Declaration of Independence Memory Test: Due Friday, October 27th
"We hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness."
Option One: Recite aloud in class
Option Two: Recite aloud to me prior to 7:25 am
Option Three: Sing aloud in class
Option Four: Modified assessment for individual needs (I will see you specifically if this applies to you)
"We hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness."
Option One: Recite aloud in class
Option Two: Recite aloud to me prior to 7:25 am
Option Three: Sing aloud in class
Option Four: Modified assessment for individual needs (I will see you specifically if this applies to you)
Monday, October 16, 2017
1. Warm Up: Read this TEXT and answer the following at your table. Discuss and jot down answers on the whiteboard at your table.
1. Who fought in the French and Indian War?
2. When did the French and Indian War happen?
3. Why did the French and Indian War happen?
4. Who won the French and. Indian War?
5. What was the treaty that ended the war? What did it say?
2. Group Discussion - French and Indian War: Causes
Review of Text from Warm Up
3. French and Indian War - Map Analysis
At your table, analyze the map to answer the following:
1. Where were the disputed lands prior to the French and Indian War?
2. What key port city was added to British territory after the French and Indian War?
3. What physical feature created a border for the Proclamation Line of 1763?
4. PlayPosit - French and Indian War Review - watch the 3 minute video in Schoology and respond to the questions as you watch.
5. Outcomes: Graphic Organizer
Copy this graphic organizer onto a piece of white printer paper. Be sure to give it a title. Leave this in your folder as notes for the
French and Indian War.
1. Warm Up: Read this TEXT and answer the following at your table. Discuss and jot down answers on the whiteboard at your table.
1. Who fought in the French and Indian War?
2. When did the French and Indian War happen?
3. Why did the French and Indian War happen?
4. Who won the French and. Indian War?
5. What was the treaty that ended the war? What did it say?
2. Group Discussion - French and Indian War: Causes
Review of Text from Warm Up
3. French and Indian War - Map Analysis
At your table, analyze the map to answer the following:
1. Where were the disputed lands prior to the French and Indian War?
2. What key port city was added to British territory after the French and Indian War?
3. What physical feature created a border for the Proclamation Line of 1763?
4. PlayPosit - French and Indian War Review - watch the 3 minute video in Schoology and respond to the questions as you watch.
5. Outcomes: Graphic Organizer
Copy this graphic organizer onto a piece of white printer paper. Be sure to give it a title. Leave this in your folder as notes for the
French and Indian War.
Tuesday, October 17, 2017
Homeroom: Practice Assessment in IO Education (for benchmarks)
1. Warm Up:
First Period - Finish America Story of Us Rebels
Third/Fourth/Fifth Periods: Brief History of American Revolution Part 2
2. Vocabulary for Revolutionary War Unit:
For your vocabulary in this unit, be sure to separate the terms by Colonists and British. You may choose to do this in a t-chart format OR one set on the front of the page, one set on the back of the page. This is your choice.
Each term should have the definition as provided. Choose ONE to complete for each term: illustration, connection to another topic, example.
3. The Boston Massacre: The Beginning of the End
On notebook paper, create a reasonable timeline of events for the Boston Massacre. You can use resources available to you, but you should consider using multiple sources to make sure your information is accurate. Provide as many details as possible for the event/timeline as you can.
We will use this timeline as the introduction of "evidence" for our next investigation.
Homeroom: Practice Assessment in IO Education (for benchmarks)
1. Warm Up:
First Period - Finish America Story of Us Rebels
Third/Fourth/Fifth Periods: Brief History of American Revolution Part 2
2. Vocabulary for Revolutionary War Unit:
For your vocabulary in this unit, be sure to separate the terms by Colonists and British. You may choose to do this in a t-chart format OR one set on the front of the page, one set on the back of the page. This is your choice.
Each term should have the definition as provided. Choose ONE to complete for each term: illustration, connection to another topic, example.
3. The Boston Massacre: The Beginning of the End
On notebook paper, create a reasonable timeline of events for the Boston Massacre. You can use resources available to you, but you should consider using multiple sources to make sure your information is accurate. Provide as many details as possible for the event/timeline as you can.
We will use this timeline as the introduction of "evidence" for our next investigation.
Wednesday, October 18, 2017
The Boston Massacre: The Beginning of the End
1. Warm Up - Read the TEXT here. Determine the following:
A. Who fought in the skirmish (small battle).
B. Who is responsible for violence (shots fired).
C. How did the British defend their part in the event?
D. Why did the Colonists engage with the British at this point?
2. The Boston Massacre - Who is responsible for the outbreak of violence in Boston?
Over the course of the next two days in class, you will use a variety of sources to help you determine who is to blame for the outbreak of violence in the Boston Massacre.
We will use this LINK to guide our investigation to determine the verdict. Guilty or innocent? British or Colonists?
1. Download this guided investigation to help you. You are responsible for ONE piece of evidence (A, B, C, D) to contribute to your group.
2. Evaluate your source and respond to the questions that are asked. You may TYPE in the pdf version of this document in Adobe Reader instead of writing your answers if you prefer.
3. Your entire group will work together to analyze the photographic evidence (E, F, & G) together.
4. Final Verdict: Who is responsible for the onset of violence at the Boston Massacre? The British or the Colonists?
You need to use your evidence to support your decision of who should be found guilty. You need to provide evidence to support your verdict from ALL text pieces (A,B, C, & D). You also need to have evidence from at least ONE of the images provided (E, F, & G). This can be formatted in a paragraph form, t-chart, or other graphic organizer that works for you.
Everyone will be responsible for submitting their collected evidence at the end of the investigation.
Everyone will have a collection of evidence to determine who is responsible for the outbreak of violence at the Boston Massacre.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Thursday, October 29, 2017
Remember your goal: Determine if the evidence you have claims the Boston Massacre was an accident, a murder, or self-defense. You can collect evidence that supports all three possibilities, but you need to make a final decision on what the individual believes.
2. The Boston Massacre - Who is responsible for the outbreak of violence in Boston?
Over the course of the next two days in class, you will use a variety of sources to help you determine who is to blame for the outbreak of violence in the Boston Massacre.
We will use this LINK to guide our investigation to determine the verdict. Guilty or innocent? British or Colonists?
1. Download this guided investigation to help you. You are responsible for ONE piece of evidence (A, B, C, D) to contribute to your group.
2. Evaluate your source and respond to the questions that are asked. You may TYPE in the pdf version of this document in Adobe Reader instead of writing your answers if you prefer.
3. Your entire group will work together to analyze the photographic evidence (E, F, & G) together.
4. Final Verdict: Who is responsible for the onset of violence at the Boston Massacre? The British or the Colonists?
You need to use your evidence to support your decision of who should be found guilty.
You need to provide evidence to support your verdict from ALL text pieces (A,B, C, & D).
You also need to have evidence from at least ONE of the images provided (E, F, & G).
This can be formatted in a paragraph form, t-chart, or other graphic organizer that works for you.
Everyone will be responsible for submitting their collected evidence at the end of the investigation.
Everyone will have a collection of evidence to determine who is responsible for the outbreak of violence at the Boston Massacre.
Final verdict and evidence to support it MUST be submitted by Tuesday, October 24th.
Friday, October 20, 2017
No Warm Up
America Story of Us: Revolution
Guided notes and discussion as we watch the video
Monday, October 23, 2017
Benchmark Exams - Reading/English Language Arts (2 hour delay schedule)
Regular Class Time
Students will continue to work on the investigation of the Boston Massacre.
Evidence for the final verdict should include the following:
Evidence from each of the four text pieces (A, B, C, D) and ONE of the images (E, F, G).
All evidence should contribute to the SAME outcome (murder, self-defense, or accident)
You can write your verdict using bullet points with quotes from the texts, in paragraph form, or in a graphic organizer of your choice
Final verdict and evidence to support MUST be submitted by Tuesday, October 24th.
The Boston Massacre: The Beginning of the End
1. Warm Up - Read the TEXT here. Determine the following:
A. Who fought in the skirmish (small battle).
B. Who is responsible for violence (shots fired).
C. How did the British defend their part in the event?
D. Why did the Colonists engage with the British at this point?
2. The Boston Massacre - Who is responsible for the outbreak of violence in Boston?
Over the course of the next two days in class, you will use a variety of sources to help you determine who is to blame for the outbreak of violence in the Boston Massacre.
We will use this LINK to guide our investigation to determine the verdict. Guilty or innocent? British or Colonists?
1. Download this guided investigation to help you. You are responsible for ONE piece of evidence (A, B, C, D) to contribute to your group.
2. Evaluate your source and respond to the questions that are asked. You may TYPE in the pdf version of this document in Adobe Reader instead of writing your answers if you prefer.
3. Your entire group will work together to analyze the photographic evidence (E, F, & G) together.
4. Final Verdict: Who is responsible for the onset of violence at the Boston Massacre? The British or the Colonists?
You need to use your evidence to support your decision of who should be found guilty. You need to provide evidence to support your verdict from ALL text pieces (A,B, C, & D). You also need to have evidence from at least ONE of the images provided (E, F, & G). This can be formatted in a paragraph form, t-chart, or other graphic organizer that works for you.
Everyone will be responsible for submitting their collected evidence at the end of the investigation.
Everyone will have a collection of evidence to determine who is responsible for the outbreak of violence at the Boston Massacre.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Thursday, October 29, 2017
Remember your goal: Determine if the evidence you have claims the Boston Massacre was an accident, a murder, or self-defense. You can collect evidence that supports all three possibilities, but you need to make a final decision on what the individual believes.
2. The Boston Massacre - Who is responsible for the outbreak of violence in Boston?
Over the course of the next two days in class, you will use a variety of sources to help you determine who is to blame for the outbreak of violence in the Boston Massacre.
We will use this LINK to guide our investigation to determine the verdict. Guilty or innocent? British or Colonists?
1. Download this guided investigation to help you. You are responsible for ONE piece of evidence (A, B, C, D) to contribute to your group.
2. Evaluate your source and respond to the questions that are asked. You may TYPE in the pdf version of this document in Adobe Reader instead of writing your answers if you prefer.
3. Your entire group will work together to analyze the photographic evidence (E, F, & G) together.
4. Final Verdict: Who is responsible for the onset of violence at the Boston Massacre? The British or the Colonists?
You need to use your evidence to support your decision of who should be found guilty.
You need to provide evidence to support your verdict from ALL text pieces (A,B, C, & D).
You also need to have evidence from at least ONE of the images provided (E, F, & G).
This can be formatted in a paragraph form, t-chart, or other graphic organizer that works for you.
Everyone will be responsible for submitting their collected evidence at the end of the investigation.
Everyone will have a collection of evidence to determine who is responsible for the outbreak of violence at the Boston Massacre.
Final verdict and evidence to support it MUST be submitted by Tuesday, October 24th.
Friday, October 20, 2017
No Warm Up
America Story of Us: Revolution
Guided notes and discussion as we watch the video
Monday, October 23, 2017
Benchmark Exams - Reading/English Language Arts (2 hour delay schedule)
Regular Class Time
Students will continue to work on the investigation of the Boston Massacre.
Evidence for the final verdict should include the following:
Evidence from each of the four text pieces (A, B, C, D) and ONE of the images (E, F, G).
All evidence should contribute to the SAME outcome (murder, self-defense, or accident)
You can write your verdict using bullet points with quotes from the texts, in paragraph form, or in a graphic organizer of your choice
Final verdict and evidence to support MUST be submitted by Tuesday, October 24th.
Tuesday, October 24, 2017
Benchmark Exams - Math/Math I (2 hour delay schedule)
Regular Class Time
Boston Massacre Investigation - Verdict and Evidence Due
Questions for "George"
1. Use the resources below to research King George III, the Monarch of Britain during the Revolution.
2. Create a list of 3-5 questions you have for King George III about his choices during the Revolution, his character, and his overall feeling toward the Colonies.
3. Using the resources, determine what you think possible answers would be. How would King George defend his actions in the Colonies? How would he explain the taxes?
Resources:
King George and the American Revolution - screenshot only
Pulling Down the Statue of King George
http://www.teachushistory.org/american-revolution/resources/pulling-down-statue-george-iii
King George - Biographical Information
http://www.revolutionary-war.net/king-george-iii.html
King George's Letter - America is Lost!
http://www.nationalcenter.org/GeorgeIIILossofAmericas.html
History is Fun - Actions and Reactions of the British Policies
https://www.historyisfun.org/wp-content/uploads/2014/03/RoadtoRevolution.pdf
Iron Tears - a British View of American Revolution
http://www.npr.org/templates/story/story.php?storyId=4727956
King George Facts & Biography
http://www.facts-about.org.uk/famous-people-facts-starting-with-k/king-george-iii.htm
"I was the last to consent to the separation; but the separation having been made and having become inevitable, I have always said, as I say now, that I would be the first to meet the friendship of the United States as an independent power."
King George III
Wednesday, October 25, 2017
Red Time Schedule
Colonial Rebellion - Reactions to British Taxes: Review of Classroom Timeline
No Taxation Without Representation! - Simulation & Reflection
Interview with King George III - Boston Daily News
Homework: Study for memory quiz on DOI Tuesday!!!!!
Thursday, October 26, 2017
Red Time Schedule
Warm Up: Click on the link (PollEv.com/TERIMILLS784) to participate in the Warm Up
Thomas Pain's Common Sense - The TNT of the Revolution
Homework: Study for memory quiz on DOI Tuesday!!!!!
Friday, October 27, 2017
Early Release Schedule
Mission US: For Crown or Colony?
Before you begin playing MISSION 1: “For Crown or Colony?” here are five important pieces of information to consider. This information may or may not help you as you as you make your way through life in colonial Boston!
1. In the 1700s, England was the “home base” for a sprawling Empire, with colonies that stretched across the globe. The thirteen original American colonies were an outpost of that worldwide Empire. England fought many expensive wars with other European powers such as France to protect its territory and trade.
2. The American colonies had enjoyed the benefits of being part of this worldwide Empire for 150 years – including protection on the frontier and the sea, successful trade, and pride in English culture and traditions.
3. In 1763, at the end of the French and Indian War, England had a national debt of 123 million pounds. In order to pay this debt, Parliament passed a series of acts to collect revenue (money) from its American colonies – acts that colonists did not like. These acts included:
1. Open the Puffin Academy App
2. Click on the box under the Heading - Puffing Academy
3. In the Search Box (top right), type in Mission US
4. Click on Mission US
5. Click on Launch
6. Click on Register
7. Create your Profile using your CGMS/RSS information so it's easy to remember. Make your password your lunch number.
8. Click Submit
9. Click Play and select For Crown or Colony?
10. Click Start New Game
11. Start with the Prologue and continue through each section of the simulation as directed.
12. On notebook paper, record the following information:
Describe the main character, Nathaniel. Why does he go to Boston?
What types of experiences does Nathaniel have in Boston?
Who does Nathaniel end up meeting that may influence his decisions?
What choices did you make for Nathaniel that may have influenced your success in the game?
What challenges did Colonists have in deciding to support the British or the Colonies?
13. Turn your notebook paper in at the end of class TODAY.
Study for your memory test which has been moved to Tuesday!
Declaration of Independence Memory Test Tuesday, October 31!
Red Time Schedule
Colonial Rebellion - Reactions to British Taxes: Review of Classroom Timeline
No Taxation Without Representation! - Simulation & Reflection
Interview with King George III - Boston Daily News
Homework: Study for memory quiz on DOI Tuesday!!!!!
Thursday, October 26, 2017
Red Time Schedule
Warm Up: Click on the link (PollEv.com/TERIMILLS784) to participate in the Warm Up
Thomas Pain's Common Sense - The TNT of the Revolution
Homework: Study for memory quiz on DOI Tuesday!!!!!
Friday, October 27, 2017
Early Release Schedule
Mission US: For Crown or Colony?
Before you begin playing MISSION 1: “For Crown or Colony?” here are five important pieces of information to consider. This information may or may not help you as you as you make your way through life in colonial Boston!
1. In the 1700s, England was the “home base” for a sprawling Empire, with colonies that stretched across the globe. The thirteen original American colonies were an outpost of that worldwide Empire. England fought many expensive wars with other European powers such as France to protect its territory and trade.
2. The American colonies had enjoyed the benefits of being part of this worldwide Empire for 150 years – including protection on the frontier and the sea, successful trade, and pride in English culture and traditions.
3. In 1763, at the end of the French and Indian War, England had a national debt of 123 million pounds. In order to pay this debt, Parliament passed a series of acts to collect revenue (money) from its American colonies – acts that colonists did not like. These acts included:
- The 1764 Sugar Act, which enforced existing regulations
- The 1765 Stamp Act, which led to colonial reaction (the Stamp Act Riots)
- The 1767 Townshend Acts, which taxed tea, glass, paper, and painters’ colors.
4. In 1768, British troops arrived in Boston to keep the peace and enforce the Townshend Acts. Many colonists felt as though they were being punished, and viewed the British troops as an invading army.
5. The philosopher John Locke, writing in 1690, had articulated the idea that rulers (like the King of England) had a duty to protect the rights of their subjects, and if rulers did not do that, the subjects could form a new government.
1. Open the Puffin Academy App
2. Click on the box under the Heading - Puffing Academy
3. In the Search Box (top right), type in Mission US
4. Click on Mission US
5. Click on Launch
6. Click on Register
7. Create your Profile using your CGMS/RSS information so it's easy to remember. Make your password your lunch number.
8. Click Submit
9. Click Play and select For Crown or Colony?
10. Click Start New Game
11. Start with the Prologue and continue through each section of the simulation as directed.
12. On notebook paper, record the following information:
Describe the main character, Nathaniel. Why does he go to Boston?
What types of experiences does Nathaniel have in Boston?
Who does Nathaniel end up meeting that may influence his decisions?
What choices did you make for Nathaniel that may have influenced your success in the game?
What challenges did Colonists have in deciding to support the British or the Colonies?
13. Turn your notebook paper in at the end of class TODAY.
Study for your memory test which has been moved to Tuesday!
Declaration of Independence Memory Test Tuesday, October 31!
Monday, October 30, 2017
Teacher Work Day - No School for Students
Tuesday, October 31, 2017
I am out again today, my apologies. This was not planned, but it can't be helped.
Our Memory Test will be tomorrow!
Assignments for Today:
1. Finish with your ONE partner the Thomas Paine's Common Sense. Remember, you should ANNOTATE the text AND answer the questions that are provided on page 3 of the document.
2. Submit your work in Schoology. DUE AT THE END OF CLASS TODAY!
3. Declaration of Independence - WebQuest
Use this LINK and this LINK for Questions 8-14.
You can write the answers on notebook paper OR upload to Adobe Reader and answer there. There will be an assignment in
Schoology for uploads.
Wednesday, November 1, 2017
Declaration of Independence Memory Test
Thomas Paine's Common Sense is due TOMORROW at the start of class. You should have had plenty of time to complete this assignment in the two days provided in class.
No working in class today on this assignment unless you are FINISHED with the DOI webquest.
While everyone is doing the DOI memory test, you should continue working on the Declaration of Independence Webquest from yesterday.
The web quest will be due Friday, November 3rd.
If you are finished with both assignments, you may continue working on Mission US: For Crown or Colony?
Thursday, November 2, 2017
Submit Thomas Paine's Common Sense in Schoology TODAY at the start of class!
Declaration of Independence Webquest - Due Friday!!!
Patrick Henry - Give me Liberty, or Give Me Death!
1. Warm Up: Can one person be held responsible or given credit for inciting a revolution?
Big Question: Did Radical Patrick Henry start the American Revolution?
2. Background - Who is Patrick Henry?
Consider structure of the text and content support
3. Audio of the speech
Initial reactions? Comments?
4. Document Analysis -
Analysis of Text (download in Adobe Reader)
a. Determine unknown vocabulary - define in annotations
Friday, November 3, 2017
Patrick Henry - Give me Liberty, or Give Me Death!
Big Question: Did Radical Patrick Henry start the American Revolution?
Analysis of Text
a. 10 minutes: Determine unknown vocabulary - define in annotations (remember, some words are defined for you in the footnotes)
b. Read and annotate the text. Write summaries in the margin, make connections to other events, explain emotions or thoughts displayed by the author, ask questions about the text, etc.
* Use these GUIDING QUESTIONS to help you understand the text in each paragraph.
c. Answer the following questions (images below) AFTER you read AND ANNOTATE THE TEXT. Respond on the Student Analysis sheet. You need to provide EVIDENCE from the text to support your answer. However, leave space in the evidence column in case corrections need to be made.
Submit Thomas Paine's Common Sense in Schoology TODAY at the start of class!
Declaration of Independence Webquest - Due Friday!!!
Patrick Henry - Give me Liberty, or Give Me Death!
1. Warm Up: Can one person be held responsible or given credit for inciting a revolution?
Big Question: Did Radical Patrick Henry start the American Revolution?
2. Background - Who is Patrick Henry?
Consider structure of the text and content support
3. Audio of the speech
Initial reactions? Comments?
4. Document Analysis -
Analysis of Text (download in Adobe Reader)
a. Determine unknown vocabulary - define in annotations
Friday, November 3, 2017
Patrick Henry - Give me Liberty, or Give Me Death!
Big Question: Did Radical Patrick Henry start the American Revolution?
Analysis of Text
a. 10 minutes: Determine unknown vocabulary - define in annotations (remember, some words are defined for you in the footnotes)
b. Read and annotate the text. Write summaries in the margin, make connections to other events, explain emotions or thoughts displayed by the author, ask questions about the text, etc.
* Use these GUIDING QUESTIONS to help you understand the text in each paragraph.
c. Answer the following questions (images below) AFTER you read AND ANNOTATE THE TEXT. Respond on the Student Analysis sheet. You need to provide EVIDENCE from the text to support your answer. However, leave space in the evidence column in case corrections need to be made.
d. Make sure you read and REREAD the text to provide supportive evidence. Consider the structure of the text in how the author
supports the opinion and/or answers the big question.
d. Extended Response: How does the last sentence of the speech help to convey the overall argument Patrick Henry makes? Use evidence from the speech to support your answer. Use the rubric for guidance on how you will be scored.
___________________________________________________________________________________________________________________________
Monday, November 6, 2017
Expectation: Patrick Henry's Give me liberty, or give me death! speech analysis and extended response due at the end of class.
You are responsible for completing the following annotations on the text in Adobe Reader (20 minutes):
1. Definitions of unknown terms (the words you don't know with a definition/synonym to replace it)
2. Guided analysis questions answered in annotations
3. Additional annotations to explain and make connections within the text
Next, complete the multiple choice questions on the Analysis Sheet with EVIDENCE to support your answer choice from the text (15 minutes)
Class Discussion and Analysis of Multiple Choice Questions (10 minutes)
Extended Response (15 minutes)
Extended Response: How does the last sentence of the speech help to convey the overall argument Patrick Henry makes? Use evidence from the speech to support your answer. Use the rubric for guidance on how you will be scored.
Objective: You are evaluating the argument that Patrick Henry makes in the speech. What claim is making and how does he support that throughout his text?
You will turn in the following for formal/informal assessments:
Informal Assessments: Student Analysis Sheet w/multiple choice questions, annotations uploaded in Schoology
Formal Assessment: Extended Response, uploaded in Schoology
supports the opinion and/or answers the big question.
d. Extended Response: How does the last sentence of the speech help to convey the overall argument Patrick Henry makes? Use evidence from the speech to support your answer. Use the rubric for guidance on how you will be scored.
___________________________________________________________________________________________________________________________
Monday, November 6, 2017
Expectation: Patrick Henry's Give me liberty, or give me death! speech analysis and extended response due at the end of class.
You are responsible for completing the following annotations on the text in Adobe Reader (20 minutes):
1. Definitions of unknown terms (the words you don't know with a definition/synonym to replace it)
2. Guided analysis questions answered in annotations
3. Additional annotations to explain and make connections within the text
Next, complete the multiple choice questions on the Analysis Sheet with EVIDENCE to support your answer choice from the text (15 minutes)
Class Discussion and Analysis of Multiple Choice Questions (10 minutes)
Extended Response (15 minutes)
Extended Response: How does the last sentence of the speech help to convey the overall argument Patrick Henry makes? Use evidence from the speech to support your answer. Use the rubric for guidance on how you will be scored.
Objective: You are evaluating the argument that Patrick Henry makes in the speech. What claim is making and how does he support that throughout his text?
You will turn in the following for formal/informal assessments:
Informal Assessments: Student Analysis Sheet w/multiple choice questions, annotations uploaded in Schoology
Formal Assessment: Extended Response, uploaded in Schoology
Tuesday, November 7, 2017
Revolutionary War - Recap and Review (Test will be Thursday, November 9, 2017)
How did the war begin and end?
How were the Patriots able to defeat the British, the most powerful country in the world, to gain independence?
Advantages and Disadvantages of each side
What was the turning point in the war for the Patriots?
Plot Diagram of the Revolutionary War - Answer key for those who were absent (not collected as a grade; use as a study tool)
PDF Version of Study Guide
Wednesday, November 8, 2017
CTE Course Introduction - High school faculty will speak to our classes about CTE classes and career opportunities in preparation for our field trip to the West End Plaza (formerly Salisbury Mall) next week. Permission slips coming home today.
Test Review - Rebellion to Revolution
Download study guide to Adobe Reader (you may need to update your iPad to make this happen) OR write your answers on notebook paper. The study guide will be due Thursday, November 9th prior to the test.
Quizlet Review Link
Thursday, November 9, 2017
Homeroom Only: Complete the survey from this link. Only complete it once.
surveys.panoramaed.com/rowansalisbury
Quizlet Review
Revolutionary War Test
Homeroom Only: Complete the survey from this link. Only complete it once.
surveys.panoramaed.com/rowansalisbury
Quizlet Review
Revolutionary War Test