4/28/14

US HISTORY:

• Describe the Whiskey Rebellion. What sides did Alexander Hamilton and Thomas Jefferson take in this conflict? Identify their reasons.

• Briefly describe the French Revolution.What sides did Alexander Hamilton and Thomas Jefferson take in this conflict? Identify their reasons.

Student Talk: Based on this, how do these men differ when it comes to respecting the authority of government and respecting the needs of farmers and the poor?

WORLD STUDIES:

3rd period: (CBA Project Begins today.)

Since we all depend on the health of the environment, responsible citizens need to understand how humans affect–and are affected by–the environment. You will choose and study two cities and compare and/or contrast how their urban development (growth) impacted their physical environment (air, land, water).

Select  two cities to examine:

• Explain the background of the two cities (location, population, type of rural fringe):

• Describe the urban development (growth) of each city.

1.

2.

• Describe how the urban development in each city affected the local environment:

1.

2.

• Complete ONE of the following:

  • 1. Analyze how the impact of urban development on the local environment in each city is similar or different.
  • 2. Evaluate why at least one of the local environmental impacts in one city is more important than in the other city.

 

  • 8th period:
  • Together in your special interest groups, read 5.8. Identify THREE concerns facing Atlanta in 1998. Record them. Identify which part of the city is most affected by that problem.
  • Assessment: How have I shown an understanding of the concerns faced by Atlanta?

 

  • Student Talk: Together in your special interest groups please review the challenges that Atlanta faced in 1998. Read the rest of 5.8 and identify THREE policies the city planners considered on how to best control urban sprawl. Write these down.• Based on your group’s philosophy, what policy would be best for Atlanta?

    • Explain three reasons for choosing this policy.

    1.

    2.
    3.

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

4/25/14

US HISTORY:

Learning Target: How did the political beliefs of the federalists and democratic-republicans influence American policy at home?

Student Talk: Review and discuss Shays’ Rebellion (8.3). What was the conflict? Next, review your notes on federalists and republicans. Predict which sides of the conflict Thomas Jefferson and Alexander Hamilton will take.

During Shays’ Rebellion Thomas Jefferson sympathized with the farmer’s anger, but Alexander Hamilton sympathized with the Continental Congress.

Student Talk: What does Shays’ Rebellion tell you about how these two men valued authority and the rights of farmers? (note this in your journal)

Read 11.1. In what ways are Hamilton and Jefferson similar? In what ways do they differ? Record these as notes in your journal.

WORLD STUDIES:

3rd period:

Presentations. Reflection.

5.9 Atlanta Fights Pollution with Public Transportation:

Return to your special interest group. Together, read 5.9 and find out what Atlanta did to solve their problem.

Atlanta chose to:

The results of this policy were:

1.

2.

3.

Assessment: In what ways has Atlanta’s plan aligned with the core philosophy of my special interest group? In what ways is it different?

8th period:

5.7 Toronto Plans:

Return to your special interest group. Together, read 5.7 and find out what Toronto did to solve their problem.

Toronto chose to:

The results of this policy were:

1.

2.

3.

Assessment: In what ways has Toronto’s plan aligned with the core philosophy of my special interest group? In what ways is it different?

4/24/14

US HISTORY:

“How did the political beliefs of the federalists and democratic-republicans influence American policy at home and abroad?”

(Notes)

Early days of American Politics

• Two forms of political thinking evolved during the days of the Articles of Confederation: federalists versus the democratic-republicans.

1. Federalists favored a strong central government. They were dissatisfied with the failings of the Articles of Confederation. Many federalists were urban, educated and wealthy, like Alexander Hamilton.

2. Republicans favored state’s rights. They viewed a strong central government as a threat to their way of life. Many republicans were small farmers and rural plantation owners who favored slavery as a necessity, like Thomas Jefferson.

After the Constitution was passed, republicans demanded amendments to guarantee personal freedoms in order to protect them from a strong central government.

Hence, the Bill of Rights were created and amended to the constitution as the first 10 amendments.

WORLD STUDIES:

3rd period: MSP Testing. No class

8th period: Finished project-presentations for Toronto. Wrote a self-reflection paragraph.

 

4/23/14

US HISTORY:

(8th grade MSP testing/AM/periods 1, 2, 4)

7th Period:

Discussed the basic differences in early American politics between federalists and democratic-republicans.

WORLD STUDIES:

3rd period: Having completed Atlanta 5.8, special interest groups broke into planning commissions to work on their third and final presentation. They will finish this on Friday.

8th Period: Students resumed finishing their projects for Toronto. They will present Tomorrow.

4/22/14

US HISTORY:

Chapter 11 reading journal outlines.

WORLD STUDIES:

3rd period-

Present Toronto projects to the class.

Together in your special interest groups, read 5.8. Identify THREE concerns facing Atlanta. Which part of the city are most affected by these problems?

Read the rest of 5.8. Identify THREE policies the city planners considered on how to best solve their problem. What policy would be best for Atlanta? Explain three reasons for choosing this policy.

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

8th period-

Planning Commissions:

1. Present your group’s plan. Cite your reasons for the plan. Clearly explain your ideas.

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

3. 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.

4. Create a poster for your presentation, which will be tomorrow.

 

4/21/14

US HISTORY:

Finished up our project paper/presentations. Due today.

WORLD STUDIES:

3rd period-

“5.7: Toronto Plans:

Return to your special interest group. Together, read 5.7 and find out what Toronto did to solve their problem.

Toronto chose to:

The results of this policy were:

1.

2.

3.

Assessment: In what ways has Toronto’s plan aligned with the core philosophy of my special interest group? In what ways is it different?

8th period-

Students are to complete the two-sided handout from last week covering 5.6. in preparation for their planning commission project, which we will start tomorrow on Tuesday. 

 

4/17/14

US HISTORY:

Began typing first draft of paper/presentation. First drafts should be completed tomorrow.

WORLD STUDIES:

We doing a practice test for the smarter balance assessments. The test will not impact their grades in anyway. We will conclude this tomorrow.

4/16/14

Half-day: “A” schedule

whiteboard 2

US HISTORY:

Periods 1, 2, 4: Finish outlines. Begin first drafts of papers or presentations. The above picture depicts out discussion as to which portions of the outline will go into the introduction, the main body and the conclusion (and in which order!). With a blue marker we circled the outline parts that go into the introduction, and we numbered them in the order they should be presented in the first draft. Red was the color for the main body and green for the conclusion.

WORLD STUDIES:

Period 3: Complete planning commission for Toronto project

4/15/14

US HISTORY:

Outline

Outline of CBA paper/presentation:

*Main conflict I wish to address:

*Position, or main point, I wish to make about the conflict and its causes:

*Conflict Background:

• who was involved in the conflict

• what the conflict was

• when the conflict took place

• where the conflict took place

*Causes of the Conflict (cite evidence from text):

1.

2.

*Results of the Conflict (cite evidence from text):

1.

2.

*Reason(s) for my position:

Analyze how the conflict may not have occurred if not for one or more of the main causal factors to support the position

or…

Evaluate why at least one factor is more important than others.

*Conclusion (final thought on the conflict, the causes, and what it all means for us today):

WORLD STUDIES:

5.6 Toronto, Ontario, 1999:

Together in your special interest groups, read 5.6. Identify THREE concerns facing Toronto in 1999. Record them. Identify what part of the city is most affected by that problem: urban core, urban fringe, rural fringe.

Assessment: How have I shown an understanding of the concerns faced by Toronto?

 

5.6 Toronto, Ontario, 1999:

Student Talk: Together in your special interest groups please review the challenges that Toronto faced in 1999. Read the rest of 5.6 and identify THREE policies the city planners considered on how to best control urban sprawl. Collect these for your reading journal.

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

• Explain three reasons for choosing this policy.

1.

2.

3.

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