3/28/14

Half-day “B” schedule: End of the QUARTER.

US HISTORY:

(7th period) Caught up on missing work; completed 8.9-8.10

WORLD STUDIES:

(8th period) Continued working on our planning commission group projects from yesterday. We WILL finish these on Monday.

3/27/14

US HISTORY:

Completed and discussed 8.9-8.10 from yesterday. Due tomorrow at the very latest.

WORLD STUDIES:

City Planning Commission

• Attend the planning commission with other special interest group members. Present your group’s plan. Cite your reasons for the plan. Clearly explain your ideas.

• Listen to the presentations from other commission members. What points do they make that agree with yours?

• Decide which plan is best. Defend your plan to the group. If necessary, make compromises until your group decides on the best plan possible to help your city. This plan can be a composite of different portions of several plans.

Assessment: How am I using my group’s plan to help form a solution to Portland’s problem?

3/26/14

US HISTORY:

Discussed 8.8. We will use these as notes for our quiz on Monday.

8.9-8:10:

• A direct quote is when you take what someone said–in this case your textbook–and use it in your own writing, word for word.

• When using a direct quote you must put “ ” around the entire quote and explain who said it, including the source (chapter and section) and the page number.

• Edmund Randolph and Ben Franklin expressed fears about having a single chief executive (president). What were their many fears? Make a direct quote from the text as part of your answer. Cite the chapter, section and page # for that direct quote.

• How did the delegates solve this problem? Make a direct quote from the text as part of your answer. Cite the chapter, section and page # for that direct quote.

• Rather than choose a president based on the popular vote, what process did the delegates propose? Why was this process chosen instead of a popular vote? Make a direct quote from the text as part of your answer. Cite the chapter, section and page # for that direct quote.

WORLD STUDIES:

Complete and discuss yesterday’s two-part assignment for 5.4.

Students will present part-two of 5.4 to their planning commission groups tomorrow.

 

3/25/14

US HISTORY:

(See yesterday’s assignment, which is due today.)

When complete, return to 8.8 and complete. We will discuss it on Wednesday.

• Briefly describe the three-fifths compromise in 8.8:

1. Who proposed it?

2. What was the dispute?

3. How did it settle the dispute?

• Why did northern delegates favor “broad congressional powers” to control trade between the states and other countries? Why did this make “southern delegates nervous”?

• How did north and south compromise?

WORLD STUDIES:

“Explain in a quickwrite paragraph three important ideas that you have learned about your special interest group’s core philosophy. When finished writing, share them with your group members. Add anything you have learned through the group share to your paragraph. Hand them in.”

5.4 Portland, Oregon, 1973:

Together in your special interest groups, read 5.4. Identify THREE challenges facing Portland in 1973. Record them. Label each one according to which part of the city are most affected by that problem. Assessment: How am I demonstrating understanding of the concerns Portland faced?

—-

Student Talk: Together in your special interest groups please review the challenges that Portland faced in 1973. Read the rest of 5.4 and identify THREE policies the city planners considered on how to best grow. Collect these for your reading journal.

• Based on your group’s philosophy, what policy would be best for Portland?

• Explain three reasons for choosing this policy.

1.

2.

3.

Assessment: How am I demonstrating my special interest group’s philosophy?

 

3/24/14

US HISTORY:

Use the guiding questions to collect notes on the video:

1. To where were the fewest slaves exported?

2. Who actually captured and sold Africans into slavery? (How did the slave trade work?)

3. Identify conditions on a slave ship.

4. What types of work did slaves perform? What primary products did slaves labor to produce?

5. How did the population of slaves in the Americas actually grow?

6. What does “chattel slavery” mean?

7. How did Romans and Greeks promote the concept of slavery? How did southern Christians use the bible to slavery?

Assessment: If the learning target is to understand the concept of slavery and how it worked under the Atlantic slave trade, how do my notes help me meet this target?

Assessment: Use examples from your notes to clearly show YOUR understanding of slavery & the Atlantic slave trade, according to the video

Explain your understanding in ONE of the following ways:

1) Paragraph (Sentences): 3-4 examples

2) Graphic (words, phrases, sentences, pictures, and symbols, numbers, shapes): 3-4 examples

3) Cartoon (panel art, text, characters, setting): 3-4 examples

WORLD STUDIES:

Present special interest group development ideas for Onalaska

5.4 Portland, Oregon, 1973:

Together in your special interest groups, read 5.4. Identify THREE challenges facing Portland in 1973. Record them. Label each one according to which part of the city are most affected by that problem. Assessment: How am I demonstrating understanding of the concerns Portland faced?

 

 

 

3/20/14

US HISTORY:

Finished 8.7 and discussed it. 4th and 7th periods began working on 8.8:

(8.8 is a hand-in assignment due Monday.)

• Briefly describe the three-fifths compromise in 8.8:

1. Who proposed it?

2. What was the dispute?

3. How did it settle the dispute?

• Why did northern delegates favor “broad congressional powers” to control trade between the states and other countries? Why did this make “southern delegates nervous”?

• How did north and south compromise?

WORLD STUDIES:

Continued yesterday’s special interest group project.

• Based on your philosophy, what changes would you make to Onalaska? “What are our concerns? Ideas for development? Ideas on the environment? Plans for future growth?”

• Write these down, either on paper or a poster, and present them to the class on Monday.

Assessment: If the learning target is to understand the core philosophy of my special interest group, how am I meeting this target?

3/19/14

US HISTORY:

Read 8.7: (For journal notes. Not a hand-in assignment.)

• What percentage of U.S. slaves lived in the south?

Create a speech bubble for a southern delegate. “What would he say to explain why he wants slaves counted as people and not as slaves?”

Create a speech bubble for a northern delegate. “What would he say in reaction to the southern delegate’s thinking?”

• How did the northern states react to this new thinking on slavery?

 Assessment: If the learning target is to understand north and south attitudes towards slaves, how do my answers meet this target?

WORLD STUDIES:

(Each student will be assigned to a special interest group, as part of a urban development commission.)

Special Interest Group: Practice

• Gather in groups.

• Together, review your major concerns, ideas about development, the environment and planning for future growth. “What is our core philosophy?”

• Based on your philosophy, what changes would you make to Onalaska? “What are our concerns? Ideas for development? Ideas on the environment? Plans for future growth?”

• Write these down and present them to the class.

Assessment: If the learning target is to understand the core philosophy of my special interest group, how am I meeting this target?

3/18/14

US HISTORY:

Finished yesterday’s assignment; studied for quiz, which is tomorrow–even if you were absent for the band concert.

WORLD STUDIES:

Finished studying the attributes of urban core, urban fringe and rural fringe in Phoenix, AZ, using Google Maps. Took notes. 

3/17/14

US HISTORY:

• To help you study for the quiz, each group will create your own quiz with 6 multiple choice questions.

• First, focus on the questions & answers for assignments 8.4, 8.5, 8.6.

8.6 Reading question: “Who created this compromise?” Answer: Roger Sherman.

• Second, create questions over content that you feel is most important to know.

Multiple choice question: “Roger Sherman was the author of–”

• Third, create at least 4 multiple answers for each question. The answers should reflect different ways of answering the question…but which answer is the best?

Answers:

a. The Virginia Plan (not correct but is related to the subject of representation in 8.5)

b. The Great Compromise (correct answer 8.6)

c. Articles of Confederation (Not correct. Only related to the topic in 8.1-8.3)

d. The New Jersey Plan (not correct but is related to the subject of representation in 8.5)

WORLD STUDIES:

Studied the attributes of urban core, urban fringe and rural fringe in Phoenix, AZ, using Google Maps. Took notes. Discussed. Will finish this tomorrow.