Underground Railroad webquest

http://www.nationalgeographic.com/railroad/j1.html

12-13-10 EQ

How did slavery impact NC in the 1800s?

Theme Reflection due by 12-7-10

12-6-10 EQ

What kinds of struggles did the Patriots endure during the Revolutionary war?

Letter to the Editor Due 12-3-10

Please make sure that they are in the box before friday.  Thanks!

Rubric for writing assignment 11-23-10

http://www.ncpublicschools.org/docs/acre/writing/rubrics/features.pdf

http://www.ncpublicschools.org/docs/acre/writing/rubrics/conventions.pdf

http://www.ncpublicschools.org/docs/acre/writing/rubrics/content.pdf

Writing Assignment Revolutionary War 11-18-10

Procedures

1. I will share with students several examples of recent letters to the editor. Include samples from local newspapers and national newspapers.

2. I will explain that newspapers in this country have published written opinions since the American Revolution. These letters or editorials expressed strong and passionate opinions about our country’s fight for independence. Students will be required to  write their own letters to the editor as if they were living during the Revolution. Our letters should express our opinions about how the war is going and a desired outcome. Each letter must make clear:

• where the writer is from—the American colonies or Britain;

• the writer’s sympathies—loyalist (that is, faithful to the crown) or patriot (that is, favoring the American cause)—and support for that position; and

• the newspaper’s sympathies—loyalist or patriot.

3. We will review the fundamentals of writing a letter to an editor (or of writing an editorial):

a) Tell the reader specifically what you are writing in response to—usually, to an article, an editorial, or a column previously published in the newspaper.

b) Announce your position.

c) Give evidence in support of your position, making sure that the details you include are relevant, fair, and reliable.

d) Appeal to both a reader’s logic and a reader’s emotions.

e) Acknowledge that the newspaper and some readers may hold an opinion different from yours. Show why your position is superior to theirs; in other words, show what’s wrong with their position.

f) When appropriate, conclude your letter with a call for action by the readership.

4. We will select an issue appropriate for a 1780 letter to the editor. Possibilities include the following:

• John Paul Jones’s exploits at sea

• Benedict Arnold’s behavior

• Guerilla warfare by patriots in the South

5. After we draft our letters to the editor, we will exchange letters with a partner for peer evaluation. We will check each other’s letters for the following problems:

• Insufficient support

• Unclear organization

• Overstatement or hyperbole (we will talk about this)

• Fallacies of reasoning (such as either-or thinking, red herring, attacking the person instead of the position)

6. We will revise before final copy is turned in

NEW EQ 11-15-10

How did NC's role impact the revolutionary war?

NEW EQ 10-27-10

What events led up to the Revolutionary War?

New Vocab for Chapter 4

amend
blockade
boycott
converge
dissarray
import
leery
Loyalist
pardon
Patriot
sedition
survey
tallow
Tory
unalienable
Whig

Chapter 3 Quiz 10-25-10

Open book quiz today, please come prepared!

NEW EQ 10-21-10

How did the French and Indian War affect the Carolina colony?

"Slave Ship" story due

The story will be due on thursday and friday depending on what core you are in.

Writing Assignment "Slave Ship" 10-5-10

Write a personal account from the point of view of one or more people on a slave ship. 

·    One page in length

·    You may use fictional characters

·    You will need to be descriptive on what it was like- sight, smell, taste

·    Am I gaining a better understanding of what a slave ship was like from reading your story?

REFER TO RUBRIC FOR DETAILS!!

Due- NEXT WEEK

Rubric for upcoming assignment "Slave Ship"

Story Writing : Slave Ship

---

Teacher Name: A Tong Student Name:     ________________________________________

CATEGORY	4	3	2	1
Accuracy of Facts	All facts presented in the story are accurate.	Almost all facts presented in the story are accurate.	Most facts presented in the story are accurate (at least 70%).	There are several factual errors in the story.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged

10-5-10 NEW EQ!

Which groups settled in the colonies?  Why did the settlers come to America?  How could the Carolina Colony be described?

Jamestown 9-30-10

Today we are doing a brief study on Jamestown.  We will see what the early English settlers learned about the land and people.  What we learned at Jamestown helped us settle other parts of the eastern U.S.

Chapter 3 Vocab

monopoly
monarchy
mercantilism
kiln
coverture
botanist
aristocrat
apprentice
amnesty
repeal
proprietor
stave
tyranny
pacifist
transaction
yeoman

SS EQ 9-15-10

How did the Renaissance peroid affect exploration of the new world?

Comic Strips 9-13-10

Today we are making comic strips. 

Create a comic strip that describes through words and pictures the American Indians before the arrival of the


Europeans. Remember to give your comic strip a title.

9-9-10 EQ

How are the American Indians described before the arrival of the Europeans?

Chapter 2 Vocab Words

Bias, Renaissance, tribute, Columbian Exchange, cultivate, elite, forge, indigenous

Indian Village picture

What does this picture tell you about Indian life before the arrival of the Europeans?

DUE!!!

Don't forget the NC Travel Brochures are due by the end of the week. 

NCjourneys.com

Here is how to go to the online textbook.

Login must be clicked on student

Login info- nams123 and password is nams123

NC Travel Brochure Project

NC Travel Brochure Project


• 3 regions all listed

• Recreational activities- at least 5 for each region

• 5 cities listed on a map of the region

• Main economical activities for each

• Is it pleasing to the eye? Will it draw me to a NC?

• Pictures from the region should be included! Can be computer generated.

8-31-10 EQ

What are the characteristics of NC's regions?

Standard Writing Rubric

Name:_____________________________






Standard Writing Rubric



Needs

Focus Excellent=5 Proficient=4 Adequate=3 Improvement

• Writing has a clear, appropriate focus. ____ ____ ____ ____



• Focus is maintained throughout piece. ____ ____ ____ ____



• The piece accomplishes its purpose. ____ ____ ____ ____



Organization



• Beginning establishes focus of composition and. ____ ____ ____ ____

engages readers in the topic.



• The piece has a clear organizational structure. ____ ____ ____ ____



• Ideas and details are logically connected to ____ ____ ____ ____

each other using transition words and sentences.



• Ideas progress to a logical conclusion. ____ ____ ____ ____



Support and Elaboration



• Topic is developed with specific, relevant details. ____ ____ ____ ____



• Writing has sufficient elaboration to be convincing. ____ ____ ____ ____



• All details are important and relevant to main idea. ____ ____ ____ ____



• All details move the writing toward desired end. ____ ____ ____ ____



Style



• Piece addresses specified audience appropriately. ____ ____ ____ ____



• Writer uses words that are precise, engaging and

well suited to the purpose, audience, and context. ____ ____ ____ ____



• Writer uses a variety of well-crafted sentences that

establish relationships between and among ideas. ____ ____ ____ ____



Conventions



• Sentence structure is appropriate and correct. ____ ____ ____ ____



• Writer demonstrates standard and appropriate

usage of verbs, pronouns, and other words. ____ ____ ____ ____



• Writer uses correct punctuation, capitalization,

and spelling. ____ ____ ____ ____



Comments:









Final Grade _____

NC Regions Travel Brochure Project

You are a travel agent who organizes business retreats for North Carolina industries. You collect information about the three major geographical regions of North Carolina and identify cultural and recreational activities, major landforms, and accommodations available in each region in order to design travel brochures. These brochures will be reviewed by a local travel agency.

You brainstorm lists of cultural and recreational activities and landforms found in their assigned regions.


You will use a map to list at least 5 major cities found in their regions.


You will request information from Chambers of Commerce within their regions. Additional resources can include atlases, almanacs, encyclopedias (print or electronic), full text periodical databases (SIRS Discoverer), and student textbooks. (The majority of these resources should be available in the school media center or the local public library.)


You will select appropriate information to include in their travel brochures as outlined in their project guidelines. (See Standard Writing Rubric).


You will organize and design their brochures to include the required components using either a desktop publishing program, a word processing program, or “paper and pencil.”

After viewing the other brochures, the students can plan their own vacations outside of their assigned regions or write a response to the following prompt:






If you could travel to any of North Carolina’s three regions, which would you travel to and why?

Chapter 1 Vocab Words

physical feature- the natural landforms and characterstics of a place

barrier islands- the outlying islands on NC's coast

fall line-  an imaginary line made where the piedmont meets the coastal plain

secondary source- something made or written by someone who studied the event

piedmont- an area of rolling hills lying between the coast and the mountains

human feature- changes made by people to the land

primary source- something made or written by someone who was there

Asheville

What clues in this picture let you know this picture was taken 100 years ago?

This is a picture of Asheville in 1910.

8-27-2010 Essential Question

What are some ways to think critically and analyze our past?

Welcome back to school!

I hope this year is an enjoyable year for you.  I look forward to being your Social Studies teacher and possibly one of your coaches.  Throughout the year I will be posting various items and topics from our class on this site.  This blog site will facilitate critical thinking, problem solving, communication, collaboration, creativity and innovation.  Lets have a great year.