Tuesday, December 14, 2010
Monday, December 13, 2010
Monday, December 6, 2010
Tuesday, November 30, 2010
Tuesday, November 23, 2010
Thursday, November 18, 2010
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.
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
Monday, November 15, 2010
Tuesday, October 26, 2010
New Vocab for Chapter 4
amend
blockade
boycott
converge
dissarray
import
leery
Loyalist
pardon
Patriot
sedition
survey
tallow
Tory
unalienable
Whig
blockade
boycott
converge
dissarray
import
leery
Loyalist
pardon
Patriot
sedition
survey
tallow
Tory
unalienable
Whig
Monday, October 25, 2010
Thursday, October 21, 2010
Monday, October 11, 2010
"Slave Ship" story due
The story will be due on thursday and friday depending on what core you are in.
Tuesday, October 5, 2010
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?
Thursday, September 30, 2010
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.
Friday, September 24, 2010
Chapter 3 Vocab
monopoly
monarchy
mercantilism
kiln
coverture
botanist
aristocrat
apprentice
amnesty
repeal
proprietor
stave
tyranny
pacifist
transaction
yeoman
monarchy
mercantilism
kiln
coverture
botanist
aristocrat
apprentice
amnesty
repeal
proprietor
stave
tyranny
pacifist
transaction
yeoman
Wednesday, September 15, 2010
Monday, September 13, 2010
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.
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.
Thursday, September 9, 2010
Chapter 2 Vocab Words
Bias, Renaissance, tribute, Columbian Exchange, cultivate, elite, forge, indigenous
Tuesday, September 7, 2010
Friday, September 3, 2010
NCjourneys.com
Here is how to go to the online textbook.
Login must be clicked on student
Login info- nams123 and password is nams123
Login must be clicked on student
Login info- nams123 and password is nams123
Wednesday, September 1, 2010
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.
• 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.
Tuesday, August 31, 2010
Monday, August 30, 2010
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 _____
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?
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?
Friday, August 27, 2010
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
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
Thursday, August 26, 2010
Wednesday, August 25, 2010
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.
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