Weekly Syllabus 12.13.10

Here is your weekly syllabus ! Please click on the link below; the only homework is Tuesday night, due Wednesday!

Weekly syllabus 12.13.10

Remember to DRESS UP on Wednesday for our field trip to Wicked!!!

Monday night's homework deadline EXTENSION

If you didn't get last night's homework completed, you have an EXTENSION!!!!!! This is very rare! Take full advantage!
The homework is explained in the following post, and in order to complete it you will need to go to historybook.

Enjoy your evening!

This week!

This week we will be working with historybook as we respond to the events that are going on at the beginning of the 19th century--namely The Louisiana Purchase and The Lewis and Clark and Expedition.

Tonight--Monday 12/6--your homework is to watch ALL three of the Lewis and Clark video clips that are on historybook AND take your two-column notes on all three of those clips.

In class, we started the Introduction clip, so first you should finish that clip. Then, watch the "Garden of Eden" clip (you can start at 3:24), and finally, watch the "Northwest Passage" clip.

For your two column notes, as a reminder:
the LEFT column should include anything that you find INTERESTING, SURPRISING, OR CONFUSING.

For the RIGHT column, you should RESPOND to the notes in the left column AS YOUR HISTORYBOOK profile person.

Tomorrow (Tuesday) in class, you will be discussing these clips on historybook through posting questions and responses.

Good luck!

Gender Role Websites

1.http://digital.library.okstate.edu/encyclopedia/entries/W/WO003.html
This is from the Oklahoma Historical Society's website, and includes information about gender roles in the 5 tribes involved in the Trail of Tears--the Cherokee, Choctaw, Chickasaw, Seminole, and Creek.

2.www.wic.org/misc/history.htm
This is an overview of women's history in America, presented by Women's International Center. It includes details about women in many different areas--such as work and politics. Please be certain you are looking at the sections that talk about the late 18th century or early-to-mid 19th century!

3.www.merrycoz.org/MAGS2.HTM
This is a VERY interesting website that includes articles from a children's magazine that started in 1827. If you consider what type of children would have gotten magazines during that time period, you'll know that this website will apply to those of you who have wealthy white profiles. Lots of stories that reveal the moral views of Christian families at that time--a child's duty to his/her parents, gender roles, etc.

4.www.historyofquilts.com/earlylife.html
This website includes some interesting tidbits of information about how difficult life was for colonial women. While our time period is a wee bit later than this, you can still use this information for the earliest period of Historybook (i.e. right around 1800). What were the men in charge of, if the women did all of the work listed here? If you are not sure, read below!

Finally, use the original websites listed below in my earlier post, in order to examine more details about gender roles. What do the men and women do for their jobs and their roles on these different websites? There is a great deal of information on these original sites if you re-examine them looking specifically for information on gender roles.

Good luck!

Welcome Back from Thanksgiving break!

Hi everyone! I wanted to welcome you to our second trimester! Please remember our discussion in class about STEPPING UP your behavior in class. Please be certain that you are ALWAYS treating EVERYONE with respect, that you come to class PREPARED every day, and that you are focused on one thing in my classroom: learning about American history.

As of right now, there is no homework this week. This *may* change, depending on student behavior in class. If behavior is good, and we are very productive, there won't be any homework. If, however, things are less than stellar in class, then I will post homework on this blog. Check it daily for updates!

Please see the next post for new websites we'll be using in class this week for our Historybook project! Parents, please ask your child to see their profile on Historybook, which is a completely password-protected wiki website that only students in our class can access. It is pretty darn cool! Ask your child to explain it to you!

Thanks much, and here's to an excellent, productive, and fun 3 weeks before winter break!

Best,


Dr. Swartzbaugh

Historybook Websites for Profile Research

Below are the websites that you may use for your profile research. Be sure to explore links from each of these websites; following the links will allow you to find out even more information on different types of people that lived during the early-to-mid 19th century! Please don't use any other websites for your research and creation of your four profile options. Enjoy yourselves!

1. http://scriptorium.lib.duke.edu/campbell/#hannah
This site is about Hannah Valentine and Lethe Jackson, two African-American female slaves who worked on a plantation in Virginia. A remarkable feature of this site is that we have letters that were written by these women describing their lives--something that is very rare for historians to have today.

2.http://www.history.org/Almanack/life/family/background.cfm
This website talks about different types of family structures in Colonial Williamsburg. The site discusses issues such as gender roles, relationships between children and parents, and how traditions differed amongst different families. There are many links from this site for your exploration!

3. http://r2.gsa.gov/fivept/fphome.htm
This site is more difficult to navigate than the previous two sites. But if you are a fan of cities, New York City, or archaeology, you might especially like this site. I would recommend following the "tour guide" buttons that say "next stop on tour" towards the bottom of each page.

4. http://www.economicadventure.org/family/ML1810.pdf
This is a very detailed, but fairly easy to read, document that includes a lot of information about how people lived in the early 1800s. If you are interested in details about every day life--how they made things, what illnesses they had, etc--then you will enjoy this site.

5. http://www.nps.gov/acad/forteachers/upload/edguide_carroll.pdf
This tells the story about several generations of one family that live in Maine beginning in 1814. Please only read the first part, John and Rachel Carroll, 1825-1870. This is the first few pages of the document. Great details about life on a farm during this time.

6.
This is a site that provides information about a young girl who is an indentured servant. It includes the document outlining the agreement for her indenture, and some background about indentured servitude. If you find this issue interesting, also try the following site, which includes a letter written by an indentured servant girl to her father in 1756:
http://historymatters.gmu.edu/d/5796

7.http://www.history.org/Almanack/life/family/black.cfm">http://www.history.org/Almanack/life/family/black.cfm">http://www.history.org/Almanack/life/family/black.cfm
This provides more information on slave families in Colonial Williamsburg, including a broad overview of their experiences. There are other links on the left side of the page for more information.


8. http://www.pbs.org/wgbh/aia/part4/4p2959.html
This site is about the removal of the Cherokee, Creek, Choctaw, Chicasaw, and Seminole from parts of the American Southeast, including Georgia and Alabama, beginning around 1814. Towards the end of this overview, the Trail of Tears is discussed. Over 4000 Native Americans died during this forced removal from their lands.

9. http://www.cerritos.edu/soliver/Student%20Activites/Trail%20of%20Tears/web/cherokee%20women.htm#_edn1
This is a very interesting website about the Cherokee women's response to removal policies of the U.S. government. The Cherokee women repeatedly petitioned the government in protest of these policies. The site includes the original text of these petitions.

10. http://www.texasalmanac.com/history/timeline/early/
This website has many different links on the left side, but this particular page is a time line of Texas history. For those of you interested in Mexican history, this is a great website to start.

11. http://www.flmnh.ufl.edu/staugustine/index.asp?unit=5
This website is about St. Augustine, Florida, and includes information about the many different groups of people who lived and interacted there. If you choose "exodus" or "new arrivals" and then click on "people" you will find profiles of a few different types of people who lived there.

Weekly syllabus 11/15/10

There is NO HOMEWORK this week!

I want you to use this week to make up any recent late work that you might not have turned in, such as the Chapter 8 sections 1 and 2 questions that were due last Friday (11/12) and Monday 11/15. If you turn these in before Friday, you will still get 1/2 credit.

Please note: I will not accept ANY LATE WORK AFTER FRIDAY November 19th for the first trimester.

I hope that you are able to enjoy this week off of homework!

P.S. We will start a very exciting new experience on Wednesday in class!

Weekly Syllabus 11/8/10

Please click on the following link to access this week's syllabus!

weekly syllabus


Remember! Test on Wednesday! Study hard to achieve your goals!!!
Other reminders for this week:
1. Please turn in permission slips for the Chicago History Museum to me asap!
2. Please bring in new or gently used coats for our coat drive! Bring to your advisory teacher!
3. Please come meet with Dr. Roberts at the Community Chat this Tuesday, November 9th, from 7-8:30 pm in the commons!
4. Have a great week!!!

Weekly Syllabus 11/1/10

Please click on the link below for this week's syllabus! Email me if you have any problems!

Team 7-1 Social Studies Syllabus for Week of November 1, 2010

Homework for this weekend! Due Monday, November 1st

This is the work that was to be done in class on Thursday. If you did not complete it, or didn't do the correct assignment, please do so for Monday. The homework will be checked Monday.


1. Read pp. 212-217
2. List 3-5 unfamiliar vocabulary words --write down any words that you do not understand.
3. Write 1-2 questions from the reading that you don't understand or want to learn more about.
4. Complete the questions on page 224: 4, 7, 1, 13, 14a, 15.

Weekly Syllabus 10/25/10

US History Syllabus
Dr. Swartzbaugh Team 7.1 PJMS
Dates: 10/25-10/29 Don’t Forget! Red Ribbon Week!!!!! Turn in Wicked Permission Slips!!!!!

Monday
10/25/10
Team Spirit Day
AIM Students will begin to analyze the First Amendment, and the belief systems of the Colonists as reflected in the Bill of Rights
ACTIVITY Self-evaluate book project by completing the rubric, including written comments explaining each rating; gallery walk of books. (220-221; 240-242)
HOMEWORK Re-read Tinker and Gobitas cases in preparation for Harkness Table tomorrow!

Tuesday
10/26/10
Twin Day
AIM Students will continue analyzing the First Amendment, and the belief systems of the Colonists as reflected in the Bill of Rights
ACTIVITY Harkness Table on Tinker and Gobitas cases (220-221; 240-242)
HOMEWORK None

Wednesday
10/27/10
Wacky Day
AIM Students will begin to understand significant issues in the creation of the new Constitution ACTIVITY Constitutional ratification activity (212-223)
HOMEWORK CANCELLED !!!!!

Thursday
10/28/10
Hat Day!
AIM Students will deepen their understanding of the issues in the creation of the new Constitution
ACTIVITY Constitution ratification activity (212-223)
HOMEWORK 1. Read p. 212-215
2. Write a one paragraph summary of the Virginia Plan
3. Write a one paragraph summary of the Great Compromise OR draw a picture that explains it.

Friday
10/29/10
Costume Day!
Please bring a canned good!
AIM Students will deepen their understanding of the conflicts regarding ratification of the ACTIVITY Constitution Constitution exploration activity (212-223)
HOMEWORK NONE!!!

*Every day is subject to change dependent upon many variables. If classwork is not completed it may result in additional homework assignments. If you are looking for ways to support your in-class activities you may consult your textbook. Support pages are listed in italics after each day’s activities. Please contact Dr. Swartzbaugh with any questions. Email contact is best. lswartzbaugh@op97.org

Homework for this weekend! Due Monday October 25th

1. Read the handout "Landmark Cases: Background Summary and questions." You do not have to read the back, just the front of this page.
2. Answer the four questions at the bottom of the page. One of your answers must be a complete paragraph--you get to choose which question to answer in paragraph form. You must answer all four questions.
Have a great weekend!

Final Project Deadlines and Information

Social Studies
Dr. Swartzbaugh
Unit 1 Final Project
Due: Monday October 18, 2010

Deadlines--please note that items are DUE on day indicated:
Tuesday 10/12: One paragraph describing the main character of your book, including the character’s race, gender, approximate age, and whether the character is a Patriot or a Loyalist.
Wednesday 10/13: A bullet-point list of what happens to your character during the one event of your choice, as well as the two required events (Declaration of Independence and Revolutionary War).
Thursday 10/14: Storyboard, including a small picture of what each page will look like in terms of the picture and text.
Friday 10/15: 2 sources you are using, cited according to the format listed in this handout.
Monday 10/18: completed project due, already assembled BEFORE class! Do not come into class needing to assemble the project! Finish it at home!


Format: You will create a booklet of no less than 6 pages not including the title page and source page
The book should be in the form of a comic book or children’s book.
The book should have one main character who lived during the time of the American Revolution.
Each page should include both text and images.
There should be a title page and a source page
It should be in color.


Content: Your project should focus on the events leading up to the American Revolution, as well as the war itself:
Your book should include details about 1 event from the following list:
Stamp Act
Tea Act
Intolerable Acts
Boston Tea Party
Boston Massacre
Your book should also include details about the Declaration of Independence and the Revolutionary War.
Your book should answer the question “what is worth fighting for?” from the point of view of the main character



Sources: Your book should include at least 2 sources other than the textbook. You should cite the source using the following format (this is MLA format): Please note: you may NOT use encyclopedias or wikipedia.
For a book:
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.
Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication. Medium of Publication.
For a website:
The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web. 23 Apr. 2008.
Editor, author, or compiler name (if available). Name of Site. Version number. Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Medium of publication. Date of access.
For a page on a website
"How to Make Vegetarian Chili." eHow.com. eHow, n.d. Web. 24 Feb. 2009.
For a magazine article:
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.
Author(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of publication.

Weekly Syllabus 10/4/10

US History Syllabus

Dr. Swartzbaugh Team 7.1 PJMS

Dates: 10/4-10/8

	AIM	Activity	Homework
Monday 10/4/10	Students will continue their analysis of Women during the Revolution and share their personal Declaration of Independence.	Follow up discussion of women’s roles during the American Revolution, based on last Friday’s activity (188). Read aloud personal Declaration of Independence	Respond to the following question in complete sentences: 1.Would the colonies have won the Revolutionary War without women’s involvement? Why or why not? Provide 2 specific examples from your chart to support your argument.
Tuesday 10/5/10	Students will begin examining African-Americans’ roles during American Revolution	African Americans in the American Revolution (186-187)	none
Wednesday 10/6/10	Students will continue examining African-Americans’ roles during American Revolution	African Americans in the American Revolution (186-187)	Respond to the following question in complete sentences: If you were an African American during the time of the Revolution, which side would you fight on and why? Include 2 specific reasons to support your argument.
Thursday 10/7/10	Students will understand the key factors contributing to the American victory in the Revolutionary War	Why did the colonies win the war? (188-194)	none
Friday 10/8/10	Students will understand the requirements of the final project for chapters 5-7.	Go over expectations and rubric for final project	Begin to work on Final Project.

*Every day is subject to change dependent upon many variables. If classwork is not completed it may result in additional homework assignments. If you are looking for ways to support your in-class activities you may consult your textbook. Support pages are listed in italics after each day’s activities. Please contact Dr. Swartzbaugh with any questions. Email contact is best. lswartzbaugh@op97.org

This week's syllabus

US History Syllabus

Dr. Swartzbaugh Team 7.1 PJMS

Dates: 9/27-10/1

	AIM	Activity	Homework
Monday 9/27/10	Students will examine performance on their quiz and re-assess understanding of impact of the French and Indian war	Pass out quizzes; complete revised essay question on the impact of French and Indian war.	Respond to the following questions in complete sentences: Are you satisfied with your grade on the quiz? Why or why not? What grade do you wish to get on the next quiz? What do you need to do to improve your grade on our next quiz?
Tuesday 9/28/10	Students will analyze the Declaration of Independence	Declaration of Independence activity; rewrite list of grievances in today’s language. (172-178)
Wednesday 9/29/10	Students will analyze the Declaration of Independence	Share list of grievances; read and discuss last paragraph of D of I; discuss impact of D of I (172-178)	Write a list of 3 grievances that you have about your life. For each grievance, draw an picture illustrating the grievance
Thursday 9/30/10	Students will examine African-Americans’ roles during American Revolution	African Americans in the American Revolution (186-187)
Friday 10/1/10	Students will examine women’s roles during American Revolution	Women in the American Revolution (188)

*Every day is subject to change dependent upon many variables. If classwork is not completed it may result in additional homework assignments. If you are looking for ways to support your in-class activities you may consult your textbook. Support pages are listed in italics after each days activities. Please contact Dr. Swartzbaugh with any questions. Email contact is best. lswartzbaugh@op97.org

MAP Testing this week

This week we have MAP testing and curriculum night. It is going to be a busy, crazy week!
You will have 1st and 2nd period on Monday, but not 6th or 7th. On Tuesday, we'll start the day with 7th, then 6th, and you won't go to 1st or 2nd period class.

I know, it is confusing, right?

The good news about homework is that there isn't any tonight (Monday) or tomorrow (Tuesday) night! You will have homework on Wednesday, Thursday, and over the weekend.

We will be looking at some different depictions of the Boston Massacre and other events during this period in order to learn about visual analysis of primary historical documents.

Curriculum night is this Wednesday! Please have your parents come so I can meet them!

Best,
Dr. Swartzbaugh

What did the colonists think was worth fighting for?

This week we will begin to investigate this question. We'll be using the textbook as a resource to provide the background knowledge we need to understand how and why the American Revolutionary War happened. While it might seem at first that there is very little in common between the Muslim girls in France today and the colonists during the 1760s, I think that you will begin to see some pretty significant similarities between these two groups. I am very excited to share with you some techniques for analyzing primary documents such as political cartoons. These are skills we'll be using throughout this entire year and I think you'll find analyzing political cartoons very interesting! We will also have some fun drawing some protest cartoons of our own. It is going to be a fun week! Please note the weekly syllabus on the right sidebar and don't forget to do your homework!

See you tomorrow!

Dr. Swartzbaugh

This week!

This week we will start getting into our first unit, which looks at the essential question:

What is worth fighting for?

In order to begin our exploration of the American Revolution, we are going to look at the concept of rights, specifically rights that relate to school-aged children such as yourselves.

In class, we will be reading some articles that explain a law that was passed in France in 2004 that prohibits public school students from wearing any kind of religious clothing or symbols. We will also watch a short video about one girl's struggle with this new law.

If you are interested in learning more about this subject, feel free to visit this link, from the BBC news website. On the right, you will see many links to additional articles regarding this law.

http://news.bbc.co.uk/2/hi/europe/3328277.stm

Later in the week, we will learn more about a discussion structure that we will be using a lot this year called a Harkness Table. I think you are really going to enjoy this form of class discussion!

See you tomorrow!

It was great to meet you!

Hello again! It was wonderful to meet all of you today! What a crazy day we had with those super-short class periods!

I wanted to remind you that tomorrow you should go straight to your advisory. Once your advisory teacher takes attendance, she will then take you to your first PBIS station. We'll be doing PBIS stations during 1st, 2nd, and 3rd periods tomorrow. Then, you will go to lunch, and attend all of your afternoon classes as usual.

On Thursday, the schedule will be flipped, so that you'll go to PBIS stations in the morning in place of periods 7, 8 and 9. Don't worry if it doesn't make sense! All of your teachers will guide you through the day!

Enjoy the fact that you have NO HOMEWORK in social studies tonight!

All the best,
Dr. Swartzbaugh

Here we go!

Welcome to 7th grade social studies! I am thrilled to be your teacher this year! I hope you all are having a relaxing end to your summer--enjoy these last few lazy, hot days! We are going to have an amazing time together this year!

--Dr. Swartzbaugh