We reviewed the process of revising first drafts and set about revising our first drafts and making notes on what we would delete or add in order to make a final draft.

Final drafts are due tomorrow at the end of class.


We reviewed one last time our reading journals and turned them in. Next, we took a “test” to assess what we know and didn’t know about the information covered in chapter one. The “test” is merely a participation grade and will not count against them. We will go over the “test” and turn it in tomorrow.



We took our homework assignment, our research for our selected region, and turn it into a first draft. These were due at the end of class. Those absent the day before had it as homework.


We handed in our final drafts.

We also prepped our reading journals to be handed in tomorrow. We went through and found the information in our chapter outline that we labeled with a question mark and we filled in what we now know about the chapter section or vocabulary word.


US History:

Students turned in reading Journals. These are 10% of their final grade.

Following this students began their first writing assignment:

Now that you have reviewed Chapter 1 using your reading journal (and completed all the Chapter 1 activities and assignments), please answer Chapter 1’s essential question. Select either the Plateau, Great Plains or California region. Next, write a paragraph that briefly describes the land and climate, and explains using THREE examples how they adapted their lifestyle to the environment (land & climate) of the region.

Their homework assignment was do research and gather the information they need to write the first draft. (We will write the first draft in class tomorrow.) They will need to 1) select one of the three regions, 2) determine the land and climate of that region, 3) Identify three examples (housing, clothing & tools) of how their lifestyle adapts to their environment (land & climate).


We reviewed the writing assignment from Thursday. Next, we discussed what information should be included in their first drafts. Students then evaluated their first drafts and made corrections.

Their homework assignment is to do a FINAL DRAFT on a separate sheet of paper. It is due tomorrow.




We reviewed the previous assignments, all dealing with investigative questions and the research paper outline. We turned in those assignments and we discussed reading journals and how to self-assess them. The reading journals are due Monday. (Remember, they are 10% of the final quarter grade.)

Use your chapter one reading journal and review all the question marks you had placed inside prior to reading chapter one. What do you NOW know about chapter one?

For example: If you placed a ‘?’ beside 1.5 (American Indian of the Pacific NW coast), you might pencil in “I now know that these people relied on fish and other seafood as a primary food source.”


We devoted class time to starting our first official writing assignment. Students wrote down the assignment question.

On March 21 both northern and southern hemispheres receive the same amount of sunlight. But on June 21, the northern hemisphere receives the greatest amount of sunlight, while the southern hemisphere receives the smallest amount of sunlight.

In a paragraph, with clear and complete sentences, please explain how these two things are possible. (How do we do this?)

In groups, they discussed what they question was asking for. We then discussed what we should do to write a first draft. We wrote down the collaborative writing process on the board and followed it.

1. Study the question. (What is asked? What do we need to explain?)

2. Brainstorm ideas. (What information do I need to cover to answer the question? Can I visualize it as a picture?)

3. Put the ideas in order. (What do I discuss first? Second?)

4. Write out the ideas into complete sentences to make a paragraph. (Due Monday)


Today is a half-day for teacher training. We are on a ‘B’ schedule: 5, 6, 7, 8 periods.


Students worked on the research paper outline and the research question assignment.


We reviewed previous concepts and students were allowed to complete missing or late work.



Students are to convert their research question assignment into an outline for a research paper. (No, they are not going to write such a paper. Not yet.) It is due Thursday.


Suppose you are an archaeologist like Tim Pauketat, and you are researching one of the eight geographical regions as described in 1.5 to 1.12.

Which one of these regions most interests you? Select one.

Next, think of a question you would like to research about this region and the first Americans who lived there.

Example: “For my research question I would like to know how the people of the southwest region survived the intense heat and lack of fresh water.”

Once you have your research question, you must develop a series of FIVE investigative questions to help you answer the research question. For each investigative question, you must explain what tool or tools from an archaeologist’s toolkit you would use to help you answer the investigative question.

Archaeologists’ Tools: Oral Histories, radiocarbon dating, artifacts & witnesses.

Example: “How did the people conserve water?” The tools I will use are oral histories and artifacts.

Research Paper Outline: (Today’s assignment)

Introduction: What is this? What is its function? (Main research question goes here)

• Support: What is this? What is its function? (one of the five investigative questions goes here)

• Support: What is this? What is its function? (one of the five investigative questions goes here)

• Support: What is this? What is its function? (one of the five investigative questions goes here)

Conclusion: What is this? What is its function? (We restate the main idea, supporting points and we exit with a final thought.)


We discussed the video notes from yesterday and discussed concepts of the earth’s tilt and how it helps create seasons. The notes were handed in along with the reading facts for section 1.7. We then began our map activity on the seasons.



We took notes on what investigative questions are being asked in the video and what tools or scientific methods were used to answer the questions, much the way we did for the reading in the back of chapter one.



After discussing what was read on 1.7 and the earth’s tilt and how it creates seasons, we watched the video by Bill Nye and took notes for later discussion.



We completed and handed in the investigative group project for the assigned reading on p. 20-22. When completed, students began the research question assignment, a handout to be picked up by students when the project was complete. We will finish the handout on Monday as homework if it is not complete by then.



Students were to finish the map activity for 1.5 and turn in the map. Afterwards, students were to read 1.7 and collect five facts from the chapter section for class discussions on Monday.



Students continued the group project, which is due tomorrow. (Those students who did not complete the handout for 1.5–1.12, due Wednesday, will be assigned homework lunch to complete it.)


Continued our discussion of map scales. We read section 1.5 and collected three facts from the section of a group and class discussion. Then we resumed map scale practice with a ten station map activity.