United States History Assignments
- Instructors
- Term
- 2014.15 School Year
- Department
- Social Studies
- Description
-
Welcome to Ms. Schaller’s 8th grade United States History class. This course will study the history of the United States of America from colonization through the Industrial Revolution. This class will focus on the development of academic skills outlined by the Common Core Standards. History is not just a series of dates and places; it is an ongoing story as unique as the different voices that tell it. As we explore the story of our American history, we will be using a variety of activities and materials to engage your student in understanding, imagining, and thinking critically about the past and its lasting influences on American culture.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Civil War Notebook Check
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CW notebook check.
Complete Title Page with three colored or outlined pictures showing three things you learned.
Table of Contents is available in you child's google classroom account and have been posted daily in class.
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Chapter 16.1 Assessment #1a, 1b, 2a, 3b, & 4
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15.5 Assessment 1a, 2a, 2b, 3a, 3b.
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uHomework:
uFinish Guided questions and T-Chart worksheet
u15.4 Assessment #1b, 1c, 2a, 2b, 4a, and 5.
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Chapter 15.1 Assessment #1a, 1b, 1c, 3a, and 3.
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see attachment for documents and worksheet. Ignore the first two pages.
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Causes of the Civil War Notes (see attached or get from your google classroom). Students on the field trip to New York have until Friday to finish. :)
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- Test (need to make up if you were absent)
- 14.1 Assessment 1a, 2a, 2b, 3a, and 3b.
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Reformers Dossiers (see attached)
Chapter 13. 4 Assessment 1a, 1b, 2a, 2b, 3a, 3c
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Read Chapter 11.3
Read Chapter 11.4 and do assessment questions 1b, 2a, 2b, 3a, 5.
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Study for test
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Finish study guide.
Create Title Page for Westward Expansion notebook. Include three colored outlined pictures showing three things that we learned in class. This activity should reflect some artistic effort but should not take you more than 20 minutes.
Table of Contents for this section is available in our google classroom.
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Chapter 10.2 Assessment #1a, 1b, 2a, 2b, and 3.
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Finish presentation of groups of the west if you did not finish in class.
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In class we did a warm-up and worksheet. These are available in class. For homework you will need to complete the Chapter 10.1 Assessment #1a, 2a, 2b, and 3.
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Read Chapter 10.1
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Jackson group project due!
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Philosophical Chairs reflection worksheet
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Finish webquest on The Trail of Tears. Read Chapter 9.3
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Nullification flowchart (Tariff of Abominations worksheet)
Quiz has been moved to tomorrow (Friday)
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Start American System Fordable (see attachment). Due Tuesday!
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1. Read chapter 8.1
2. Finish notes
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Finish pictures for cause and effects graphic organizer.
Finish study guide.
You will have 10-15 minutes tomorrow to do you Notebook Title Page/organizer your notebook.
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Finish Lewis and Clark Ad Project (Due Monday)
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Start Lewis and Clark Ad.
paragraph frame:
sentence 1 - introduction
sentence 2- one detail about expedition
sentence 3- second detail about expedition
sentence 4 - third detail about expedition
sentence 5 - one reason why exploration should continue
sentence 6 - second reason why exploration should continue
sentence 7 - concluding sentence
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Finish Louisiana Purchase graphic organizer and debrief questions
Louisiana Purchase Debrief Questions
- Did the Federalist oppose the Louisiana for practical reasons or were they oppose it just because it was Jefferson’s administration?
- Do you think there could have been a way for both the Democratic Republicans and Federalists to work together/agree on the Louisiana purchase? Why/why not?
- Do you think Thomas Jefferson sacrificed some of his political beliefs to buy the Louisiana Purchase? Why/why not?
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Complete 7.1 Assessment # 1a, 1b ,2a, 2b, 4 - copy questions and answer in complete sentences.
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Finish study guide, study for test.
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1) Title Page for Early Presidents section of notebook.
2) Marbury v. Madison worksheet
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Political Cartoons
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Read Chapter 6.4
(Honors work on NHD)
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Read Ch 6.2
Finish your side of the Jefferson v Hamilton ppr. (reading attached)
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Political Parties Webquest click here
Finish Reflection questions: Use the information you learned on your webquest answer your reflection questions. Answers should be at least 2-3 sentences long, included specific detail, and include detailed explanations.
1) What is a political party?
2) According to the survey, what was your political ideology (conservative, moderate, or liberal)? Which political party best represented your party preference? Do you agree with the survey results? Explain.
3) Are political parties good or bad for the nation? Explain.
4) How did political parties start in the United States?
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Finish Washington's Farewell Address Close Reading questions.
- What message(s) was Washington trying to convey?
- Using an excerpt from the text, explain Washington’s stance on political parties.
- What was Washington’s opinion on foreign policy? Provide evidence and explanation (commentary).
- According to the quote below, what did Washington think about accumulating debt?
- “[Avoid] likewise the accumulation of debt,…not ungenerously throwing upon posterity the burden ,which we ourselves ought to bear…”
- What were the main ideas from Washington’s Farewell Address? Do you think his advice was followed? Provide one or more specific examples to support your argument.
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Chapter 6.1 Assessment 1a, 2a, 2c, 3a, 3b (page 199 in book, you need to read too)
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Washington’s Administration on International Affairs
Go to http://tinyurl.com/duhwebquest answer in complete sentences on page 6 of your notebook.
1) After the French rebelled against their king, tensions arose between Britain and France. The tensions arose into full scale war. Some Americans wanted to side with the French while others wanted to side with the British. What did the United States end up doing? What was this action called?’s
2) In your opinion, who would you have sided with – France or Britain? Use the links below to strengthen your answer.
3) After Washington’s decision, Hamilton and Jefferson had very different views on Washington’s decision. What were their views? Who did Jefferson support? Who did Hamilton support? What was the outcome?
Red Textbook: Pg 206-207
4) Why did George Washington send Chief Justice John Jay to Britain?
5) What is Jay’s Treaty? How did the people of the United States react to this treaty? Why?
6) What is Pinckney’s Treaty? How did the people of the United States react to this treaty? Why?
7) Why was Pinckney’s Treaty significant? What did it do for the American economy?
Go to http://tinyurl.com/duhwebquest answer in complete sentences on page 6 of your notebook.
1) After the French rebelled against their king, tensions arose between Britain and France. The tensions arose into full scale war. Some Americans wanted to side with the French while others wanted to side with the British. What did the United States end up doing? What was this action called?’s
2) In your opinion, who would you have sided with – France or Britain? Use the links below to strengthen your answer.
3) After Washington’s decision, Hamilton and Jefferson had very different views on Washington’s decision. What were their views? Who did Jefferson support? Who did Hamilton support? What was the outcome?
Red Textbook: Pg 206-207
4) Why did George Washington send Chief Justice John Jay to Britain?
5) What is Jay’s Treaty? How did the people of the United States react to this treaty? Why?
6) What is Pinckney’s Treaty? How did the people of the United States react to this treaty? Why?
7) Why was Pinckney’s Treaty significant? What did it do for the American economy?
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Study for your test! You can review by using the Jeopardy games below.
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Study for your test! You can review by using the Jeopardy games below.
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Study Guide - it must be complete if you would like to use a note card on the test. No study guide = no note card
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Finish Study Guide
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United States Constitution Title Page (add three colored pictures showing three things you learned in this unit).
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Mystery Theater script (perform tomorrow)
Review Bill of Rights Hand Motions
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finish Bill of Rights Say Mean Matter worksheet
5.2 assessment 1c, 2b, 3a, 3b, 4b is due Wednesday
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Study for quiz (see attached PowerPoint)
The Supreme in Supreme Court worksheet (only hard copies available)
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Finish iCivics webqust bit.ly/iCivicscourts
use this link for #5 bit.ly/courts5
don't forget you have a quiz on courts and executive branch on Thursday.
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Judicial Branch in a Flash Worksheet and Crossword (the reading with answers is attached below)
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webquest bit.ly/beingpresident
presidential requirements (list and write about if you think the are a good idea or not and why) bit.ly/prezrequirements
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Take the Congress Assessment (if you didn't already do it in class). bit.ly/congressreview
You can also play LawCraft at bit.ly/lawcraftgame
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How Laws are Made Worksheet (only hard copies are available)
optional - watch How Bills are becomes a law brainpop and/or schoolhouse rock.
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Worksheet (read, and answer the quetions on the back. Don't forget to underline or highlight where you found your answers. Marking your text is optional) Only hard copies of this assignment are available.
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- 5.1 Assessment #2a, 2b, 3a, 3b, and 4a. (copy questions and answer in complete sentences.
- Posters due tomorrow.
- Notebook check Friday
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Great Compromise Worksheet
- use pages 126 and 127 of the red book to include details on your graphic organizer from class.
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Chapter 4.1 Review 2a, 2b, 2b, 3a, and 3b.
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Study for test (see study guide and jeopardy)
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Read chapter 3.4
Study for test (study guide attached)
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finish Declaration of Independence Handout (rephrase and make a simple sketch for each excerpt)
Read Chapter 3.2 and answer questions 1a, 1b, 1c, 2a, and 2b.
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Start to study for next week's unit test.
(optional) Finish watching the video and complete the video guide questions attached:
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Read Chapter 2 Section 5 of the red textbook and do the following assessment questions 1a, 2a, 3a, 3b, and 4b. (pg 69)
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Ideology of Revolution Chart
Questions and summary for Cornell Notes
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Finish Colonial Regions Map: use pages R5, 55, and 53 of the red book to 1) label the colonies, label each of the Great Lakes, label the Atlantic Ocean and Gulf of Mexico. 2) make a key and color code the New England, Middle, and Southern Colonies. 3) shade all other land in a light color.
Study for quiz: Geography (regular only), What's a Colony, Columbia Exchange, Colonial Regions, Jamestown.
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Read about your colonial region and finish answering the questions we started in class with you table group.
Colonial Regions research questions
- What is the name of the region?
- What colonies are in the region (hint: most of them later became states)?
- What was the weather and soil like?
- How did the region make money? What was their economy based on? What products did they create or trade?
- What religious groups lived here? Were they escaping religious persecution? If so, from where?
- What countries did colonists come from? Why did they come to this region?
- How were African Americans treated here? Where they enslaved? What jobs did they do? Was there a way to escape slavery?
New England Colonies: Red book 53, 42-47 Brown book 37, 39 - 41
Middle Colonies: Red book 53, 49-51 Brown Book 37, 42-43
Southern Colonies Red book 53, 36-41 Brown Book 38, 44-46
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Chapter 2.1 Review (red book) 2a, 3b, 4a, 4b.
Read through the PowerPoint attached and watch the first five minutes of the Crash Course: Atlantic Trade video.
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Get history notebook
Finish Jamestown Questions. (reading and questions attached as a word document)
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Finish Cornell Notes Summary (see the attached "1st week of school" PowerPoint for guideline on writing a summary)
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Personal History Letter - answer the questions in letter format using blue or black ink. Typing is also acceptable.
What is your name? Do you have a nickname you prefer?
Where were you born?
When is your birthday?
What are your passions in life?
What is one unique thing about you?
What is unique about your family or traditions?
What do you want to do when you grow up?
How do you study/learn best?
What expectations do you have of Ms. Schaller and this class?
What can Ms. Schaller expect of you as a student?