Today,+in+Mr.+Bower's+class...

__//**Monday, 5/21/18**//__ We continued our "Important Stuff Notes" for the Civil War, today covering the 1st battle of Bull Run (Manassas).

__//**Friday, 5/18/18**//__ __//**FIELD TRIP TO ANTIETAM BATTLEFIELD!!!!**//__

__//**Thursday, 5/17/18**//__ Students read about the importance of the Battle of Antietam and the Emancipation Proclamation before adding to their Important Stuff notes. We also went over expectations for the trip tomorrow.

__//**Wednesday, 5/16/18**//__ Career Day in the Morning! Thanks to all the presenters.

__//**Tuesday, 5/15/18**//__ Last day of PARCC testing for 8th graders. In Social Studies, we continued our "Important Stuff Notes" for the Civil War.

__//**Monday, 5/14/18**//__ Still PARCC testing. In Social Studies, we began "Important Stuff Notes" for the Civil War.

__//**Friday, 5/11/18**//__ Still PARCC testing. In Social Studies, students took L to J Quiz #13.

__//**Thursday, 5/10/18**//__ PARCC testing again in the morning. Because of the Spring Concert in the afternoon we had very brief base subject classes. In Social Studies classes, we played a L to J Vocabulary review game. L to J Quiz #13 is tomorrow.

__//**Wednesday, 5/9/18**//__ PARCC testing again in the morning. In Social Studies classes, students completed a Civil War vocabulary assignment. They will be responsible for identifying these terms and definitions on an upcoming assessment (TBA).

__//**Tuesday, 5/8/18**//__ PARCC testing again in the morning. In Social Studies classes, students completed part 2 of our introductory activity to the Civil War. They completed a Civil War Scorecard to become further familiar with the two sides (names, resources,...).

__//**Monday, 5/7/18**//__ First day of PARCC testing! In Social Studies classes, students did a dry erase Civil War dry erase map activity.

__//**Friday, 5/4/18**//__ Students were given time to finish their Storyboards and time to do their retakes of the "A Dividing Nation" assessment.

__//**Thursday, 5/3/18**//__ Students finished their Storyboards on "A Dividing Nation" for a summative grade. Retakes for the "A Dividing Nation" assessment (google form) will be given tomorrow in class for those who qualify.

__//**Wednesday, 5/2/18**//__ Students began a Storyboardthat.com assignment on one event from our "A Dividing Nation" lesson in order to properly portray the Northern and Southern perspectives of that event.

__//**Tuesday, 5/1/18**//__ Students completed a commonlit.org assignment as practice for PARCC.

__//**Monday, 4/30/18**//__ We finished our "A Dividing Nation" notes (Lincoln is elected, South secedes), and students completed the "A Dividing Nation" assessment.

__//**Friday, 4/27/18**//__ In the second to last day of our "A Dividing Nation" lesson, students read and completed some fill in questions on the Lincoln/Douglas debates as well as John Brown's raid on Harpers Ferry, VA (today WV). We will be done our organizers and take a summative assessment on Monday. Have a great weekend.

__//**Thursday, 4/26/18**//__ The topic today was the Dred Scott case. Students read about this monumental case and completed the appropriate part of their organizers.

__//**Wednesday, 4/25/18**//__ Students worked in groups to learn about the various events of the 1850s that made the Compromise of 1850 unravel. They then did a gallery walk to complete the appropriate part of their "A Dividing Nation" organizers.

__//**Tuesday, 4/24/18**//__ Students continued our "A Dividing Nation" lesson, today reading about and filling in notes on the Compromise of 1850.

__//**Monday, 4/23/18**//__ Today, students began a multi day lesson called "A Dividing Nation" during which they will learn about the various events that led to the Civil War. We began with the Missouri Compromise today. Each day, we'll be reading and completing a fill in organizer/notes on a google doc.

__//**Friday, 4/20/18**//__ L to J quiz #12 (formative grade). Have a great weekend.

__//**Thursday, 4/19/18**//__ In partners and as a class, we completed a map activity that showed the U.S. as of 1850 (free and slave states).

__//**Wednesday, 4/18/18**//__ Students completed a graph completion and analysis detailing the production of cotton in the south from 1850-1860. L to J Quiz #12 is this Friday. Students should be studying tonight and tomorrow.

__//**Tuesday, 4/17/18**//__ We finished one last section of reading and the organizer, focusing on African American culture/legacy, before taking an open note assessment (Summative Grade).

__//**Monday, 4/16/18**//__ Students read about the little leisure time slaves had as well as slave churches/religion before completing the appropriate part of their organizers.

__//**Friday, 4/13/18**//__ Today, we read about slave families and how slaves resisted their owners, before students completed the next part of their organizers. Have a great weekend.

__//**Thursday, 4/12/18**//__ Day 3 of "African Americans in the Mid 1800s" focused on the living conditions of slaves as well as the methods slave owners used to control them. Students read and completed the next part of their organizers.

__//**Wednesday, 4/11/18**//__ Day 2 of "African Americans in the Mid 1800s" focused on the economics of slavery and the working conditions of slaves. Students read and completed the next part of their organizers.

__//**Tuesday, 4/10/18**//__ We began a week-long lesson on "African Americans in the Mid 1800s" by reading and completing the first part of an online organizer (google docs).

__//**Monday, 4/9/18**//__ We kicked off Unit 4 today by completing our final Unit Organizer and an introductory atlas activity.

__//**Friday, 4/6/18**//__ Unit 3 Test

__//**Thursday, 4/5/18**//__ Review day #2 for tomorrow's Unit 3 Test. Students completed a study sheet (that they should be bringing home tonight to study) and played some review games.

__//**Wednesday, 4/4/18**//__ To begin reviewing for the Unit 3 Test, students analyzed the 3 Essential Questions from their Unit 3 Organizers before answering one of them in paragraph form. This was submitted into Blackboard and will be a formative grade.

__//**Tuesday, 4/3/18**//__ Students read about what life would have been like for a child working in a factory during the early days of industrialization. Then they completed some PARCC style questions based on that reading.

__//**THE UNIT 3 TEST IS THIS FRIDAY, 4/6/18**//__

__//**Thursday, 3/29/18**//__ L to J Quiz #11 today. Have a great weekend.

__//**Wednesday, 3/28/18**//__ Today, students read about the impact of new technology and factories on the North. They then cooperatively filled in a Guided Reading activity sheet. Students were also given a bit of extra time to complete their "Inventions That Changed America" google slide presentation.

Tomorrow - L to J Quiz #11. Student should study tonight.

__//**Tuesday, 3/27/18**//__ Students were given one last day in class to complete their "Inventions That Changed America" presentations.

__//**Monday, 3/26/18**//__ Students continued working on their "Inventions That Changed America" presentation for a SUMMATIVE grade. They will finish tomorrow in class.

__//**Friday, 3/23/18**//__ Students began a Google Slides presentation called "Inventions That Changed America." They will research the Steam Locomotive, Telegraph, and the Steamboat, focusing on the basic Who, What, Why, When. and Where questions as they make slides for each invention.

__//**Wednesday and Thursday SNOW!!!!**//__

__//**Tuesday, 3/20/18**//__ __//**EARLY DISMISSAL**//__ We introduced the "Technology and Growth" part of Unit 3, by filling in a Guided Reading worksheet as a class.

__//**Monday, 3/19/18**//__ Students completed a webquest on the Donner Party, looking at secondary and primary sources to answer questions.

__//**Friday, 3/16/18**//__ Students completed an L to J Vocabulary Fill In assignment, read an article from upfront magazine on the California Gold Rush, and completed 10 questions based on that article. Have a great weekend.

__//**Thursday, 3/15/18**//__ Today, students completed a chart/map analysis activity based on the various U.S. Territorial Acquisitions. They answered the analysis questions on a Google Form for a formative grade.

__//**Wednesday, 3/14/18**//__ Today, students read about the California Gold Rush of 1849. Students then completed the second half of "Reasons for Moving West" notes.

__//**Tuesday, 3/13/18**//__ Today, students read about the Mormons and their reason for moving west: Religious Freedom. Students then completed the first part of "Reasons for Moving West" notes.

__//**Monday, 3/12/18**//__ Students participated in a county planned lesson on school safety and advocacy.

__//**Friday, 3/9/18**//__ L to J Quiz #10 today (formative grade). Have a great weekend.

__//**Thursday, 3/8/18**//__ Today we began our study of what pushed Americans to head west to settle. We began our study by reading about the various routes like the Oregon Trail.

__//**Wednesday, 3/7/18**//__ SNOW

__//**Tuesday, 3/6/18**//__ Students completed the CCPS 8th Grade Social Studies Source Analysis for a summative grade.

__//**Monday, 3/5/18**//__ We reviewed the CCPS 8th Grade Social Studies Source Analysis Worksheet and did an example source analysis in groups. This is to prepare for tomorrow's Source Analysis for Unit 3. Also, L to J Quiz #10 will take place this Friday, 3/9/18.

__//**Friday, 3/2/18**//__ Early Dismissal. Students were given time to finish their maps and quiz.

__//**Thursday, 3/1/18**//__ Students continued working on their Acquisition of Land Maps. They used these maps to then complete a Google Form quiz (Summative Grade).

__//**Wednesday, 2/28/18**//__ We finished learning about the various acquisitions by reading and filling in the last part of our organizers. The last acquisition was the Gadsden Purchase. Students also began our Acquisition of Land maps. That will continue into tomorrow.

__//**Tuesday, 2/27/18**//__ Today's topic was the Mexican Cession. Students read and completed the appropriate part of their Acquisition of Land organizers.

__//**Monday, 2/26/18**//__ Today, students read about the acquisition of Oregon and filled out the next part of their organizers.

__//**Friday, 2/23/18**//__ Students completed a Timeline on the events involved with the U.S. acquiring Texas and did an anticipation / reaction guide based on a reading about Sam Houston.

__//**Thursday, 2/22/18**//__ We continued our study of the various U.S. acquisitions of land by reading about TEXAS and filling in our organizer.

__//**Wednesday, 2/21/18**//__ In class, students began their Acquisition of Land Data Collection Organizers by completing the first 3 territories (the Original U.S.A., Louisiana Purchase, and Florida).

__//**Tuesday, 2/20/18**//__ Today, students were introduced to the next part of our unit: Acquisition of Land. They played a game as kind of a pretest and did a short reading as an introduction of the idea of Manifest Destiny.

__//**Friday, 2/16/18**//__ L to J Quiz #9. This will be a formative grade. Have a great weekend. Presidents Day is Monday. See you Tuesday.

__//**Thursday, 2/15/18**//__ Last full class for writing the Unit 3 Argumentative Essay. First graded L to J Quiz tomorrow!!!

__//**Wednesday, 2/14/18**//__ Students continued organizing and began to write/type their Unit 3 Argumentative essays.

__//**Tuesday, 2/13/18**//__ Students began organizing their Argumentative essays. Once they have finished their organizers, they will begin the actual essays. This will continue into tomorrow and Thursday for most.

__//**Monday, 2/12/18**//__ We began our Marking Period 3 Writing Task on Andrew Jackson by introducing the question and documents. We'll continue tomorrow and later this week.

__//**Friday, 2/9/18**//__ After a lengthy review, students took the Jackson Quiz today! Summative Grade. Have a great weekend.

__//**Thursday, 2/8/18**//__ The Jackson quiz has been pushed to tomorrow (Friday), due to today's pre-scheduled visit to the Media Center to complete a Jackson Storyboard with Ms. Polakovic.

__//**Wednesday, 2/7/18**//__ ICE

__//**Tuesday, 2/6/18**//__ Today, students finished their Jackson notes by answering the essential question: How was American democracy expanded and restricted during the Jackson Presidency? We will have a quiz on Jackson tomorrow.

__//**Monday, 2/5/18**//__ Students read about Jackson's Indian Removal policy and completed the accompanying part of our Jackson Notes.

__//**Friday, 2/2/18**//__ Today, we reviewed our Jackson notes and watched a video segment on Jackson's war with the bank. Students were given the opportunity for a retake of the Election of 1828 assignment as well. Have a great weekend.

__//**Thursday, 2/1/18**//__ Today, students read about Jackson's "War" with the bank of the United States and his use of the veto to destroy it. They completed the third part of their Jackson notes.

__//**Wednesday, 1/31/18**//__ Students read about and completed notes on the Nullification Crisis during the Jackson presidency. They also completed an L to J Vocabulary Fill In assignment that will become a formative grade.

__//**Tuesday, 1/30/18**//__ We began learning about the presidency of Andrew Jackson today. Students completed an election of 1828 map activity (formative grade). Then they read about the change in who was allowed to vote in most states during Jackson's time. Students began the first part of their Jackson notes.

__//**Monday, 1/29/18**//__ We officially launched Unit 3, "Interactions." Students filled out the Unit 3 Unit Organizer.

__//**Friday, 1/26/18**//__ L to J Quiz #8. The remaining L to J quizzes (9-15) WILL be scored as formative grades starting in February. Have a great weekend.

__//**Thursday, 1/25/18**//__ Unit 2 Test Today (Summative Grade). L to J quiz # 8 tomorrow.

__//**Wednesday, 1/24/18**//__ Students took a quiz on our now finished novel, NIGHTJOHN (formative grade) and completed a review for tomorrow's Unit 2 Test. They should be studying their Unit 2 materials/notes and their Unit 2 Test Review sheets.

__//**Tuesday, 1/23/18**//__ Today was the final day of new material for Unit 2 and the first 5 presidents. Students read about the Monroe Doctrine and completed their Monroe notes. Tomorrow is a review day for the Unit 2 Test on Thursday.

__//**Monday, 1/22/18**//__ Students completed a review sheet to summarize James Madison, before beginning the presidency of James Monroe. Specifically, we read about the acquisition of Florida and completed the front side of James Monroe notes.

__//**REMINDER: Unit 2 Test this THURSDAY, 1/25/18**//__

__//**Friday, 1/19/18**//__ In partners, students participated in a geography challenge that focused on the local impact of the War of 1812. They read about battles that occurred in Elkton, Havre de Grace, St. Michael's, Washington, D.C., Chestertown, and Baltimore. Then they attached the appropriate icon on a given map of the Chesapeake Bay region. Have a great weekend.

__//**Thursday, 1/18/18**//__ Today, students completed an online lesson from the textbook we are piloting on the War of 1812. This included readings, interacting with maps, review questions, and a practice assessment.

Our Unit 2 Test will be next Thursday, 1/25/18

__//**Wednesday, 1/17/18 = SNOW**//__

__//**Tuesday, 1/16/18**//__ Students read an article from //__Junior Scholastic__// magazine titled, "50 Years After MLK," before completing a PARCC style quiz (formative grade).

__//**Friday, 1/12/18**//__ L to J Quiz #7 today. Students also watched a video about Martin Luther King, Jr. Day.

__//**Thursday, 1/11/18**//__ After a lengthy review, students took the "Big 3" (Washington, Adams, Jefferson) Quiz. Students should be studying their L to J Vocabulary tonight for tomorrow's 7th L to J Quiz.

__//**Wednesday, 1/10/18**//__ Today, students completed a Jefferson Review sheet that they should be taking home to study tonight in anticipation of tomorrow's "Big 3" Quiz on Presidents Washington, Adams, and Jefferson. This will be a summative grade.

Also, this Friday will be our 7th L to J Vocabulary quiz.

__//**Tuesday, 1/9/18**//__ ICE = No School

__//**Monday, 1/8/18**//__ Students completed a CSET organizer for a formative grade based on the famous "Ograbme" political cartoon about the Embargo Act of 1807.

__//**Thursday and Friday (1/4/18 and 1/5/18) = Snow**//__

__//**Wednesday, 1/3/18**//__ Students read about Jefferson's other big foreign policy dilemma: attacks on U.S. merchant ships by both the British and the French. They read about the dilemma and his response, then answered a series of questions on a google doc.

__//**Tuesday, 1/2/18**//__ Welcome back! Students read about and answered questions on the first of two foreign policy dilemmas faced by President Thomas Jefferson: Pirates in the Mediterranean Sea.

__//**Friday, 12/22/17**//__ L to J Quiz # 6 today. Have a great holiday.

__//**Thursday, 12/21/17**//__ Students corrected their Anticipation Guides from yesterday and then completed a map of key places and the route of the Lewis and Clark expedition. Students should be studying their L to J vocabulary tonight in anticipation of tomorrow's quiz.

__//**Wednesday, 12/20/17**//__ Today, students completed an Anticipation Guide an Reading Road Map to learn about the famous Louisiana Purchase.

__//**Tuesday, 12/19/17**//__ Students completed a map activity on the election of 1800. L to J quiz this Friday!

__//**Monday, 12/18/17**//__ Washington + Adams Quiz today! Formative Grade.

__//**Friday, 12/15/17**//__ Washington + Adams Quiz pushed to Monday (Formative Grade). Have a great weekend.

__//**Thursday, 12/14/17**//__ Today, we read about the Alien and Sedition Acts made in response to the threats from France and the Democratic-Republicans during the John Adams presidency. Students then completed a John Adams Review sheet that they should use to study tonight for tomorrow's quiz. In play for the quiz will be George Washington notes, John Adams Review sheet, and the Early U.S. Foreign Policy Map.

__//**Wednesday, 12/13/17**//__ Students read about the XYZ Affair during the Presidency of John Adams. There will be a combination Washington/Adams/Foreign Policy Map Quiz on Friday.

__//**Tuesday, 12/12/17**//__ //**FIELD TRIP**//

__//**Monday, 12/11/17**//__ Last day of Life Skills Lessons

__//**Friday, 12/8/17**//__ Life Skills Teachers will be leading classes today and Monday, 12/11/17

__//**Thursday, 12/7/17**//__ We officially dove into the textbook we are piloting for the county. Students read from the online edition of the book about the election of 1796 and our first peaceful transition of power (Adams takes over as U.S. President).

__//**Wednesday, 12/6/17**//__ Students completed a map on early U.S. foreign policy we'll refer to repeatedly during the rest of Unit 2. Specifically, they will need to be able to place Washington, D.C., France, Great Britain, the Atlantic Ocean, and the Mediterranean Sea correctly on a given map on multiple upcoming quizzes.

__//**Tuesday, 12/5/17**//__ I was out at a meeting today. I left a geography activity based on Woods Runner.

__//**Monday, 12/4/17**//__ Students participated in a Touchstones discussion about our novel, **//__Woods Runner__//**. They then took a quiz via Google Forms.

__//**Friday, 12/1/17**//__ L to J Quiz # 5 today. Have a great weekend.

__//**Thursday, 11/30/17**//__ Students completed their Unit 2 Writing Task. L to J Quiz #5 tomorrow! Study tonight!

__//**Wednesday, 11/29/17**//__ Most students completed their Unit 2 Writing Task. Students not yet done will have time to complete the task tomorrow in class.

__//**Tuesday, 11/28/17**//__ Students practiced the CSQT (Claim, Set Up, Quote / Evidence, Tie In) strategy for borrowing text/information from sources to use in their writing. We then began our Unit 2 mini Writing Task on the Precedents of George Washington.


 * We will have our 5th L to J Vocabulary quiz this Friday, 12/1/17. Students should be studying nightly at home.**

__//**Monday, 11/27/17**//__ We finished our George Washington notes today after reading about his famous Farewell Address.

__//**Tuesday, 11/21/17**//__ We reviewed the George Washington notes we have so far, and took a formative quiz on the Hamilton and Jefferson / political parties material we completed yesterday. Then we read about the first Thanksgiving. Have a great Thanksgiving!

__//**Monday, 11/20/17**//__ Students read about either Alexander Hamilton or Thomas Jefferson and the development of the Federalist and Democratic-Republican parties. They then worked in partners to properly place various statements onto speech bubbles in the George Washington notes.

__//**Friday, 11/17/17**//__ We ended the week by looking at the foreign policy of President George Washington, as he established the policy of neutrality. Students read and completed the next part of their George Washington notes. Have a great weekend.

__//**Thursday, 11/16/17**//__ Today, students read about the first domestic policy test for George Washington, the Whiskey Rebellion. We focused on the similarities and differences between this rebellion and Shays' Rebellion, specifically how the government dealt with them. Students completed the next section of George Washington notes.

__//**Wednesday, 11/15/17**//__ Students read about the opening days of the George Washington presidency, answering questions on the debate over his title and his first Cabinet appointees in their George Washington notes packet.

__//**Tuesday, 11/14/17**//__ In partners, students completed a dry erase map of the U.S.A. (circa 1790) to set the stage for the various issues the first 5 presidents will face, starting with George Washington.

__//**Monday, 11/13/17**//__ We officially kicked off Unit 2, "Changes" with the completion of our second Unit Organizer.

__//**Friday, 11/10/17**//__ We were very lucky and honored to have one of RSMS's teachers, Mr. Oshiro, a veteran of the Army National Guard speak to us in class in honor of Veterans Day. Students who completed their questionnaires also presented in front of the class. Have a great weekend.

__//**Thursday, 11/9/17**//__ L to J Quiz #4. Reminder: tomorrow the Veterans Day Questionnaires are due. These aren't mandatory but encouraged.

__//**Wednesday, 11/8/17**//__ Students read about the Electoral College system, completed an online map on the results of the 2016 Presidential election, and then took a quiz.

__//**Tuesday, 11/7/17**//__ Unit 1 Test. L to J quiz #4 is this Thursday.

__//**Monday, 11/6/17**//__ We had our formal review for tomorrow's Unit 1 Test. Students should be bringing home a review sheet and all Unit 1 materials to study tonight.

__//**Friday, 11/3/17**//__ Students learned how the Bill of Rights (specifically the 10th Amendment) created a federal system of government to limit the power of the federal government. They also completed a Magnet Summary of a Supreme Court case involving school prayer. TEST TUESDAY!!! Students should be bringing the following items home to study: -IMPORTANT STUFF NOTES -BATTLE CHART -BRANCHES OF GOVERNMENT -CHECKS AND BALANCES -FEDERALISM -BILL OF RIGHTS I’ll have paper copies of the last four items.

__//**Thursday, 11/2/17**//__ Today, students read summaries of the first 10 Amendments (Bill of Rights). They then read about "5 Supreme Court Cases All Teens Should Know" before completing a summary chart on each of the 5.

__//**Wednesday, 11/1/17**//__ Students read about Checks and Balances between the 3 branches of government and completed a brief organizer outlining how a bill becomes a law.

__//**Tuesday, 10/31/17**//__ Students researched the powers and requirements of the 3 branches of the federal government. In partners they completed a google doc organizer.

__//**Monday, 10/30/17**//__ Students read about the other big compromises during the Constitutional Convention (about slavery and ratification). They then completed their organizers begun on Friday.

__//**ANNOUNCEMENT**//__ __//**UNIT 1 TEST next TUESDAY, 11/7/17**//__

__//**Friday, 10/27/17**//__ We read about and watched a video segment about the first compromise made during the Constitutional Convention. Students have an organizer that will highlight the three big debates and compromises made in making the Constitution.

__//**Thursday, 10/26/17**//__ Students watched a brief video to complete part of an organizer which helped explain the various historical influences on our founding fathers (before they wrote the Constitution).

__//**Wednesday, 10/25/17**//__ After reviewing the Good and the Bad of the Articles of Confederation from yesterday, students read about Shays' Rebellion and how it prompted government leaders to fix the government. Based on that reading, students then completed a fill in assignment on Shays' Rebellion for a formative grade.

__//**Tuesday, 10/24/17**//__ Students read about and completed notes on the weaknesses of our first government, the Articles of Confederation.

__//**Monday, 10/23/17**//__ Guidance Lesson. Mrs. DeCoursey was in leading my social studies classes through an introductory Guidance lesson.

__//**Friday, 10/20/17**//__ PROFESSIONAL DAY

__//**Thursday, 10/19/17**//__ L to J Vocabulary Quiz #3. Have a great weekend.

__//**Wednesday, 10/18/17**//__ Students took part in a new strategy for summarizing what they read called the Magnet Summary. I modeled how to do it, and students got into small groups to practice it themselves.

__//**Tuesday, 10/17/17**//__ We read about the end of the war and the Treaty of Paris, along with what it entailed. Students took brief notes. Remember that Preamble Recitations are due by 11/7/17.

__//**Monday, 10/16/17**//__ Students participated in a Battle Walk to fill in basic info on some major battles of the Revolutionary War. Afterwards, students took a google form quiz.

__//**Friday, 10/13/17**//__ Students completed their presentations on their assigned battle. We will have our battle walk and open note quiz on Monday.

__//**Thursday, 10/12/17**//__ I was out today. Students completed a Revolutionary Timeline activity and read an article about the Salem Witch Trials from Junior Scholastic magazine.

__//**Wednesday, 10/11/17**//__ In groups of four or five, students were assigned a major Revolutionary War battle to research. They began work on a Google Slides presentation that the other students in the class will have to get information from during a battle walk.

__//**Tuesday, 10/10/17**//__ Students read about the various strengths and weaknesses of both the Americans and the British heading into the Revolutionary War. Then they completed a brief summary chart based on that information and added it to their Important Stuff notes.

__//**Monday, 10/9/17**//__ We reviewed the Unit 1 Writing Task rubric and some key "Do's and Don'ts" of Argumentative Writing. Students are now allowed to fix and resubmit their essays if they earned less than 85%.

__//**Friday, 10/6/17**//__ FIELD TRIP!

__//**Thursday, 10/5/17**//__ Students completed the necessary forms for our Service Learning Project and made some posters advertising this weekend's Civil War Encampment in Rising Sun. The free Walking Field Trip to the Encampment is tomorrow during Social Studies classes.

__//**Wednesday, 10/4/17**//__ Last day of the Unit 1 Writing Task.

__//**Tuesday, 10/3/17**//__ Day 2 of the Unit 1 Writing Task.

__//**Monday, 10/2/17**//__ Students began work on the county-wide Unit 1 Writing Task (summative grade). They will have time tomorrow to continue working on it.

__//**Friday, 9/29/17**//__ In Google Drive, students completed an activity that required them to translate excerpts from the Declaration of Independence into modern (easier to understand) language. Have a great weekend.

__//**Thursday, 9/28/17**//__ Students participated in a Touchstones discussion about who fired the first shot at Lexington, thus starting the Revolutionary War.

__//**Wednesday, 9/27/17**//__ Today, we read about the first battles of the American Revolution at Lexington and Concord Massachusetts. Students then added to their Important Stuff notes.

__//**Tuesday, 9/26/17**//__ Students finished the Boston Tea Party questions from Blackboard, then added the appropriate information to their ongoing Important Stuff (unit 1) Notes.

__//**Monday, 9/25/17**//__ Students began a Blackboard activity on the causes and effects of the Boston Tea Party. Students completed questions on a google doc using readings and videos on Blackboard. We'll finish them tomorrow.

__//**Friday, 9/22/17**//__ After reviewing the results of the Google Form assignment on the "Bloody Massacre" engraving (not graded), we had our 2nd L to J Vocabulary Quiz today. Students also made a study aid for memorizing the Preamble.

__//**Thursday, 9/21/17**//__ Students read about and watched a video segment about the Boston Massacre. They then were introduced to the CCPS 8th Grade Source Analysis Worksheet and worked in partners to answer six questions dealing with the famous "Bloody Massacre" engraving by Paul Revere.

__//**Wednesday, 9/20/17**//__ Students filled out a chart detailing the various taxes and new acts the British government imposed on the American colonies after the French and Indian War, before adding that chart to their "Important Stuff" notes for Unit 1.

__//**Tuesday, 9/19/17**//__ Students took the British perspective about what to do about Britain's money problems after the French and Indian War. They worked in groups to analyze four options before choosing one to recommend to the King of England. They then did a short writing assignment in Blackboard (journal) that will become a formative grade.

__//**Monday, 9/18/17**//__ Today we celebrated Constitution Day in class by completing a Preamble decoding puzzle. I also announced that students need to memorize and recite the Preamble in front of their classmates as soon as they are ready. The LAST day to do so will be the end of the marking period (November 7th) for a formative grade.

__//**Friday, 9/15/17**//__ Colonies Quiz Today. I also introduced our annual Service Learning T Shirt / Bracelet Sale and FREE Field Trip to the Civil War Encampment at the Veterans Community Park here in Rising Sun on October 6th. Permission slips and Order forms were handed out in class. The due date is this coming Friday.

__//**Thursday, 9/14/17**//__ Today, students read about and answered questions about the French and Indian War (causes and outcomes). We began what I call "Important Stuff Notes for Unit 1" that we'll add to in the next couple of weeks. The Colonies Map Quiz is tomorrow!

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__//**Wednesday, 9/13/17**//__ Students read about why people came from Europe to settle in the American colonies (land, opportunity, religious freedom) before we had a discussion about that subject. They then watched a video segment on the Plymouth colony. Students should be studying for their Colonies Map Quiz tonight and tomorrow night.

__//**Tuesday, 9/12/17**//__ Today, students participated in a cooperative group activity to analyze the key physical and human features of each colonial region, before watching a video segment on the first permanent British colony, Jamestown. We also unveiled our wonderful website devoted to our L to J Vocabulary. It is called QUIZLET and can be found in the tabs to the left. Remember: Quiz on the location of the 13 colonies this FRIDAY!

__//**Monday, 9/11/17**//__ //Students completed a map of the 13 colonies for a formative grade. The quiz is still Friday.//

__//**Friday, 9/8/17**//__ We officially launched Unit 1 ("Contributions") by completing our first unit organizer. Students also played a name the colonies game. There will be a summative quiz next Friday requiring them to know the 13 original British/American colonies and where they are located on a given map. Have a great weekend.

__//**Thursday, 9/7/17**//__ With my help, students completed our Course Map which served as an overview of our 8th Grade Social Studies curriculum and in class expectations. We also reviewed expectations for use of the classroom chromebooks.

__//**Wednesday, 9/6/17**//__ Today in class, students received our class syllabus, providing an introduction to 8th Grade Social Studies and detailing the CCPS grading and other policies. I also fully explained the L to J vocabulary process after showing them the class results of yesterday's L to J random quiz.

Students will be given random quizzes about every two to three weeks on the 50 L to J terms and definitions I sent home today (total of 15 quizzes for the year). T his is a pretty intense set of terms and definitions. Since student improvement on the quizzes tends to be slow and steady, I won't be counting them until a reasonable time has elapsed. In January (3rd Marking Period) these quizzes will count as a formative grade.

For instance, if a student earned a 0 out of 10 on the first quiz (as 60% actually did), steady improvement might see that student only earning a 6 out of 10 (failing grade) after several quizzes. But by quiz 7 or 8, (beginning of the 3rd marking period), I think it's more than reasonable and fair to begin counting them as a grade. In the meantime, students who excel and work hard to learn these terms should be rewarded and recognized. The math behind the L to J theory states that after seven random quizzes, a student who has earned 7 perfect scores has "tested out" and mastered the vocabulary. Testing them more won't make any difference (theoretically). So these students who "test out" will join our prestigious "7/10 Club." The benefits of this club are numerous. New members get a snack of their choice and no longer have to take the quizzes but still receive a 100% when I begin counting the quizzes beginning in the 3rd marking period. Instead, t hey kind of serve as resident experts and continue to demonstrate their mastery of the terms and definitions in a variety of ways. Let me assure you that those students who no longer have to take the quizzes work just as hard in class as the other students when we do L to J activities.

So students should begin studying as soon as possible. I will be offering lots of support and practice opportunities very soon.  __//**Tuesday, 9/5/17**//__ Welcome everyone! Today we took our first L to J quiz (a vocabulary pretest that won't count toward students' grades). We also completed an activity allowing students to tell me about themselves.

