Essential Questions:

How do push and pull factors determine an immigrant’s experience?

How can movement of people affect the relationships of groups of people in that place?

As a class, students will explore the experience of the Irish immigrants of the 1840s through an analysis of push and pull factors of immigration (which is a major theme in social studies) and through the analysis of songs and political cartoons.  This will prepare students for their analysis of push and pull factors on the immigration experience of their chosen immigrant group and how their immigrant group interacted with others in their destination land.

Primary Source Tools Introduced:  Political Cartoons, Songs

Vocabulary words to know:  diaspora, immigration, emigration, nativism

Notes Immigration Vocab

Formative Assessment #1:  Push Factor – Irish

Use the link for the Skibbereen song and the “Push Factor Worksheet Irish” form below to determine the factors in Ireland that pushed the Irish out of Ireland.

Notes Irish Push Factor

Skibbereen

Push Factor WS Irish – This link includes class notes, a primary source analysis form which should be used to analyse the song Skibbereen, and two analytical questions that should be answered to demonstrate your overall understanding of push factors of Irish immigration.

Formative Assessment #2:  Pull Factor – Irish

Notes Irish Pull Factor

Pull Factor History Alive Reading

Pull Factors of Irish Immigration Timeline

Formative Assessment #3:  Cross Cultural Interactions – Irish

Use the political cartoon analysis form to analyze one of the political cartoons provided below.

Cartoon1,  Cartoon2,  Cartoon3,  Cartoon4,  Cartoon5

Primary Source Analysis Political Cartoon

Notes Political Cartoons

Summative Assessment – Digital Storytelling

For this summative assessment, students will create a digital story of the experience of an immigrant group from the first half of the 1800s.  Students may use only primary sources in the digital story, which may include:  songs, pictures, political cartoons, journal entries, paintings, maps, etc.  Some sites have been provided below that will help students to get started in their research.  All sites must be cited in a bibliography.

Immigration Digital Story directions

Immigration Storyboard

Cherokee and the Trail of Tears

This is a very interesting topic.  I want to make sure that you are aware that this event takes places before the invention of the camera.  There will be very few photographs available, but other primary sources can be found.  If you need help, I will be available to help you.

Read in your History Alive! textbook page 192-194.

Read in your red and blue history book page 334

National Archives

Cherokee Nation – This website introduces you to different documents.  You will need to find copies of the originals, though, to make your digital story more authentic

Library of Congress – Indian Removal Act

North Carolina Digital History

YouTube – Trail of Tears – this site is blocked from school computers – you can find a lot of info on the Trail of tears from YouTube.

After the Trail of Tears

Oklahoma State Digial Library

Library of Congress – General search window for the Library of Congress. Primary source music could be found here.

Oregon Trail

Women on the Oregon Trail website:   Women on the Oregon Trail

History Alive! Textbook Reading:  Oregon Mormon Trail Reading

Primary Source Research (Library of Congress):  www.loc.gov –  Go to “American Memory” and then search “Oregon Trail” or “Moromon” depending on your topic.  You can also explore something more specific by searching a more specific term.

Oregon Trail (PBS)

Oregon Pioneers

OregonTrail 101

Moromon Trail

Library of Congress – Mormon Emigration

Utah Teaching With Primary Sources

Mormon Trail website:  Mormon Trail

History Alive! Textbook Reading:  Oregon Mormon Trail Reading

Texas and the  Texas War of Independence

Background information on the War:  Texas War for Independence Reading

Texas Indpendence Primary Sources

Documents

California Gold Rush and Anti Chinese Sentiment

Gold Rush Primary Sources (PBS)

Gold Rush and Chinese Textbook Reading

Chinese in California Library of Congress: http://www.loc.gov/teachers/classroommaterials/connections/chinese-cal/history.html

Workers on the Railroad:  http://www.pbs.org/wgbh/americanexperience/features/general-article/tcrr-cprr/

Chinese and Irish http://www.fasttrackteaching.com/burns/Unit_4_Cities/U4_Immigrants_and_Discrimination.html

Formative Assesment #1:  Geography of China

Geography of China handout

Formative Assessment #2:  Shang Dynasty

We will explore the Shang Dynasty through the approach of determining main idea, topic, and details in a reading passage.  Use the following link if you need help with that process:  Main Ideas.  Read the following handout on the Shang Dynasty and determine the topic, main idea, and 3-5 details on the following sections:

Shang Dynasty Reading – Main Idea

• Walled cities
• Bronze Age
• Religion/Ancestor Worship/Burials (combine them)
• Oracle Bones

Ancestor Worship handout

Shangy Dyanasty College Level Oracle Bones research paper:  Shang Oracle Bones, Sacrifice

Formative Assessment #3:  Zhou Dynasty

Assignment:  Define/explain/connect the following words related to feudalism

• king
• lord
• fief
• peasant
• tribute

Formative Assessment #4:  Warring States Period

Part 1:   Read page 191 in your textbook, paying special attention to the concept of “ethhics” and of fulfilling your role in society.  Then complete the following handout:  Confucius quotes

Part 2:  Draw a yin/yang on a piece of paper and then find four magazine pictures to glue on.  Two must be pictures of things that you think are mostly yang, and the other two must be of things that are mostly yin.  Please explain your reasoning for each picture next to the picture.

 Formative Assessment #5:  Qin Dynasty

Assignment:  Cost Benefit Analysis

Formative Assessment #6:  Han Dynasty

Great Wall of China:  http://video.about.com/geography/Learn-About-the-Great-Wall-of-China.htm

Silk:  http://www.youtube.com/watch?v=IFo3SxqH2-A

Acupuncture:  http://www.youtube.com/watch?v=G87SfHPHj0A

Seismograph:  http://www.youtube.com/watch?v=T9qhq7MALVU

Paper:  http://www.youtube.com/watch?v=y-Gg_6Zgbz4

Assignment:  Han Dynasty Innovations Stations Activity

Formative Assessment #1:  Civilization

Part 1- Geography:  Use the reading and worksheet provided below to explore and record the geographic features of the Indian subcontinent.  Using what you learned from the Egypt and Mesopotamia units, (and no peeking in your textbook) identify where you believe the first Indian civilization started.  Individually complete the “Geography of India” worksheet and as a table group, identify where you think the civilization started supporting your theory with geographic and historic understanding.  When all groups in the class are finished, present your ideas to the rest of the class.

Geography of India Reading

Geography of India WS

Part 2 – Civilization:  Using your World History textbook pages 146-148 (don’t read “Aryan Invasions) create a table using the word below and record information about these 8 characteristics of civilization of the Harappan Civilization.

Agricultural Surplus

Division of labor

Government
MilitaryStrength

Organized Religion

Writing

Art/Architecture

Technological Advances

Part 3-Cultures Clash:  Conflict and peace are  important aspects of the meeting and mixing of two groups of people.  As you read the “Arrival of the Aryans” reading below, highlight or underline all of the interactions between the early people of India and the Aryans.  You should be able to identify at least one for each paragraph.  Then, create a mural or graphic organizer that describes the migration of the Aryan people to India and that addresses each of the things you underlined.

Arrival of the Aryans Reading

Formative Assessment #2 – Basics beliefs and practices of Hinduism

When the Aryans arrived in India, they brought with them aspects of their religion.  In these assignments you will become familiar with the religion of Hinduism, symbolism, and of the many faces of the Hindu gods and goddesses.

Part 1:  Short Story – Use your notes from class (the information is also provided in your textbook in the chapter on India) and create a short story that uses the following words.  The use of the words must demonstrate that you understand what they mean.

Include the following words: moshka, atman, reincarnation, dharma, and kharma.

Part 2- Hindu Gods and Goddesses:

This assignment will focus on becoming familiar with the many faces of Hindu gods and goddesses as well as symbolism in each. Symbols are things (objects, colors, signs, etc.) that represent or mean something.  For example:  The Statue of Liberty is a symbol for freedom.  Snakes are symbols of people that are sneaky or can’t be trusted.  Dog are often used a symbols for loyalty.  We discussed the meaning of some Egyptian symbols in our last unit.   Use the following website (and others) to choose a Hindu god or goddess.  Print out a large picture of the god or goddess, glue it to an even larger piece of blank paper (found in the back room) so that you have room on the borders to write.  Analyze the picture.  What things do you see in the picture that might stand for something?  Do internet research on different things that you are noticing in the picture to learn what meanings they have.  In the blank border region around the picture include:

• The name of the god or goddess
• The role they play in the world or the power they have
• An explanation for at least 5 symbols associated with the god or goddess with clear identification of the symbols in the picture.  Some pictures don’t display all of the symbols for the god or goddess.  They can still be used, just indicated that they aren’t visible on the picture. Examples might be colors used, what they have in their hands, vehicles, things in the background.

http://www.usefulcharts.com/religion/main-hindu-gods-chart.html

Formative Assessment:  Understanding Authority

Read pages 162-163.

Answer the following questions:

1. How do Chandragupta Maurya and Asoka use their authority?
Give examples.

2. What kinds of reactions do you think the people of India had to
Chandragupta Maurya and Asoka?

3. Write a paragraph answering the following questions:  If you were to rule a place, what type of ruler would you be? What types
of ways would you use your authority?  What kinds of reactions do
you think you would get from the people you rule? Why would you
rule that way?

Summative Assessment:  Unit Test

India Unit Test Review

Formative Assessment #1:  Using religious texts as historical reference

Part 1:  Please read through the two documents (Genesis 6 and 7, Epic of Gilgamesh) and use the provided Venn Diagram to compare and contrast the two stories.  Be sure to answer the summary question at the bottom of the Venn Diagram.

Epic of Gilgamesh

Genesis 6 and 7

Venn Diagram Religious Texts

Part 2: Use the information in the cards to complete the Torah Tells handout.

Torah Tells handout

Torah Tells Cards

Formative Assessment #2: Hebrew Story and Basic Jewish beliefs

Part 1 – Art Analysis Directions:  Separate a piece of paper into three sections.  Label one section “observe,” one section “reflect,” and one section “question.”  Under observe, record all the things you see while looking at the art.  Do not put any judgement into it.  Just observe.  Then, under “reflect,”  make suggestions about the picture.  This can include what you think is happening, who you think the people are, what the non- animal and people stuff are about, etc. Explain WHY you think what you do for every reflection you make.  Then for “question,” record all the things you wonder.  There are no right and wrong answers for any part of this analysis.  Just have fun thinking and analyzing!

Story of Abraham – this story is background info and was read in class

Picture of Abraham Art

Part 2 – Hebrew History

Please watch PBS’s Kingdom of David video provided on the following link.  Start at 6:55 and stop just after the burning of the ram.  (You can watch the whole thing if you want, but that specific section is the one that pertains to this class.)

Please Read page 226-230 in your textbook (only read the first half of 230). (See Early Hebrew History link below for a copy of the pages.)  After you have read through all the pages, retell the Hebrew story by thinking back on what you think are the 10 most important points.  List out those ten points on a piece of paper giving a little information on each about what happened.  Someone reading through the ten points should be able to get a basic or general idea of early Hebrew history. For more information, please use the video link from above and watch from 18:05 minutes to about 23 minutes (information on the Exodus and Moses.)

Wailing Wall Live WebCam

Go Down Moses You Tube song

Early Hebrew History Reading

PBS Kingdom of David video

Hebrew History Summary and 10 Commandments – Handout

 Formative Assessment #3:  History of Christians and Muslims

Class analysis of the “Last Supper” painting

PBS Video – Rise of Islam handout.  This handout is the be completed while watching the video.

Rise of Islam video link

Formative Assessment #4:  Beliefs of Jews, Muslims, and Christians

Monotheistic Religions Basic Beliefs graphic organizers Handout

Inside Mecca – National Geographic video

Watch the “Inside Mecca” video.  On a piece of paper identify 10 things you recognize about Islam and ten things that you learned about Islam by watching the video

Summative Assessment:  Unit Test

Abrahamic Religions Unit Test Review

Essential Question:  How does government affect me?  How do I effect my government?

Formative Assessment #1:  Purpose of Government

Use the following worksheet to guide your exploration on the purpose of government.  To answer part 2 and 3 on this paper, please refer to Amnesty International’s report on human rights provided below. If you are doing this as make-up work or are on vacation, please chose one country for yourself that you research.  Then use the websites provided to look up information on three of the following countries:  Burma (Myanmar), France, Belarus, South Africa.  How do three of those countries treat their people?  Of the 3 that you read, please choose one country that best protects or is trying to protect human rights, and one that is doing poorly at it.  Complete Part 3 on the worksheet by using those two countries.

Amnesty International (weblink)

Human rights info for each country (weblink)

Purpose of Government (handout)

Formative Assessment #2:  Consitutional Convention and the Articles of Confederation

This is a group activity where students will teach each other about conflicts and compromise during the Constitutional Convention.  If you are doing this assignment outside of class (because of absences) you need to read the provided reading and answer the questions provided on the handout.

Articles of Confed Constitutional Convention (handout)

Articles of Confed Textbook readings (Use this reading for the visual diagram of the Articles of Confederation.)

Articles of Confed Constitutional Conv Reading (Use this link for the compromise/conflict part)

Formative Assessment #3: Federalism – State v. National Powers

What is Federalism? website (This is to help you if you don’t understand what it is)

Federalism – Can they do that? (handout) – This is a class activity that can be done in small groups.  All students need to turn it in.

Federalism powers circles chart

Formative Assessment #4:  Three Branches of Government

Need help understanding the three branches, their powers, and check and balances?  Visit this Brainpop video link for a quick lesson. This website also has useful information on the three branches of government.

3 Branches of Government Reading

Three Branches Super Heroes Activity directions and rubric

 Formative Assessment #5:  Bill of Rights

Use your textbook page 204-205 and page 216-219 to put each of the 10 Amendments from the Bill of Rights into your own words.  What do each mean.  You may be very basic in your answers.

Bill of Rights in Action handout

Bill of Rights TED video (for information)

Bill of Rights reading (for information)

Summative Assessment#1:  Citizenship

Citizenship Project (March 6)

 Summative Assessment #2:  End of Unit

End of Unit Assessment – Government

If you do not want one of the three topics provided, you may choose your own topic WITH MRS. LIL’S approval!  The following website provides some options.  http://www.procon.org/

Some articles have two versions provided.  Any articles that say “purple” are for students that have a high reading level.  Articles that say “yellow” are for students that feel more comfortable reading less complex words. 

Gun Control:

Gun Control Laws Debate

Gun Control – Warning Shots

CNN – Gun Control article and videos

Gun laws Reading + Colorado Article (purple) http://newsela.com/articles/colorado-guns/id/1101/ (This link will also take you to the article.)

Gun Laws Reading – Colorado Article (yellow)

Climate Change Laws:

Climate Change Reading – (yellow)

Climate Change Reading + (purple)

US News article

 Huffington Post article

Congress v. The Super Pollutants article

Washington Times article

Selective Service and Women:

ABC News article

US News article

USA Today article

Anchorage Daily News article

Washington Post article

Essential Question:  How can primary sources be “unpacked” to understand a historical story?

The American Revolution through Art and Research

The purpose of this lesson is to use primary source art with support of secondary source written documents to understand a historic event.

Website needed for this assignment:  Revolutionary War Art

Assignment:  We will be exploring the American Revolution through art.  The link above will take you to a website that has art from a variety of moments in the war. First, look at each picture and find one that you find most interesting.  Because you will be presenting your findings, I do not want more than two people doing the same picture.    Please figure out a way, as a class to sort that out.

Formative Assessment #1  Art Analysis – Revolutionary War

After you have chosen a picture, you need to do an art analysis on the picture on a blank piece of paper.  This needs to be a quality analysis, demonstrating your ability to reflect, question, and observe.  Remember to provide evidence of your thoughts in the reflection.  Use the primary source analysis master guide provided (the section on Photographs and Prints).   Analyzing Primary Sources – Master Guide.

Summative Assessment #1 – Secondary Research and Presentation

When you are finished with the art analysis, you need to do secondary source research on the event represented in the painting, people or objects involved in the painting and their role in the event, and the painting itself.  You also need to understand how the event or topic plays a role in the war.  You can organize your research anyway that you want (notes, written out, etc.).  It needs to be easy to follow, so that I can see that you understand.  YOU MUST CITE YOUR SOURCES!  Using www.bibme.org (APA style, not MLA) website is an easy way to create a bibliography from the information that you have learned.  You must have at least 5 sources.  You need to be prepared to present this in class next week.   The point of your research is to help you understand and explain the picture.  The more comfortable you are with it the better.

Images to choose from:

#31 – Crossing the Delaware (Leading up to the Battle of Trenton)

#33 – Surrender of Hessian troops to General Washington after the Battle of Trenton (Battle of Trenton)

#22 – Declaration of Independence (Declaration of Independence)

#8 –  First blow for liberty (Battle of Lexington and Concord)

#13 – Battle of Bunker Hill (Battle of Bunker Hill)

#21 – Secondary Continental Congress voting independence (Second Continental Congress)

#45 – Molly Pitcher at the Battle of Monmouth (Women in the Revolutionary War)

#41 – Baron von Steuben at Valley Forge (Valley Forge)

#50 – George Washington receiving French generals (French Alliance during the Revolutionary War)

#54 – Siege of Yorktown (Battle of Yorktown)

#56 – Surrender of Cornwallis (End of the War – Surrender)

#46 – Col. George Roger Clark’s conference with the Indians (War in the West)

#59 – The Lexington (War at Sea)

Formative Assessment #2:  Main Ideas – Revolutionary War

Use the following link to help you understand how to find the main idea of a reading passage.  You do not need to include details for this activity, but you can if you think it will help you understand the process.  Help with Main Ideas

Directions:  One main idea needs to be identified for each of the following sections of the war.  Use textbook pages 112-138 to determine the main idea for each section.  On a piece of paper, record a main idea of each section below:

1.  Battles of Lexington and Concord (art #8) – page 113-114 “Shot Heard ’round the World” through “Battles of Lexington and Condord”

2.  2nd Continental Congress (art #21) – page 114 “Second Continental Congress”

3.  Battle of Bunker Hill (art #13) – page 115 “Early Battles”

4.  Declaration of Independence ( art #22) – page 119 “Independence is Declared”, do not read “Choosing Sides”

5.  Battle of Trenton (art #31, 32, 33) page 128-129 “New Jersey”

6.  Allies – French (art #50) page 130-131 “Help from Europe” through “Help from France”

7.  Valley Forge (art #43, 41) page 132 “Winter at Valley Forge”

8.  War at Sea (art #59) page 133 “War in the West” through “John Paul Jones”

9.  War in the West (art #46) page 133-134 “War in the West”

10. Surrender (art #56, 54) page 136-137 “Battle of Yorktown”

11.  Treaty of Paris (link provided here) (no main idea needed)

Formative Assessment #3 – Bibliography

Use the www.bibme.com website to create a bibliography with at least 5 sources.  Remember that sources should vary so as to avoid bias.

Song:  Shot Heard round the world

Formative Assessment #4 Art Analysis – Declaration of Independence

Use the  Declaration of Independence link and the Analyzing Primary Sources – Master Guide. section on written documents to analyze the Declaration of Independence.  Keep in mind that the picture on the bottom is the actual document, and the top picture is a reproduction.

Formative Assessment #5:  Vocabulary and the Declaration of Independence

Declaration of Independence

Follow the directions on the worksheet provided above to understand the vocabulary used in the Dec. of Independence.

Summative Assessment #2:  Understanding the basics of the Declaration of Independence

Using the vocabulary list that you created, put the second paragraph of the Declaration of Independence into your own words.  What does each phrase or sentence mean?  Make sure that when you put it into “kid language” that you understand what you are writing.

Extra Credit (up to 3 pts possible):

Due:  The last day of Quarter 3

Choose one of the following international declaration of independence’s and read through it.  Write a well developed 1 – 1/2 page reflection that describes the similarities and differences that you see in content and/or layout between the international declaration and the US declaration.  I would like to see deep analysis that can include things that you wonder, things that confuse you, and the compare and contrast.  You can include as many of the following declarations as you want in the reflection.

Israel’s Declaration of Independence:  http://stateofisrael.com/declaration/

Vietnam’s Declaration of Independence:  http://coombs.anu.edu.au/~vern/van_kien/declar.html

France’s Declaration of Rights of Man and Citizen (Declaration of Independence): http://history.hanover.edu/courses/excerpts/111decr.html

Mexico’s Declaration of Independence (This one is long.  You don’t have to read through the whole thing, just enough to give you an idea of how it is layed out and what it says.)  http://chnm.gmu.edu/declaration/vazquez.html

Japan’s Declaration of Independence (This one is long.  You don’t have to read through the whole thing, just enough to give you an idea of how it is layed out and what it says.): http://chnm.gmu.edu/declaration/japanese/aruga2.html

Essential Question:   Geographically, how do the consequences of human advancement compare to the benefits to society?

Formative Assessment #1: Geography and the Growth of Cities

This assignment is a review of map reading and textbook reference skills, an introduction to your next location test (Middle East countries) and an introduction to the geography of our next region of study.

Geography Concepts – Middle East

 Time to Irrigate! website link

Time to Irrigate Handout

Formative Assment #2 – Surplus

Literacy Standards and Geography Handout

History of Money – Handout and Questions

Division of Labor Class Activity

Formative Assessment #3 – Structuring Society

Social Class Activity

Cuneiform Handout

Cuneiform Alphabet

School for Scribes Reading

Formative Assessment #4 – Government and Empire

In-class activity that does not include an assignment that gets turned in.

Summative Assessment Project:     Land and Water Project

Day 1:

Explore the Aral Sea and the Colorado River on Google Earth.  Use the time feature on the top bar to watch how the two  change over time.

Day 2:

Learn about how humans have relied on the Aral Sea and learn about the negative consequences of their actions. Use the links below to guide your research:

Dried up Aral Sea Eco-Disaster (Click on #9, Dried up Aral Sea Eco-Disaster)

Shrinkage of the Aral Sea (Click on #14)

Day 3:

Learn about how humans have relied on the Colorado River and learn about how their actions have effected land and water.  Use the links below to guide your research:

America’s most Endangered River (Click on #6)

Colorado River Delta  (Click on #11)

Smithsonian  If for some reason this link doesn’t work, google “Smithsonian, Colorado River Runs Dry” and you should be able to find the video.

Essential Quesion:  When is it OK to rebel?

This unit involves the yeras leading up to the American Revolutionary War.  The two types of rebelliod that will be focused on is social/religious rebellion and political/economic rebellion.  The first week (Day 1-5 under Formative Assessment #1) of this unit, you will be teaching yourselves because I will not be in class.  If you struggle with any of the information, don’t worry too much.  I’ll go over some of it again when I get back.

Formative Assessment #1 – Protestant Reformation

Day 1:

Art analysis click on the link provided and do an art analysis on the picture.  When everyone at your table is done, discuss what you think, what you notice, and what you wonder.  Does anyone know who this is?

Art Analysis Image (enlarge if you need to be holding down the “control” and “plus” buttons.  Complete the art analysis handout while you reflect.

Protestant Reformation Video link

Protestant Reformation handout

Day 2:

Protestant Branches Research

Day 3:

After performing the envelopes activity as a class, watch the following video to learn about how England became Protestant

Protestant Reformation & Church of England Background Reading

After reading this, write one quality sentence on a piece of notebook paper that describes why England becomes Protestant.  Turn it in when you are done.

Day 4: 

Finish all assignments not completed from days 1-3.  You can also use this time to study for tomorrow’s capitals test.

If you have nothing to finish, then you need to read pages 69 and 70 in the textbook and answer questions #2 and 3 on page 70.  Also watch the video clip below.  On the same paper, answer the question:  How does the story differ between the textbook and video?  How is the story different?

 500 Nations video clip

Formative Assessment #3 – Puritans and Quakers

What is ‘freedom’? – Stormboard Activity

“A Model of a Christian Charity” Reading and Questions

 Quakers vs Puritans and questions – Main Idea Activity

Formative Assment #4 – Triangle Trade and Mercantilism

Mercantilism and Triangular Formative Assessment

Triangle Trade Primary Sources – As you analyze each source, reflect on the questions provided.  You do NOT need to write out the answers to these questions.  Reflecting on them will help you answer the questions on the handout.

Outward Manifest of the Two Friends

1. Where is the cargo headed?
2. What type of goods are being shipped?
3. Where can you guess the ship is originating from?  Why?

Ship Mount Vernon

1. Where is the cargo headed?
2. What type of goods are being shipped?
3. Based on the cargo, where do you think the ship originated from?

Schooner Polly

1. What is the cargo and where is it from?
2. What currency is used to purchase the cargo?
3. What other strange/interesting/different things do you notice about the document?

Manifest of the Brig Sally

1.  Where is the ship going?
2. Based on some clues and the cargo on board, where do you think the ship originated from?
3. Why do you think this ship went to Africa to trade its goods?

Formative Assessment #5 – Boston Acts and Boycotts

French and Indian War Art and World Puzzle

British Taxation Perspectives Handout

British Taxation Perspectives Reading

Modern Consumer Boycotts link

Formative Assessment #6 –  Boston Tea Party and Massacre

Boston Massacre

“Ohio” Crosby, Stills, Nash, and Young (this is a YouTube video, so you will not be able to watch it at school)

Tea Party

Summative Assessment – Reflective Essay           When is it OK to rebel – Reflective Essay directions/rubric

Part 1 – Rebellion and Religion/Beliefs

To prepare for the first half of the reflective essay, please reflect on the following people/events.  Each involve rebellion concerning religion and beliefs.  Why did they rebel?  Why did some oppose their rebellion? How did the rebellion affect the community or society?

1. Martin Luther
2. King Henry VIII
3. Pilgrims
4. “National Day of Mourning”
5. Puritans
6. Quakers

Part 2 – Rebellion and Politics

To prepare for the second half of the reflective essay, please reflect on the following events.  Each involve rebellion concerning politics and power.  Why did they rebel?  Why did some oppose their rebellion? How did the rebellion affect the community or society?

1. Mercantilism
2. British Acts and the Proclamation of 1763
3. Boston Massacre
4. Boston Tea Party

Summative Assessment Part 2 – Multiple Choice Test

Essential Question:  How do you to tell the prehistoric story?

Formative Assessment #1 – Archaeology

Bog Bodies

Bog Bodies Handout – use the PBS NOVA interactive website below to complete this analysis.

PBS Nova  Interactive  Learn about different bog bodies and how archaeologists use them to understand the past.

The two links below are for informational videos.  They are not assignments.

• Smithsonian – contains two videos that should be watched.
• NOVA:  the perfect corpse (This video has some glitches to it, but you can scroll past them and continue watching)

Formative Assessment #2 – Anthropology

Part 1:  LETS

LETS (Language, Economy, Technology, Social Systems) of the Material Worlds posters.  You need to complete at least two.  If you are missing this assignment, this is something that cannot be made up outside of class.  Please make arrangements with me to complete this assignment after school or during lunch.

LETS Movies: In-class activity. If you are absent for this day, you will be excempt from this assignment. You don’t have to make it up.

Part 2:  Anthropology Project

Anthropology Project

Formative Assessment #3 – Culture of Paleolithic and Neolithic societies

Paleolithic Inquiry Based Research Handout

Cave Art – Please follow this link to explore cave art by Paleolithic people.

Formative Assessment #4 – Domestication

Wolves and Dogs: Fact and Fiction Quiz

National Geographic Front Cover

Dog Breeds

Guns, Germs, and Steel National Geographic Video (Start at 8:25-24:21 and 30:03-40:29)

Summative Assessment Part 1: Project (Due Tuesday, October 8 at the beginning of class.)

Prehistory and Culture End Project

Paleolithic and Neolithic LETS Reference sheet and Archeological Dig grid both are a part of this project and need to be turned in with it.

Summative Assessment Part 2:  Test (Test Date:  Tuesday, October 8)

Prehistory and Culture Test Review