Class notes are posted in reverse order. NEWEST on top:
Students will use bell bell work time, if needed, to complete comprehension questions related to the book we are reading in class.
April 24-28 students will use bw time to complete various checkpoints for Info graph work progress. All facts and graphs to be used are due Wednesday and a pencil sketch of the Info graph is due as students leave class on Thursday. Fully complete Info graph is due and will be presented to the class on Friday . An extra day has been added to this project - Info graph on 11x17 paper I will give students is due Monday, May 1.
April 18-21 Students will write DBQ thesis and essay over this week, using notes and teacher help for each paragraph. Students conferenced with peers and myself and should have a final copy turned in with their DBQ packet due Monday. Tips can also be found in the DBQ packet
Ways to “Hook” your readers attention and make them want to read more
Emotion - happy, surprise, disgust, shock Imagery - force the reader to “see” the scene Question- Ask a dig deeper question for the reader to answer Quote- especially one found “in” the DBQ Bold words- strong words that are not used often or are words that evoke an emotion or reaction . Words that catch the reader's attention, perhaps even make the words slightly bigger or in bold like I did with HooK
Know your audience…. In this DBQ essay who is your audience, who is reading your paper, whose attention do you need to GRAB!!!!! That's right----- Ms. Wynn’s---- your teacher
Intro paragraph ESSAY tips
Grabber: Grabs the audience’s attention and makes them want to keep reading. (The audience in this case is the teacher)
Background: Time period and place (1777, Valley Forge)
State question: Essential question- state it! Write it out….just the question not your opinion of the answer
Thesis: State your answer to the essential question and reasons -chicken foot, Thesis statement
The next 3 paragraphs will be used to back up your thesis statement. Each part of the chicken foot will become a paragraph. Don’t just tell me about the documents tell me how the caused your #1 reason for war. If you do not have a good thesis, this essay will not work. Make sure you chat with me about your thesis. ________ caused the Civil War because ______________ , __________ and _____________. You must correctly reference your documents in your thesis and in each of the thesis parts paragraphs. (Doc. A ) for example Use the DBQ TIPS page in your packet for more guidance.
April 12- finished Doc M and N in class, worked on final bucketing of documents and bucket titles. April 10- bw analyze and answer Doc. J Highlight and define the following in Doc. L: verdict- a court decision popular sovereignty-the people decide, in this case the people living in each state would vote and decide if their state would be free or slave Highlight in doc. L "Bleeding Kansas" Declaration of Independence, slaves, not, part of the people, property,The fifth amendment to the Constitution, Missouri compromise, void
April 6- highlight and define the following on Doc G and Doc. H, add 2 characteristics from Doc A&B to your T chart of region characteristics. Doc. G Highlight ABOLITIONIST and define- person who wants to abolish, get rid of slavery. Against Slavery Highlight 4th of July and write above it – Declaration of Independence Highlight DENUNCIATION of TYRANTS- write off to the side- hatred of kings, those who force others to do something Highlight LIBERTY- off to side- freedom Highlight DISGRACE-off to side and write- ashamed, embarrassed Highlight SHAM in Doc G question and define- fake, not true, joke
Doc. H Highlight AGED- define somewhere- old people Highlight INFIRM- sick Highlight SABBATH- Sunday Highlight LUXURIATE in corporeal and mental repose- Free from worry Highlight LABORERS- factory workers in the North
April 3- students defined DBQ,primary source and secondary source on page 1 of DBQ packet. Students highlighted information I asked them to as we read the background essay. If you were unable to complete this, you will need to come in during FLEX to make up missing work.
Past Classroom notes: Bell work 3-7 In spiral write the current (today) location of the following. If you do not know from the movie where these “things” are then you will need to use the Blue SS textbook and look it up: Declaration of Independence- Building Independence Hall- city Books and documents important to Americas history- building Liberty bell – city
Each day this week, students will discuss and add answers to their review, they should be studying nightly to be prepared for the test. 2-16 Notes on the Judicial Branch Below is a link to all the notes from all 3 branches we covered this week. The notes were 1/3 page each and were glued into a colored foldable. The foldable should come home with your student Thursday night to study for the test on Friday. branches_fill_in_notes.docx 2-15 Notes on the Executive Branch (Full notes for all branches are posted under the Judicial Branch) 2-14 Notes on the Legislative Branch The legislative branch’s primary role is to make, or create laws. It is made up of 2 houses: the House of Representatives and the Senate. Checks and balances: system to guard any branch of government from becoming too powerful. 2-13 Notes on the Bill of Rights billofrightstable.docx 1-25 Notes for the Articles of Confederation * written plan of government for America * weak *only 1 branch of government- Congress *Congress could NOT make laws about taxes These weaknesses led to SHAYS REBELLION Massachusetts raised taxes on farmers, farmers who could not pay were fined or had their land taken away Daniel Shays lead an armed protest/rebellion that was eventually put down before anyone was harmed. Americans were worried that more events like this would happen so they sent the Founding Fathers to revise the Articles of Confederation. 1-20 bell work- copy these definitions into your spiral 4 sentence intro paragraph ESSAY tips
Grabber: Grabs the audience’s attention and makes them want to keep reading. (The audience in this case is the teacher)
Background: Time period and place (1777, Valley Forge)
State question: Essential question- state it!
Thesis: State your answer to the essential question and reasons (chicken foot The following is an example of how to write these sentences using a random topic for guidance and color coding
Though all desserts are wonderful, there is one that rises above the rest. After dinner, I sit at the table with an important choice to make. If I had to make the choice of whether or not to eat chocolate, I would eat it. I would eat chocolate because some kinds of chocolate are good for you (Doc. F and G), chocolate makes people happy (Doc. X), and chocolate comes in many varieties (Doc. Z).
January 9-13 Thursday: Added 3 pros and cons of Documents A and B Wednesday: Added 3 pros and cons based on background essay Tuesday: Created pro and cons of re-enlistment page Bellwork all week: Behavior reflection and DBQ work Week beginning Nov 28th -the students will create flash cards for the Causes of the American Revolution Test, they will put these in their spiral. The link below has the vocab in flash card form if you need the vocab definitions or if you want to print the flash cards out for use in studying- https://quizlet.com/13868106/american-revolution-5th-grade-flash-cards/ Each day, fill in 2 sided colonies notes page Nov11 compare and contrast Jamestown and Plymouth Oct 24- Nov 3 Each day the students will have a bell work assignment that goes with the DBQ, students will complete the work in the DBQ packet so there will be no student notes in their spiral until after we finish the DBQ. 10-4 Sunken Ship Notes Key words for each artifact: Sunken Ship Bible: Spread Christianity Stories of their faith Flag: Symbol of power of that country Show pride and honor country Gold and Silver: how countries counted/gained Wealth. More gold=more wealth (money) Food: New food source (possible new crop) Tobacco: cash crop Compass: navigation tool, always shows NORTH, may use on land as well Astrolabe: navigation tool that shows directions at SEA (latitude and longitude) not used on land 10-5 10 words or less summary ---3 reasons why explorers explored America. 10-6 Define: Northwest passage - trade route to Asia through North America. Explorers sailed West instead of southeast. The passage did not exist because explorers were unaware of North America. Contagious Disease-sickness that spreads quickly (many Native Americans were killed due to the contagious diseases the NA explorers brought with them to America) Explorers Project-read about your explorer and find these things: job, sponsor, motivation, impact 10-24 DBQ- Data based Questioning Primary Source- original, 1st hand account of an event. Done at the time of the event, by someone who was there. Letter, diary, journals, autobiography, map drawn by someone there like John Whites map Secondary Source- analyzes a primary source, 2nd hand account, Often comes very much after an event Biography, textbook, more than one person, explorer project we did in class Each day the students will have a bell work assignment that goes with the DBQ, students will complete the work in the DBQ packet so there will be no student notes in their spiral until after we finish the DBQ.
Snow Treasure - most classes read through chapter 22 and 23 on Friday. If you are reading at home over the weekend you should go ahead and read through chapter 23, stop at 24. Make sure you are also answering the comprehension questions per chapter. This packet is worth 3 daily grades.
Info graph due MONDAY 5/1...you are welcome :)
Students will compile 4 pieces of data about the civil war (based on their interest) and use that data to create an info graph using 3 different types of graphs. The following is the slide presentation I shared with students including a rubric for grading and examples of info graphs. Data collected needs to be number based so that graphs can be created. Ex. Gettysburg- information needs to be numbers associated with Gettysburg that can be used in a graph such as #of Union soldiers at Gettysburg vs. # of Confederate. Or # of soldiers involved in this battle compared to the # in other battles or war etc..... Ex. of graphs that we brainstormed in class: bar, pie, stem and leaf, line , venn, pictorial, flow chart, etc....
More info graph info : Check out the link to the slide show and rubric shown in class. IWe brainstormed types of graphs they learned in math so any of these will work such as ; line, bar, pictorial graphs. pie chart, flow chart, scatter, dot, steam and leaf plots. We also brainstormed things the students wanted to learn more about related to the Civil War.Most of the frustration students have had is in figuring out what they want number wise and how to word that in a google search. I have suggested words like....number of whatever topic, statistics of topic, info graph of topic (sometimes an image search is more helpful)
Ex. Topic - women in Civil War Possible Information numbers to gather from textbook, other sources ,internet....# of women in union vs # women of confederacy- graph that , # of women who helped the wounded/sick soilders ( Red Cross perhaps) in cw compared to women helping in another war like ww1 or even multiple wars compared- graph that. Then 2 more facts similar to those examples, graphed. Then each graph of information is neatly compiled, graphed and arranged on a 11x17 sheet of paper which has a title, works cited l, is eye catching ,free of errors in grammar/ spelling and colorful....an INFO GRAPH. :).if needed, see examples of info graphs on my slide show link on my website. Information on 11x17 infograph page needs to be hand drawn, do not copy, cut and paste anything onto your info graph....I want to see your ideas, creativity , and work , so nothing glued or attached to you're page.
NOTE: You need to be able to create a math word problem for facts used per each graph. If you can not create a math word problem then you will not be able to use that information in an graph.
PAST CURRICULUM: April 10-13 Monday- analyze doc. L Tuesday- analyze doc. N& M , doc L due Wed- Dear America Thursday- Final buckets Tuesday- Thesis work, debate slip Wednesday- Class debate Thursday/Friday-Essay writing tips. The students will also look over their last DBQ for things to be aware of and improve upon on this current DBQ. Friday- rough draft work time
Final essay due Monday, April 24
*The History Channel has a ton of info that might be helpful but.... remember, you can NOT mention the History Channel in your DBQ essay. The only things that can be written about in a DBQ are the documents within the DBQ, the History Channel does not have a document in this DBQ. However, researching a topic might help your understanding of the document.
April 3- 19 each day the student will bring to class their DBQ packet, student will work analyzing documents, forming opinions, writing rough and final essay using documents about the causes of the Civil War. The entire DBQ packet as well as a final essay written on the lined paper is due April 21 and will be a major, Academic Achievement grade.
Check out the link below titled wynncwdbq for the documents and helpful notes . Also check the notes section for bellwork etc that could help completing the DBQ UPDATED DUE DATES: Wed 5th- backgound essay ?s and prebucketing Thursday 6th- Doc A, B, and G Friday 7th- Doc H next Monday 10th - Doc I Tuesday Doc J and L
What Caused the Civil War ? DBQ Over the next few weeks, we will be working on a DBQ in class. Each day the students will be responsible for completing parts of the DBQ all leading up to a final essay they will write (5 paragraphs) over what they think caused the Civil War. Student packets went home today April 3 rd. Check the notes section for what was due today and the following days. Past Curriculum and Updates: Update : 2 sided notes will be finished in class on Monday the 20th. Projects/testing will begin on TUESDAY March 21st. If your child would like to research etc over the break, check out this link for more information : Project Grading Guidelines:
I will provide you one in class, but, if for some reason you need to print a copy of the blank US map for the scrapbook trail you can find it at this link above titled NOTITLEMAP (ironic:)
For those choosing the Test- answers to the review can be found using the link above-Westkey
March 6-10 Manifest Destiny, Industrial Revolution, Trails west, People of the West. Students will complete 2 sided notes page covering the topics mentioned. These notes will be used in class, students will be guided on how to fill them out and each side will be a daily grade. Finished notes are due on Monday the 20th although most kids will turn theirs in on Friday
To prepare for the Test on Thursday, March 2, your students will review in class. The test will be open note, and the notes that can be used have been given in the past week. See Class Notes section for copies of the notes.
Students may also review for the test, if they wish, with a Kahoot game. They will need a computer and a device (smartphone/iPad). Follow the link below to play the game:
Battle of New Orleans- Johnny Horton stop action leggo video link : https://www.youtube.com/watch?v=OWkOeK5AmI8
To prepare for the Test on Friday, February 17, your students will be given a review on Tuesday (February 14). All the answers will be discussed throughout the course of lessons and assignments in preparation for the test. below for a copy of the Formations of Government Test II review and a review with ANSWERS!!!! **UPDATED 2/17 with vocabulary definitions test_ii_key.docx To prepare for this Test, my students will rehearse and preform a Reader's Theater based on the book Shhhh we are writing the Constitution. We are hoping to preform this each class period for the public on February 8th. Please join us during your child's Social Studies class period on the 8th and witness an historic event- The Constitution Convention of 1787 Formations of Government (Constitution) test will be on February 10th. Click the link below for a copy of the review for the test with ANSWERS!!!! constrev2.pdf Valley Forge DBQ Pacing/Due Dates: We started off the semester with a Valley Forge DBQ (Document Based Questioning, similar to the Jamestown DBQ completed last semester. ) The final DBQ packet and thesis essay will be due for a major grade on Tuesday, Jan. 23 when they walk in the door. 1-20 information and tips on DBQ essay writing 1-23 Rough draft due, fine tuning and writing out Final paragraph, all DBQ and Essay due Tuesday. Monday: Introduced VF DBQ and hook Tuesday: Hook due. Discussed background essay Wednesday: Groups answered background essay questions, and identified essential question and pre-bucketed Thursday: Background questions due. Analyzed Document A Friday: Document A questions due. Analyze and answer questions with Documents B, C, and D Next week your child will write a rough draft and final copy due the following Monday (1/23), answering the DBQ essential question: If I were a soldier at Valley Forge, would I have re-enlisted or not re-enlisted? Click the link below for a copy of the student DBQ: vf_dbq.pdf December: Students were given a test review for the Causes of the American Revolution yesterday 12-13. The answers for the review follow. The students will play a Kahoot game on Thursday to practice for the test and the Causes of the American Revolution will be on FRIDAY DEC 16...we just needed one more day to fully prepare :) REVIEW ANSWERS: Causes of the American Revolution: Test Review 1. Why did Britain impost the Stamp Acts and Townshend Acts on the colonists? BRITAIN NEEDED MONEY. 2. What three things happened because of the colonies protests of the British taxes? 1-PATRICK HENRY SPOKE OUT AGAINST THE STAMP ACT. 2-SONS OF LIBERTY WERE FORMED. 3-COLONISTS BEGAN TO BOYCOTT BRITISH GOODS. 3. Who was one of the first to speak out against the Stamp Act? PATRICK HENRY 4. What was the effect of the British taxation on the colonies as a whole? THEY BEGAN TO UNITE. 5. Who organized the Sons of Liberty? SAMUEL ADAMS 6. What did the Daughters of Liberty do to support the boycott of British goods? WOVE CLOTH & MADE TEA 7. What is the Committee of Correspondence? TO SHARE NEWS AMONG THE COLONIES 8. How did the Boston Tea Party express the view of many colonists? IT SHOWED THE COLONISTS STRONGLY PROTESTED THE TEA TAX. 9. What caused the Intolerable Acts? BOSTON TEA PARTY 10. name all three things the Intolerable Acts did… 1-COLONISTS HAD TO HOUSE & FEED THE BRITISH SOLDIERS. 2-PORT OF BOSTON WAS CLOSED 3-MASSACHUSETTS WAS PUT UNDER CONTROL OF A BRITISH GENERAL. 11. What is a Patriot? A COLONIST OPPOSED TO BRITISH RULE 12. Who offered to lead men in the battle for the relief of Boston? GEORGE WASHINGTON 13. Which Patriot warned of the British attack? PAUL REVERE 14. Which event came first?
Battle of Concord
British retreat of Boston
Paul Revere captured
15. Which battle began with “the shot heard round the world”? LEXINGTON 16. Which brief battle forced the British to retreat to Boston? CONCORD VOCABULARY Parliament: BRITAIN’S LAW MAKING ASSEMBLY Repeal: CANCEL Sons of Liberty: GROUP THAT LED PROTESTS AGAINST THE NEW STAMP ACT TAX American Revolution: WAR AMERICA FOUGHT FOR INDEPENDENCE Minutemen: MILITIA GROUP READY TO FIGHT AT A MINUTES’ NOTICE Loyalist: COLONISTS WHO REMAINED LOYAL TO BRITAIN Boston Massacre: BRITISH SOLDIERS KILLED 5 COLONISTS IN BOSTON WHO SURROUNDED THEM Committee of Correspondence: GROUP FORMED TO SPREAD NEWS AMONG THE COLONIES Tea Act: LAW THAT ALLOWED ONLY ONE COMPANY TO SELL TEA IN THE COLONIES Boston Tea Party: COLONISTS DUMPED TEA INTO BOSTON HARBOR TO PROTEST THE TEA ACT Intolerable Acts: LAWS BY BRITAIN TO PUNISH COLONISTS’ FOR THE BOSTON TEA PARTY Patriot: COLONIST WHO OPPOSED BRITISH RULE Townshend Acts: TAX ON IMPORTED GOODS Tariff: TAX on imports Boycott: REFUSAL TO BUY GOODS OR SERVICES Explorers: reasons explorers explore, reasons they came to America, their motivation, goals and impact of exploration. Colonization: Who started colonies in America, why, impact and characteristics of successful and unsuccessful colonies.
If you are interested in what all will be covered, the TEKS I am responsible for teaching can be found on the Texas Education Agency website : http://tea.texas.gov/curriculum/teks/ Upcoming Events: There will be several daily grades taken this six weeks as well as 2 major Test/Project grades. Explorer project: done during class and presented to the class on Friday Oct 14 *date change * due to Hoopla Jamestown DBQ- worked on in class and due on 11-4 the DBQ packet will count as a test grade and at least 3 daily grades will come from this packet. Nov 16- colonies TEST Colonies Review with answers: