Washington- Judiciary Act

The Judiciary Act of 1789

 

-Article III of the Constitution established a Supreme Court, but left to Congress the authority to create lower federal courts as needed. Principally authored by Senator Oliver Ellsworth of Connecticut, the Judiciary Act of 1789 established the structure and jurisdiction of the federal court system and created the position of attorney general. (a system of federal trial courts with broader jurisdiction, thereby creating an arm for enforcement of national laws within each)

 

Revolution in Egypt!!-- Extra Credit

http://www.huffingtonpost.com/2011/01/28/whats-going-on-in-egypt_n_815734.html

Go to the website above and turn in the answers to the following questions for extra credit:

-What is a revolution?

-Why did the people of Egypt decide to revolt?  What problems was the country having?

-Who is the current president of Egypt?  How long has he been president?  Why might this be a problem?

-Why is this important to us?  (give two reasons)

Hand in by Friday, February 4th for extra credit. 

George Washington-- Precedents

Since George was our first PRESIDENT of the United States of America, the things he did were examples for presidents to follow.  The acts that were used by later presidents are called PRECEDENTS.

The precedents set by Washington:

• Neutrality in foreign affairs
• 2-term Presidency
• Use of Force To Enforce The Law (Whiskey Rebellion)
• Creating a Cabinet to Offer Advice
• How to address the President
• First to be inaugurated
• First to make inauguration speech
• Being called "Mr. President"

***Please go to Moodle and work on the "President's Precedents Assignment"



Quiz Day!!!

Take both quizes under the Assessments section on Moodle
(East Coast States Quiz and Road to Const. Multiple Choice Quiz)

Weekly Assignment 1

Reading - Why Jefferson didn't like Hamilton? (found under Washington section on Moodle)

Answer the Questions for the reading above.  (found under Weekly Assignments on Moodle-- bottom)

There are different questions for the EAH Class.

DUE BY FRIDAY AT MIDNIGHT

Review Day

We will review the information from the Articles of Confederation to the signing of the US Constitution today.  Please review the 'objective summaries' for these topics below on your own also.  I will also give you time to review this information as well as the east coast states for a quiz tomorrow.

Constitution Creation Video

Watching the video above and finishing work from yesterday.

Sum It Up

Go to Moodle and Take the "Road to the US Constitution Quiz".

Do this on your own and take your time.

The Bill of Rights

Objective Summary:

• The Anti-federalists were afraid of a strong central government created in the new US Constitution-- they wanted citizen rights written down.
• The Anti-federeralists would not ratify (approve) the new constitution unless the Bill was added to it.
• The Bill included 10 rights-- we call these 10 changes the 10 amendments or the Bill of Rights.
• The First Amendment-- Freedom of Speech, Religion, Press, Petition and Assemble
• The Right to Trial by Jury and Council (lawyer)-- 6th and 7th

The Bill of Rights Questions

Please go to moodle and answer the questions entitled, "Bill of Rights Questions" with a partner.

Federalism

Objective Summary:

• Federalism-- The government system where the states AND the national (federal) governments each share power and make laws. 
• The new constitution created a more federalist government where the central government would become stronger.
• "Federalists" supported this new system and wanted the new constitution to be voted into approval (ratified).
• Federalists wrote articles describing the benefits of the new US Constitution in order to gain support for it-- these were called the Federalist Papers.
• "Anti-Federalists" believed that this new system was too much like the government under England and the King.
• Anti-Federalists did not want the new constitution to be ratified.
• Thomas Jefferson was an Anti-Federalists and believed that the states should remain with most of the power.

Federalists Vs. Anti-Federalists

Do We Ratify this New Constitution???


http://staff.gps.edu/mines/APUSH%20-antifederalists_vs_federalists.htm

Go to the site above.  Use the chart to create a ven diagram comparing the Federalism and Anti-federalism on a piece of poster paper. 

On the back of the poster paper, create a ven diagram comparing the US government under the Articles of Confederation and the US government under the US Constitution.

Study Objectives and Map!!

We wil have our first quiz for the new quarter this week.  Look over the objective summaries for the Constitution Convention, Great Compromise, 3/5 Compromise, and the map of the eastern US. 

3/5 Compromise

Objective Summary:

• Now that the members of the continental congress decided on two houses (Great Compromise), they needed to determine how many representatives would come from each state for the House of Representatives (based on population)
• The South wanted their slaves to count in their population numbers (to get more representatives).  Each slave counts as a person (1).
• The North thought that the slaves should not count at all towards the South's population since they didn't treat them as citizens (0).
• They came to an agreement, compromise, where the slave would count....but not as a full person. 
• They would only count as 3/5 of a person.  (Or, for every 5 slaves they would count 3 towards their population numbers)

East Coast States

http://www.purposegames.com/game/d4c1306c

Need to know your east coast states!!  Use this site to help you study.  Quiz next week!!!

Todays Work

On Moodle:

Finish Great Compromise Questions
Finish 3/5 Compromise Questions
Do Makeup Test if needed (see below)

Quiz Makups!!!

If you received below an 8 on the last quiz...you must take the Shays Essay Quiz today. 
This will only bring your grade up to passing...not past a D.  You are taking this quiz to make sure that you understand this information so that we can move forward.

The Great Compromise

Objective Summary:

• Delegates to the Constitutional Convention argued about how many representatives each state should be allowed in Legistlative Branch.
• The larger states favored the Virginia Plan.
• According to the Virginia Plan, each state would have a different number of representatives based on the state's population.
• The smaller states favored the New Jersey Plan.
• According to the New Jersey Plan, the number of representatives would be the same for each state.
• A delegate from Connecticut, Roger Sherman, proposed a two-house legislature (BICAMERAL!!!), consisting of a Senate and a House of Representatives.
• The Senate would have an equal number of representatives from each state. This would satisfy the states with smaller populations.
• The House of Representatives would include one representative for each 30,000 individuals in a state. This pleased states with larger populations.

• This two-house legislature plan worked for all states and became known as the Great Compromise.

Dr. Martin Luther King

http://www.snagfilms.com/films/title/dr_martin_luther_king_jr_man_of_peace_in_a_time_of_war/

We will watch this video today and discuss why Dr. King was such an important person in our nation's history.

Week Wrap-up

Happy Friday!  Next week is the final week of the quarter. 

We have only 1 grade remaining:
-Notebooks

Make sure you end the quarter with hard work!

Constitutional Convention

Objective Summary:

• The Constitutional Convention was held in Philadelphia, PA in 1787
• George Washington was named the President of the Convention
• It was called as a meeting to "fix" the Articles of Confederation
• It ended up creating an entirely new constitution, called the United States Constitution
• It created a Federal government, with a stronger central government

Shays Rebellion

Objective Summary:

• Shays was a farmer and fought in the Revolutionary War. 
• The country was in the mist of a financial crisis and the farmers were really feeling the pain of the money problems.
• The courts were fining and putting farmers in jail when they could not pay their rents, but farmers were broke due to the financial crisis caused by the Articles of Confederation
• Shays and other farmers were upset and revolted-- try to close down the courts
• The revolt was put down by a MERCENARY ARMY...not a national army b/c we didn't have one!!
• This event showed the leaders and citizens that we needed a new constitution that dealt with the countries economic (financial) and military needs.

Shays Rebellion

Well, we watched the video...now let's make sure we know about this rebellion and why it is so important.

Go to Moodle...answer the questions on your own or with a partner. 

Welcome Parents

For those of you that have been here...thanks!  For those parents that are seeing this for the first time, welcome! 

Please use this as a tool to take a peek at what we are doing in the classroom and to stay on top of your students' work.  If you child cannot tell you about the daily objective, ask them to review it through their work on Moodle, the video links, or have the research the information on their own.  We need to make sure that our children learn and understand the material we have worked on and discussed.  If you see an assignment on Moodle, ask to see their work and review it. 

I have found a large correlation between parental involvement and child achievement.  I'd like to make parental involvement easier, therefore allowing more students to become more successful.

Shays' Rebellion

The Articles of Confederation caused many different problems in our new country.  Shays' Rebellion showed our leaders that we needed to fix them...

We will watch a movie about Shays' Rebellion and you will summarize the events of the rebellion.

REVIEW DAY!!!

Declaration of Independence-  A letter written to King George III to tell him that the colonies did not want to be a part of England anymore.

Articles of Confederation-  The first contsitution of the United States.  It gave most of the power to the states and created a very weak central government.

Northwest Ordinance-  The document that created a system for territory to become a state.  It also created the NW Territory and its laws.

U.S. Constitution-  After the Articles of Confederation didn't work, they needed a new system of government...so they wrote one and callled it the US Constitution.


Quiz!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Documents Poster

With a partner or on your own, create one poster- divided into four sections- that describes each of the following documents:

• The Declaration of Independence
• The Articles of Confederation
• The Northwest Ordinance
• The US Constituition

Please give as much information about each document as you can.  This project is meant to teach you that these documents are all very important, but very different.

The Articles of Confederation don't work!!

There were plenty of problems with the new country...mainly due to its constitution called the Articles of Confederation. 

The Articles of Confederation was the document that set up the first government of the United States!!

On Moodle, with a partner, look at the problems that this weak document caused. 

Articles of Confederation

Book Work:

Chapter 8, section 2--
-Reading Checks in Notebook
-Definitions all words under DEFINE section in Notebook


Moodle:

Watch Video and answer questions on Moodle

MOODLE QUESTIONS

Go to moodle and answer the questions under the section called:
 MELDON---Articles of Confederation/Northwest Ordinance Questions.
Use your textbook or internet to find answers.  A quiz on this material will be taken this week.

Break!!


Have a great break!!  Enjoy your time with your friends and family. 

See you soon!!

Mr. Meldon

John Adams Movie

We will be watching the movie, John Adams over the next few days.  Please feel free to make comments on the movie below.

Reading Check Questions

POST ANSWERS ON THE BLOG w a partner:

• Chapter 8, section 1--Do all reading check questions

• Read 228-229, do Analyzing Primary Source Questions in the red boxes.

Packet Work

In your notebpooks answer the questions from the packet:

THE WAR MOVES TO THE SOUTH
1. Why did the British want to move the war to the south? What was their (British) new strategy?
2. How did the style of fighting change as the war moved to the south?
3. Who was the Swamp Fox? What was he known for?


VICTORIES AND LOSSES
1. Describe the different types of fighting that occurred in the south.
2. Who was General Horatio Gates?

VICTORY AT YORKTOWN
1. How did the French help as the war was coming to an end?
2. Describe the battle at Yorktown?

THE END OF THE CONFLICT
1. What Treaty ended the war?
2. What were the terms of the Treaty?

Parents' Assistance

Dear Parents,

Please help me out and look at your student's projects tonight if you can.  I have been on them all week to make sure that they are putting their best effort forward on their projects.  While some projects look like they will be great works of art, some look like it is going to take working at home tonight in order for them to get to where they need to be in order to get an 'acceptable grade'.

Please understand that I am not going to be very leanient on these grades.  We have worked in class over the last week (+) and I have offered my assistance daily.  Those projects that fall short of the requirements and creativity/neatness are due to lack of effort on some of the students' parts. 

This is my final push to see that my students take this project seriously and hand in their best work considering the time we have spent on this in class.

Thank you for your help,

Mike Meldon

Children's Books

Please remember you will have worked on these books for 5 full class periods, they should look like it!

- Neatness
-Creativity
-Good Story


Have fun!!

Story

Your children's book story must be completed by classtime tomorrow.  We will work on illustrations tomorrow.  Make sure you have this completed.

Kettler-- Story Writing Day

• Based on Historical Event
• At least 2 Historical Figures
• At least 1 Fictional Character
• 10 Vocabulary Words

Please make sure the rough draft of your children's story has all of the above included.

Project Day 1

Write your stories on loose leaf paper and be sure to follow the directions on the sheet.

I will then approve your stories tomorrow. 

Children's Book Project

Over the next few days, we will be working on our children's book project.  Please make sure that you follow the rubric to ensure that you get the best grade possible.  I am looking for creative, neat, and informative children's books that deal with an aspect of either colonial tensions with England or the American Revolution itself.  Please see the information sheet for additional instructions.

Have fun and do your best!

Revolution FAR Sheet

Use your time today to work on the worksheet with a partner.  This FAR sheet is a good mix of the material we've covered and presents it in a manner that allows for different learning styles. 

FAR sheets are NOT due today.

The Enlightenment

On your own sheet of paper, answer the following questions on the Enlightenment.  Use your computers to research the answers with a partner.  Please make sure you answers the questions entirely.  You have the entire class to complete this assignment.  We will discuss the Enlightenment tomorrow.  Here are a few sites for your research...you may need others also.

http://encyclopedia.kids.net.au/page/th/The_Enlightenment

http://encyclopedia.kids.net.au/page/jo/John_Locke

http://encyclopedia.kids.net.au/page/vo/Voltaire

http://www.socialstudiesforkids.com/subjects/enlightenment.htm




1.  What was the Scientific Revolution?

2.  What was the Enlightenment?

3.  John Locke,  a philosopher during the Enlightenment, believed in natural rights.  Define Natural Rights.  What were the three main natural rights?  (Google "john locke natural rights")

4.  John Locke also believed in a SOCIAL CONTRACT between a government and the people.  What was this agreement?  (Google " locke social contract agreement")

5.  John Locke believed that if the government broke this agreement (social contract) that the people had the right to do what...?  Why?  (Google "locke social contract revolution")

6.  What Enlightenment philosopher believed in the "common good" or "general will"? (Google "enlightenment philosopher general will")

7.  What does the "common good" mean?  Do you believe in doing things for the 'common good'?  Why or why not?

8. This philosopher also stated that "people have the right to make the laws that they have to follow".   What does that statement mean? 

9.  Another philosopher was Voltaire.  What was he known for?

10.  How did these Enlightenment ideas affect the formation of the United States (Constitution)?  (Google "enlightenment idea US constitution")

11.  How did John Locke and his ideas affect the writing of the Declaration of Independence?  Give specific examples.  (Google "John Locke Ideas in Declaration of Independence)

American vs. British Soldiers

1) With a partner, create a chart on a white sheet of paper comparing American and British Soldiers.  Compare them using the following catagories: Status, Uniforms, Weapons, Gear, Terrain.  The site below will help you significantly:

http://www.pbs.org/ktca/liberty/perspectives_military.html


2) On your own...(each of you need your own response). 
In the comment section below, answer the following question.... given what you know about the soldiers of each side of the revolution, who do you think should win in a battle?  Explain your answer.


3) For another look at the Battles of Lexington and Concord...see the links section and watch the History Channel video about Paul Revere...enjoy!

Battles of Lexington and Concord

With a partner, please research the battles of Lexington and Concord.  On one sheet of paper, explain the story of the battles.  Please turn in at the end of class.

Also:
We will be using Moodle more and more this year.  I need each person to log into moodle and make sure that they are members of "Chenault and Meldon's 8th Grade Class" using the enrollment code--chenaultmeldon

Meldon

Start studying for your test!  I will be available before or after school Wednesday for review. 

Fritz

British view of Boston Massacre
www.bostonmassacre.net/british.htm

Boston Massacre or Riot??

http://www.youtube.com/watch?v=LRxJh9mcfmk&feature=related

After reviewing the evidence, which side do you side with?  Provide evidence and reasons of why you feel this way (at least 3).  Comment your answers below with a partner.

Meldon 11/4

Chapter 6, section 4

Reading Check questions in Notebook

Meldon- All Classes

You and a partner:

Research the topics,
1. COMMITTEES of COORESPONDENCE
2. BOYCOTTING of ENGLISH GOODS in the COLONIES

Comment on the information that you found out about these subjects in the English Colonies at the time.  Please-- do not cut and paste.  Use your own words and post as much useful knowledge as you can so that others can better understand these concepts.

Kettler

Links:

http://library.thinkquest.org/TQ0312848/suact.htm
http://www.u-s-history.com/pages/h1211.html
http://en.wikipedia.org/wiki/No_taxation_without_representation
http://en.wikipedia.org/wiki/Committee_of_correspondence
http://dictionary.reference.com/browse/boycott
http://www.associatedcontent.com/article/921813/causes_of_the_american_revolution_boycotts.html?cat=37http://www.history.org/history/teaching/tchcrsta.cfm
http://www.ushistory.org/declaration/related/sons.htm
http://www.manhattanrarebooks-history.com/repeal_of_stamp_act.htm

\

Extended Response (answer in your notebook):

Many colonists were angry with the new taxes enacted by the English government.  Name an explain two ways that they demonstrated their discontent. 

Meldon 10/26

1--Finish your Colonial Conflict Charts

2--Watch the Video in the links section below called the "Proclamation of 1763". 

                        Comment below the answers to the questions: 

                        *Which King issued the Proclamation?
                        *Why did he forbid settlement in the new territory?
                        *How did the colonists view this decision?

3--Read 6.3 and 6.4

4--Reading Checks for 6.3 and 6.4 in Notebook.

Meldon- Colonial Conflicts

Create a chart showing each of the following conflicts: King William's War, Queen Anne's War, King George's War and the French and Indian War. Be sure to include:

• Who fought in the war (ex. Britain Vs. Spain)
• Dates of the War (years)
• Where the war was fought
• Why it was fought
• Who won
• What effect did it have (ex. changes)

Chenault's Class New Format

With the use technology - there are so many avenues we can go down and different things we can try.  For the next unit, we are going to be working from MOODLE - the user name and password are the same as you/your child uses to get on the computer.  Please let me know if you have any questions or concerns -  chenault_s@oakhills.hccanet.org.  We may be back to using blogger full time or we may decide to move forward with moodle or both.  We'll keep you informed!

THANKS

Meldon 10/18

Ch 6, section 1.
Reading Check Questions
Ch 6, section 2
Reading Check Questions

Vocab-- militia, casualties, pioneer, Pontiac's Rebellion, King George III, Proclamation of 1763.

All in Notebook!!  Have fun.

Meldon 10/8-- Colonial Regions

http://www.mrnussbaum.com/13colonies/13regions.htm

Go back to the website above and next to the map you created in your notebook, write a paragraph on each region.  Be sure to include info on the climate, geography, and economy.  Also mention some of the names of the colonies in the region.

Meldon/Chenault 10.11.10 - English Colonies

http://en.wikipedia.org/wiki/Headright

Read the definition of the Headright System above.  How would this system make the rich in Jamestown even richer?

5.2 
Read 126-130 Do Reading Checks along the way

New Vocabulary: balance of trade, imports, exports, duties, free enterprise, Triangular Trade, Navigation Acts, Middle Passage

5.3

Read 131-135

New Vocabulary cash crops, staple crops

Question 4a on page 135

Here is a post of all the assignments that should be finished for your notebook check along with a new assignment for today.  Make sure all of this work is completed in your notebook.  I know this looks like a lot but it has been assigned in class over the last two weeks so just double check and make sure it is finished.

Enjoy!!!!!

4.1

New Vocabulary: headright, planters, John Smith, John Rolfe, Bacon's Rebellion
Read: 92-97
Questions: Answer question 3, 4a and 4b on page 97

4.2

New Vocabulary sect, Puritans, Pilgrims, Mayflower Compact, Squanto
Read pgs. 98-102 and do all the reading checks along the way
Read the Mayflower Compact on page 100 and answer the questions that follow.

Blog Work

Extended Response Question: Compare the colonies of Jamestown and Plymouth.  Be sure to include why they came to the new world, the way the colony was set up and their interactions with the natives.

4.3

 New Vocabulary:  Great Migration, Fundamental Orders of Connecticut
Read 103 - 108
Questions 4a and 5 on Page 108

4.4
New Vocabulary - proprietors, Toleration Act of 1649
Read 109-115 and complete reading check questions in your notebook along the way

5.1

New vocabulary: town meeting, libel, Parliament, House of Burgesses, English Bill of Rights

Read pages 120-125

Answer Question – 4a on page 125

Blog Work

Look at the map on this site

http://www.mrnussbaum.com/13colonies/13regions.htm

Read about each of the colonial regions and in your notebook draw a map of the East coast of North American.  Color and label the colonial regions and write a paragraph about each region explaining their economy (how they make money) and what the settlements look like.

Meldon- 10/6 Colonial Regions

4.3
Read 103-108 
Answer the five reading check questions as you read (in notebook)


http://www.mrnussbaum.com/13colonies/13regions.htm

Read about each of the colonial regions and in your notebook draw a map of the East coast of North American.  Color and label the colonial regions.

Reminder-- Notebooks are checked tomorrow!!! 

Chenault 10.6.10

I am out today due to the GMC Golf Tournament - Remeber be good and get work finished

black numbers use computers 1^st.

Book work

5.1 – New vocabulary: town meeting, libel, Parliament, House of Burgesses, English Bill of Rights

Read pages 120-125

Answer Question – 4a on page 125

Blog Assignment –

Look at the map on this site

http://www.mrnussbaum.com/13colonies/13regions.htm

Read about each of the colonial regions and in your notebook draw a map of the East coast of North American.  Color and label the colonial regions and write a paragraph about each region explaining their economy (how they make money) and what the settlements look like.

Meldon- English Colonies

http://americanhistory.about.com/library/quizzes/blcolwhowants.htm

Take the quiz on the link above and post as a comment below how many you had correct out of 10 - you may use your book to find the answers


book:
4.4
New Vocabulary - proprietors, Toleration Act of 1649

Read 109-115 and complete reading check questions in your notebook along the way

Chenault - Colonies/Middle Colonies/Southern Colonies

http://www.youtube.com/watch?v=vU0JpyH1gC8

BLOG WORK

Click on the link below

http://americanhistory.about.com/library/quizzes/blcolwhowants.htm

Take the quiz and post how many you had correct out of 10 - you may use your book to find the answers
RED numbers get computers 1st

Book Work

4.4
New Vocabulary - proprietors, Toleration Act of 1649

Read 109-115 and complete reading checks along the way

*** make sure all Chapter 4 work is finished I will collect notebooks on Friday of this week.

Chenault - EAH Current Events

Post when you finish - Due 10/1/10 at 11:59 PM : )

9.30.10 - Jamestown, Plymouth and the New England Colonies

Extended Response Question: Compare the colonies of Jamestown and Plymouth.  Be sure to include why they came to the new world, the way the colony was set up and their interactions with the natives. 

Answer completely as a comment on the blog - Black gets computers first - put name and core (Example: John S. Core 1)


Finish Jamestown and Plymouth Work

New Work:
5.2 - New Vocabulary:  Great Migration, Fundamental Orders of Connecticut
Read 103 - 108
Questions 4a and 5 on Page 108

Chenault/Meldon 9.28.10 = Plymouth

Colonial House - Make sure your assignment is finished from yesterday - It is due on Wednesday

Jamestown - Review of new Vocabulary and questions

New work
4.2 - New Vocabulary sect, Puritans, Pilgrims, Mayflower Compact, Squanto

Read pgs. 98-102 and do all the reading checks along the way

Read the Mayflower Compact on page 100 and answer the questions that follow.

Extended Response Question: Compare the colonies of Jamestown and Plymouth.  Be sure to include why they came to the new world, the way the colony was set up and their interactions with the natives.

Chenault Meldon 9.27.10 - Colonial House

Announcement:  The online textbook is up and running.  We apologize for the delay.  Go to my.hrw.com Username: usrams  Password: m5n5x.  Please let us know if you hae any questions.

Colonial House:  As you are watching pick a person to follow throughout the show and anwer these questions as that person.

How did you feel as you got your "assignment/role" for the show?

How did you feel as you started your voyage?

Chenault/Meldon 9.24.10 - Jamestown

New Vocabulary: headright, planters, John Smith, John Rolfe, Bacon's Rebellion

Read: 92-97

Questions: Answer question 3, 4a and 4b on page 97

Blog Assignment: go to

http://www.pbs.org/wnet/colonialhouse/

We will be watching a series called Colonial House.  Go to the website, look at the colony and go to the meet the colonists link.  After reading about the colonists, POST which colonist (or family) you are most interested in following for an assignment while watching.

Meldon/Chenault - 9.22.10 JAMESTOWN VIDEO

Watch Jamestown Vdeo
http://www.snagfilms.com/films/title/nightmare_in_jamestown/

Take notes as you watch!

Chenault/Meldon 9.21.10 - French and Engilsh Colonies Review

1--French Colonization Activity  - ERQ

Compare (and Contrast) the French and Spanish colonies in the New World.  Be sure to include reasons for exploring, how religion played a role and where they settled.



2--English Colonization Activity

Go to
1. www.historyglobe.com/jamestown/

2. Click “Start the Adventure”
3. You will get a series of 6 questions.  Please do the following:
1. Click and Read:  Ask a Colonist
2. Click and Read:   Ask a Native
3. Click and Read:  Consult Charter

Follow the directions as you go through each question.  Make sure you consider all of your options before making a decision.

In your Notebooks:
Record your answer and reason for your answer for each question

 Record your:
Food Rating:                ________________________
Health Rating:             ________________________
Wealth Rating:            ________________________
Morale Rating:            ________________________

Read the Now we know section, go back and try again.

Chenault - Colonization 9.20.10

Today we will review new vocab and Spanish Colonies and do an activity with each. 

HOMEWORK - Catch up on missing assignments on the Blog if you cannot do them at home please see me.

Meldon- All Classes 9/20

You and your partner will create a Spanish Colonization Poster-

Advertise the Spanish Colonization of the New World.  Use the Terms God, Gold, and Glory and explain them in your work.

Chenault - Missing Assignment Weekend post

A number of you are still missing the Columbus video clip assignment on the blog as well as the Constitution Day video assignment.

Here is the link to each of the Blog posts

Columbus

http://usrams.blogspot.com/2010/09/chenault-all-cores_14.html

Constitution

http://usrams.blogspot.com/2010/09/chenault-constitution-day-91710.html

Please complete the assignment and let me when you have finished.  You have until this Friday to complete them.  Please see me if you need help or are having issues with Blogger I will be happy to assist you.

Thanks,

Mr Chenault

Chenault-EAH Current Event Status

Post the number of current events you have completed so others can comment.  DO NOT postif you do not have any.

Click on person's name to comment.

Chenault - Constitution Day - 9/17/10

Watch the video:

http://www.history.com/topics/constitution/videos#america-gets-a-constitution

Comment to this post the answers to the following questions.  (Include both names and Core)

1-After a few years with the Articles of Confederation it was clear that there was a problem with this first constitution...what was it?

2-What event showed people that we needed to strengthen the government?

3- What was the purpose of the Constitutional Convention in 1787?

4-Why were the Bill of Rights added?

Meldon-- Constitution Day 9/17

Watch the video:

http://www.history.com/topics/constitution/videos#america-gets-a-constitution

Comment to this post the answers to the following questions.  (Include both names and Core)

1-After a few years with the Articles of Confederation it was clear that there was a problem with this first constitution...what was it?

2-What event showed people that we needed to strengthen the government?

3- What was the purpose of the Constitutional Convention in 1787?

4-Why were the Bill of Rights added?

Meldon- All Classes European Colonization of Americas

http://en.wikipedia.org/wiki/European_colonization_of_the_Americas

There is a good map showing French, Spanish, and English Colonization on the website above.  Your packets are due tomorrow.

Chenault - OPEN HOUSE

Welcome Parents!!!

Online Resources
Daily use:
www.usrams.blogspot.com

Study Help
www.quizlet.com
Username and Password:  rrmsstudent

Online Textbook - my.hrw.com  (username and password coming soon)

Meldon- All Classes- Spanish Colonization

Start working on your worksheets. They are not due today, but get as far as you can.  You may work together using your textbooks and computers.

9/15/10 - Chenault - European Exploration - EAH

 

Book work today.  Complete the new vocabulary, questions and map concernin European Exploration.  You can use the computer to find the answers, but most/all you will find in the book using the index and glossary.

 

Computer work - Primary Sources

Read the primary sources and charts.  Answer the questions following each reading in your notebook in the notes section.

http://www.digitalhistory.uh.edu/historyonline/us2.cfm

Have Fun!

9/15/10 - Chenault - European Exploration - All Classes

Book work today.  Complete the new vocabulary, questions and map concernin European Exploration.  You can use the computer to find the answers, but most/all you will find in the book using the index and glossary.

Have Fun!

Chenault - All Cores

Columbus Video:
http://www.history.com/videos/christopher-columbus-man-and-myth#christopher-columbus-man-and-myth

Columbus Gold Video:
http://www.history.com/videos/columbus-quest-for-gold#columbus-quest-for-gold


Please watch both videos and comment below your answers to the following questions: (Please put both members names and Core)

1. What country was Columbus traveling for? What was the purpose of his voyage?

2. Did Columbus realize the Earth was round? Explain.

3. Did he reach his destination? Where did he land?

4. How did he treat the people that lived there? Explain.

5. What is your opinion of Columbus and his men?

Meldon- EAH

Columbus Video:
http://www.history.com/videos/christopher-columbus-man-and-myth#christopher-columbus-man-and-myth

Columbus Gold Video:
http://www.history.com/videos/columbus-quest-for-gold#columbus-quest-for-gold


Please watch both videos and comment below your answers to the following questions: (Please put both members names and Core)

1. What country was Columbus traveling for? What was the purpose of his voyage?

2. Did Columbus realize the Earth was round? Explain.

3. Did he reach his destination? Where did he land?

4. How did he treat the people that lived there? Explain.

5. What is your opinion of Columbus and his men?

Meldon-- A,B,D

Columbus Video:
http://www.history.com/videos/christopher-columbus-man-and-myth#christopher-columbus-man-and-myth

Columbus Gold Video:
http://www.history.com/videos/columbus-quest-for-gold#columbus-quest-for-gold


Please watch both videos and comment below your answers to the following questions:  (Please put both members names and Core)

1. What country was Columbus traveling for?  What was the purpose of his voyage?

2. Did Columbus realize the Earth was round?  Explain.

3. Did he reach his destination?  Where did he land?

4. How did he treat the people that lived there?  Explain.

5.  What is your opinion of Columbus and his men?

EAH Current Events Reminder

EAH 1st Quarter Current Events


On YOUR blog you must post at least 5 current events.

You must include for each:



A link to a newsworthy current event (no sports or entertainment news)

A summary of the article

A critical thinking question that pertains to the article

Comment on at least three other current events posted by others.

Due September 25, 2010

Chenault - All Classes

Today we are presenting our projects to the class.  We hope to finish today but some may spill over into Monday.  We will review all Constitutional topics on Monday and we will have a 20-25 question quiz on Tuesday.  Have a great weekend!!!!  We appreciate your (students and parents) patience as we try to incorporate new technology into the classroom.

Thanks!!!!!

Some cool projects...

Using xtranormal.com, here is a project teaching Seperation of Powers and Bicameralism...

http://www.xtranormal.com/watch/7100397

Has the creativity, originality, and information we are looking for.

Here is a good one too-- could have used more info though...

http://www.youtube.com/watch?v=otNOgQRzh7g

And another--

http://www.youtube.com/watch?v=AmJY8kFQaTY


And another>>>

http://www.youtube.com/watch?v=4QexsSm_y-U&feature=related

http://www.youtube.com/watch?v=pPjNnm8TGts&feature=related

http://www.youtube.com/watch?v=Qdl6QWEgQac&feature=related

Meldon All Classes

We will be viewing presentations today.  Quiz will be on Tuesday!!

Chenault ALL CORES

Project Presentations

Please click the Projects Link and become a member of my usrams group.  Then, post your projects to the group site.

You will need to sign into Moodle and join this class first.

We will present our projects once all the projects are posted.

Meldon- Project Presentations

Please click the Meldon Projects Link and become a member of my usrams group.  Then, post your projects to the group site.

You will need to sign into Moodle and join this class first.

We will present our projects once all the projects are posted.

PROJECTS

Make sure you are:

Using your time wisely

Creating a project that is interesting, creative, and educational

Using your own words-- Do NOT copy and Paste

If doing a PowerPoint- have at least 6 slides

Meldon/ Chenault All Classes 9/7

***********Washington DC Festa Italiana Money Due Thursday!!*********************

With your assigned group, create a multimedia presentation (powerpoint, video, moviemaker, blog, etc...) of the assigned term(s). 

Seperation of Powers
Bicameralism
Checks and Balances
Federalism
Representative Democracy
Legistlative Branch
Judicial Branch
Executive Branch

We will work on these today and tomorrow.  We will present them on Thursday.

Chenault 9/2 ALL CLASSES

Great week this week-- we learned a lot and we are working out some of the kinks.  Next week should be smooth sailing as we get into this school groove.

Please remember to bring in a pair of headphones if you have not already.  We will be using them in most classes.

EAH- you may want to get started on your current events project.  September 25 will be here before you know it.

Have fun this weekend and make sure that you root for  UC on Saturday!!

Please post a quick comment as to how you think this class has gone up until now.  What do you like about class, what are some things that you think could be changed.

Meldon-- ALL Classes

Great week this week-- we learned a lot and we are working out some of the kinks.  Next week should be smooth sailing as we get into this school groove.

Please remember to bring in a pair of headphones if you have not already.  We will be using them in most classes.

EAH- you may want to get started on your current events project.  September 25 will be here before you know it.

Have fun this weekend and make sure that you root for the Fightin' Irish of Notre Dame and UC on Saturday!!

Please post a quick comment as to how you think this class has gone up until now.  What do you like about class, what are some things that you think could be changed.

Chenault A,C,D 9/2

First Graded Homework Assignment. Please make sure you put your CORE in your response.


Comment Your Answers To the Question Below. Make sure you answer all parts of the question and answer it to the best of your ability using your own words.
Define Direct Democracy and Representative Democracy. Explain why the United States uses a Representative Democracy rather than a Direct Democracy.

Chenault EAH 9/2

First Graded Homework Assignment. Please make sure you put your CORE in your response.
Comment Your Answers To the Question Below. Make sure you answer all parts of the question and answer it to the best of your ability using your own words.

Define Direct Democracy and Representative Democracy. Explain why the United States uses a Representative Democracy rather than a Direct Democracy.

Meldon A,B,D 9/2

First Graded Homework Assignment. Please make sure you put your CORE in your response.


Comment Your Answers To the Question Below. Make sure you answer all parts of the question and answer it to the best of your ability using your own words.

Define Direct Democracy and Representative Democracy. Explain why the United States uses a Representative Democracy rather than a Direct Democracy.

Meldon EAH 9/2

First Graded Homework Assignment.  Please make sure you put your CORE in your response.

Comment Your Answers To the Question Below.  Make sure you answer all parts of the question and answer it to the best of your ability using your own words.

Define Direct Democracy and Representative Democracy.  Explain why the United States uses a Representative Democracy rather than a Direct Democracy. 

Chenault All Classes-- 9/1

Work with your partner to try and finish your packets today. You may use your computers to find your answers. If you finish, feel free to play the Amendment game at the site below.


http://www.quia.com/cc/67829.html

Meldon- A,B.D and EAH 9/1

Work with your partner to try and finish your packets today.  You may use your computers to find your answers.  If you finish, feel free to play the Amendment game at the site below.

http://www.quia.com/cc/67829.html