Mr. Letra's Social Studies Update
Hereford Middle School
Grade 8 American History
GT Sections - Periods 4, 5, & 7
ACADEMIC Sections - Periods 2 & 3
Week 4 of Quarter 1
Monday, September 15, 2008
ACADEMIC SECTIONS – Last week’s open-note drill quiz was returned to period 2 students. It was reviewed by both classes. It should be in the HTQ section of the student notebook. In addition, the “Evaluation Matrix” was returned. This paper should be in the classwork section. After this, students received papers titled “Sedentary Communities” and “Sedentary Chart”. They moved to the computer lab and viewed a PowerPoint presentation of the Mound Builders, the Hohokam, and the Anasazi. They took notes on their chart as they viewed the presentation. In the last 15 minutes of class, they were given “Analysis of Sedentary Societies”. Students were given the rest of the period to complete this paper. They had the option of completing the paper at home. The paper “Sedentary Communities” can be used to help the student complete the analysis.
HOMEWORK: Closed note Unit I quiz on Wednesday. Use “Enduring Learning” and your drills as a study guide. Also, read pages 42-49. Complete 1-4, page 48. Due Friday.
GT SECTIONS - The remaining culture area groups gave their presentations to the class. After this, students worked in pairs to list similarities and differences among the groups. Turning to individual work, each person inferred how their group might fare in another region. Finally, the class was polled as to the most favorable region to settle. Students were told to write the evaluation of the class choice for homework. This evaluation can be found as question 4 in the "Cultural Differences..." packet. It should be in the social studies notebook.
HOMEWORK: Read pages 19-24 and answer objectives 1-4 on page 19. Due Wednesday.
------------------------------------------------------------------
Week 3 of Quarter 1
Monday, September 8, 2008
ACADEMIC CLASSES The Native Regions packet was returned to all students. The selected response questions and generalizations were graded. Students had the opportunity to correct their answers after receiving their paper. After this, the class worked individually to complete the Survivor Chart within the packet. This chart required students to list positive and negative features of six climate regions. Students were to concentrate on the desirability of starting a settlement in each region. Upon completion, the individuals informed the class of their choice of the most desirable region. They were given the chance to justify their choice. At the conclusion of the class discussion, students voted on the region. Period 3 then had time to write a response to the class vote. This response was collected. It will be graded and returned tomorrow. Because of a fire drill, period 2 students did not have time to respond in writing. They are excused from this exercise.
HOMEWORK Read pages 34-41; complete 1-5, page 41. Due Friday.
GT CLASSES The students continued work on their Physical Regions
packet. After coming up with a class definition of topography, the class worked individually to complete 10 selected response/generalizations questions. These questions were reviewed in class. Then, small groups met to discuss the positive and negative aspects of the six physical regions noted in the textbook. They listed these aspects on the survivor chart found within the packet. Period 4 ended at this point in the lesson. Period 5 & 7 students had time to use their chart to vote on the most favorable region. Period 7 students were instructed to complete the last page of the packet.
HOMEWORK- Due tomorrow for period 7 only Complete agreement statement on Physical Regions.
Due Friday for periods 4, 5, & 7. Read pages 28-33. Respond to objectives 1-4, p. 29
Tuesday, September 09, 2008
ACADEMIC SECTIONS Both classes looked at one of the theories on how the earliest Americans made their way to prehistoric America. After discussing what type of social scientist would be involved in the search for artifacts and what type of information would be needed to prove a hypothesis, students read about the Land Bridge theory. Using a graphic organizer, students described the theory and then listed support for the theory. Tomorrow, they will examine two alternate theories of the earliest migration to America. The worksheet for this lesson, titled Paleo People should be in the social studies notebook. In addition, yesterdays Physical Region agreement paper was returned to period 3 students.
HOMEWORK Read pages 34-41; complete 1-5, page 41. Due Friday.
Also, there will be an open-note drill quiz.
GT SECTIONS - The transition from nomadic to sedentary societies was examined today. Students worked in groups to research a component of the Hohokam community in ancient America. Students were placed in one of six groups: agriculture, irrigation system, religion, recreational activities, and crafts. After completing their assigned topics, a portion of each group "traveled" to other groups to retrieve information. The remaining members shared their information with other "travelers". Information was noted on a chart titled "The Hohokam- The Intelligent Innovators". The sources of information from the groups were two websites that are linked to this page. For homework, students should use their information to infer the changes resulting from the shift to sedentary, agricultural based societies. The Hohokam chart should be in the social studies notebook.
HOMEWORK: Due tomorrow - Complete the analysis BCR
Due Friday: Read pages 28-33. Respond to objectives 1-4, p. 29
Wednesday, September, 10, 2008
ACADEMIC SECTIONS After taking a 10-question, selected-response, open-note drill-quiz, the students resumed work on their Paleo People papers.
Period 2 students resumed watching Stone Age Explorers and listed supporting evidence of the Pacific coastal theory. Under this theory, the first Americans sailed next to glaciers, across the Northern Pacific and down the west coast of America. On Friday, students will watch the remainder of the video. They will list evidence of the Atlantic crossing theory.
Period 3 students began watching Stone Age Explorers. This portion of the video contained additional information on the Clovis First theory. (Students read about this theory yesterday.)
The drill-quiz papers were collected. They will be graded and returned tomorrow.
HOMEWORK Read pages 34-41; complete 1-5, page 41. Due Friday.
GT SECTIONS The homework BCR was collected. It will be graded and returned later this week. After this, students were given a packet titled Early American Trade. Working individually and as a whole class, students completed the packet by evaluating the impact of trade on Native American societies.
HOMEWORK-Due Friday: Read pages 28-33. Respond to objectives 1-4, p. 29
Thursday, September 11, 2008
ACADEMIC SECTIONS Period 2 students attended an assembly today. They did not have social studies class. Period 3 students resumed watching Stone Age Explorers and listed supporting evidence of the Pacific coastal theory. Under this theory, the first Americans sailed next to glaciers, across the Northern Pacific and down the west coast of America. On Friday, students will watch the remainder of the video. They will list evidence of the Atlantic crossing theory. In addition, yesterdays drill-quiz was returned to students.
HOMEWORK: HOMEWORK Read pages 34-41; complete 1-5, page 41. Due Tomorrow.
GT SECTIONS Students worked in groups to research one of six Native American Culture Areas. Given a packet titled Cultural Differences among Various Native Americans Internet Research and Class Presentation, the groups moved to the computer lab and research a component of their assigned culture area. Tomorrow, the students will reassemble in the classroom to prepare a presentation on their culture area. The packet should be in the social studies notebook. The website used for the packet can be accessed by going to http://www.ahsd25.k12.il.us/curriculum/nativeamericans/index.html.
HOMEWORK-Due Tomorrow: Read pages 28-33. Respond to objectives 1-4, p. 29
Friday, September, 12, 2008
ACADEMIC SECTIONS After a round of homework derby, the classes watched the remainder of the Stone Age Explorers video. Following this, they evaluated the three theories of early migration to American on a chart titled Evaluation Matrix. This paper was collected. It will be graded this weekend and returned Monday. Note: Because of time constraints, Wednesdays drill-quiz was not returned to Period 2 students. It will be distributed on Monday.
HOMEWORK: Closed-note Unit I quiz on Wednesday. Use drills and Enduring Learning for study guides.
GT SECTIONS Three of the six groups presented their information from yesterdays research on culture areas to the rest of the class. During the presentation, students took notes on the chart contained in the Cultural Differences
packet. The presentations will conclude Monday. In addition, the homework was reviewed using the Homework Derby method.
HOMEWORK: Get some sleep this weekend.
-------------------------------------------------------
Week 2 of Quarter 1
Monday, September 2, 2008
Labor Day - School's closed
Tuesday, September 3, 2008
ACADEMIC SECTIONS The Historical Sources paper was returned to students. Selected students read their BCR responses as exemplars. After this, the class was given a paper titled Bias. Students responded to examples of bias, point-of-view, and multiple perspectives. Given the second page of this worksheet, they identified eight statements of being free of or having elements of bias. Finally, students were given a yellow paper containing a primary source. This source, a transcription of a magazine article on Custers last stand, was analyzed by the students on page 2 of Bias. Students will have a few minutes to finish this analysis tomorrow. The graded Historical Sources paper, both Bias papers, and the Custer article should be in the social studies notebook. In addition, take-home texts were assigned to students.
HOMEWORK Due tomorrow, the signed Textbook Inventory paper.
Due Friday - Read pages 20-25. Complete 1-4, page 25. Due Friday.
GT CLASSES The students took a brief, open-book assessment on the first indicator of Unit I. After this paper was collected, the students discussed the presidential candidates using a newspaper article to stimulate conversation. In addition, students answered six questions from the article. The article, titled A Tale of Two Conventions and the questions should be in the social studies notebook.
HOMEWORK: Read pages 2-7. Respond to objectives 1-4, p. 3
Wednesday, September 4, 2008
Academic Sections - The students listed recurring events in American history (wars, elections, depressions, natural disasters etc.) After classifying these events into "economic", "social" or "political" categories, students matched examples of events to one of the six organizing questions in U.S. history. Then, they read a portion of an article from today's paper. They chose one of the six questions to apply to their article. They had to justify their response. This paper, titled Recurring Questions was reviewed in class. It should be in the social studies notebook.
HOMEWORK - Read pages 20-25. Complete 1-4, page 25. Due Friday.
GT CLASSES Students considered various theories on how the earliest Americans made their way to what would become America. Using a worksheet containing short-answer questions, students analyzed three theories of early migration to America. As a source of information, students watched a NOVA episode exploring the various theories. Students will continue the video tomorrow. The worksheet should be in the social studies notebook.
HOMEWORK: Read pages 2-7. Respond to objectives 1-4, p. 3
Thursday, September 04, 2008
ACADEMIC SECTIONS The classes worked on a physical map of North America. Using directions on a packet titled "Physical Regions: Human Development", students color-coded a map into physical regions. These regions included the Coastal Plains, Appalachian Mountains, Great Plains and Rocky Mountains. All students will use their maps for tomorrow's activity to complete the packet tomorrow and Monday.
HOMEWORK - Read pages 20-25. Complete 1-4, page 25. Due Tomorrow
GT SECTIONS The Indicator A Unit I assessment was handed back to all GT students today.
Period 4 students reviewed yesterdays video by discussing questions listed on a worksheet titled Native American Migration. After taking notes from the discussion of points 1-5 on the sheet, students responded in writing to question 6. They evaluated the theory that the first immigrants to America settled on the East Coast. This paper should be in the social studies notebook.
Periods 5 & 7 The students watched the remainder of the video on Stone Age explorers. They discussed the merits Atlantic Crossing Theory and the Pacific Coast Theory using questions from yesterdays Stone Age Explorers paper. After this, students used newly acquired information from the video to individually answer questions 1-6 on a paper titled Native American Migration. Once completed, these questions guided a class-wide discussion of the earliest Americans. Finally, they evaluated the theory that the first immigrants to America settled on the East Coast. This paper should be in the social studies notebook.
HOMEWORK: Read pages 2-7. Respond to objectives 1-4, p. 3 Due Tomorrow
Friday, September 05, 2008
ACADEMIC SECTIONS The homework was checked using the Homework Derby method. After this, students resumed work on their Physical Regions: Human Development packet. Today, they worked on the reading portion of the activity. Using their textbook, they answered seven selected response questions. In addition, they wrote a generalization on the climate and topography of the United States. The packet was collected. The questions will be graded and returned on Monday. Students will then complete the activity, by evaluating each regions potential for human development.
HOMEWORK: Have a good weekend.
GT SECTIONS - The homework was checked using the Homework Derby method. After this, the classes worked on a physical map of North America. Using directions on a packet titled "Physical Regions: Human Development", students color-coded a map into physical regions. These regions included the Coastal Plains, Appalachian Mountains, Great Plains and Rocky Mountains. All students will use their maps to continue work on the packet next week.
HOMEWORK: Have a good weekend.
-------------------------------------------------------
Week 1 of Quarter 1
Monday, August 25, 2008
All classes participated in a contest comparing personal-history facts of Mr. Letra and Mr. Rice. As they watched a PowerPoint presentation, they tried to correctly match each fact with the teacher. Today's lesson will prepare students to construct their own personal history outline in order to draw conclusions about the importance of studying the human past. This lesson will continue tomorrow.
HOMEWORK - Give the "Grade 8 Social Studies" paper to your parents.
Tuesday, August, 26, 2008
All classes continued work on the introductory history lesson. Today, they were given a paper titled "History at a Glance". Working individually, students analyzed a timeline. In pairs, they used a web to list characteristics of history, and as a class they created a definition of history. The classes started, but did not have time to complete the final exercise of this activity. Given a paper titled "What Does History Mean to You?" the class evaluated the quotes of several professional historians. Finally, they began a BCR (Brief Constructed Response) asking them to explain why it is important to study history. Tomorrow, students will have a few minutes to complete this BCR. Both of the papers handed out today should be in the classwork section of their notebook.
HOMEWORK: Periods 3, 4, 5, & 7 Get your email letter signed by your parents. (Period 2 students were not given this letter.)
Wednesday, August 27, 2008
ACADEMIC CLASSES (Not GT) - The grading system, website information and make-up work procedure was explained to students. They were advised that classwork counts as 60% of the overall grade. Homework counts for 20% and tests and quizzes count as 20%. As far as make-up work, students were advised to check the website on days absent and note the titles of worksheets distributed that day. Upon returning, students should go to the red binder in the back of the class and retrieve these papers. After this presentation, students had time to complete their "What History Means to Me" BCR. This paper was collected. The BCR will be graded and returned tomorrow.
HOMEWORK: Homework: Complete Enduring Knowledge statements (Green Paper).
GT Classes Students were introduced to a list of six organizing questions for U.S. history. In pairs and as a class, students discussed how these questions could apply to various periods in our nations past. Discussion questions and student response notes can be found on a two-page worksheet titled Organizing Questions in American History. This paper was not collected. It can be found in the social studies notebook. Tomorrow, students will complete the worksheets by responding to an ECR (Extended Constructed Response). This can be found on the reverse side of Organizing Questions
Homework: Complete Enduring Knowledge statements (Green Paper).
Thursday, August 28, 2008
ACADEMIC CLASSES Last nights homework was checked and, if necessary, corrected. In addition, the graded, What History Means to Me worksheet was returned and reviewed. Both papers should be in the social studies notebook. For todays lesson, students were introduced to primary and secondary resources. Given a paper titled Historical Sources pupils read one of two accounts on the attack on Pearl Harbor. One source was a primary source, the other a secondary source. Tomorrow, each child will be paired with a classmate who read the opposite source. They will discuss and evaluate both sources. Historical Sources should be in the notebook.
HOMEWORK: None
GT CLASSES Last nights homework was collected, which will be checked after the drill tomorrow. The students finished the discussion on primary and secondary sources and wrote an ECR (Extended Constructed Response) based on the question, What tools does a historian use and in what ways does he/she use them? This paper, titled Organizing Questions in American History was collected and will be graded and returned to the students sometime early next week.
The students were handed out a two page packet titled Characteristics on Oral History. This paper should be placed in the classwork section of the notebook. The students broke up into pairs and were given a chance to interview each other on the most significant event that they witnessed. The students wrote notes as their partner responded to the interview questions. They then had a short discussion as to how the interview experience went for them. The class then read three definitions of oral history and composed a classroom definition of oral history.
HOMEWORK: None
Friday, August 29, 2008
ACADEMIC CLASSES The students concluded their work with a partner while comparing the characteristics, advantages and disadvantages of primary and secondary sources. After this, the whole class discussed their findings. Students were told a story of how President Truman (a primary source) gave inaccurate information in his autobiography. Finally, students completed a BCR on the Historical Resources paper. This paper was collected. It will be graded and returned next week.
HOMEWORK: None
GT CLASSES All students were given a take-home textbook. They completed a yellow Student Textbook Record. They noted any defects such as loose binding or torn pages. They should take the paper and book home. The parents should inspect the book and sign the paper. The Student Textbook Record is to be returned next week. The book should remain home until June.
After this, the Tools of the Historian ECR was reviewed. Exemplars were read by selected students. Everyone was given the option of rewriting the response in order to improve their grade. Of course, those students with a grade of 3, the highest grade possible, have no need to exercise that option.
Next, a paper titled Point of View/Detecting Bias was handed back. The class worked both individually and as a group to complete the first portion of the worksheet. The second portion is an optional opportunity for extra credit. This paper should be in the social studies notebook.
HOMEWORK: Have parents sign yellow textbook sheet, extra credit newspaper article, revised version of ECR is due Wednesday
