17 & 18 December

Today's starter:  What do you think made Washington such a successful leader?

After discussing the starter we watched a video about a team of scientists, historians, and artists who worked together to develop a better understanding of how George Washington would have looked at 19, 45, and 57 years old.

We finished The Revolutionary War assignment, and began the battles page - those who were able to finish moved on to the Revolutionary War Theme Park Activity.

The test is next time!

13 & 16 December

Today's starter was: Why do you think that the Patriots were able to win the Revolutionary War - even though the British seemed to be the stronger force?

Today we worked on finishing pages 4 & 5 of The Revolutionary War packet.  Page 5 is your test review (as well as the items we starred on the "snake" packet.  The test will be on Thursday and Friday of this week.

We started work on the Revolutionary War battles page.

11 & 12 December

 

Today's starter was: Thomas Jefferson listed three rights in the Declaration of Independence - what were those three rights?

Today we started by reviewing some of the events leading up to the Revolutionary War.  We then discussed the Declaration of Independence and tried to tie-in the major concepts that we developed yesterday in our thought experiment.

We answered the questions on page 3 of your Revolutionary War Packet.

9 & 10 December

Today's starter was: What is the purpose of government?

We started today by taking a few notes - 

We then conducted a thought experiment.  We conducted a thought experiment where I asked the class to consider the following scenarios:

• What would Vista Heights be like if there were no school rules?  What would happen?
• What would happen if there were no laws at Vista Heights?
• What would happen if there were no laws in the United States?

We used these three scenarios to begin a discussion about rights and what happens to those rights in a "state of nature."  We then discussed how people would most like likely organize together to protect their rights from being taken away.  In organizing together we give up some of our rights to protect the majority of our rights.  This led to a discussion about the purpose of government.

5 & 6 December

Today's starter:  Do you think that the revolutionary war could have been avoided?  Why or why not-

We finished up with the Utah Scholars presentations - see yesterday's post.

For B Day, we had plenty of time to finish our Revolutionary War Crossword puzzles - these will be due next time.

3 & 4 December

 

Today's starter was: Do you think that you would have been a Son/Daughter of Liberty?  Tell me why or why not.

 
We had a little bit of a different schedule today.

Our A Day classes handed in our starters (this was a large set) and then we made a "living timeline" of the major events that led up to the Revolutionary War.  We then watched a video review of those same events.

Finally, we spent time finishing the Road to Revolution crossword.

B Day was a little different.  We also handed in the starters and made the living timeline - we did not have time to work on the crossword - we will do this next time.  We had presentations on the Utah Scholars initiative made by volunteers.  This is a great program funded by the State of Utah.  If you have questions, or would like to learn more, visit their website.

26 November & 2 December

Today's starter was: Do you remember the 4 parts of the Intolerable Act (also called the Coercive Act by the colonists)?  List as many as you remember.

Today we played "Road to Revolution" Jeopardy to review the events we have discussed that led to the Revolutionary War.  I handed back your Road to Revolution assignment.  Keep this as it is the test review for the first half of your upcoming test!

22 & 25 November

Here is today's starter - I know that there have been more in this set than we usually have, we will collect them after the Thanksgiving Break: Why do you think that these British colonists were willing to go from loyal British subjects to rebels?

We corrected and handed in the Johnny Tremain questions.  We then corrected The Road to Revolution packet.  Most of the classes were able to turn this is.  I will give it back to all of the classes so that you can study for our future test-

20 & 21 November

Today's starter was: How would you describe Johnny Tremain's personality up to this point?

We finished watching Johnny Tremain and then answered questions about what we watched - we will correct these questions next time.

We began a crossword puzzle that introduces the Revolutionary War-

18 & 19 November

Today's starter was: Think back to the propaganda techniques we discussed last week - list as many as you remember.

We reviewed the propaganda techniques and then practiced these techniques by choosing a cause to support or a product to sell.  We then created an advertisement that used one of these techniques.

The Road to Revolution packets are due on Friday for A Days and Monday for B Days.

We started watching Johnny Tremain.  This historical fiction movie shows the events around the Boston Tea party that led to the first shots of the Revolutionary War.

14 & 15 November

Today's starter was: How do advertisers try to get you to buy things?  What techniques do they use?

After our discussion, we read an Encyclopedia Brown mystery.  We then reviewed the new taxes that Britain put in place to help pay for the French and Indian War, and the reaction to those taxes in the colonies.

We then spent quite some time on the Boston Massacre - we discussed the events and the poster drawn by Paul Revere.

We finished today by examining propaganda.

12 & 13 November

Today's starter was: Why do we pay taxes?  Are taxes good or are they bad?  Explain-

We finished our discussion of the French and Indian War.  We then looked at the events that occurred after the War, including the taxes placed on the colonists to help pay for the war.

8 & 11 November

Today's starter: What is a rivalry?  What emotions do rivalries create?  Are rivalries a good thing or a bad thing?  Explain-
  
After discussing the starter we reviewed the class system in the colonies and learned how that class system was different from the class system in England.

We then looked at the French and Indian War.

6 & 7 November

Today's starter: Why is scientific discovery important?  Give me one "real world" example of how you use the scientific method.

We finished reading Molly Bannaky.  Afterwards we looked at the contributions Ben Franklin made to the Enlightenment.  We watched a short video outlining some of his inventions.

4 & 5 November

Today's starter was: What do you remember about the enlightenment?

After discussing the starter we peer-reviewed the British Colonies Simulation.  We then handed it in.  These will turn to 0s by Thursday.

We finished up the Colonial Economy Game.  We turned these in for participation points.

We finished the day by starting to read the short book, Molly Bannaky.

29 October - 1 November

These past four days we did the following:

We had two starters:
Which colonial area would you have liked to have lived in? (New England, Middle, or Southern)  Explain why-

Why do we celebrate Halloween?

The days around Halloween we discussed the Salem Witch Trials in more depth.  We also briefly looked at the history of Halloween.  We then learned about the great American author Washington Irving and looked at his story, The Legend of Sleepy Hollow.

The other days, we played Colonial Jeopardy and then we tested our knowledge of the three colonial areas by playing a colonial investment game - we will finish this game next time.

25 & 28 October

Today's starter: List the three major Colonial Geographic Divisions.

After discussing the starter we corrected and handed in The American Colonies packet.  I then gave you the remainder of the class time to finish, or get close to finishing, the British Colonies Simulation.  This is due on November 4th for A Day and November 5th for B Day.

23 & 24 October

Today's starter: Why do you think that English citizens would want to come to America?  It was a dangerous and expensive trip - why would they want to take the risk?  This was the last starter of this set - these starters will go on your Term 2 grade.

Today we reviewed for the test and then took the Colonization Test.  This test will also be counted on Term 2.

We then continued to work on the Colonization Simulation -

21 & 22 October

Today's starter was: Why do you think that English ended up being the main language in America?  What happened to the Dutch, Spanish, and French? 

We then took time to review the Essential  Standards for Colonization.  Our test is next time!

We then discussed the Quaker Colony of Pennsylvania.

I gave you time to finish the Colonization Packet - these are due on the 25th for A Day and the 28th for B Day.

We started our Colonization Simulation.

17 & 18 October

Today's starter was: Based on our discussion from last time, what is the major difference between a Puritan and a Separatist?

Today we watched two short video clips - one reviewed Jamestown and Plymouth - the other introduced the Puritans.

We discussed Puritan beliefs and the Massachusetts Bay Colony.  We then began to compare/contrast Jamestown/Plymouth/Massachusetts Bay/Quakers

15 & 16 October

Today's starter was an easy one - Tell me what you know (or think you know) about the Pilgrims.

We spent today giving background on the Pilgrims: their reasons for breaking away from The Church of England and their reasons for coming to America.  We also identified where in America they settled.

We worked on page 4 of the Colonization packet.

8 & 9 October

Today's Starter was: Give me two reasons that the Jamestown Colony struggled.

We discussed the starter and then passed back the Explorers Test.  The maximum score you could have received was a 35.  If you did not like your score you are more than welcome to come in and re-take the test before school, after school, or during TEAL.

We shared our Roanoke Short Stories with a partner and then turned them in.

We finished class by watching a little more of the Jamestown video.

8 & 9 October

The starter for today: Give me 2 reasons that the Jamestown Colony struggled.

After discussing the starter we read an Encyclopedia Brown mystery.

We passed back the Explorers Tests and went over them briefly - you are welcome to re-take the questions that you missed.

We shared our Roanoke Short Stories with a partner and then handed them in.

We finished off watching a bit more of the Nightmare at Jamestown video.

4 & 7 October

Today's starter was: Tell me what you know about investors.  Why do they loan money to people?

Remember - your short story is due next time we meet!

We introduced the Jamestown Colony.  We showed how it was different from what was portrayed in the Disney movie.  We read two primary source accounts of conditions there.  We also began a National Geographic video detailing the events and conditions of Jamestown.

2 & 3 October

Today's starter: What is historical fiction?  What do you like in a fiction story?

We discussed the starter and then reviewed what we have learned so far in regards to colonization.  We then took time to review the story of Roanoke and some possible explanations for the mystery of the colony's disappearance.

We began our work on the Roanoke Short Story - I gave you about 1/2 hour in class to work on them.  These will be due on the 8th for A Day and the 9th for B Day.

September 30 & October 1

Today's starter was: What are some of the challenges that you think people in a brand new colony would face?

This is the first in a new set of starters - we turned the last set in last time.

We used the starter as a springboard to a discussion of the European Colonization of North America.  We then looked specifically at the mystery of Roanoke.

26 & 27 September

Today's starter was: Why would countries want to establish colonies?  This was the last starter in this particular set of starters.

We read an Encyclopedia Brown mystery.  After the mystery we took the test.  We then started to look at European Colonization in North America - no homework today.

24 & 25 September

Today's starter: Which nation led the way in exploration?

We reviewed what we have learned about explorers.  I then gave you time to finish the "Exploration" packets.  We graded these and turned them in.  Once I recorded the scores I handed them back for you to study.  Out test is the next time we meet!

20 & 23 September

Today's starter was: What is the difference between a Conquistador and an explorer?  

After discussing the starter, we finished watched the video on Cortes and the fall of the Aztec empire.  We handed in the video notes after discussing the motivations of Cortes, his men, and the Aztecs.

We reviewed some of the events that led to exploration and then discussed the Columbian Exchange.  We finished the day by reading an elementary book on Columbus (to examine bias) and working on our explorers packet.

18 & 19 September

Today's starter was: What are the reasons that one group of people will conquer another?  Without looking back at you notes, list as many of Prince Henry's motives for exploration as you can?

We used this discussion of the motives Prince Henry to contrast with the motives of the Conquistadors - men who left from Spain to seek wealth, power, and glory in the New World.  We specifically focused on Hernan Cortes and his conquering of the Aztecs.

We watched a video about this conquest and looked at his motivation, and the motivation of the groups he encountered, in depth.

16 & 17 September

Today's starter was:  What motivates people to do things?  What motivates you?

After discussing the starter we corrected and handed in the "American Indians" assignment.

We continued to look at explorers, especially their motivation.  We spent some time looking specifically at Prince Henry of Portugal and his motivations for exploration.

12 & 13 September

Today's starter was: Why do people explore?  What types of exploration occurs today?

Remember that the American Indian Assignment is due next time we meet!

We took some time to compare and contrast the Maya, Aztec, Inca and Mound Builders. We began exploration and the reasons Europeans began to explore.

10 & 11 September

Today's starter was: What is archaeology? or What do you think an archaeologist does?

Today we watched a video on archaeology.  We then worked on our First Americans assignment.  By this point, you should be almost finished.  We will not be spending much more class time on it.

Here is an article about recent findings concerning the Maya.

6 & 9 September

We turned in our starters last time - this is the first of a new set of starters.  Today's starter: What can a house - and the items found inside the house - tell you about the culture of the people who live in it?

We passed back the test and reviewed the most commonly missed items.  You are welcome to re-take the test if you would like to.  Please come in before or after school or during TEAL.

We read a short graphic novel about the Aztec.

We then worked on the First Americans assignment - we did not finish yet and it is not yet homework.

4 & 5 September

Today's starter was: What is culture?  Give me one example of culture-

This was the last starter for this set - we turned them in today.  You should have 6, but I only counted it out of five.  Each starter is worth 2 points, for a total of 10 points.

We quickly reviewed for the geography test - we then took the test.

We then continued to look at the cultures of the Maya, Aztec, and Inca.

30 August & 3 September

Today's starter: Tell me everything that you know - or that you think you know - about the Maya, Aztecs, and Inca.

We took some time to complete the "Introduction to Geography" assignment.  We graded these together and handed these in.  I was able to get the score in the computer.  If you have not yet turned yours in you will have a 0 soon.  Please feel free to re-do any parts that you would like to improve.  I gave these back so that you can study for our test.

We took a practice test so you can see what you need to study for the real test - which is next time!

We introduced the Olmecs, Maya, Aztecs, and Inca civilizations.

28 & 29 August

Today's starter was:  We often learn about history by reading a book or watching a movie about history - How do the people who write these books or make these movies learn about history?  Give me one or two specific examples.

We continued with our physical regions overview.  We then spent time working on the "Introduction to Geography" assignment.  Pages 2, 3, & 4 will get you ready for our upcoming test. 

Our geography test will be on September 4th for A-Day and September 5th for B-Day.

26 & 27 August

Today's starter was: How does geography affect the way you live here in Utah County.  Give me at least one specific example-

Today we completed our look at the question, "What is history?"  We practiced identifying the difference between a primary source and a secondary source.  We also practiced making observations and logical inferences based on those observations.

We then began our study of geography by looking at the physical regions of the United States - we will continue with this next time.

22 & 23 August

Today's starter was: What is the difference between a primary source and a secondary source?  Give me one example of each.

We reviewed the disclosure document - this does not need to be signed.

We also read an Encyclopedia Brown mystery - these are to help us to make better observations and develop better inferences.

We then continued to practice observations and inferences by looking at primary sources - photos from my own family history and photos of the history of Disneyland.

20 & 21 August

 

THE FIRST DAY OF SCHOOL!

Welcome back to Vista Heights after your summer break - my name is Mr. Smith, and it is a pleasure to have you in our class this year.

Today in class we  reviewed the roll to make sure that we were all in the right place and that I was pronouncing your names correctly.  We also did a short "get-to-know-you" activity and made name tags to place on your desks so that I can get to know your names more quickly.

We then created our first starter - "What is history?"  We discussed this for the rest of the class period.

The supplies that you will need for this class are:

• Paper - every day
• A pen or pencil - every day
• A way to keep track of work from this class - a folder, a binder, or part of a binder

Here is a link to my webpage.  I will also send out a short version of this blog entry on Twitter. Follow me @VHMS_MrSmith

24 & 28 May

We talked about two big questions today - the first was Do you think that laws, and the threat of punishment, are the only things that keep people from doing bad things?  The second question was - What are your responsibilities in our community?

We used these questions as a place to begin our look at what it means to be an American.  We looked at some video clips of people from all over America and looked at what America means to them.

It has been wonderful having you in class this year.  I wish you the very best as you begin your Freshman year, whether it is here, at Frontier, or whatever adventure awaits you.

22 & 23 May

There was no starter today-

We discussed the end of the Civil War and Lincoln's Assassination.  We also looked at the nation moving west after the Civil War.

20 & 21 May

Things are starting to wind down.  Today is your last starter for the year: In your opinion, what are the elements of a really great speech?

We handed in the starters today.

We read an Encyclopedia Brown mystery and then looked at a short video clip on how photographs were made during the Civil War.  If you are interested in viewing this clip, follow this link.

We reviewed the Emancipation Proclamation.  I then gave you time to wrap up the Civil War assignment - we turned these in today.

We finished the day by looking at the Battle of Gettysburg and reading Lincoln's Gettysburg Address.

16 & 17 May

Our starter today was - What makes people change their minds once they have made a decision?

We read an Encyclopedia Brown mystery and then finished looking at the Civil War overview.  I gave time to get into the Civil War assignments - hopefully you are to the battle summary page.

We then looked at the change Lincoln went through in regards to slavery.  We have discussed that he was always opposed to slavery and thought that it was a moral wrong.  Today, we discussed how he decided that he had the authority to free the slaves and how he went about converting the Civil War from a war to re-unite the country into a war to re-unite the country and end slavery.

We began looking at the battle of Gettysburg.  This will be the only battle that we will look at in depth.

14 & 15 May

We started our last set of starters today - Explain one way that technology influenced the Civil War.

We read an Encyclopedia Brown mystery today and then played the Impossible Test game.  The questions that you created are worth 16 points.

We then looked at the strengths and weaknesses of the north and of the south.  We also looked at the North's plan to win the war, and the South's plan.

Two interesting videos in the news today - the first shows the repairs that are currently being made to the Washington Monument.  The second shows the topping-off of the new World Trade Center building.

10 & 13 May

Today's starter was: Was slavery the only cause of the Civil War?  Can you think of any others?

We turned in our starters today.  We also corrected, and turned in, "The Road to the Civil War," and the "Civil War Tech" video questions.  Please keep up on your grades!

We watched a short video clip showing Lincoln's election and the secession of the southern states.  We took some notes on the strengths and weaknesses of the Union and the Confederacy.  We finished up the questions for the Impossible Test - we will play this game next class time.

8 & 9 May

Today's starter was: What motivates nations to develop better weapons technology for fighting wars?  What could happen to the military that does not modernize?

We created a chart of what we know about the Civil War and what we think we know.

We then watched a video on Civil War technology.  This video had questions that go along with it - we will correct these next time.

We then created questions fro the "Impossible Test."  This is a game that we play.  You need to create questions and answers of your own choice, using the textbook as a guide.  Here are where the questions should come from:

• 1 question and answer from pages 474-479
• 2 Q&A from 480-487
• 2 Q&A from 490-497
• 2 Q&A from 498-505
• 1 Q&A from 506-512

6 & 7 May

Today's starter was a review of our discussion from last time - What were the four parts of the Compromise of 1850?

After discussing the starter, we watched a short video clip on the Lincoln Douglass debates - we then discussed the points and arguments that each made in regards to slavery.

We then took a moment to look at photographs of Lincoln from age 48 until his death at 54.

Afterwards, we worked on The Road to the Civil War packet.  This will be due on Friday for A days and Monday for B days.

2 & 3 May

Our starter today was: What is the purpose of having a debate?  Why do politicians debate?

After discussing the starter we read an Encyclopedia Brown mystery.  We then reviewed the "wedges" that were forcing the South and the North apart.  We discussed the Missouri Compromise, the Compromise of 1850, the Dred Scott decision, and the creation of the Republican Party.

We worked on The Road to the Civil War assignment.

30 April & 1 May

Today's starter: What are the benefits of compromise?  What are some potential negatives to compromise?

After discussing the starter we corrected "The Spirit of Reform" and "The Age of Reform Crossword Puzzle."  We then spent some time discussing slavery.  We then wrote a short response based on our discussion.

We looked at the effects of Uncle Tom's Cabin and the Missouri Compromise.

28 & 29 April

The starter for today is: If Northerners thought that slavery was wrong, why didn't they just make the South stop doing it?

We watched a brief video clip that gave an overview of: Frederick Douglass, the Underground Railroad (and Harriet Tubman), the Fugitive Slave Act, and John Brown.

We then worked on the Spirit of Reform assignment and the Reformers Crossword - these are due next time.

24 & 25 April

Today's starter: Would you help a slave escape?  What if it was against the law - would you still help?  Tell me why.

After discussing the starter, we read and discussed a short graphic novel story titled "Seeing the Light."   In this story we meet a couple named Jack and Mary.  Mary wants to be a part of the "Underground Railroad" and help slaves escape from the south.  Jack is concerned for her safety because he has heard that many who have tried to help have been beaten.  Jack's opinion changes when Mary brings home a slave to shelter.

We then played a game of Jeopardy to introduce our new section of study.

Finally, we worked on "The Spirit of Reform" assignment.

22 & 23 April

Today's starter was a lead-in to our discussion on Reforms and Reformers.  How do people today try to make life better for others?  What motivates these people who try to help others?

We watched a short video clip on a slave auction.  The video showed slaves being examined by potential buyers.  We watched as a young mother was taken from her two young children as the three were auctioned off to different buyers.  After watching the clip, we discussed what we saw: including feelings, thoughts and observations.

We then spoke briefly of religious revivals that occurred during the Second Great Awakening, and how the religious feelings that were sweeping the nation led to the reforms of the 1800s.

We corrected, and handed in, The North and the South and the Vitor comic.

We spent the rest of the time working on the Spirit of Reforms assignment.  This is not yet homework.

18 & 19 April

Today's starter was: You and I know that slavery is wrong - so, explain how people in the South could justify owning another human-

After discussing the starter we handed in this set. There were ten possible, but I counted them out of 8.  So, for full points, you needed to hand in at least 8.

We also graded and handed in: "Comparing Farm and Factory," and "Industry in the North."

We watched a short video clip on slavery from Ken Burns' Civil War series and then we spent some time discussing slavery and the South.

We finished today by finishing "The North and The South" and the "Strangers on a Train" comic book ending - these will both be due next time.

16 & 17 April

Today's starter was: List the 3 worst things that you think are going on in the world today.  If you could fix one wrong thing going on in the world today, what would it be?  Why did you choose that one?

We watched a short video review/preview or where we have gone in history and where we plan to go.

We read a passage from our collection of historical graphic novel segments titled "Strangers on a Train."  This passage compares the north to the south as seen through the eyes of a Portuguese visitor named Vitor. 

We then worked on The North and The South assignment.  Once done with that, we wrote a possible ending to "Strangers on a Train."

12 & 15 April

Today's starter was: What was the North relying on for money?  How about the South?

After discussing the starter we compared commercials of today to advertisements of the 1800s.  We then created an advertisement for one of the new northern inventions from  the 1800s.  This advertisement is due next time.

10 & 11 April

Today's starter was: In your opinion, what makes a good advertisement or commercial?

We "dissected" a cotton boll today.  We discussed the structure of the plant and then we took the seeds out to get a little bit of a feel for what slaves were doing in the South.  We then attempted to spin thread out of the cotton ball that we pulled from the boll.  This gave us a small glimpse of what the Northern factories were doing to create cloth.

We worked on "Comparing Farm and Factory."  These are due next time.

We began looking at modern advertising techniques.  We are going to compare these to techniques used in the 1800s and then create our own 1800s advertisement.

8 & 9 April

Today's starter - What do you think is the greatest invention in all of human history?

After discussing the starter we corrected and handed in the "Texas and the War With Mexico" assignment.

We finished watching Mill Times and then corrected and handed in the video questions, as well.  We then looked at some photos from inside mills in the late 1800s.  We finished the day by working a little more on our 'Comparing Farm and Factory" assignment.

28 & 29 March

Today's starter: If working in the factories was so dangerous and difficult, why do you think that parents allowed their daughters to work there?

After discussing the starter we read an Encyclopedia Brown mystery.

We continued to watch Mill Times and answer the questions that go along with it.

We then spent some time making up missing work.

26 & 27 March

Today's starter reviewed what we discussed last time: What was one challenge for the California settlers?  What was one challenge for the Utah pioneers?

We created a +/- chart on page 3 of the Texas and War with Mexico packet.  We filled in this chart as we read about the life of a young girl in the factories.  We also answered these two questions on the last page of the packet:

1. What is the biggest challenge you face as a teenager?
2. What do you think is the biggest challenge facing teenagers in general?

We discussed this and compared our modern challenges to those faced by teens who were working in the mills in the early 1800s.

We then started a video on the mills - there are questions with this video and we will finish them next time.

22 & 25 March

Welcome to 4th Term!

Today's starter was: Why do we value home made things?

We used this starter as a spring board to our discussion on the Industrial Revolution.  We began by watching a video review and preview of the events before and during the industrial revolution.

We touched on a little of the history of Utah and California.

20 & 21 March

Today's starter had two parts: How would you realistically respond if someone tried to take something valuable from you?  How do nations respond if someone tries to take something of value from them?  This starter was to get us thinking about Texans, the United States, and Mexico.

After discussing the starter, we reviewed the concept of Manifest Destiny.

We then watched a ten minute video overview of the War with Mexico and the California gold rush.  We looked at the reasons southerners moved into Texas, the requirements Mexico placed on these settlers, and the Texan move towards independence - including the Alamo.  We then very briefly looked at the War with Mexico and began an assignment.

Please remember that all work for Term 3 is due Friday no later that 2:45!

18 & 19 March

Today's starter is the first of a new set:  What do you know about the Alamo?

We corrected and handed in our Oregon Monuments - these will be the first grades for Term 4.  We also turned in our Impossible Test Questions (which will also go on Term 4) and we played the Impossible Test Game.

Please remember that all missing/make-up work is due by 2:45 on Friday.

14 & 15 March

Our last starter for this particular set was: How did the Erie Canal help America?

We read an Encyclopedia Brown mystery today.  The rest of the time was spent completing our Oregon Country Memorials and in creating "The Impossible Test."  The Impossible Test is really a game where the questions are created by the students.  I need 2 questions and answers from each of these sections:

• Pages 304-309
• Pages 312-317
• Pages 320-326

We will play the game next class period.  I will give you 10 minutes in class next time to finish writing the questions.

Both the Oregon Country Memorial and the Impossible Test questions are due next time, but they will go on Term 4's grade.

You grades on Skyward are your final Term 3 grades, unless you turn in any missing work before Friday at 2:45.

12 & 13 March

Today's starter was: Why do you think people in America in the early 1800s preferred to transport goods by water instead of by land?

After discussing the starter we watched a video on the Erie Canal.  We then began work on the Oregon Country Memorial.

8 & 9 March

Today's starter was: Why do you think that the American people were OK with The Indian Removal Act of 1830?

After discussing the starter we spent about 20 minutes doing some grade remediation.  We handed in the Andrew Jackson assignments and then discussed different types of monuments.  this in to prepare for our project/assignment next time where we will plan a monument to celebrate the life of one of the Oregon Country Pioneers.

Mt. Rushmore is an example of a monument - photo by Bbadget

6 & 7 March

Today's starter was: What are some of the dangers that Americans faced as they moved west?

We read a little about Andrew Jackson's life today in class.  We also talked about the Indian Removal Act of 1830 and some of Andrew Jackson's motivations for removing the Indians from the east to the west.

We then used a jigsaw activity to examine 6 different Oregon Country pioneers in greater detail.  We will use this when we begin planning our monument next time.

4 & 5 March

Today's starter was a review of last week's discussion on the War Hawks: Tell me a few of the reasons the War Hawks gave for going to war with Britain.

We finished examining the events behind the writing of The Star-spangled Banner.

We handed in both "The Jefferson Era" and the Lewis and Clark 6th Grade Booklet/Pamphlet.

We began our journey into the west.

28 February & 1 March

Today's starter was: Why do you think that Americans kept wanting to move west?

After discussing the starter we read an Encyclopedia Brown mystery.  We then looked at the causes of The War of 1812.  We took notes and answered questions on a page titled "A Time of Conflict."  We corrected these and handed them in today.  We then looked at the story behind the Star-spangled Banner.

26 & 27 February

Today's starter was -  What do you know about the history of our National Anthem?

We briefly discussed grades and then moved into working on our Lewis & Clark Booklet and the blue Jefferson Era Packet.  These are due on March 4th for A Days and March 5th for B Days.  You can find a copy of the PBS booklet here.

We began looking at the causes of The War of 1812.

22 & 25 February

Today's Starter: The Lewis and Clark Expedition made many great discoveries.  Are Americans still having great adventures and making great discoveries?  Explain.

This was the first in a new set of starters.

We discussed Jefferson's presidency a little.  Afterwards we finished the Lewis & Clark Video and corrected and handed in the video questions. 

We then began working on the Jefferson assignment - including the Lewis & Clark Video.

February 20 & 21

Thank you to all of you who attended Vista Heights' first school-wide Student-led Conference.  It was good to visit with you and your student.

Today's starter was a review: Why did Lewis & Clark go on their expedition?

After discussing the starter, we handed these in.  There were 8 possible starters, we graded it out of 7.

We spent the next little while preparing for the conference.  We handed back these assignments which were placed in your portfolio:

• The Revolutionary War Theme Park
•  The Bill of Rights Assignment, with the drawings
• The Constitution and Federal Government Test

We also corrected and handed in the yellow Washington and the Federalists Packet, as well as the white George Washington accomplishment page.

We continued watching the National Geographic Lewis & Clark video that we began last time.

15 & 19 February

The starter today was: Describe your greatest adventure

After discussing the starter we handed in the Bill of Rights assignment.

We then took the test on the Constitution and the Federal Government.

We began the Lewis and Clark Adventure.

13 & 14 February

Today's starter was: How do you feel when your friends are fighting and you are stuck in the middle?  What do you do?  How do you handle it?  How do you feel?

We practiced for our Student-led Conferences today.  Student-led Conferences (Parent Teacher Conferences) will be help next Thursday, February 21st, from 3:30 until 7:00.   Please come with your student to the upstairs "B" hall where your student will lead a conference with you where he or she will show off their work from their classes and share with you their goals for the remainder of the year.  While your student will be leading this conference, I will be nearby to answer any questions.  After visiting with your student, please feel free to go to the cafeteria to visit with all of your student's non-core teachers.

Today we gave you the study guide for the test on the Constitution and the Federal Government.  It would be good for you to understand the following:

• The purpose of constitutions
• What "separation of powers" means
• The Articles of Confederation
• The Virginia Plan
• The New Jersey Plan
• The Great Compromise
• What the three branches are and what they do
• The Checks and Balances that the three branches have on each other
• The first amendment and a general understanding of the rest of The Bill of Rights
• Your duties as a citizen
• George Washington's accomplishments

This test will be next class time.

We then looked at Washington's presidency.

11 & 12 February

Today's starter had three parts:

• What are political parties?
• Why do they exist?
• Why do they disagree with each other?

After discussing the starter we finished up our discussion of The Bill of Rights.  Your test on The Bill of Rights is to create a sketch depicting each of the amendments.  This is due next time.

We began looking at George Washington's presidency - we will finish this next time.

7 & 8 February

Today's starter:  In America, when you are accused of a crime, you are considered to be innocent until you are proven guilty.  Why is this important?

After discussing the starter, we conducted a mock trial to get a feel for the way the courts work.  It was a civil trial with B.B. Wolf suing Curly Pig.

5 & 6 February

The starter today was: Think of the rights we have studied so far in The Bill of Rights - which right do you think is the most important?  Explain why

We finished watching the video on George Washington and we handed in the questions that went along with the video.

We then finished reviewing The Bill of Rights.

30 & 31 January

Today's starter: What is the Bill of Rights?  What is the role of the Bill of Rights?  Who ultimately decides what each of the Bill of Rights mean?

We read an Encyclopedia Brown Mystery and then corrected and handed in the Constitution and Federal Government Packet.

We finished our picture tour of Washington D.C.

We began our study of the Bill of Rights.

28 & 29 January

Today's starter was: Can two people read the same thing or see the same thing and get two different meanings, or see things in two different ways?  Give an example.

We handed in the starters today - there were 7 maximum - I counted it out of six.

The green packets are due the next time we meet.

 We looked at Washington D.C. a little more - then we began looking at the Bill of Rights.

24 & 25 January

What is the difference between a right and a responsibility?  Name one right you have in America.  Name one responsibility you have.

We read an Encyclopedia Brown.

I gave the class 15 minutes to finish the Federal Government/Constitution Packet.  This will be due next time!

22 & 23 January

Our starter today was meant to serve as a review of "checks and balances."  It was:  What is one check that -

• the Executive Branch has on the Legislative Branch?
• the Legislative Branch has on the Executive Branch?

After discussing the starter, we finished watching A More Perfect Union.

The Revolutionary War Theme Park tests are now graded.  Any that have not been turned in by this point are quite late.  This DOES NOT mean that I will dock points or not accept them, it simply means that you will have a "0" until they are turned in.  Since this is your only grade so far this semester, it will affect your grade quite a bit.

Get them turned in as soon as you can!

You can also fix a low grade, if your wish.

We worked on the Constitution and Federal Government packets and then looked a little bit more of our tour of Washington D.C.

By the way, here is an interesting picture from the inauguration.  The New York Times has identified a number of the people seen in a large picture from President Obama's second inauguration. 

17 & 18 January

Today's starter -  Name two of the goals of the Constitution as outlined in the preamble.

Today we discussed the starter and then read an Encyclopedia Brown mystery.  We watched a little of the video and completed the notes on Checks and Balances.  We then began a picture tour of Washington D.C.

15 & 16 January

Today's starter was:  Tell me two things that influenced James Madison and the others when they wrote the Constitution.

After discussing the starter, we peer edited our American Revolution Theme Park tests.  We then handed them in.  I am in the process of grading them now.  If you didn't get yours turned in, get it in soon.  Remember, I do not dock points for late assignments.

We continued taking notes on, and learning about the structure of our government.  We also watched more of A More Perfect Union.

11 & 14 January

Today's starter was: Have you ever had a really good idea - I mean a really good idea - and when you shared this idea with other people they either didn't like it or they may have even put your idea down.  Tell me about it -

Today we watched a little bit more of A More Perfect Union.  As we watched it we also paused to take notes on the Virginia and New Jersey Plans, as well as the Great Compromise.  We then looked at the early influences of the Constitution.

9 & 10 January

Today's starter was: Was the Federal Government under the Articles of Confederation weak or strong?  Why did they make it that way?

After discussing the starter we reviewed the important points from our last class session:

• Constitutions limit the powers of governments and list the rights of the citizens
• The first government of the United States was the Articles of Confederation
• This government was intentionally weak - the states had most of the power
• The states feared the return of a king or a government that would take away their rights

Today we looked at the weaknesses of the Articles of Confederation, as well as its strengths.

We began watching A More Perfect Union: America Becomes a Nation.  This movie was made by Brigham Young University and it does a good job of outlining the events leading to the Constitutional Convention, as well as showing the creation of the Constitution.

7 & 8 January

Our starter for today was:  What is the difference between the Declaration of Independence and the Constitution?  

We collected the starters today - these will be the last set of starters that will be counted on term 2.

Please take a look at your grades on Skyward - there will not be any new assignments added to this term so your grade can not go down.  If you would like to have a higher grade for Term 2, please turn in any missing assignments or complete any re-dos by Monday at 2:00 at the very latest.  I would prefer all late work/re-dos turned in Monday morning.

I gave each class 20 minutes to work on the Revolutionary War Theme Park (test).  This will be due next Tuesday (for A days) or Wednesday (for B days).  It will be the first grade on Term 3.

Today we began our study of the U.S. Constitution.  We began with a very brief overview of different political systems that are used throughout the world.  We briefly discussed what a constitution is and how it is different from simply being a collection of laws.  We then looked at the Articles of Confederation and some of their weaknesses.  We will go into more depth on the Articles next time.

3 & 4 January 2013

Welcome back to school and welcome to 2013!

Today's starter was meant to get your brain back in thinking shape - What did you like learning about most when we studied the Revolutionary War?

We read an Encyclopedia Brown mystery and then spent the rest of the time working on our Revolutionary War Theme Parks.  Remember, these will be graded on Third Term.