Read 5.4, 5.6: Describe in your own words the purpose of the Townshend and Tea Acts. Critical Thinking: Explain how one lead to the other.
Read 5.5; 5.6: Critical Thinking: Explain how acts of protest get their point across and how they go horribly wrong. Use the Boston Massacre and the Boston Tea Party as part of your evidence.
Activity: Add the following items to your flowchart: Boston Tea Party, Townshend Acts, Tea Acts, & Boston Massacre. Place these in their proper sequence.
8th period (Wednesday half-day):
Student Talk: What are the purposes of an introduction, main body and conclusion in an essay?
• Listen to the read-through of the story. What is the story’s main point? What parts of the story do you most remember?
• Read each section. For each section, write a one sentence summary of the main idea. List the examples that support each main idea. (What strategies will you use to help your reading comprehension?)
Practice test for the new Smarter Assessments.
Handed in paragraph for the film we watched last week.
• What two problems did the British government face following the end of the French and Indian War?
• Describe in your own words the actions taken by the British to manage these problems and the reaction of the colonists to these methods.
Use the Proclamation of 1763, The Stamp Act, and The Quartering Act as part of your evidence. (What strategies can you use to understand the question or read the text for understanding?
[We will complete and hand in this assignment tomorrow.]
Quietly read section 4.2, including graphics and maps on p. 66-67.
• What is a watershed? How do the Great Lakes act as a watershed?
• In your own words explain what a food chain is and how it works. How can pollution interfere with the food chain?
[Extra credit] • Critical Thinking: How could pollution interfere with the ecosystem of the Great Lakes? (4.1 & 4.2)
(We will finish this tomorrow)
Using 3-4 examples from your notes, show how Colonists went from being loyal to the crown to outright rebels willing to form a new nation. (paragraph)
Complete yesterday’s GeoTerm assignment. (Have you completed and handed in 4.1 from Wednesday?)
(Teacher absent due to illness. Students finished their reading journal assignment from Tuesday. Film will resume on Friday.)
Students finished 4.1. Those finished began the GeoTerm assignment
Film: Liberty! The American Revolution.
Guiding questions for note taking:
1. How did the colonists see themselves in relation to Great Britain and the King?
2. What was the economic and social conditions of the colonies? (Note: What does Ben Franklin say on this matter?)
3. In what ways did the ruling class of England look down on people like Franklin and Washington?
4. Why are heavy taxes (Stamp Act) laid upon the colonies? How do colonists react? What does Britain do? (Declaratory Act)
5. How does the war of words escalate into a war of armed conflict?
Quietly read section 4.1, including the essential question and graphic organizer.
Explain WHY the Great Lakes are a freshwater ecosystem. How can people best use and protect freshwater ecosystems like the Great Lakes?
(How do I answer the questions? What do I look for?) Look for and study the following information: how the Great Lakes were formed, ecosystem, freshwater, glaciers, graphic organizer & satellite picture.
Reading Journal Assessment:
Unit 2 preview p. 82-85
Ch. 5 p. 86-105
Ch. 6 p. 106-117
Ch. 7 p. 118-137
Reading Journal: Ch. 4 (Outline and assess)
Last day of the quarter. The school year is now half way over!
For all classes…FINAL DRAFTS are due today!
All grades will be updated by Friday midnight.
Tuesday we resume the third quarter. I will be at a conference in Olympia. My sub will fill in. I will see you Wednesday!
Typing, formatting, proofing final drafts
Typing, proofing, editing, second and final drafts
Typing, formatting, proofreading, art work…working as a group.
Typing essays. Revising by looking at the main body (transitions, examples). Reading aloud for flow and clarity.