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7 principles of government example
This document provides instructions to divide pages 18-19 of a reading into sections on principles of US government, with notes and illustrations for each section. The sections on page 18 are Popular Sovereignty, Republicanism, Limited Government, and Individual Rights. The sections on page 19 are Separation of Powers, Checks and Balances, and Federalism. For each section, the instructions are to write explanatory notes and draw an illustration of the principle.
America day 2
Today's class will focus on the ancient Maya civilization through interactive learning activities. Students will start with a Kahoot! quiz to review material from the previous class. They will then watch the documentary "Engineering an Empire: The Maya" which details the Maya's stone pyramid temples, advanced math skills, underground aqueduct system, theories for the civilization's collapse, road network, and complex calendar. Following the film, students will take Cornell notes on the Maya civilization topics covered and complete a Socrative quiz to assess understanding of information from the previous class.
America day 1
The document provides instructions for a social studies assignment on the empires and civilizations of the Americas before European arrival. Students are asked to complete a vocabulary worksheet, fill out a chart comparing empires, label a map with empires, and make a foldable notebook with summaries and questions for each section along with drawings of important crops. The assignment aims to teach students how the development of agriculture allowed early Americans to build homes, temples, and have time for arts and crafts.
Pp 6.2 china in the middle ages
1. After a period of disunity following the collapse of the Han Dynasty in AD 220, China was reunified by the Sui Dynasty in AD 581.
2. The Tang Dynasty (AD 618-907) strengthened China by establishing a civil service system based on merit. The capital city of Chang'an became the largest city in the world.
3. The Song Dynasty (AD 960-1279) faced military pressures and moved their capital south to Hangzhou for protection. Confucian philosophy became influential again and Buddhism faced declining support.
7.7 kingdoms of europe powerpoint
The document discusses European kingdoms during the Middle Ages. It instructs students to complete worksheets on pages 12-13 of their interactive notebook, and to color code a map of European kingdoms from the Middle Ages onto page 0 of their interactive notebook using a map on page 263 from their textbook.
Shays rebellion
The document summarizes key weaknesses of the Articles of Confederation:
1) The federal government could not tax and had no power to enforce laws, which made it very difficult to raise money or ensure states followed agreements.
2) States had their own laws and were not required to follow federal laws or treaties, which prevented unified national action and discouraged interstate commerce.
3) There was no executive branch or national court system, so the government could not defend borders or enforce laws.
North korea video
The document provides instructions for students to watch a film about North Korea and take notes on how the government controls its people. It asks students to consider whether North Koreans truly support their leader or have freedom of thought, and to write an essay arguing whether freedom of thought is possible without also having freedom of speech or press. Students should cite examples from the film to support their position.
Questions pages 182 185
Buddhism spread to China in the 100s AD through traders and missionaries from India. It gained followers as the Han Dynasty declined and people suffered - Buddhism taught that one could escape suffering. Monks and nuns helped people by running schools, providing food/shelter, and serving as bankers/doctors. China grew less supportive as monasteries became wealthy and disrupted family structures by prohibiting marriage. Buddhism then spread to Korea in the 300s AD and later to Japan in the 500s AD through Korean missionaries. Neo-Confucianism incorporated some Buddhist and Daoist beliefs and became a religious tradition focused on spiritual matters and inner peace. Civil service exams aimed to create an educated, less
Recommended
7 principles of government example
This document provides instructions to divide pages 18-19 of a reading into sections on principles of US government, with notes and illustrations for each section. The sections on page 18 are Popular Sovereignty, Republicanism, Limited Government, and Individual Rights. The sections on page 19 are Separation of Powers, Checks and Balances, and Federalism. For each section, the instructions are to write explanatory notes and draw an illustration of the principle.
America day 2
Today's class will focus on the ancient Maya civilization through interactive learning activities. Students will start with a Kahoot! quiz to review material from the previous class. They will then watch the documentary "Engineering an Empire: The Maya" which details the Maya's stone pyramid temples, advanced math skills, underground aqueduct system, theories for the civilization's collapse, road network, and complex calendar. Following the film, students will take Cornell notes on the Maya civilization topics covered and complete a Socrative quiz to assess understanding of information from the previous class.
America day 1
The document provides instructions for a social studies assignment on the empires and civilizations of the Americas before European arrival. Students are asked to complete a vocabulary worksheet, fill out a chart comparing empires, label a map with empires, and make a foldable notebook with summaries and questions for each section along with drawings of important crops. The assignment aims to teach students how the development of agriculture allowed early Americans to build homes, temples, and have time for arts and crafts.
Pp 6.2 china in the middle ages
1. After a period of disunity following the collapse of the Han Dynasty in AD 220, China was reunified by the Sui Dynasty in AD 581.
2. The Tang Dynasty (AD 618-907) strengthened China by establishing a civil service system based on merit. The capital city of Chang'an became the largest city in the world.
3. The Song Dynasty (AD 960-1279) faced military pressures and moved their capital south to Hangzhou for protection. Confucian philosophy became influential again and Buddhism faced declining support.
7.7 kingdoms of europe powerpoint
The document discusses European kingdoms during the Middle Ages. It instructs students to complete worksheets on pages 12-13 of their interactive notebook, and to color code a map of European kingdoms from the Middle Ages onto page 0 of their interactive notebook using a map on page 263 from their textbook.
Shays rebellion
The document summarizes key weaknesses of the Articles of Confederation:
1) The federal government could not tax and had no power to enforce laws, which made it very difficult to raise money or ensure states followed agreements.
2) States had their own laws and were not required to follow federal laws or treaties, which prevented unified national action and discouraged interstate commerce.
3) There was no executive branch or national court system, so the government could not defend borders or enforce laws.
North korea video
The document provides instructions for students to watch a film about North Korea and take notes on how the government controls its people. It asks students to consider whether North Koreans truly support their leader or have freedom of thought, and to write an essay arguing whether freedom of thought is possible without also having freedom of speech or press. Students should cite examples from the film to support their position.
Questions pages 182 185
Buddhism spread to China in the 100s AD through traders and missionaries from India. It gained followers as the Han Dynasty declined and people suffered - Buddhism taught that one could escape suffering. Monks and nuns helped people by running schools, providing food/shelter, and serving as bankers/doctors. China grew less supportive as monasteries became wealthy and disrupted family structures by prohibiting marriage. Buddhism then spread to Korea in the 300s AD and later to Japan in the 500s AD through Korean missionaries. Neo-Confucianism incorporated some Buddhist and Daoist beliefs and became a religious tradition focused on spiritual matters and inner peace. Civil service exams aimed to create an educated, less
The Spread of Christianity
Christianity grew from a small Jewish sect into the world's largest religion through a few key factors. It began allowing non-Jewish people to join without requiring them to follow Jewish law, expanding its potential membership. As the Roman Empire provided stability and infrastructure that helped ideas spread, Christianity grew rapidly by offering community support and the promise of an afterlife. However, early Christians were also persecuted by Romans for refusing to worship the emperor or take part in traditional religious practices and festivals, leading many Christians to become martyrs who died for their faith.
Religions of europe maps
The religious breakdown in Europe changed significantly following the Protestant Reformation. Before the Reformation, nearly all of Europe followed the Roman Catholic Church. After the Reformation began in the 1500s led by Martin Luther, many northern European countries broke away from the Catholic Church and established new state churches that followed Protestant theology like Lutheranism or Calvinism. The religious map of Europe was redrawn as some regions like Germany and Scandinavia largely converted to Protestantism, while other areas like France, Spain and southern Europe mostly remained Catholic.
Mesoamerica: Aztec, Maya, Inca
The Maya civilization reached its peak between 250-900 AD in parts of Mexico and Central America, with a population of around 2 million. They developed advanced astronomy, mathematics, and a 365-day calendar, and traded goods across their network of roads. By 1200 AD, Maya cities were deserted. The Aztecs built their capital of Tenochtitlan in central Mexico centuries later, creating a military empire through conquest. They believed in many gods and performed human sacrifices. The Aztec empire fell when the Spanish arrived in 1492. The Inca civilization developed around 800 years ago in western South America, stretching over 3,000 miles with a population of 9 million at its height. They built advanced infrastructure like roads and rope bridges
Keys to jamestowns success powerpoint presentation
The document describes the layout of the original Jamestown fort, which included a market place, storehouse, streets of houses inside palisades, and a moat surrounding the fort. It also lists several keys to Jamestown's success, including John Smith's leadership which developed relations with the Powhatan and ensured settlers had work, the Virginia Company offering land grants to attract settlers, and the introduction of tobacco as a cash crop. Finally, it notes the Virginia Company gave colonists self-governance through elected representatives, establishing the first legislature in North America.
Early European Explorers
Portugal established an early dominance in exploration under Prince Henry the Navigator, with explorers like Bartholomew Diaz and Vasco de Gama expanding Portugal's reach down the African coast and to India, making Portugal the most powerful European nation for a time. Christopher Columbus, sailing for Spain, was the first European to reach the Americas in 1492, landing in the Caribbean and establishing Spanish colonies, though he later died in poverty. Spain and Portugal raced to claim territory in the new world, leading the Pope to intervene and divide control between them with the Treaty of Tordesillas. Conquistadors like Hernan Cortez and Francisco Pizzaro then conquered the Aztec and Inca empires, bringing vast wealth back
Africa day 3
Day 3's bellringer asked students to discuss with their table whether the United States should allow Syrian refugees into the country, considering reasons both for and against, and to write their own opinion. Students then read a printed sheet about gold and salt in Africa in their interactive notebooks, focusing on key ideas. On the next page, students were instructed to create a Venn diagram comparing gold and salt based on the information, research additional reasons these resources were important in the Middle Ages, and answer a prompt choosing whether they would prefer to control a salt mine or gold mine and explaining their choice.
Africa day 1 (david poss's conflicted copy 2015 11-12)
This document provides instructions for students to create a summary of Lesson 1 in their chapter on Africa. Students will fill in a map of Africa by labeling climate zones and physical features. They will also summarize information about 5 early African kingdoms and the development of trade in the Sahara region in their Interactive Notebook. The summary will cover key topics from pages 125-133 of their textbook.
The reformation
The document discusses the origins of the Protestant Reformation, including the rise of humanism which encouraged questioning religious authorities, corruption and financial issues within the Catholic Church, and the work of early reformers like John Wycliffe and Desiderius Erasmus who criticized the Church and translated the Bible into local languages. It also outlines a student project to create a booklet about the Reformation by coloring maps to show the spread of Christianity in Europe before and after the Reformation.
Shogun warrior presentation final
Japan transitioned to rule by powerful military governors called shoguns starting in 1180 AD. The shoguns gained power after winning a civil war and were granted authority over military forces by the emperor, though the emperor remained the nominal head of government. Samurai were warriors who served noble families in exchange for land and were bound by a strict honor code. Under the shoguns, Japan experienced constant warfare between powerful lords and a period of centralized rule, while the economy grew as trade, agriculture, and crafts expanded.
North Korea Video
The document discusses freedom of speech and the press in North Korea. It asks students to watch a film about North Korea, taking notes on how the country controls its people and whether people truly support the leader or have freedom of thought. Students are then asked to write an essay arguing whether freedom of thought is possible in North Korea without freedom of speech or press, citing examples from the movie.
Scientific Revolution and Enlightenment in review
This document provides an overview of several key figures and developments during the Scientific Revolution and Enlightenment. It notes that during this period, people moved away from relying solely on common sense and tradition to explain the world, and instead embraced reason and the scientific method. Specifically, it mentions Copernicus' heliocentric theory, Kepler's laws of planetary motion, Galileo's scientific work, Newton's theory of gravity, Robert Hooke's cell theory, and Descartes' philosophical proposition of "I think, therefore I am". The document also summarizes the works and beliefs of influential Enlightenment thinkers including Voltaire, Mary Wollstonecraft, and Rousseau.
The feudal order
When Charlemagne's empire fell, Europe fragmented into feudal territories. Under feudalism, the king owned all land and granted fiefs to nobles in exchange for loyalty and military service. Nobles further divided their lands between knights who protected local peasants. Peasants were tied to the land and provided food, services, and labor up the feudal chain to support their lord and the king. Through this system of obligations and bonds of loyalty, feudalism organized Medieval European society and political order.
Chapter 13 section 2 and 3
Students are given notes from pages 17 and 19 of their interactive notebook to supplement with relevant information from slides not already included. They must complete their student pages by writing a summary and adding an illustration related to the summary. The document then provides slides on the Texas Revolution and war with Mexico, describing conflicts between American settlers and the Mexican government that led Texas to revolt and the U.S. to gain territory after victory in the Mexican-American War.
The american battles
The American Revolution began as Patriots sought independence from British rule. While initially unpopular, the Patriot cause gained support over the course of the war. Key events included Washington's surprise attack on Trenton, the British defeat at Saratoga which inspired international support for the Patriots, and the final British surrender at Yorktown. International support, strategic victories, resilient civilian resistance, and the inability to easily defeat the Patriot forces ultimately led Britain to recognize American independence through negotiation.
7.12 conflict in the middle ages
The document provides instructions for students to create a book about conflict in the Middle Ages. The book will contain 5 chapters on topics that caused conflict, such as religious differences, struggles for power, and territorial claims. Two required chapters are on the Crusades and the Plague. The book will include a cover with the title and author, a table of contents, and citations of resources used for research. Each chapter will be written on a separate panel and address how the topic led to conflict, the nature of the conflict and its resolution, and the effects of the conflict.
Chapter 11, lesson 3
The document provides instructions for students to complete pages 4-5 and 6-7 of their interactive notebooks. For pages 4-5, students will take notes on Post-It notes as they read pages 308-311, review the notes in class, and post them into quadrants in their notebook along with a drawing or cartoon summarizing each note. For pages 6-7, students will take Cornell notes on pages 311-315, with page 6 focusing on the Missouri Compromise and statehood and page 7 focusing on US relations with Britain, Spain, Florida becoming a state, and the Monroe Doctrine.
Africa day 4
This document provides discussion questions and assignments related to a lesson on Africa's government and religions. It includes 10 bellringer questions about topics covered in the reading passage such as the differences between African kings and other ancient societies, common forms of government and religion in places like Ghana and Mali, the role of clans, and influential Islamic figures in Africa. Students are instructed to watch a video on the differences between Western and Eastern Africa and complete a Cornell note page in their interactive notebook on African society and culture.
Chapter 13 lesson 1 (pages 348 352)
This lesson instructs students to read pages 348-352 in their textbook about the Oregon Country, take Cornell notes on page 15 of their interactive notebook, and answer guiding questions and progress checks from the reading by writing out the questions and illustrating the answers without writing out full responses.
Chapter 18, lesson 3 and 4 reconstruction ends
This document outlines lessons from a chapter on Reconstruction and the South. It includes instructions for students to read about and summarize the 13th, 14th, and 15th Amendments. Students are asked to take Cornell notes on the changes during Reconstruction and how Reconstruction ended, including a one to two sentence summary. Color illustrations and interactions are also assigned.
10.4 world trade changes
The document discusses the Columbian Exchange that occurred after 1492. It describes how crops, animals, diseases, and ideas were exchanged between the Eastern and Western hemispheres, altering global populations and ecosystems. This global interaction transformed societies on both sides of the Atlantic.
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The Spread of Christianity
Christianity grew from a small Jewish sect into the world's largest religion through a few key factors. It began allowing non-Jewish people to join without requiring them to follow Jewish law, expanding its potential membership. As the Roman Empire provided stability and infrastructure that helped ideas spread, Christianity grew rapidly by offering community support and the promise of an afterlife. However, early Christians were also persecuted by Romans for refusing to worship the emperor or take part in traditional religious practices and festivals, leading many Christians to become martyrs who died for their faith.
Religions of europe maps
The religious breakdown in Europe changed significantly following the Protestant Reformation. Before the Reformation, nearly all of Europe followed the Roman Catholic Church. After the Reformation began in the 1500s led by Martin Luther, many northern European countries broke away from the Catholic Church and established new state churches that followed Protestant theology like Lutheranism or Calvinism. The religious map of Europe was redrawn as some regions like Germany and Scandinavia largely converted to Protestantism, while other areas like France, Spain and southern Europe mostly remained Catholic.
Mesoamerica: Aztec, Maya, Inca
The Maya civilization reached its peak between 250-900 AD in parts of Mexico and Central America, with a population of around 2 million. They developed advanced astronomy, mathematics, and a 365-day calendar, and traded goods across their network of roads. By 1200 AD, Maya cities were deserted. The Aztecs built their capital of Tenochtitlan in central Mexico centuries later, creating a military empire through conquest. They believed in many gods and performed human sacrifices. The Aztec empire fell when the Spanish arrived in 1492. The Inca civilization developed around 800 years ago in western South America, stretching over 3,000 miles with a population of 9 million at its height. They built advanced infrastructure like roads and rope bridges
Keys to jamestowns success powerpoint presentation
The document describes the layout of the original Jamestown fort, which included a market place, storehouse, streets of houses inside palisades, and a moat surrounding the fort. It also lists several keys to Jamestown's success, including John Smith's leadership which developed relations with the Powhatan and ensured settlers had work, the Virginia Company offering land grants to attract settlers, and the introduction of tobacco as a cash crop. Finally, it notes the Virginia Company gave colonists self-governance through elected representatives, establishing the first legislature in North America.
Early European Explorers
Portugal established an early dominance in exploration under Prince Henry the Navigator, with explorers like Bartholomew Diaz and Vasco de Gama expanding Portugal's reach down the African coast and to India, making Portugal the most powerful European nation for a time. Christopher Columbus, sailing for Spain, was the first European to reach the Americas in 1492, landing in the Caribbean and establishing Spanish colonies, though he later died in poverty. Spain and Portugal raced to claim territory in the new world, leading the Pope to intervene and divide control between them with the Treaty of Tordesillas. Conquistadors like Hernan Cortez and Francisco Pizzaro then conquered the Aztec and Inca empires, bringing vast wealth back
Africa day 3
Day 3's bellringer asked students to discuss with their table whether the United States should allow Syrian refugees into the country, considering reasons both for and against, and to write their own opinion. Students then read a printed sheet about gold and salt in Africa in their interactive notebooks, focusing on key ideas. On the next page, students were instructed to create a Venn diagram comparing gold and salt based on the information, research additional reasons these resources were important in the Middle Ages, and answer a prompt choosing whether they would prefer to control a salt mine or gold mine and explaining their choice.
Africa day 1 (david poss's conflicted copy 2015 11-12)
This document provides instructions for students to create a summary of Lesson 1 in their chapter on Africa. Students will fill in a map of Africa by labeling climate zones and physical features. They will also summarize information about 5 early African kingdoms and the development of trade in the Sahara region in their Interactive Notebook. The summary will cover key topics from pages 125-133 of their textbook.
The reformation
The document discusses the origins of the Protestant Reformation, including the rise of humanism which encouraged questioning religious authorities, corruption and financial issues within the Catholic Church, and the work of early reformers like John Wycliffe and Desiderius Erasmus who criticized the Church and translated the Bible into local languages. It also outlines a student project to create a booklet about the Reformation by coloring maps to show the spread of Christianity in Europe before and after the Reformation.
Shogun warrior presentation final
Japan transitioned to rule by powerful military governors called shoguns starting in 1180 AD. The shoguns gained power after winning a civil war and were granted authority over military forces by the emperor, though the emperor remained the nominal head of government. Samurai were warriors who served noble families in exchange for land and were bound by a strict honor code. Under the shoguns, Japan experienced constant warfare between powerful lords and a period of centralized rule, while the economy grew as trade, agriculture, and crafts expanded.
North Korea Video
The document discusses freedom of speech and the press in North Korea. It asks students to watch a film about North Korea, taking notes on how the country controls its people and whether people truly support the leader or have freedom of thought. Students are then asked to write an essay arguing whether freedom of thought is possible in North Korea without freedom of speech or press, citing examples from the movie.
Scientific Revolution and Enlightenment in review
This document provides an overview of several key figures and developments during the Scientific Revolution and Enlightenment. It notes that during this period, people moved away from relying solely on common sense and tradition to explain the world, and instead embraced reason and the scientific method. Specifically, it mentions Copernicus' heliocentric theory, Kepler's laws of planetary motion, Galileo's scientific work, Newton's theory of gravity, Robert Hooke's cell theory, and Descartes' philosophical proposition of "I think, therefore I am". The document also summarizes the works and beliefs of influential Enlightenment thinkers including Voltaire, Mary Wollstonecraft, and Rousseau.
The feudal order
When Charlemagne's empire fell, Europe fragmented into feudal territories. Under feudalism, the king owned all land and granted fiefs to nobles in exchange for loyalty and military service. Nobles further divided their lands between knights who protected local peasants. Peasants were tied to the land and provided food, services, and labor up the feudal chain to support their lord and the king. Through this system of obligations and bonds of loyalty, feudalism organized Medieval European society and political order.
Chapter 13 section 2 and 3
Students are given notes from pages 17 and 19 of their interactive notebook to supplement with relevant information from slides not already included. They must complete their student pages by writing a summary and adding an illustration related to the summary. The document then provides slides on the Texas Revolution and war with Mexico, describing conflicts between American settlers and the Mexican government that led Texas to revolt and the U.S. to gain territory after victory in the Mexican-American War.
The american battles
The American Revolution began as Patriots sought independence from British rule. While initially unpopular, the Patriot cause gained support over the course of the war. Key events included Washington's surprise attack on Trenton, the British defeat at Saratoga which inspired international support for the Patriots, and the final British surrender at Yorktown. International support, strategic victories, resilient civilian resistance, and the inability to easily defeat the Patriot forces ultimately led Britain to recognize American independence through negotiation.
7.12 conflict in the middle ages
The document provides instructions for students to create a book about conflict in the Middle Ages. The book will contain 5 chapters on topics that caused conflict, such as religious differences, struggles for power, and territorial claims. Two required chapters are on the Crusades and the Plague. The book will include a cover with the title and author, a table of contents, and citations of resources used for research. Each chapter will be written on a separate panel and address how the topic led to conflict, the nature of the conflict and its resolution, and the effects of the conflict.
Chapter 11, lesson 3
The document provides instructions for students to complete pages 4-5 and 6-7 of their interactive notebooks. For pages 4-5, students will take notes on Post-It notes as they read pages 308-311, review the notes in class, and post them into quadrants in their notebook along with a drawing or cartoon summarizing each note. For pages 6-7, students will take Cornell notes on pages 311-315, with page 6 focusing on the Missouri Compromise and statehood and page 7 focusing on US relations with Britain, Spain, Florida becoming a state, and the Monroe Doctrine.
Africa day 4
This document provides discussion questions and assignments related to a lesson on Africa's government and religions. It includes 10 bellringer questions about topics covered in the reading passage such as the differences between African kings and other ancient societies, common forms of government and religion in places like Ghana and Mali, the role of clans, and influential Islamic figures in Africa. Students are instructed to watch a video on the differences between Western and Eastern Africa and complete a Cornell note page in their interactive notebook on African society and culture.
Chapter 13 lesson 1 (pages 348 352)
This lesson instructs students to read pages 348-352 in their textbook about the Oregon Country, take Cornell notes on page 15 of their interactive notebook, and answer guiding questions and progress checks from the reading by writing out the questions and illustrating the answers without writing out full responses.
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Keys to jamestowns success powerpoint presentation
Keys to jamestowns success powerpoint presentation
Africa day 1 (david poss's conflicted copy 2015 11-12)
Africa day 1 (david poss's conflicted copy 2015 11-12)
More from David Poss
Chapter 18, lesson 3 and 4 reconstruction ends
This document outlines lessons from a chapter on Reconstruction and the South. It includes instructions for students to read about and summarize the 13th, 14th, and 15th Amendments. Students are asked to take Cornell notes on the changes during Reconstruction and how Reconstruction ended, including a one to two sentence summary. Color illustrations and interactions are also assigned.
10.4 world trade changes
The document discusses the Columbian Exchange that occurred after 1492. It describes how crops, animals, diseases, and ideas were exchanged between the Eastern and Western hemispheres, altering global populations and ecosystems. This global interaction transformed societies on both sides of the Atlantic.
Chapter 18, lesson 1 planning reconstruction
Lincoln's plan for Reconstruction involved reintegrating Confederate states with a pledge of loyalty and emancipation, but he was assassinated before completing it. Radical Republicans favored harsher terms including suffrage for freedmen. The Freedmen's Bureau was established to aid freed slaves. After Lincoln's death, Andrew Johnson took a more lenient approach allowing states to rejoin without reforms, which Congress opposed.
Chapter 17 wrapup 3
This document provides instructions for creating a timeline of key Civil War battles and events, listing 14 significant battles and events to include on the timeline. For each entry, the instructions specify including a one-sentence description of the event and a small illustration related to the battle's significance. An example timeline entry is provided for the Battle of Stone's River, including details about the battle, commanders, date, location, and strategic outcome, along with a proposed illustration of a Tennessee landscape with agricultural symbols and the words "Union" and "CONTROL" to represent the Union victory.
Chapter 17 wrapup
The document provides instructions for students to complete an interactive notebook about major Civil War battles. Students will pair up and research four battles assigned to them from a list including Fredericksburg, Chancellorsville, Gettysburg, Vicksburg, Chickamauga, Lookout Mountain, Sherman's March to the Sea, and Appomattox Court House. For each battle, students will write a summary including who fought, what happened, where it took place, when it occurred, and why the battle was important. The summaries will be written in quadrants on pages 15 and 17 of the interactive notebook.
Chapter 17, lesson 2 emancipation proclamation for website
The document provides information about key Civil War battles like Bull Run, Shiloh, New Orleans, and Antietam. It also lists the top 5 deadliest battles of the war and some interesting facts about dog tags and Civil War firsts. Additionally, it discusses Abraham Lincoln's issuance of the Emancipation Proclamation on January 1, 1863, which declared the freedom of slaves in the Confederate states.
Chapter 17, lesson 2 emancipation proclamation
This document provides an overview of key Civil War battles and events in the early years of the war from 1861-1862. It discusses several major battles including Bull Run, Shiloh, New Orleans, and Antietam. It also summarizes Abraham Lincoln's evolving views on slavery and emancipation, culminating in his issuing of the Emancipation Proclamation on January 1, 1863, which declared the freedom of slaves in the Confederate states.
Chapter 17 lesson 1 - the two sides
The document provides an overview of the Civil War through a series of PowerPoint slides presented in class. It covers topics such as the border states and which side they joined, the advantages and disadvantages of each side, and the major armies on the Union and Confederate sides. Students are instructed to take notes using the quadrant note-taking method on the information presented in the slides.
The enlightnement day 2
The document discusses the differing views of Thomas Hobbes and John Locke on government. Thomas Hobbes believed that people were inherently evil and needed to be ruled by an all-powerful government, while John Locke believed that people had natural rights and that the purpose of government was to protect those rights through an agreement between the people and the government. Students are asked to discuss which view they agree with more based on the type of government they designed in a previous class. The document also provides questions about philosophers and ideas from the Enlightenment era.
Chapter 16, lesson 3 the election of 1860
The document provides instructions for students to read about the 1860 US presidential election between Abraham Lincoln, Stephen Douglas, John Breckinridge, and John Bell. It asks students to take notes on the candidates' positions on slavery, the idea of secession, and states' rights. It also asks students to summarize Lincoln's inaugural address in one sentence and provide a 3-sentence summary of the events at Fort Sumter, and to redraw the map from the reading showing the election results.
9.2 the scientific revolution 2
The document provides instructions for students to complete an interactive notebook on the Scientific Revolution. Students are asked to summarize key figures and achievements from Copernicus, Ptolemy, Kepler, and Galileo on one page. They are also instructed to take Cornell notes on a video about the Scientific Revolution. On another page, students must take notes on readings covering Newton's theory of gravity, advances in microscopy, the concept of elements, and philosophers Descartes, Pascal, and the emergence of rationalism. The document guides the student through independent work on the Scientific Revolution in their interactive notebook.
Homeless final day
The document provides instructions for a school assignment on homelessness. Students are asked to:
1) Create a graphic cover page with the word "HOMELESS" drawing an interaction related to homelessness.
2) Revisit their original plan for addressing homelessness after watching a short video on what one city has done.
3) Write a one page essay comparing their original attitudes on homelessness to their current views, addressing causes, effects, and solutions.
4) Assemble their completed assignment, including the cover, essays, evidence worksheet, and journal/original plan.
Chapter 16, lesson 2 the road to civil war
The document provides instructions for students to complete assignments on challenges to slavery in the lead up to the Civil War, including the birth of the Republican Party, the Dred Scott v Sandford Supreme Court decision, the Lincoln-Douglas debates, and John Brown's raid on Harper's Ferry. Students are asked to make a foldable with information on the causes and effects of each issue and to create a social media page representing one of the issues from multiple perspectives with images.
Chapter 16, lesson 1 the road to civil war
The document discusses the events leading up to the American Civil War, including the Compromise of 1850 which had four parts aimed at postponing the issue of slavery, the Kansas-Nebraska Act which repealed the Missouri Compromise and led to violence in Kansas between anti-slavery and pro-slavery settlers, and the election of 1860 which saw Abraham Lincoln elected on an anti-slavery platform which caused southern states to secede from the Union. Students are instructed to read pages from a textbook on these topics and take notes while watching a video on the road to the Civil War.
Homeless day 2
This document discusses homelessness and challenges common assumptions. It shares the story of a woman and her son who were living in their Cadillac Escalade after being kicked out of their home and having to beg for food. Students then watched a video about families living in cars and discussed how these stories can change perceptions of homeless people. The document asks students to work in groups to develop a detailed plan to end homelessness in Chattanooga and present it to the class.
Chapter 14, lesson 4 enslaved people in the south
The document provides instructions for a lesson asking students to:
1) Read pages 393-397 of their textbook about enslaved people in the South.
2) Answer guided reading questions by writing responses on folded paper that will be cut into strips and linked together to form a chain.
3) The questions probe how slaves lived, preserved family and culture, and the role of religion, as well as slave codes, rebellions and escapes, and urbanization's impact in the mid-1800s South.
Homeless day 1
The document discusses homelessness and asks readers to write a short essay responding to questions about their feelings on homelessness, what causes it, and who is at fault. It then has readers watch a video called "Hard Times Generation: Homeless Kids" about homelessness among children and compare their initial thoughts to what they saw in the video. Readers are asked to write a journal entry reflecting on the lesson for the day.
Chapter 14, lesson 4 white southerners
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