LAST WEEK’S LESSON: ANTEBELLUM PERIOD- COTTON GIN, ELI WHITNEY, CONGO SQUARE, SLAVERY…..

  3. VIDEO YOUTUBE BRAINPOP-SLAVERY

  4. WORK PAGES 163-170 TASK SET. ANSWER THE QUESTIONS AND DO THE EXTENDED RESPONSE ON A CLEAN SHEET OF LOOSE LEAF PAPER. USE THE RUBRIC CHECK SHEET PROVIDED. (RUBRIC ON GOOGLE CLASSROOM)

  5. TURN IN TASK SET

TUESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE: BRAINPOP -CIVIL WAR

  3. GO OVER TASK SET WITH THE STUDENTS. LOOKING AT EXAMPLES OF THE EXTENDED RESPONSE.

  4. IF EXTRA TIME: PASS OUT THE CIVIL WAR PACKETS AND DISCUSS (ON GOOGLE CLASSROOM)

WEDNESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. WORK ON THE CIVIL WAR PACKETS

  3. TURN IN THE PACKETS

THURSDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. FINISH PACKETS AND TURN IN FOR A GRADE

FRIDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. TAKE UP BELLWORK FROM LAST WEEK AND THIS WEEK FOR A 20PT GRADE

  3. WATCH VIDEO ABOUT THE HISTORY OF THANKSGIVING:  Thanksgiving for Kids: The History of the First Thanksgiving: Clarendon Learning

  4. WORKSHEET ON THE HISTORY OF THANKSGIVING (ON GOOGLE CLASSROOM)

_____________________________________________________________________________________________

 

CALENDAR NOV. 9-13

MONDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. STUDENTS AT SCHOOL WILL WORK ON THE UNIT 2 TEST TOGETHER FOR REVIEW (ON EDULASTIC) 

  3. BRING NOTECARDS AND COLORED PENCILS TO SCHOOL TOMORROW

TUESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. INTRO UNIT 3(PASS OUT NEW WORKBOOKS)

  3. LOOK AT THE BOARD IN THE BACK OF CLASS:  UNIT, CLAIM, TIME FRAME, TOPICS..

  4. DISCUSS WHAT THEMES MAY BE DISCUSSED IN THIS UNIT. (THEMES ARE IN THE FRONT OF YOUR WORKBOOK)

  5. VIDEO: YOUTUBE STUDIES WEEKLY: PLANTATION LIFE

  6. Say, “In the previous task, we examined the legacy of Louisiana becoming a part of the American system and its citizens assimilating into American culture. During the early 1800’s New Orleans had a booming economy based on trade of agricultural products, mainly sugarcane and cotton. Most of the sugarcane and cotton were grown on huge plantations which used slave labor to grow these crops.  While slave-owners were a very small percentage of the population, the economic system built on slavery was an integral part of Louisiana’s social, political, and economic structure.  During this task, we are going to examine Louisiana’s antebellum era.”

  7. READ DEFINITION OF ANTEBELLUM ON WORKBOOK PAGE  135  AND DISCUSS

  8. Say, “The period from 1812 to 1861 was called the antebellum period. The antebellum period is the time in American and Louisiana history when the plantation agriculture system was at its strongest. For south Louisiana the main cash crop was sugarcane, and in north Louisiana it was cotton. For all other parts of the southern United States the main cash crop was cotton as well. When the founding fathers were writing the United States Constitution they thought slavery would eventually die out; however, in 1793 a man named Eli Whitney invented a new machine called the cotton gin.  

  9. PASS OUT VOCABULARY WORDS (ON GOOGLE CLASSROOM)

  10. NOTECARDS ARE DUE BY FRIDAY, NOV 13 AND VOCABULARY TEST IS THE SAME DAY

  11. WORK ON NOTECARDS

WEDNESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW YESTERDAY:  UNIT 3, NOTECARDS, TEST AND CARDS ON FRIDAY..

  3. Say, “In this task, you will explore the relationship between cash crops and the institution of slavery. As you watch the video, note the effect of market demand of cash crops on the demand for slavery.” 

  4. VIDEO: YOUTUBE: HOW THE COTTON GIN CHANGED AMERICA- DISCERNING HISTORY

  5. ANSWER QUESTIONS ABOUT THE VIDEO ON WORKSHEET (ON GOOGLE CLASSROOM)

  6. READ “WHEN COTTON WAS KING” ON WORKBOOK PAGE 136-141

  7. ANSWER QUESTIONS ABOUT THE TEXT ON THE WORKSHEET (ON GOOGLE CLASSROOM)

  8. GO OVER QUESTIONS TOGETHER

THURSDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW COTTON GIN: VIDEO: YOUTUBE: HISTORY “ELI WHITNEY: FATHER OF TECHNOLOGY”

  3. LOOK AT THE PICTURE OF THE CONGO SQUARE ON WORKBOOK PAGE 151

  4. Say, “New Orleans’ economy was thriving during the Antebellum Period, and many different ethnic groups lived in the city. The city had a thriving culture, and  included the culture of African-American slaves. The main meeting point in New Orleans at that time for slaves was Congo Square. Slaves would meet at Congo Square which was on the outskirts of the French Quarter every Sunday to see family, buy food, socialize, and play music and dance.

  5. READ “LIFE ON A SOUTHERN PLANTATION 1854 from EYEWITNESSES to HISTORY” ON WORKBOOK PAGE 153-156

  6. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. GO OVER TOGETHER

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE:  VIEWPURE-“ANTEBELLUM AMERICA”

  3. SAY:  Trade in New Orleans centered around transporting goods on the MS River using a new method of transportation.

  4. VIDEOS:  YOUTUBE: HISTORY: THE STORY OF THE U.S. STEAMBOATS” and “ ROBERT FULTON INVENTS THE STEAMBOAT”  

  5. EXPLAIN WHAT THEY WILL BE DOING AFTER VOCABULARY TEST:

  6. READ WORKBOOK PAGES 145-146  ABOUT “TRANSPORTATION”

  7. READ WORKBOOK PAGES  158-161   ABOUT “SUGAR” AND “SLAVES”

  8. WHEN FINISHED WITH VOCABULARY TEST ANSWER WORKBOOK PAGE  162 

  9. TAKE VOCAB TEST, THEN STUDENTS WILL DO THE WORK ON #’S 5-8

 

________________________________________________________________________________________________________________________________

CALENDAR NOVEMBER 2-6

MONDAY:

  1.  BELL WORK (FOR STUDENTS AT SCHOOL)

  2.  VIDEO: YOUTUBE: “THE ULTIMATE GUIDE TO THE PRESIDENCY: HOW THE PRESIDENCY WAS FORMED 1789-1825”

  3. FILL IN THE QUESTIONS ON THE WORKSHEET AS WE ARE WATCHING THE VIDEO(WORKSHEET IS ON GOOGLE CLASSROOM)

  4. TURN IN PAPER FOR A GRADE

  5. PASS OUT HOMEWORK SHEET (ON GOOGLE CLASSROOM) 

  6. READ ABOUT JEAN LAFITE TOGETHER

  7. HOMEWORK PAPER WILL BE TAKEN UP FOR A GRADE THURSDAY, NOV 5TH.

TUESDAY:  NO SCHOOL

WEDNESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW PAST LESSONS AND TIE IT TO TODAY’S:  Say, “The irony of the battle is that the War of 1812 was technically over on December 24, 1814. On December 24, the British and Americans agreed to end the war by signing the Treaty of Ghent, but news of the peace treaty took months to reach America. So the Americans or British in New Orleans had no idea that both countries had agreed to end the war with no true winner. Even though the war ended without a winner, the war of 1812, especially the Battle of New Orleans, changed the relationship between Americans and Louisianans.”

  3. YOUTUBE VIDEO: “AMERICA’S 2ND WAR OF INDEPENDENCE” (PRAGERU)

  4. IN WORKBOOK, READ PAGES  127-128 “CELEBRATION IN NEW ORLEANS AFTER VICTORY” AND “EXCERPTS FROM A LETTER FROM LAURA EUGENIE…”

  5. ANSWER WORKSHEET IN COMPLETE SENTENCES. (ON GOOGLE CLASSROOM)

  6. GO OVER TOGETHER

  7. ASK IF THERE ARE ANY QUESTIONS ABOUT HOMEWORK FROM MONDAY

THURSDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO: YOUTUBE:  “AMERICA’S SECOND WAR OF INDEPENDENCE” (DRAGER U) 

  3. TAKE UP HOMEWORK SHEET

  4. TAKE UNIT 2 TEST

FRIDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. TAKE UP PAPERS FROM THE LAST 2 WEEKS FOR A GRADE

  3. GO OVER UNIT 2 TEST

  4. PARISH MAP #2 (YOU HAVE HAD THE MAP FOR OVER A MONTH)

_____________________________________________________________________________________________________

 

OCTOBER 26-30

MONDAY:

  1. BELL WORK (FOR IN CLASS STUDENTS)

  2. REVIEW LOUISIANA TERRITORY

  3. VIDEO- YOUTUBE  “CROSSING THE MISSISSIPPI-THE LOUISIANA PURCHASE” LOOK FOR REASONS WHY THE U.S. WOULD WANT TO CONTROL THE MISSISSIPPI RIVER.

  4. READ “CONGRESS AND VOLLEYS” ON WORKBOOK PAGE 110-111

  5. ANSWER QUESTIONS ON WORKBOOK PAGE 112 . USE COMPLETE SENTENCES.

  6. GO OVER QUESTIONS TOGETHER AS A CLASS.

  7. RELATE LESSON TO THEMES (IN FRONT OF WORKBOOK)

TUESDAY:

  1. BELL WORK (FOR IN CLASS STUDENTS)

  2. REVIEW: VIDEO- YOUTUBE (DANIEL IZZO) “HISTORY OF TERRITORIAL EXPANSION OF THE U.S.” LOOK FOR CHANGES IN LOUISIANA

  3. USING THE SOURCES ON WORKBOOK PAGES   113, 114, 115      (“EXCERPTS FROM CONSTITUTION OF THE STATE OF LOUISIANA 1812”, “LOUISIANA MAP 1814”, AND “LOUISIANA LATITUDE AND LONGITUDE MAP”) ANSWER THE QUESTIONS ON THE WORKSHEET ABOUT THE CHANGES IN LOUISIANA. (WORK SHEET IN GOOGLE CLASSROOM)

  4. GO OVER ANSWERS TOGETHER IN CLASS

WEDNESDAY:

  1. BELL WORK (FOR IN CLASS STUDENTS)

  2. REVIEW TENSIONS BETWEEN BRITISH AND AMERICANS (AMERICAN REVOLUTION) “AT THE SAME TIME LOUISIANA WAS BECOMING A STATE, AMERICA WENT TO WAR WITH BRITAIN ONCE AGAIN. THE WAR OF 1812 AND THE MOST FAMOUS BATTLE OF THE WAR, THE BATTLE OF NEW ORLEANS, LEFT A LASTING LEGACY ON LOUISIANA AND ITS CITIZENS. IN THIS LESSON WE WILL EXAMINE THE CAUSES OF THE WAR OF 1812 , BATTLES BEFORE THE BATTLE OF NEW ORLEANS AND THE OUTCOMES OF THAT BATTLE”

  3. VIDEO: YOUTUBE (LBDEGO): “THIS IS THE WAR OF 1812”

  4. READ WORKBOOK PAGES  117-118, “IMPRESSMENT OF AMERICAN SOLDIERS FROM THE MARINER’S MUSEUM”  AND  “WAR OF 1812-1815 FROM OFFICE OF THE HISTORIAN BUREAU OF PUBLIC AFFAIRS”  WORKBOOK PAGE 119

  5. FILL IN GRAPHIC ORGANIZER ON WORKBOOK PAGE 120   ABOUT THE WAR OF 1812

  6. LIST 2 CAUSES, 3 KEY EVENTS, AND 1 STATUS BEFORE THE WAR

  7. GO OVER THE ANSWERS TOGETHER IN CLASS

  8. RELATE LESSON BACK TO THEMES (IN FRONT OF WORKBOOK)

THURSDAY:

  1. BELL WORK (FOR IN CLASS STUDENTS)

  2. REVIEW WAR OF 1812- VIDEO-YOUTUBE (USA PATRIOTISM) “WAR OF 1812” 

  3. “BY 1814, THE WAR OF 1812 HAD NO CLEAR WINNER. THE BRITISH SENT AN ARMY AND A FLEET OF SHIPS TO NEW ORLEANS WITH HOPES OF CAPTURING THE CITY TO HELP TURN THE TIDES OF WAR. EVENTUALLY THE AMERICANS AND THE BRITISH MET AT THE BATTLE OF NEW ORLEANS WHICH HAS BECOME THE MOST FAMOUS BATTLE OF THE WAR OF 1812. THE AMERICAN GENERAL AT THE BATTLE OF NEW ORLEANS WAS ANDREW JACKSON, AND THIS BATTLE WOULD SOON MAKE HIM AN AMERICAN HERO, PROPELLING HIM TO EVENTUALLY BECOME PRESIDENT”

  4. READ WORKBOOK PAGES  121-124    “THE BATTLE OF NEW ORLEANS PART 2” 

  5. FILL IN THE TIMELINE ON WORKBOOK PAGE  125 

  6. GO OVER THE TIMELINE TOGETHER

  7. IF TIME PERMITS:  WATCH VIDEO: YOUTUBE (DRAGERU) “AMERICA’S 2ND WAR OF INDEPENDENCE”  

FRIDAY:

  1. BELL WORK (FOR IN CLASS STUDENTS)

  2. REVIEW WAR OF 1812/BATTLE OF NEW ORLEANS VIDEOS: YOUTUBE “BATTLE OF NEW ORLEANS” SONG AND “WAR OF 1812” (TEACHERTUBE)

  3. USING PAPERS FROM THE WEEK: MAPS, TIMELINE, QUESTIONS..) ANSWER QUESTIONS ON WORKSHEET ABOUT WAR OF 1812. (ON GOOGLE CLASSROOM)

  4. GO OVER ANSWERS TOGETHER

  5. RELATE LESSON TO THEMES (IN FRONT OF WORKBOOK)

___________________________________________________________________________________________________________________________________

OCTOBER 19-23

MONDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER UNIT 1 TEST

  3. INTRO UNIT 2-LOOK AT BOARD IN THE BACK OF THE CLASS (FOR STUDENTS AT SCHOOL)

  4. VIDEO: YOUTUBE:  ONE MINUTE HISTORY “LOUISIANA PURCHASE”

  5. LOOK AT PICTURES OF LOUISIANA PURCHASE (ON GOOGLE CLASSROOM)

  6. READ TIMELINE AND NARRATIVE OF THE LOUISIANA PURCHASE (ON GOOGLE)

  7. ANSWER WORKSHEET BASED OFF OF THOSE 2 SOURCES (ON GOOGLE)

  8. RELATE LESSON BACK TO THEMES (IN FRONT OF WORKBOOK)

TUESDAY:

  1. BELLWORK (FOR STUDENTS WHO ARE AT SCHOOL)

  2. REVIEW:  VIDEO: YOUTUBE: BRAINPOP “LOUISIANA PURCHASE”

  3. READ:  “SPANISH COLONIAL LOUISIANA”  PARAGRAPH 5 OF THIS SECTION TITLED “1795-1803: ECONOMIC TRANSFORMATION AND SPAIN’S FAREWELL” WORKBOOK ONE PAGE   69    

  4. FILL IN #1 AND #2 ON THE SPLIT PAGE NOTES ON WORKBOOK PAGE 86

  5. DISCUSS QUESTIONS

  6. READ: “LOUISIANA PURCHASE” ON WORKBOOK TWO PAGE 89-91

  7. ANSWER #3 AND #4 ON THE SPLIT PAGE NOTES ON WORKBOOK PAGE 86

  8. DISCUSS ANSWERS:  WHAT GEOGRAPHICAL ADVANTAGES WOULD THIS LAND ACQUISITION ADD TO THE UNITED STATES?  WHAT WOULD BE SOME DRAWBACKS? (FIRST TIME U.S. BOUGHT LAND FROM A FOREIGN NATION, DOUBLED OUR SIZE, SPARSELY POPULATED)

WEDNESDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW LOUISIANA PURCHASE:  WHY WOULD THOMAS JEFFERSON WANT TO CONTROL NEW ORLEANS? WHAT WILL UNITED STATES GAIN FROM THIS LAND ACQUISITION?

  3. VIDEO: YOUTUBE: BRAINPOP “NAPOLEAN BONAPARTE”

  4. READ:  “LETTER FROM THOMAS JEFFERSON TO ROBERT LIVINGSTON APRIL 18, 1802” ON WORKBOOK PAGE     87 

  5. FILL IN THE SOAPSTone GRAPHIC ORGANIZER ON WORKBOOK PAGE 88

  6. ANSWER QUESTIONS ON WORKSHEET (IN GOOGLE CLASSROOM) IN COMPLETE SENTENCES ABOUT THE LETTER

  7. GO OVER WORK TOGETHER

THURSDAY:

1.    BELLWORK (FOR STUDENTS AT SCHOOL)

  1. READ:  “REPRESENTATIVE ROGER GRISWOLD SPEECH TO CONGRESS “ WORKBOOK PAGE 94

AND READ:  “LETTER FROM JAMES MADISON TO ROBERT LIVINGSTON” WRKBOOK PAGE 95

  1. ANSWER QUESTION ON THE WORKSHEET (IN GOOGLE CLASSROOM) ABOUT THE 2 SOURCES.

  2. DISCUSS THE DIFFERENCES BETWEEN THE 2 SOURCES

  3. EXIT TICKET:  ON A CLEAN SHEET OF LOOSE LEAF PAPER: EXTENDED RESPONSE:  COMPLETE PARAGRAPH (INDENT, MAIN IDEA, FACTS WITH EXPLANATIONS, AND CONCLUSION SENTENCE)

DO YOU AGREE WITH GRISWOLD THAT THE UNITED STATES SHOULD NOT ACQUIRE THE LOUISIANA TERRITORY OR DO YOU AGEE WITH MADISON THAT THE UNITED STATES SHOULD ACQUIRE THE LOUISIANA TERRITORY? DEFEND YOUR OPINION USING EVIDENCE FROM THE  TEXTS AND YOUR KNOWLEDGE OF SOCIAL STUDIES.

FRIDAY:

  1. BELLWORK (FOR STUDENTS AT SCHOOL)

  2. INTRO TOPIC 2 FOR UNIT 2: STATEHOOD AND THE BATTLE OF NEW ORLEANS (STUDENTS AT SCHOOL WILL LOOK AT THE BOARD IN THE BACK OF THE CLASS) DISCUSS THEMES (IN FRONT OF YOUR WORKBOOK) THAT MAY BE DISCUSSED DURING THIS TOPIC

  3. REVIEW LOUISIANA PURCHASE: BROUGHT LOUISIANA UNDER CONTROL OF THE UNITED STATES BUT IT ALSO BROUGHT CONFLICT.

  4. VIDEO:  YOUTUBE: BRAINPOP “ JAMES MADISON”

  5. READ:  “LOUISIANA PURCHASE AND THE TERRITORIAL PERIOD”  ( UP TO THE SECTION “THE WAR OF 1812”) WORKBOOK PAGE 96-98

  6.  READ:  LOUISIANA THE MARITIME HERITAGE PROJECT” ( THE SECTION TITLED “ NEW ORLEANS AND AMERICAN ANNEXATION”) WORKBOOK PAGE  101-102

  7. FILL IN THE TERRITORIAL PERIOD OF LOUISIANA GRAPHIC ORGANIZER ON WORKBOOK PAGE 107 YOU SHOULD LIST 3 FACTS ABOUT “BOUNDARY DISPUTES”, 3 FACTS ABOUT “TROUBLE WITH ETHNIC RELATIONS”, AND 3 FACTS ABOUT “ECONOMIC GROWTH”.

  8. DISCUSS CHART

RELATE LESSON BACK TO THEMES

 

_______________________________________________________________________________________________________________________________

OCTOBER 14-16

 

WEDNESDAY, OCT. 14:

  1.  BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW:  DISCUSS:  FRANCE’S CONTROL OVER LOUISIANA- LEFT IT POOR; SPANISH RULE WILL GIVE IT A VIBRANT ECONOMY

  3. VIDEO: YOUTUBE: “SPANISH AMERICAN EXPLORATION AND COLONIZATION” (START VIDEO ON THE 43 SEC. MARK)

  4. READ:  “SPANISH COLONIAL LOUISIANA” WORKBOOK PAGE  63-70   AND “SLAVERY IN SPANISH COLONIAL LOUISIANA” ON WORKBOOK PAGE 71-73

  5. HIGHLIGHT AS YOU READ INFORMATION ABOUT SPANISH LOUISIANA ECONOMY, RELIGION, POPULATION, SLAVERY... 

  6. FILL IN THE CHART ON WORKBOOK PAGE 48   (THE SPANISH SIDE OF THE CHART, WE FILLED OUT THE FRENCH SIDE LAST WEEK)

  7. YOU SHOULD HAVE 3 FACTS ABOUT SPANISH LOUISIANA’S ECONOMY, 3 ABOUT POPULATION, 1 ABOUT RELIGION, 2 FACTS ABOUT SLAVERY AND 3 FOR GOVERNMENT

  8. GO OVER ANSWERS TOGETHER

  9. RELATE LESSON TO THE SOCIAL STUDIES THEMES

THURSDAY, OCT 15:

  1. BELL WORK(FOR STUDENTS AT SCHOOL)

  2. REVIEW: VIDEO-YOUTUBE “ALEXANDER O’REILLY, SECOND SPANISH GOVERNOR OF LOUISIANA (TRICENTENNIAL MOMENT)” 

  3. DISCUSS:  DURING SPANISH RULE ONE OF LOUISIANA’S LARGEST ETHNIC GROUPS SETTLED IN SOUTH LOUISIANA THE ACADIANS OR “CAJUNS” FROM NOVA SCOTIA (CATHOLIC)

  4. READ “THE CAJUNS” ON WORKBOOK PAGE 75-79 (STOP AT THE SECTION TITLED “CAJUNS AND THE CIVIL WAR”)

  5. COMPLETE THE TIMELINE ON WORKBOOK PAGE 74

  6. RELATE LESSON BACK TO THEMES

FRIDAY, OCTOBER 16:(FOR STUDENTS AT SCHOOL)

  1. BELLWORK (TAKE UP FOR GRADE)

  2. REVIEW UNIT 1: ASK FOR QUESTIONS

  3. TAKE UNIT 1 TEST (use rubric on workbook page 82 for writing)

 

 

 

___________________________________________________________________________________________________________________________________

8TH GRADE SOCIAL STUDIES

BISHOP

OCT. 5-9

 

MONDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER BOARD (UNIT, CLAIMS, THEMES; THESE ARE THE HANDOUTS  IN THE FRONT OF YOUR WORKBOOK)

  3. REVIEW LAST WEEK: VIDEO: YOUTUBE: THE FRENCH EXPLORERS: THE BEGINNING OF FRENCH EXPLORATION IN NORTH AMERICA 

  4. ANSWER QUESTIONS ABOUT VIDEO (IN GOOGLE CLASSROOM)

TUESDAY:

  1. BELL WORK  (FOR STUDENTS AT SCHOOL)

  2. VIDEO:  YOUTUBE: BIENVILLE, THE FOUNDER OF NEW ORLEANS (TRICENTENNIAL MOMENT)

  3. REVIEW EXPLORERS (DESOTO, LASALLE)

  4. LOOK AT PAGE 44 IN WORKBOOK-READ ABOUT MERCANTILISM

  5. VIDEO: YOUTUBE: MERCANTILISM FOR KIDS

  6. READ “FRENCH COLONIAL LOUISIANA”  IN WORKBOOK ON PAGES 33-35, READ “SLAVERY IN FRENCH COLONIAL LOUISIANA” IN WORKBOOK PAGES 45-47

  7. FILL IN THE CHART ABOUT THE FRENCH ON WORKBOOK PAGE 48

  8. GO OVER THESE TOGETHER 

  9. RELATE LESSON BACK TO THEMES

WEDNESDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW: VIDEO: YOUTUBE: A TALE OF TWO BROTHERS D’IBERVILLE AND BIENVILLE;   AND VIDEO: YOUTUBE BIENVILLE AND CODE NOIR

  3. REVIEW FRENCH SIDE OF CHART FROM YESTERDAY FROM WORKBOOK PAGE 48

  4. READ “CODE NOIR” ON PAGE 49 IN WORKBOOK

  5. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  6. RELATE LESSON BACK TO THEMES

THURSDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. REVIEW CODE NOIR

  3. VIDEO: YOUTUBE: FRENCH AND INDIAN WAR CHANGES FATE OF AMERICA

  4. LOOK AT 2 MAPS IN WORKBOOK ON PAGES 57 AN 58

  5. DISCUSS CHANGES THAT TOOK PLACE AFTER THE FRENCH AND INDIAN WAR

  6. READ “INCIDENTS LEADING UP TO THE FRENCH AND INDIAN WAR, 1753-54” WORKBOOK PAGES 51-52;  READ “ FRENCH AND INDIAN WAR/SEVEN YEARS WAR 1754-63” WORKBOOK PAGES 53-54 AND READ “TREATY OF PARIS 1763” IN WORKBOOK PAGES 55-56

  7.  FILL IN CHART ON PAGE 62 IN WORKBOOK ABOUT THE FRENCH AND INDIAN WAR. GIVE 4 CAUSES OF THE WAR AND 6 OUTCOMES

FRIDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. VIDEO; YOUTUBE: “WHAT WAS THE FRENCH AND INDIAN WAR?”  AND “FRENCH AND INDIAN WAR CHANGES FATE OF AMERICA” 

  3. VOCABULARY TEST: WHILE STUDENTS ARE TESTING, I WILL BE CHECKING NOTECARDS

  4. WHEN FINISHED WITH THE TEST: LOOK AT THE MAP ON PAGE 58 IN YOUR WORKBOOK.

  5. ANSWER QUESTIONS ON WORKSHEET (IN GOOGLE CLASSROOM)

  6. USING THEMES FROM THE HANDOUT IN FRONT OF YOUR WORKBOOK, TELL HOW THE FRENCH AND INDIAN WAR WILL AFFECT LOUISIANA AND ITS PEOPLE. (WORKSHEET IN GOOGLE CLASSROOM)

CALENDAR SEPT. 28- OCT. 2

MONDAY:

  1. ROLL/ MASKS/BELLWORK

  2. PASS OUT NEW VOCABULARY/ NOTECARDS ARE DUE OCT. 8TH AND TEST IS OCT. 9TH

  3. VIDEO:  AGE OF EXPLORATION-STUDIES WEEKLY (YOUTUBE)

  4. LOOK AT PICTURE OF DESOTO (workbook page  23) ANSWER QUESTIONS (in google classroom) ON A CLEAN SHEET OF LOOSE LEAF

  5. FILL IN BOX ONE ON TIMELINE (workbook page 22  ; Read pages 25-26, The Spanish Exploration of the Gulf of Mexico) THE HEADING FOR BOX 1 SHOULD BE “1538-1542”  ; GIVE 2-3 FACTS FROM PAGES 25-26 ABOUT THIS TIME FRAME.

TUESDAY:

  1. ROLL/MASKS/BELLWORK

  2. REVIEW-VIDEO HERNANDO DESOTO-STUDIES WEEKLY (YOUTUBE)

  3. LOOK AT LASALLE PAINTING (WORKBOOK PAGE 29   /ANSWER WORKBOOK PAGE  30 )

  4. READ “FRENCH EXPLORATIONS IN CANADA” AND “MISSIONARIES, FUR TRADERS, AND NATIVE AMERICANS IN NEW FRANCE” (workbook pages  26-27 )  FILL IN BOXES 2-3 ON TIMELINE. THE HEADING FOR BOX 2 SHOULD BE  “1630’s and 1640’”s ; THE HEADING FOR BOX 3 SHOULD BE  “ 1673. GIVE 1-2 FACTS FOR EACH BOX.

  5. READ LASALLE’S EXPEDITIONS (workbook pages  33-34  ) FILL IN BOXES 4-6 ON TIMELINE. FOR BOX 4THE HEADING SHOULD BE  “April 9, 1682” ; FOR BOX 5 THE HEADING SHOULD BE  “Louisiana’s Name”; FOR BOX 6 THE HEADING SHOULD BE  “1687”. GIVE 1-2 FACTS FOR EACH BOX.

WEDNESDAY:

  1. ROLL/MASKS/BELLWORK

  2. REVIEW-VIDEO ROBERT LASALLE-STUDIES WEEKLY (YOUTUBE)

  3. READ THE “DIARY” ON PAGE 31     IN WORKBOOK.   COPY AND  ANSWER QUESTIONS ON A CLEAN SHEET OF PAPER. (questions in google classroom)

  4. LOOK AT 1748 MAP (workbook page 32   )  COPY AND ANSWER QUESTIONS ON A CLEAN SHEET OF PAPER (questions in google classroom)

THURSDAY:

  1. ROLL/MASKS/BELLWORK

  2. REVIEW-VIDEO DE LASALLE LAST EXPEDITION (YOUTUBE, BINGEA)

  3. READ “FIRST FRENCH SETTLEMENTS 1699-1713” (workbook pages  34-35    ) FILL IN BOXES 7-9 ON TIMELINE. THE HEADING FOR BOX 7 SHOULD BE  “1699” ; THE HEADING FOR BOX 8 SHOULD BE  “ 1702”; THE HEADING FOR BOX 9 SHOULD BE   “Early 1700’s”  GIVE 1-2 FACTS FOR EACH BOX.

  4. READ LATER CAREER ON WORKBOOK PAGES     41   /FILL IN BOX 10 ON THE TIMELINE WITH THE HEADING   “1718”

  5. LOOK AT EARLY MAP ON WORKBOOK PAGE  42    /ANSWER ANALYZE SHEET ON WORKBOOK PAGE 43

 

FRIDAY:

  1. ROLL/MASKS/BELLWORK

  2. TAKE UP CLASS WORK/BELLWORK FOR GRADE

  3. VIDEO: THE FRENCH EXPLORERS/REVIEW SHEET

  4. Map Test

PAPERS DUE THIS WEEK:

  1. QUESTIONS FROM MONDAY ON A CLEAN SHEET OF PAPER

  2. LASALLE/ANALYZE PICTURE SHEET-TUESDAY

  3. WORKSSHEET (FRONT AND BACK) MAP/DIARY-WEDNESDAY

  4. TIMELINE

  5. EARLY MAP/ANALYZE SHEET

  6. VIDEO REVEW-SHEET

Laura Bishop

Upcoming Events

Contact Laura Bishop