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SS 5 (Period 5)

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1. Q.O.D.-See the Start Up section on page 107. Tell me 3 principles that these men supported and state why these principles were important to them. This should be 3-6 sentences long.
2. Students watched Friday's edition of CNN 10.
3. Students took CNN 10 Quiz #11
4. Students set up the Strengths and Weaknesses of the Articles of Confederation Chart.
5. We read page 107 in their books.

10-23-19

1. Some students finished their chapter 1 test.
2. For the students who were finished with their test, they did everything else.
3. Q.O.D.-
4. Students watched CNN 10 from today.
 

10-21-19

1. Q.O.D.-Read pages 95-96. Explain, in 3 to 4 sentences, how the British became trapped at Yorktown and/or the war ended.
2. We watched a short clip on the ending of The Revolutionary War
3. Students read The War is Won section on page 96. Then, they saw a short clip on The Treaty of Paris.
4. Treaty of Paris Summary Obj: In 5-6 sentences, summarize the Treaty of Paris. Be sure to review the conditions that were set for both the Americans and the British after the war.
5. We looked at a political cartoon from Sunday's paper.
6. We watched today's CNN 10 episode, so that students could study for their test tomorrow.
 

10-18-19

1. Q.O.D.-What is guerrilla warfare? Why were the Patriots so successful in using this fighting method against the British? See 94. 2-3 sentences please.
2. We watched 10-18-19 edition of CNN 10.
3. We took CNN 10 Quiz #10

10-17-19

1. Q.O.D.-Why did African Americans join the fight in the Revolutionary War? Would their expectations come true after the war? What was the British offering slaves? Did the Patriots offer them anything? See 91. Please write a min. of 4 sentences.
2. N.Americans Chose British Summary Obj: In 5-6 sentences, summarize why N. Americans chose to side with the British. See pg. 93 for assistance.
3. We read 93-94. We stopped at Momentum Shifts Towards the Patriots
4. We watched a short clip on John Paul Jones

10-16-19

1. Q.O.D.-In 3-4 sentences, explain what it was like to be a soldier in the Continental Army at Valley Forge.
2. Teacher discussed yesterday's CNN 10
3. Students and teacher read pages 90 to 93.
4. Students made the Additional Assistance in War Effort chart in their journals. On the left hand side, they named 3 people who helped out on the Patriot side. On the right, they gave 2-3 sentences on each person on how they contributed to the war effort in some way.

10-15-19

1. Q.O.D.-See pages 80-81. Give me 2-3 grievances that T. Jefferson, along with other founding fathers, had with the king.
2. We watched a parody of the sentiment of the founding fathers and King George III
3 Teacher discussed yesterday's CNN 10 episode.
4. Teacher talked about next week's unit test and/or the ability to earn extra credit.
5. Students watched a clip on the Winter at Valley Forge
6. Students finished the Advancing the War Effort charts

10-14-19

1. Students watched a parody of T. Paine's Common Sense
2. Q.O.D.-What is common sense? What did T. Paine say that all colonists should do? Why did he feel this was necessary? (2 sentences) Please write 4-5 sentences. See 77-78 for assistance.
3. We read 83. We watched the Lego version of The Battle of Trenton.
4. Students, independently, read pages 84-86. They made a chart in their journals titled Advancing The War Effort. Each side was labeled with numbers 1 to 5. On the left side, it says Person. On the right, it says Significance (2-3 sentences) Basically, students had to list 5 people that advanced the war effort for the Patriots and say how these people helped their cause.

10-08-19

1. Q.O.D.-What was the shot heard around the world? Where did it take place? Why was this event so significant? Please write 3-4 sentences. See 69-70
2. Students watched a parody of Lexington and Concord
3. Students worked on Rebus Story #1 Obj: Using the format given, create an 8-10 sentence Rebus Story about The Battle of Lexington and The Battle at Concord. Stories should include 10-15 images. See 69-71 if need be.
4. Students made the title Pick a Side. On the left side, it is titled Reasons To be A Loyalist. On the right, write Reasons to be a Patriot. Both sides are numbered from 1 to 5. Students, in bullet form, needed to write reasons to be a loyalist or a patriot for the purpose of a Philosophical Chairs discussion tomorrow.

10/07/19

1. Q.O.D.-See pages 65-66. Tell me, in 2 to 3 sentences, why so many colonists were dissatisfied with the Tea Act.
2.  Students watched a short clip on The Intolerable Acts
3. Summary of Intolerable Acts-Obj: Summarize The Intolerable Acts. First, start by saying how it made the colonists feel. Also, provide details to show frustration existed among them. Summaries should be 5-6 sentences long.
4. We looked at a political cartoon from Sunday's paper.
5. We read pages 68-69
6. We watched a parody of Paul Revere's ride
7. We finished reading up to pg. 70,.
8. Teacher explained the expectations for Rebus Story #1

10-04-19

1. Q.O.D.- What took place during The Boston Tea Party? Why was it considered an act of civil disobedience? Please write 3-4 sentences. See 65-66 if need be.
2. Students watched 10-04-19 edition of CNN 10
3. Students took CNN 10 Quiz #8

10-03-19

1. Period 2/6 did an introduction to CCGI with Mr. Lopez
2. Period 5 what we would have done in LA had Mr. Lopez not come in.
3. 

10/02/19

1. Q.O.D.-Read An American Identity Develops on 62. Tell me what cause the colonists to develop their own identity. (2-3 sentences)
2. Students made the title Vocab Self Made Definitions #5 in their journals. With the words on page 64, students made definitions of their own for each of the 7 words by looking at the definitions of the words provided in the book.
3. Students and teacher read pages 64-66. We stopped at How Did King George III Strike Back at Boston?
4. We began watching The Boston Tea Party: A Memestory

10-01-19

1. Q.O.D.-What took place at The Boston Tea Massacre? Were the soldiers actions acceptable? Why or why not? Please write 3-4 sentences. (per. 4/6 only)
2. Students watched The Boston Massacre: A Memesory
(per. 2 only)
3.  Students worked on the Angry Acts Chart. Basically, students made a 3 column chart with the following 3 sections: Sugar Act, Stamp Act, and Townshend Acts. Students are responsible for writing down 3 facts about each section. If they would like extra credit, they may write up to 5 facts.
4. 1-2 Quiz