Today we will continue our work with the Constitutional Convention Delegates.  You should be working on writing your debate speeches/statements, finishing your research, and creating your Hollow Head.  If you are having trouble finding information check out the Library Of Congress website and search your delegate!

Don't forget Research Chart and Bibliography are due tomorrow and need to be submitted through schoology.com

Today's directions:
1. Take this Google Form for our movie choices Friday afternoon as a ASK reward
2. Complete your Delegate Research (see previous posts for resources & directions). When you are done please submit through https://www.schoology.com/.
3. Students completing the debate should see me for the next step in your research
4. Start the "Hollow Head" section of the project
5. Check Aspen

Today students will use the period to research their assigned delegate.
Delegate to the Constitutional Convention Assignment
Modified Delegate to the Constitutional Convention Assignment
Here are some helpful resources:
teachingamericanhistory.org
Gale Biography in Context
Gale Kids Infobits People
www.mountvernon.org
If you find more resources please add them to this doc to help others! Delegate Resources

Today we learned about the Philadelphia Convention. Constitutional Convention Google Slides

We will be starting a research project about the delegates at the Convention

Delegate Research Assignment

Modified Delegate Research Assignment

Today in class we discussed the Articles of Confederation.  We brainstormed solutions to the problems the Articles of Confederation caused. 

Today we will speed through the important events during the American Revolution. For more read We The People Lesson 9 and Revolution Google Slides

We will match events with their summaries, watch the videos below, and if time allows start the Articles of Confederation Homework:

Articles of Confederation Homework...DUE TOMORROW!!!

1. Practice using Quizlet for 10 minutes
2. Take the Quiz:

• Standard Quiz
• Modified Quiz
• Extra Modified

Quiz Friday!!!  QUIZLET Practice

Today we will play Jeopardy!

This week's calendar:Calendar Week of December 2nd

These video clips will help you review for the Quiz Friday. If you take notes I will give you extra credit points!

Start at 2:41

Start at 2:30 watch until "A Miracle in Philly" 9:42

Today students will watch the Liberty Kids Common Sense video and take a quiz on it.  Students will also submit their tNatural Rights & Independence Chart from yesterday through schoology.com.  Student should have completed the first table and at least 2 from the second table (quotes from the DOI)

Directions:
Independently or with a partner complete ALL of the first chart (the acts) and then pick at least 2 quotes from the Declaration of Independence to complete. You can find the Doc on schoology.com and submit it there as well. If you need help remembering the acts use your notes or the videos below. Natural Rights & Independence Chart

The Quiz has been postponed until December 6th and there is no calendar this week.

Today students will finish watching HBO John Adams Episode 2: Independence. they will then match the complaint with the natural right being violated and turn in their video discussion notes

https://www.schoology.com/

Today students competed Questions about the First & Second Continental Congress based on the HBO John Adams series episode 2: Independence

PROPAGANDA DUE TOMORROW!!! 

Today we compared the Declaration of Independence to a break up Google Slides Declaration of Independence
Here are the notes from class WTP Lesson 8: Natural Rights & the Declaration of Independence Class NOTES

DON'T FORGET YOUR PROPAGANDA ASSIGNMENT IS DUE FRIDAY!!!

Today you will start your Independence Propaganda Assignment.  For directions click HERE!

For a refresher on propaganda look through these Propaganda Google Slides from class or this website: https://kids.kiddle.co/Propaganda

Here is this week's calendar:Calendar Week of November 18th

Students please take one of these google forms:
Standard Prelude to Revolution Google Form
or
Modified Prelude to Revolution Google Form

When you have submitted your form please either practice Quizlet or watch the videos below to review the events, acts, organizations and people leading to independence. Take a few notes and submit for extra credit!

Boston Massacre Students:

1. Please open and take this google doc about the presentation you watched: Intolerable Acts Performance Google Form FEEDBACK
2. Watch the performance and complete the feedback
3. Present your performance to the class
4. Complete your Boston Massacre SELF-REFLECTION

Intolerable Act Students:

1. Perform your skit for the class
2. Please open and take this google form about the presentation you watched Boston Massacre Performance Google Form FEEDBACK
3. Watch the performance and complete the feedback
4. Complete your Intolerable Acts Performance SELF-REFLECTION

When we finish...

Practice Quizlet

Watch John Adams clip

Today was the Boston Massacre Group last day in the library.  Tomorrow all students will be working in 214 to create their performances for Friday's class.

Today in 214 students learned about the Battles of Lexington & Concord and the "Shot Heard 'Round the World" Shot Heard Round the World Google Slides

Boston Massacre Students working in the library:

Calendar A: Boston Massacre Primary Source Enrichment Project
Daily GOALS:

• Tuesday: Continue work on Outline
• Wednesday: Finish Outline & start organizing & planning presentation with others
• Thursday: Create presentation
• Friday: Outline due & presentation to the class

214 Students: Events, Acts, Leaders, and Organizations for Independence:

Calendar B: 214 Causes of Independence CALENDAR

Today students will partner read Some Laws Are Intolerable and work on highlighting the most important idea from each paragraph. Next students will work in their research teams to summarize the most important part of their act.  Finally students will work together as a class to create a presentation to teach others about the Intolerable Acts. 

Today the whole class came together to watch Episode 1: Join or Die of HBO's John Adams series

Boston Massacre Primary Source Students:
In the library work on categorizing the quotes in the document into pro-colonist, neutral, or pro-British.  Boston Massacre Primary Source Project

Students in 214:
1. Discuss the reaction of Britain to the Boston Tea Party
2. Watch the 2 videos below
3. In your group 1 person should make and share a copy of:Intolerable Acts Research Doc with their group
4. Divide up research responsibilities among group members and start research

Boston Massacre Primary Source Students:
In the library work on categorizing the quotes in the document into pro-colonist, neutral, or pro-British.  Boston Massacre Primary Source Project

Students in 214:
1. America Runs on Tea Google Slides Discuss the importance of coffee in America today and tea during colonial times.  Describe the impact and reaction to the Tea Act of 1773
2. Partner read one of these articles: Boston Tea Party -Britannica Article or Readworks: A Very Messy Tea Party
Watch the videos below

There are 2 calendars this week depending on which project students will be completing.  Students will find out in class today which project they will complete. Propaganda Project Calendar B or Boston Massacre Primary Source Calendar A

Propaganda Google Slides

For students working on the Boston Massacre Project here are the directions. Please make your own copy! Boston Massacre Primary Source Project

Today students turned in their Boston Massacre HW Assignment and discussed the most important things to know in small groups.

Next students watched a video clip from America A History of US Episode 1

Yesterday students learned about John Locke and imagined what life would be like in a state of nature. Locke & Natural Rights Google Slides  Today students brainstormed what rights all people should have and then categorized these rights into life, liberty, or property. 

Today students will
1. watch video

2. In small groups create a skit to share with the class demonstrating the Acts that led to independence
3. Watch video and complete their Abuses of King George & Parliament NOTES.  Here are the teacher notes:CLASS NOTES

Monday October 28th

Calendar Week of October 28th
Boston Massacre Hw Readings Pick a reading to highlight and record the 5 most important things to know from the article.

Today and tomorrow students will travel to stations and gather information about he acts & events that pushed the colonists towards independence.  Students will complete Abuse of King George & Parliament Chart

quiz day

Directions:
1. Set up Schoology: https://app.schoology.com
 Period 2 access code KZGF-M64R-RSZ5X
Period 3 access code 88PD-36HX-73H66
Period 5 access code JCDV-NGVQ-W928K
Period 6 access code QKQS-5X84-H54TT
Period 7 access code HPHN-HR83-S9NNT

2. If you are not on go guardian here are the access codes ENROLL GO GUARDIAN HERE
 Period 2 access code MSSK21
Period 3 access code D95S62
Period 5 access code Y4MDZM
Period 6 access code 5Y7VW2
Period 7 access code NJPEH7

3. Take the Quiz Silently & Independently. Please choose the quiz below that matches your ticket
TEST III
TEST II
TEST I

4. Take the Google Form from Ms. Chiarello https://docs.google.com/forms/d/e/1FAIpQLSdtn63Sh3kzs8yzhKz4Dhd1zGA84tQQjoHacqdBTChdqGuB1A/viewform


5. Take the Leading to Revolution PRETEST

6. Start the Boston Massacre Homework due next week.  Pick from any below! Paper copies on the back table
Readworks Boston Massacre
History.com Boston Massacre Article (harder)
Ducksters Boston Massacre
Britannica Boston Massacre (easy)
Britannica Boston Massacre (easiest)

Students should be preparing for their Quiz Friday using Quizlet.  See link in Monday's post for practice!

Welcome!
Today we will compare life in the the colonies to life in Europe. Comparing Life Questions & T Chart using the We The People Reading

Here is this week's CALENDAR

There will be a quiz Friday. Study We The People Lesson 1 NOTES and QUIZLET Practice 

• Discuss: What does it mean to be self-sufficient?
• Read together as a class "How did people in the colonies earn a living?" WTP page 6. In small groups students will brainstorm different jobs people might have if they lived in the city.

Read the story Ox Cart Man and discuss how it connects with the idea of self-sufficient farming in New England.

Google Slides on Farming & Indentured Servitude

Farming Perspective Assignment

Today students will watch 2-3 videos about the regions in colonial America
Students will take notes: 13 Colonies Video Notes as they watch

We are shifting gears and moving into the study of colonial America.  Today we defined colonization and students brainstormed what they knew about colonization Brainstorm handout.

 Colonial America Google Slides

Directions:
Today will be independent work.  You will need your chromebook and headphones. If you do not have a Chromebook or do not use it appropriately you may complete these activities on paper.

1.  Follow the link to Google Form 1. This form will contain a link to Scholastic Teachers: Young Immigrant Stories. Learn about the first young person and complete the google form. 
2. Repeat with 2nd story and Google Form 2
3. Repeat with 2 more stories on the website and complete 2 more Google Form 3 and  Google Form 4

Today we will present our citizenship projects, complete a self-assessment, and  peer assessment

Tomorrow we will be sharing our Citizenship Projects with others in class.
Here is the calendar: CALENDAR week of October 7th

We have learned so much about our rights & responsibilities as citizens! Now its time to show what you've learned!

Citizenship Project Directions

Citizenship Project Graphic Organizer

Helpful Resources:

• We The People Textbook
• Lesson 29: Citizen Rights & Responsibilities 
• Citizen Me
• Citizen Facts
• Lesson 30:How can citizens participate
• Voting Rights Timeline

DUE TUESDAY OCTOBER 8th!!!

Calendar Week of September 30th

Today we explored WTP: Lesson 30: How citizens can participate in action and completed the ***questions WTP Lesson 30 Worksheet What is not finished is homework due Thursday.

Today in class students organized their station work and completed a self reflection. Click here for the Station Organization & Self- Reflection

ALL STATION WORK IS DUE MONDAY!!!

Today we start the Citizen Stations! We will be working on these for the rest of the week.  ALL STATION WORK DUE MONDAY SEPTEMBER 30th!!

Station 1: Please watch the videos and take this Google Form Becoming a US Citizen Videos & Questions
Station 2: Just the Facts Cloze Activity using the Citizenship Just the Facts Reading
Station 3: icivics game Responsibility Launcher
Station 4: Voting Rights K-W-L Chart and Voting Rights Timeline
Station 5: This Land is Your Land Mapping Activity. Use the maps below to help you fill in your map!

This week's calendar:
Calendar Week of September 23rd

Today we brainstormed what rights and responsibilities we have at different levels of society: national, state, local, school, and home.

Citizen Me PPT

Welcome!
Today's Directions: Google Slides for today's class on Citizenship
1. Do Now: What does it mean to be a citizen? What have you heard about citizenship?
2. Partner read  We The People Lesson 29: What Are the Rights & Responsibilities of Citizenship?As you read write a 1 sentence summary for each paragraph.
3. Individually or with a partner cut out the rights listed on the last page of the WTP Lesson 29 packet and sort them into Economic, Political, and Civic Rights
4. Read together "What are your responsibilities as a citizen?" and discuss
5. If time allows watch and discuss the video below:

Welcome! Today we will set up some technology & TIMELINE SELF REFLECTION

1. Highlight your rubric

2. Complete the Timeline Self-Reflection & turn in both

3. Enter enroll code for https://enroll.goguardian.com

period 2:MSSK21

Period 3:D95S62

Period 5:Y4MDZM

Period 6:5Y7VW2

Period 7:NJPEH7

4. Go to Google Drive & make a folder for history, science, ELA, Math for 2019-2020 school year

5. Check your email

6. Check your ASPEN

If any of these options don’t work for you please add your name to the list with the correct title and write a note about the problem!

7. When you finish go to www.sheppardsoftware.com and practice the USA!

Today you will be getting your chromebooks! I hope it goes better than the DDL!

1. Do Now: students come in and pick up handout and independently read & write about the do now question
2. Discuss do now together as a class
3. Watch PBS The Difference Between Us VIDEO up until 15:32. Students should jot down ideas & notes on the Video Handout for Notes as they watch
4. Discuss in small groups the video so far
5. Watch and pause to discuss Eugenics
6. Watch and pause to discuss the significance of Jesse Owens
7. Watch & take notes on the science & impact of skin color and race 
8. Watch and pause to discuss: According to scientists in the film, what accounts for most differences in people? (37:42-41:04)
9. Watch and pause to discuss: Why has there been so little genetic variation in humans? (41:04-end of film)
10.  Discuss and write about: After watching & discussing these research developments about the genetic reality of race how has your understanding of race changed?  What impact does this research have on you? What impact does it have on the issue of race here in America? What questions does it leave you wondering?

This week's calendar: HERE!
Sorry I will be out Monday, Tuesday, and Friday this week.
If students need help please feel to email me!

Now that you are here please:
1. Add this page to your favorites...we will use it ALL THE TIME!
2. Follow the link to take your DDL: Digital Drivers Licence Google Form
3. Let me know your score when you finish!
4. Work on your Timelines

The skill we are working on this week is time management!

-Find the calendar HERE On the second page it outlines how much time each class will be devoted to working on the timelines so students can stay on track in order to complete the project on time, also listed is enrichment. 

-Today we brainstormed the changes that have taken place in America in the last 100 years, especially focusing on what we have now that they didn't back then.

Today we explored what our names mean to us.  We watched and read "My Name" from Sandra Cisneros House on Mango Street.  My Name Google Slides

We continue to work on the timeline project.  Here are important due dates:

• 9/11 historic events due
• 9/13 personal events due
• 9/19 TIMELINE PROJECT DUE! 

Today we discussed how change is made and brainstormed changes in American history. We read "The Low Road" by Marge Piercy and connected these ideas with changes in our personal lives recorded on our timelines as well as how many of the historic events are changes as well. Here are the slides from class: Low Road Slides

Today we introduced the Timeline Project.  For details click HERE!

Welcome to 8th Grade Civics!

Students should return to school the following papers:

• Emergency health form
• free & reduced lunch 
• military family form
• Media release form
• Ocean's 8 form
• Double sided handbook form

Some of you are still missing the Reconstruction Amendments Chart!

Today we will watch clips and discuss some of the controversies covered in the videos below

Directions
1. Take out your notes from Friday for the “Rise” video. If you were not here get a copy and write “absent Friday” at the top.
2. Today is the last day to hand in work for this class. Please put written work in the period folder and digital work through Schoology.
3. Watch the video “many rivers to cross: Episode 5 Rise” from Friday’s blog post and take notes. Hand notes in to period folder at the end of class. Most classes should start watching at 30 minutes.
4. If you finish the first video you can start the next one below

Here are notes from the video today.  Don't forget to get late work in by today!

Today and tomorrow we are watching the Many Rivers to Cross Episode 4.  We are discussing the violence and oppression African Americans faced after Reconstruction and exploring the strategies for survival and persistence as well as the shining examples of African American culture like the Harlem Renaissance and the achievements of leaders like W.E.B Du Bois, Booker T Washington, Marcus Garvey, and Ida B Wells.

Today's Directions

1. Take the quiz

• Standard Reconstruction Quiz
• Modified Reconstruction Quiz
• EL/ LD Modified Reconstruction Quiz

2. Check Aspen
3. Independently read  Segregation Before Civil Rights Reading and answer questions 7-14
4. Catch up on any missing work & check in with Ms. Bisbee about grades

5. Together as a class watch History of the Civil Rights Movement

QUIZ TOMORROW!
Study QUIZLET!

Also please check Aspen! Grades close June 7th

Directions

1. Take out your Reconstruction Packet
2. Write 1-3 paragraphs in response to this prompt:

Although there were a few achievements for African Americans during Reconstruction, it is clear that this 30 year period of opportunity for freedom failed.  W.E.B Du Bois said “The slave went free, stood a brief moment in the sun, then moved back again towards slavery.” Using what you have learned over the past weeks write 1-3 paragraphs explaining how Du Bois’ quote sums up the failure of Reconstruction. Remember that specific writing is powerful writing. Please define Reconstruction, provide specific examples of at least 1 achievement under Reconstruction and at least 3 failures.

3. Submit your writing through Schoology.

4. Use extra time to practice Quizlet for the test Wednesday.

Today in class we completed pages 12-14

See the Reconstruction google slides on Frederick Douglass' speech

Today students will watch the video below.  Start at 12:43 Take notes on this doc:Into the Fire Video Notes

This week's calendar: CALENDAR MAY 28th

Today we will be watching video clips, discussing and taking notes on the Reconstruction period.  All the information from class can be found on this Reconstruction Google Slides

There will be a final Reconstruction Test on JUNE 5th

• Reconstruction Study Guide
• Reconstruction Quizlet

-Watch “Making Changes” video clip

- Discuss the objectives of the Freedmen’s Bureau

-Read PBS Article “Freedmen’s Bureau” and answer questions

Reconstruction Google Slides

Do Now:There were many plans for reconstruction and everyone had ideas about what would be best for out country and its people.  What do you think should have been the plan for all the freedman (recently freed slaves?

Watch Freedom and History of Us video clip "A Wounded Nation" and discuss what freedmen wanted and what obstacles and hardships they faced

Complete one of the choices below:

• Standard: Howard Zinn A Young Peoples History "Slavery and Emancipation" Chapter (Read & highlight & record the main idea of each paragraph in the margins)

or

• Challenge: Howard Zinn A People'e History of the United States "Slavery Without Submission, Emancipation Without Freedom" Chapter  (Read & highlight & write a 1 paragraph reflection) Below is the audio of this chapter if you prefer

This week's CALENDAR

Today's Agenda:

1. Record HW in Assignment Notebook from calendar
2. Finish Lincoln film
3. Complete Reconstruction Amendments Chart independently and submit through Schoology
4. Start your Ducksters Reconstruction Amendment Homework or if you want a challenge read, highlight,  and write a brief reflection on Howard Zinn's History of the United States: chapter- "Slavery Without Submission, Emancipation Without Freedom"  submit through schoology if your reflection is digital. You can also listen to the audio of the chapter below

1. Students please complete this survey: http://jfkmiddleschoollibrary.blogspot.com/p/jfk-day-of-service-survey.html for Day of Service next week!
2. Check ASPEN or detailed grade report.  If you haven't submitted your abolitionist project yet please do.  Paper can go in folder. Digital through Schoology. 
3. We will continue to watch Lincoln today!

This week we will finish the movie Lincoln. This film will review the three branches of government and the process of amending the Constitution. It also allows students an glimpse into the Civil War, an essential area of American History that the new state frameworks moved into the high school years. 

ASPEN IS UP-TO-DATE and students will be sent home with an updated grade report TOMORROW!

Directions:
1. Please fill out a feedback survey for Ms. Bisbee END OF THE YEAR FEEDBACK SURVEY
2. Write a letter or make a card for Ms. Callery
3. Turn in your Abolitionist Project (digitally submit through Schoology or turn in papers to the period folder)
         -Required: bibliography, written piece, creative piece

Today and Wednesday students will use class time to create and write based on the abolitionist research they completed yesterday.