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8th Grade History Weekly Agenda

CALENDAR: BISHOP-8TH GRADE SOCIAL STUDIES

BISHOP-8TH GRADE SOCIAL STUDIES

CALENDAR DECEMBER 6-10

MONDAY:

  1. REVIEW THE BATTLES FROM FRIDAY

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

  3. VOCAB TEST

  4. AFTER THE TEST THE STUDENTS WILL LOOK AT PAGES 217-219 (SAY:  “THE IMAGES YOU ARE LOOKING AT 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 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.”)

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

TUESDAY AND 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

  3. PAPER CHECK FOR 100 PTS

FRIDAY:

NO SCHOOL

 

MAP TEST DECEMBER 15

 

_______________________________________________________________________________________________________________________________________________________________________________

CALENDAR NOVEMBER 29- DECEMBER 3

MONDAY:

  1. REVIEW:  VIDEO: YOUTUBE:  1.  THE DREDD SCOTT DECISION (STUDIES WEEKLY)  2.  SOUND SMART BLEEDING KANSAS  3.  AMERICA’S FIRST TERRORIST OR NATIONAL HERO? JOHN BROWN  4. BATTLE OF FORT SUMTER  5.  MISSOURI COMPROMISE  6. COTTON GIN 

  2. 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.”

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

  4. ANSWER WORKBOOK PAGE 200 IN COMPLETE SENTENCES

  5. GO OVER ANSWERS TOGETHER

  6. 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.”

  7. HIGHLIGHT NEW MAP TEST- TEST IS DEC. 15

TUESDAY:

  1. REVIEW UNION’S DESIRE TO CAPTURE NEW ORLEANS

  2. VIDEO: YOUTUBE:  HISTORY IN 5 ULYSES S. GRANT/ ROBERT E. LEE MINI BIO

  3. 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

  4. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  5. GO OVER TOGETHER

WEDNESDAY:

  1. REVIEW NEW ORLEANS PREPARING FOR CAPTURE FROM YESTERDAY

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

  3. 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.”

  4. 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

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

  6. GO OVER TOGETHER

THURSDAY:

  1. REVIEW BENJAMIN BUTLER FROM YESTERDAY

  2. 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.

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

  4. GO OVER TOGETHER

FRIDAY:

  1. REVIEW  FROM YESTERDAY

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

  3. 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.”

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

  5. 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.”

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

  7. 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.”

  8. ANSWER QUESTIONS ON WORKBOOK PAGE 212

  9. GO OVER ANSWERS TOGETHER

  10. VOCAB TEST MONDAY

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NOVEMBER 15-19

MONDAY, NOV. 15TH:

  1. REVIEW WORKBOOK PAGE 179

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

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

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

  5. GO OVER TOGETHER 

TUESDAY:

  1. VIDEO:  YOUTUBE: BRAINPOP -CIVIL WAR

  2. IF  TIME: PASS OUT THE CIVIL WAR PACKETS AND DISCUSS (ON GOOGLE CLASSROOM) TAKE UP PACKETS, WILL WORK ON THEM IN CLASS TOMORROW

WEDNESDAY:

  1.  TAKE MAP TEST

  2.  WORK ON THE CIVIL WAR PACKETS

THURSDAY:  

  1. FINISH PACKETS/CHECK AND  TURN IN FOR A GRADE (THEY WILL NEED THESE TO STUDY FOR VOCAB TEST WHEN THEY GET BACK FROM THANKSGIVING)

FRIDAY:

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

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

____________________________________________________________________________________________________________________________________________________________________

NOV 8-12:

MONDAY, NOV 8: 

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

  2. VIDEO YOUTUBE BRAINPOP-SLAVERY

  3. 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)

  4. TURN IN TASK SET (GO OVER TASK SET WITH THE STUDENTS. LOOKING AT EXAMPLES OF THE EXTENDED RESPONSE.)

TUESDAY:

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

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

  3. 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 VIDEO: YOUTUBE:   CIVIL WAR BRAINPOP

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

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

  6. GO OVER TOGETHER

WEDNESDAY:

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

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

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

  4. FILL IN BOXES 8-10 ON WORKBOOK 179

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

  6. FILL IN BOX 11 ON WORKBOOK PAGE 179

  7. GO OVER BOXES TOGETHER

  8. LOOK AT AND WORK ON THE EXTENDED RESPONSE TOGETHER (ON GOOGLE CLASSROOM) (MAY BE HOMEWORK)

THURSDAY:  NO SCHOOL

FRIDAY:

  1.  VIDEO:  FIGHTING TIGERS

  2. COMMON LIT:  LOUISIANA TIGERS- READ AND ANSWER QUESTIONS TOGETHER

  3. COMMON LIT:  BLACK SOLDIERS IN THE CIVIL WAR

_________________________________________________________________________________________________________________________________________

CALENDAR NOV. 1-5

MONDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. GO OVER UNIT 2 TEST TOGETHER/MAKEUP TESTS

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

  4. 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 5 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

 

REMIND STUDENTS OF MAP TEST ON NOV. 17

 

LOOK AT THE FRONT OF 504/1508 FOR ACCOMODATIONS

 

________________________________________________________________________________________________________________________________________________________________

 

CALENDAR OCTOBER 25-29

 

MONDAY:

 

  1. 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.”

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

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

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

  5. GO OVER TOGETHER

  6. HIGHLIGHT PARISH MAP FOR TEST 3

  7. PASS OUT REVIEW SHEET FOR HOMEWORK

TUESDAY:

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

  2. ANSWER ANY QUESTIONS ABOUT HOMEWORK SHEET/REVIEW

  3. TAKE UNIT 2 TEST (paper)

WEDNESDAY:

TESTING

THURSDAY:

    TESTING

FRIDAY:

  1.  GO OVER UNIT 2 TEST

  2.  WORK UNIT 2 ASSESSMENT ON EDULASTIC TOGETHER

  3. TAKE UP CLASS WORK FOR A GRADE**

 

   **1.  WORKSHEET 10/4 LA PURCHASE

       2.  WORKBOOK PAGE 86

       3.  WORKBOOK PAGE 88

  1.   WORKSHEET 10/7 MADISON AND GRISWOLD

  2.  WORKBOOK 107

  3.  WORKBOOK 112

  4.  WORKSHEET 10/19 LA MAP

  5.  WORKBOOK 120

  6.  WORKBOOK 125

  7. WORKSHEET 10/22 WAR OF 1812

____________________________________________________________________________________________________________________________________________________________________

OCTOBER 18-22

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. GO BACK AND DO FRIDAY, OCTOBER 8TH’S WORK

  5. HOMEWORK:  READ “CONGRESS AND VOLLEYS” ON WORKBOOK PAGE 110-111

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

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 to understand how the conflict and resolution shaped Louisiana’s emerging cultural identity.”

  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)

  9. STUDY FOR MAP TEST PARISH MAP #2

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. MAP TEST PARISH MAP #2

  5. AFTER TEST:   READ WORKBOOK PAGES  121-124    “THE BATTLE OF NEW ORLEANS PART 2” 

  6. FILL IN THE TIMELINE ON WORKBOOK PAGE  125 

  7. GO OVER THE TIMELINE TOGETHER Say, “You have an understanding of the events surrounding the Battle of New Orleans. In the next part of this task you will examine how Andrew Jackson’s American army of 5,000 would kill or wound over 2,000 of 8,000 British troops while the Americans only lost 8 men.”

  8. 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)



 

SEE ACCOMMODATIONS FOLDER FOR 1508 AND 504 STUDENTS

HIGHER LEVEL QUESTIONING FOR SOME STUDENTS

 

 

______________________________________________________________________________________________________________________________________________________________________

OCTOBER 4-8

MONDAY:

  1. INTRO UNIT 2-Say, “During this task, you will examine the events that lead to the end of Spanish Louisiana, the French taking over Louisiana again, and the eventual sale of Louisiana to the United States in order to understand America’s acquisition of Louisiana. Then you will investigate different perspectives on the Louisiana Purchase and the legacy of this acquisition on both America and Louisiana’s identities.”

  2. LOOK AT BOARD IN THE BACK OF THE CLASS (FOR STUDENTS AT SCHOOL)

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

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

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

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

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

TUESDAY:

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

  2. READ:  “SPANISH COLONIAL LOUISIANA”  PARAGRAPH 5 OF THIS SECTION TITLED “1795-1803: ECONOMIC TRANSFORMATION AND SPAIN’S FAREWELL” WORKBOOK ONE PAGE   69 :  Say, “As you read Napoleon forced the Spanish king to give Louisiana back to France because he had great plans for Louisiana and France’s other important colony, Saint Domingue. Saint Domingue is half an island in the Caribbean that France used as a sugarcane plantation colony. During this time, sugarcane was one of the most valuable cash crops in the world.”

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

  4. DISCUSS QUESTIONS:  What effect did the slave rebellion in Saint Domingue on Louisiana? b. Besides no longer needing Louisiana anymore, why would Napoleon be willing to sell Louisiana to the United States by 1803? c. What economic opportunities that were afforded to Louisiana’s unique geography did America want to control? d. If you were a farmer in Ohio near the Ohio River, why would you want the United States to control Louisiana and especially New Orleans?

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

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

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

  2. VIDEO: YOUTUBE: BRAINPOP “NAPOLEON BONAPARTE”

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

  4. READ THE FIRST SENTENCE TOGETHER AND DISCUSS:  Say, “After reading the first sentence I want to consider the speaker and his point of view in writing this letter. Jefferson is writing to Livingston, and it is evident from this first sentence that he is very concerned that France has taken control of Louisiana. Jefferson writes, ‘The cession of Louisiana & the Floridas by Spain to France works most sorely on the US.’ This shows his concern over Louisiana being controlled by France.” 

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

AND READ:  “LETTER FROM JAMES MADISON TO ROBERT LIVINGSTON” WORKBOOK 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. INTRO TOPIC 2 FOR UNIT 2: STATEHOOD AND THE BATTLE OF NEW ORLEANS Say, “The Louisiana Purchase may have brought Louisiana under control of the United States, but it also brought conflict. In this task, you will explore the many conflicts faced by Louisiana immediately after the Louisiana Purchase, including the process of Louisiana becoming a state and the mixing of cultures into the American system.”

  2. STUDENTS WILL LOOK AT THE BOARD IN THE BACK OF THE CLASS OR AT THEIR THEMES PAPER IN FRONT OF THEIR WORKBOOK AND  DISCUSS THE THEMES 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 AND USE THESE QUESTIONS FOR REVIEW:  a.  Why were the boundaries of Louisiana unclear during Louisiana’s territorial period? b. Explain the evolution of race relations from Louisiana’s colonial period through the territorial period. c. Why was Louisiana’s population booming immediately after the Louisiana Purchase? d. Why would the U.S. government be worried about French and Spanish Louisianans participating in American self-government? i. Note: Have the students focus on how the colonial governments of Louisiana were drastically different from the American governmental system.

RELATE LESSON BACK TO THEMES IF TIME PERMITS


 

SEE ACCOMMODATIONS FOLDER FOR 1508 AND 504 STUDENTS

HIGHER LEVEL QUESTIONING FOR SOME STUDENTS

 

____________________________________________________________________________________________________________________________________________________________________

SEPTEMBER 27-OCTOBER 1 

 

MONDAY: SEPTEMBER 27

NO SCHOOL

 

TUESDAY, SEPTEMBER 28:

  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 Say, “France left Louisiana as a backwater colony with a very weak economy based on tobacco and indigo. However, when the Spanish takeover Louisiana they start to transform Louisiana into a highly coveted colony with 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

 

WEDNESDAY, SEPTEMBER 29:

  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. Project the map of North America.  Say, “The Acadians, or Cajuns, are originally from France but moved to Nova Scotia at the time called Acadia in the 1630’s. Eventually the Acadians settled in Louisiana during Spanish rule.” Use the map of North America to indicate the physical locations of Nova Scotia and Louisiana.

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

  6. COMPLETE THE TIMELINE ON WORKBOOK PAGE 74

  7. RELATE LESSON BACK TO THEMES

 

THURSDAY, SEPTEMBER 30:

  1. BELLWORK (TAKE UP FOR GRADE):(FOR STUDENTS AT SCHOOL)

  2. REVIEW UNIT 1: ASK FOR QUESTIONS

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

 

FRIDAY, OCTOBER 1:

  1. GO OVER THE TEST FROM YESTERDAY

  2. DO RESEARCH ON CHROME BOOKS ABOUT LOUISIANA’S CULTURAL BACKGROUNDS- FILL OUT THE WORKSHEET (ALSO ON GOOGLE CLASSROOM)

  3. GO OVER FINDINGS

__________________________________________________________________________________________________________________________________________________________________________

 

SEPT. 20-24

MONDAY:

  1. BELL WORK (FOR STUDENTS AT SCHOOL)

  2. MAP TEST

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

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

  5. ANSWER QUESTIONS ABOUT VIDEO ON WORKSHEET (ALSO 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. Say, "In the last task you examined the founding of Louisiana and learned about the legacy of exploration on French Louisiana. In this task you will compare and contrast the economic, cultural, and political legacies of French Louisiana and Spanish Louisiana. You will explore how Louisiana grew from a sparsely populated colony to a colony with a strong population dependent on plantation agriculture and slavery.” 

  5. LOOK AT PAGE 44 IN WORKBOOK-READ ABOUT MERCANTILISM  a. Economic theory where a country wants to increase exports but limit imports to create gold reserves for the country. 

  6. Provide examples of mercantilism usage in the 18th Century. a. Say, “Nearly all European countries used the economic system of mercantilism. Under this economic system if you lived in a British colony you could only sell your products to Britain and buy goods from Britain. If you bought or sold to other country’s merchants you could be fined or jailed. The reason for this policy was Britain only wanted to export products around the world, because when you export products your product goes up but money comes in. Britain did not want to import anything, because when you import the product come in but you have to send another country your money.” b. Say, “Another example of mercantilism is if you lived in the Spanish Empire in South America and you owned a silver mine. You could only buy Spanish products with your silver. This would help Spain increase its wealth.”

  7. VIDEO: YOUTUBE: MERCANTILISM FOR KIDS

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

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

  10. GO OVER THESE TOGETHER 

  11. 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. Say, “Now that you have an understanding of the economics, government, and culture of French Colonial Louisiana, you will examine the Code Noir in French Colonial Louisiana to get an understanding of the hardships faced by the first African settlers to Louisiana.”

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

  6. ANSWER QUESTIONS ON WORKSHEET (ON GOOGLE CLASSROOM)

  7. 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 AND 58

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

  6. Say, “Let’s consider how the same area changed after the French and Indian War. French Louisiana was divided up between Spain and Britain, and Britain took control of Canada. Both France and Britain claimed the Ohio River Valley. France wanted control the Ohio River Valley to trade for furs with Native Americans. Britain wanted control the Ohio River Valley so British colonists could settle there and grow crops on the river valley’s fertile soil.” Be sure to point to the location of the Ohio River Valley while explaining the situation. 24. Divide the class into small groups using an established classroom routine.

  7. VOCABULARY TEST:  wHILE STUDENTS ARE TESTING i WILL BE CHECKING NOTECARDS

  8. STUDENTS WILL WORK ON THIS AFTER THEIR TEST: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

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

  10. DISCUSS PAGES Say, “France left Louisiana as a backwater colony with a very weak economy based on tobacco and indigo. However, when the Spanish takeover Louisiana they start to transform Louisiana into a highly coveted colony with a vibrant economy.” 

  11. ANYTHING NOT FINISHED TODAY, WE WILL FINISH IN CLASS TOMORROW.

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.  LOOK AT THE MAP ON PAGE 58 IN YOUR WORKBOOK.

  4. ANSWER QUESTIONS ON WORKSHEET (IN GOOGLE CLASSROOM)

  5. 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. 13-17

MONDAY:

  1. ROLL/ MASKS/BELLWORK (FOR STUDENTS AT SCHOOL)

  2. PASS OUT NEW VOCABULARY/ NOTECARDS ARE DUE SEPT. 24TH AND TEST IS SEPT. 24TH

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

  4. SAY:“Now that you’ve learned about the greatest Native American settlement in Louisiana and evaluated the complexity of pre-colonial societies, your next task will build knowledge about the legacy of European exploration on our state.” 

  5. Conduct a brief discussion where the students connect their understanding of physical geography to the location of the area of first settlement by European explorers:   a. Which physical characteristic of Louisiana would make Louisiana enticing to European colonization? b. Which physical characteristic of Louisiana gave European’s access to the interior of North America? c. Why were European explorers drawn to Louisiana? Give an economic reason and military reason.

  6. LOOK AT PICTURE OF DESOTO (workbook page 23)/ANSWER QUESTIONS ON WORKSHEET (ALSO ON GOOGLE CLASSROOM) 

  7. ANSWER BOX ONE ON TIMELINE (workbook page 22) READ PAGES 25-26, “THE SPANISH EXPLORATION OF THE GULF OF MEXICO”. THE HEADING FOR THIS BOX SHOULD BE “1538-1542”; GIVE 2-3 FACTS FROM PAGES 25-26 ABOUT THIS TIME FRAME.

TUESDAY:

  1. ROLL/MASKS/BELLWORK (FOR STUDENTS AT SCHOOL)

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

  3. LOOK AT LASALLE PAINTING ( WORKBOOK PAGE 29): ANALYZE PICTURE ANSWERING 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 THE HEADING FOR BOX TWO SHOULD BE “:1630’S AND 1640’S”; THE HEADING FOR BOX THREE SHOULD BE “1673”; GIVE 1-2 FACTS PER BOX

  5. READ “LASALLE’S EXPEDITIONS”(WORKBOOK PAGES 33-34):  FILL IN BOXES 4-6 ON THE TIMELINE: THE HEADING FOR BOX FOUR SHOULD BE “APRIL 9,1682; BOX FIVE SHOULD BE “LOUISIANA’S NAME”; AND BOX SIX SHOULD BE “1687”; GIVE 1-2 FACTS PER BOX

WEDNESDAY:

  1. ROLL/MASKS/BELLWORK (FOR STUDENTS AT SCHOOL)

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

  3. READ AND ANSWER QUESTIONS ON “DIARY’ WORKSHEET (ALSO ON gOOGLE CLASSROOM)

  4. LOOK AT 1748 MAP (WORKBOOK PAGE 32): ANSWER QUESTIONS ON WORKSHEET (ALSO ON GOOGLE CLASSROOM)

  5. GO OVER PAPERS TOGETHER

THURSDAY:

  1. ROLL/MASKS/BELLWORK (FOR STUDENTS AT SCHOOL)

  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 THE TIMELINE; THE HEADINGS SHOULD BE: FOR BOX SEVEN- “1699”, FOR BOX EIGHT- “1702”, AND BOX NINE- “EARLY 1700’S”; GIVE 1-2 FACTS PER BOX

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

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

  6. Say, “We now have an understanding of French exploration of Louisiana and the challenges faced by early colonists. Consider the contributions and legacy of French exploration on Louisiana. How has the French exploration of Louisiana contributed to our identity as a state?”

FRIDAY:

  1. ROLL/MASKS/BELLWORK (FOR STUDENTS AT SCHOOL)

  2. TAKE UP CLASS WORK/BELLWORK FOR GRADE

  3. MAP TEST-PARISHES AND PARISH SEATS

PAPERS DUE THIS WEEK:

  1. CHART FROM 9/2

  2. WORKBOOK PAGE 21 FROM 9/3

  3. NATIVE AMERICAN WORKSHEET FROM 9/7

  4. WORKSHEET FROM MONDAY 9/13

  5. LASALLE/ANALYZE WORKBOOK PAGE 30 FROM TUESDAY 9/14

  6. WORKSHEET (FRONT AND BACK) MAP/DIARY-WEDNESDAY 9/15

  7. TIMELINE WORKBOOK PAGE 22 (WORKED ON IT ALL WEEK)

  8. EARLY MAP/ANALYZE SHEET WORKBOOK PAGE 43 9/16

  9. 9/11 sheet from 9/

___________________________________________________________________________________________________________________________________________________________________________

AUGUST 30th-SEPT. 10th

MONDAY, AUGUST 30:

NO SCHOOL

TUESDAY, AUG. 31:

BENCHMARK TEST

WEDNESDAY, SEPT. 1:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS

  3. PASS OUT PAPERS FROM THE LAST TWO WEEKS TO ANYONE WHO NEEDS THEM

  4. INTRO UNIT 1-READ TIME FRAME OUTLINE ON THE BOARD IN THE BACK

  5. PASS OUT NEW VOCABULARY WORDS-USE THE REFERENCE SHEET FOR HELP-LOOK-UP DEFINITIONS AND WORK ON NOTECARDS WHEN WE FINISH BENCHMARK TEST: NOTECARDS ARE DUE WEDNESDAY, SEPT 8TH  FOR 100 PTS, VOCABULARY TEST IS WEDNESDAY, SEPTEMBER 8TH FOR 100 PTS

  6. BENCHMARK TEST (MAKE-UPS AND VIRTUAL STUDENTS)

THURSDAY, SEPT. 2:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS

  3. REVIEW OUTLINE FOR UNIT 1 (ON THE BACK BOARD)

  4. VIDEO:  FIRST AMERICANS YOUTUBE- DISCUSS

  5. LOOK AT THE MAP ON PAGE 1 IN WORKBOOK

  6. VIDEO:  MYSTERY IN LOUISIANA-POVERTY POINT-DISCUSS

  7. VIDEO:  ORIGINS OF CITIES-POVERTY POINT- ANSWER QUESTIONS AND FILL IN CHART (IF TIME PERMITS, GO OVER THESE TOGETHER. IF NOT, GO OVER TOMORROW)

FRIDAY, SEPTEMBER 3:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS

  3. REVIEW POVERTY POINT FROM YESTERDAY-WHY WAS THEIR LOCATION IMPORTANT TO THEIR SURVIVAL?

  4. GO OVER PAPERS FROM YESTERDAY (IF WE DIDN’T HAVE TIME YESTERDAY)

  5. VIDEO: YOUTUBE- POVERTY POINT WORLD HERITAGE SITE 

     LSU’S INDIAN MOUNDS

  1. USING WORKBOOK PAGES  2- 18 FILL IN THE CHART ON WORKBOOK PAGE   21. YOU NEED TO HAVE 6-8 FACTS PER COLUMN.  

  2. IF TIME PERMITS, GO OVER PAPERS. IF NOT, GO OVER TOMORROW

MONDAY, SEPTEMBER 6:

NO SCHOOL

TUESDAY, SEPT. 7:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS

  3. VIDEO: YOUTUBE- HISTORY AND CULTURE (DYLAN DYER) 

  4. GO OVER THE CHART FROM YESTERDAY, IF WE DIDN’T.

  5. PASS OUT THE CHART ON OTHER LOUISIANA NATIVE AMERICANS (FINISH AT HOME IF NEED TO) USE TEXT BOOK PAGES 148-157, ALSO ON GOOGLE CLASSROOM.

  6. POVERTY POINT VOCAB TEST/QUIZ TOMORROW! 100 PTS NOTECARDS ARE DUE TOMORROW FOR 100 PTS!

WEDNESDAY, SEPTEMBER 8:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS- I WILL TAKE UP BELLWORK FOR 20 PTS ON FRIDAYS

  3. VOCAB/POVERTY POINT QUIZ- WHILE STUDENTS ARE TESTING, I WILL BE TAKIING UP NOTECARDS FOR 100 PTS

  4. REVIEW THE WEEK: WHAT THEMES HAVE WE DISCUSSED WITH THE POVERTY POINT NATIVE AMERICANS? (LOOK AT THE BACK OF THE ROOM OR AT THE THEME REFERENCE SHEET THAT WAS PASSED OUT LAST WEEK)

THURSDAY:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS- I WILL TAKE UP BELLWORK FOR 20 PTS ON FRIDAYS

  3. 9/11 VIDEO:  YOUTUBE:  9/11 FACTS FOR KIDS/WHAT HAPPENED ON SEPTEMBER 11, 2001 (HEY GUESS WHAT)

  4. COMMON LIT ARTICLE WITH QUESTIONS

  5. VIDEO IF TIME: YOUTUBE:   9/11 MEMORIAL-NEWYORK CITY

  6. HOMEWORK:  CURRENT EVENT

FRIDAY:

  1. ROLL ( MUSIC/SPANISH/ART VIDEO FOR HOMEROOM)

  2. BELLWORK FOR STUDENTS AT SCHOOL- DIRECTIONS ON THE BOARD-20 PTS- I WILL TAKE UP BELLWORK FOR 20 PTS ON FRIDAYS

  3. SHARE CURRENT EVENTS (50PTS)


 

Calendar for Aug 17-31

Tuesday, Aug 17:

  1. Welcome/roll
  2. Pass out and go over class description
  3. Go over class expectations
  4. Look at and discuss 2021-2022 WRMS slides
  5. Pass out current event homework sheet (50 pts)

Wednesday, Aug 18:

  1. Welcome/roll
  2. Go over current events
  3. Sign in to Google (if chromebooks have been passed out) Everything we do in class is on Google Classroom! (Including our calendar) If you are absent, it is your responsibility to get the work you missed. Extra handouts are available in the classroom or you may print them from Google Classroom.

Thursday, Aug 19:

  1. Welcome/roll
  2. Pass out information sheet: due Tuesday, Aug 24th for 100 pts
  3. Pass out and work Text Book Scavenger Hunt  worksheet- 100 pts

Friday, Aug 20:

  1. Welcome/roll
  2. Pass out and highlight 1st map : TEST is Wednesday, Aug 25th for 100 pts
  3. Pass out and go over example of notecards
  4. Pass out and go over vocabulary words: notecards are due Wednesday, Aug. 25th; Vocabulary TEST is Friday, Aug 27th

Monday, Aug 23:

  1. Welcome/roll
  2. Watch Latitude and Longitude video 
  3. Pass out and go over Latitude and Longitude packet-50 pts
  4. Information sheet due tomorrow

Tuesday, Aug 24:

  1. Welcome/roll
  2. Take up information sheets for 100 pts (it is minus 10 pts for everyday it is late!)
  3. Video: Youtube: Mapskills-Geography, Latitude and Longitude
  4. Check Latitude and Longitude packet
  5. Video- Brainpop-Time zones
  6. Pass out and go over Time Zone packet
  7. Study for map test

Wednesday, Aug 25:

  1. Welcome/roll
  2. Check Time Zone papers- 50 pts
  3. Take map test- While students are testing, I will check notecards

Thursday, Aug 26:

  1. Welcome/roll
  2. Pass out and highlight the next map- TEST is Sept. 24th for 100 pts
  3. Watch Cultural videos
  4. Pass out and go over Cultural papers
  5. Study for vocab test

Friday, Aug 27:

  1. Welcome/roll
  2. Check Cultural papers- 50 pts
  3. Vocabulary Test
  4. Have everyone sign in to Google Classroom

Monday and Tuesday, Aug 30 and 31:

  1.  Benchmark Test