Mrs. Newgard Lesson Plans US History Grade 8 Monday, May 15 o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret information, 8.2.7 – Explain the course and consequences of the Civil War o Objective: Importance of a good leader and how leadership can have a significant role in the outcome of the war Finish Battle Cards Work on 2 page paper on leadership. (They were to choose a leader – past or present, and decide what attributes make them a good leader) o 2 page o MLA format Due: TUESDAY If they finish they can work on Chapter 16 Review – page 545, 6, 7, 8, 9, 10 o Due: WEDNESDAY Tuesday, May 16 o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret information, 8.2.7 – Explain the course and consequences of the Civil War o Objective: Importance of a good leader and how leadership can have a significant role in the outcome of the war Battle Cards due People Card due Paper due Hang up timeline and discuss the events and impact of the Civil War o Why were these battles important? Why were these people significant? What made the Civil War such an impactful war? Finish Chapter 16 Review Wednesday, May 17 o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret information, 8.2.7 – Explain the course and consequences of the Civil War o Objective: Understand the impact of the Civil War Bell Ringer: Hand in chapter 16 review REVIEW MANIA!! Kahoot the Civil War! Ball in the trash can: Use tests and quizzes to ask questions
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Mrs. Newgard
Lesson Plans
US History
Grade 8
Monday, May 15
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Finish Battle Cards
Work on 2 page paper on leadership. (They were to choose a leader –
past or present, and decide what attributes make them a good leader)
o 2 page
o MLA format
Due: TUESDAY
If they finish they can work on Chapter 16 Review – page 545, 6, 7, 8, 9,
10
o Due: WEDNESDAY
Tuesday, May 16
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Battle Cards due
People Card due
Paper due
Hang up timeline and discuss the events and impact of the Civil War
o Why were these battles important? Why were these people
significant? What made the Civil War such an impactful war?
Finish Chapter 16 Review
Wednesday, May 17
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Understand the impact of the Civil War
Bell Ringer: Hand in chapter 16 review
REVIEW MANIA!! Kahoot the Civil War!
Ball in the trash can: Use tests and quizzes to ask questions
o Assign:
Read 17.1, 17.2
Thursday, May 18
o Standard: 8.2.8 – Trace social, economic, political, and cultural factors of the
Reconstruction
o Objective: Understand how the Reconstruction got underway and developed
Bell Ringer: 17.1
o Watch Crash Course: Reconstruction
Notes 17.1
Notes 17.2
o Take notes
o Write down all the most important players of the
Reconstruction
Assign:
o Read 17.3
Friday, May 19
o Standard: 8.2.8 – Trace social, economic, political, and cultural factors of the
Reconstruction
o Objective: Understand how the Reconstruction got underway and developed
Bell Ringer: 17.3
o Watch Hip Hugh Reconstruction
Notes 17.3
Choose one of the most impactful players in the Reconstruction (could
be a good, could be bad, but they must have made a major impact)
o You will be creating Fakebook profiles on that person!
Monday, May 22
o Standard: 8.2.8 – Trace social, economic, political, and cultural factors of the
Reconstruction
o Objective: Understand how the Reconstruction got underway and developed
Bell Ringer: Fakebook Profile instructions
Begin creating Fakebook profiles
Tuesday, May 23
o Standard: 8.2.8 – Trace social, economic, political, and cultural factors of the
Reconstruction
o Objective: Understand how the Reconstruction got underway and developed
Bell Ringer: Questions or clarification?
Last day to beef up profiles
Wednesday, May 24
o Standard: 8.2.8 – Trace social, economic, political, and cultural factors of the
Reconstruction
o Objective: Understand how the Reconstruction got underway and developed
FINAL: Fakebook profiles due
Present profiles and discuss the reconstruction
Play review game if time
Thursday, May 25
o Standard: N/A
o Objective: N/A
Last Day: Clean up!!
Monday, May 8
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Get out Civil War people cards
Finish creating their people cards
o Due: WEDNESDAY
If they finish they can draw for battles
o (they can get a jump start on tomorrow’s Battles if they finish
early)
Watch CNN Student News
Tuesday, May 9
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Draw battles if they didn’t do it yesterday
Start researching battles and making the sheets for the Battle Timeline
o Due: WEDNESDAY
Wednesday, May 10
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Reflect on the past two days
Present and hang up Battle Timeline
Present Civil War leader cards
Assign:
Read 16.4 and 16.5
Thursday, May 11
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: 16.4 BR in book
Notes and discussion on 16.4 and 16.5
Friday, May 12
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: What makes a good leader? (Write it up on the board. Gather ideas.
Keep in mind we are talking about a good leader, not necessarily a military
commander.)
Choose a person – past, present, familiar, or someone you’ve never met
o Write a two page (MLA formatted) paper on why that person
makes a good leader.
Due: MONDAY
Monday, May 1
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Chapter 15 Review due
Kahoot: Chapter 15
Chapter 15 Review worksheet
o Introduce Civil War if there is time (Chapter 16)
Preview rest of the month
o Assign:
Read 16.1
Tuesday, May 2
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: 16.1
Write down: How are decisions influenced by our surroundings? Give
specific examples.
o Discuss the connection to the Civil War
Do Critical Thinking (at the bottom of the page in the Teacher’s Edition)
page 514
Create a chart – Northern Resources V Southern Resources
Wednesday, May 3
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: What makes a great leader?
Discuss why they are so important. Class leaders. School leaders.
Business leaders. Government leaders. Military leaders.
Create leader cards –
Picture on one side.
Strengths and weaknesses on the other.
Who did they fight for?
Assign:
Read 16.1 and 16.2
Thursday, May 4
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Crash Course – Battles of the Civil War
Notes on 16.1 and 16.2
Friday, May 5
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.2.7 – Explain the course and consequences of the Civil War
o Objective: Importance of a good leader and how leadership can have a significant role in
the outcome of the war
Bell Ringer: Review battles
Watch (on Civil War Trust) Union Leaders and Confederate Leaders (two
separate videos)
o Discuss important attributes of leaders
Work on people cards
Set girls up for next week
Monday, April 24
o Standard: 8.2.6 – Explain causes of the Civil War
o Objective: Antislavery literature and the annexation of new lands intensified the debate
over opposition
Bell Ringer: 15.1 BR
Create vocabulary flashcards together
o Go over 15.1 main points
o Compromise of 1850:
https://www.youtube.com/watch?v=uvlUqV1vwTc&index=79&l
ist=PL47F868B521713645
Assign:
o 15.1 Review – page 481, 3, 4, 5
o Due: TUESDAY
Tuesday, April 25
o Standard: 8.2.6 – Explain causes of the Civil War
o Objective: The Kansas-Nebraska Act heightened tensions in the conflict over slavery
Bell Ringer: Vocabulary 15.1
Notes on 15.2
o Kansas-Nebraska Act Explained
https://www.youtube.com/watch?v=Phir7DPWTrM&list=PL47F
868B521713645&index=80
o 3 minute Video on John Brown’s last speech:
http://www.history.com/topics/bleeding-kansas/videos
Assign:
15.2 Vocabulary (add to 15.1 vocab)
Read 15.3
Wednesday, April 26
o Standard: 8.2.6 – Explain causes of the Civil War
o Objective: The split over the issue of slavery intensified due to political division and
judicial decisions
Bell Ringer: 15.3 BR
Check 15.2 Vocabulary
Go over Vocabulary 15.1 and 15.2
o Dred Scot Decision Explained:
https://www.youtube.com/watch?v=1qlXBNwmoTw&list=PL47
F868B521713645&index=81 (11:46)
Go over main ideas for 15.3
Assign:
o Vocabulary 15.3
o Read 15.4
Thursday, April 27
o Standard: 8.2.6 – Explain causes of the Civil War
o Objective: The United States broke apart due to the growing conflict over slavery
Bell Ringer: 15.4 BR
Check vocabulary for 15.3
Go over vocabulary for 15.1, 15.2, 15.3
o Introduce 15.4 Vocabulary
o Discuss (have each student write a small summary of the
section, then discuss – points will be taken on the summaries)
Importance of Raid on Harper’s Ferry
Election of 1960
The South Secedes
Assign:
o 15.4 Vocabulary
Friday, April 28
o Standard: 8.2.6 – Explain causes of the Civil War
o Objective: The United States broke apart due to the growing conflict over slavery
Bell Ringer: Go over vocabulary for entire chapter
Crash Course US History:
https://www.youtube.com/watch?v=roNmeOOJCDY&t=1s&list=PL8dPu
uaLjXtMwmepBjTSG593eG7ObzO7s&index=18
[Create Kahoot! For Monday!]
Assign:
o Chapter 15 Review – page 499, 8-13
o Due: MONDAY
Thursday, April 13
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: In the mid-1800s, debate over slavery increased as abolitionists organized to
challenge slavery in the US.
Bell Ringer: 14.4
Categorize the Abolitionists
o Which, in your opinion, had the most effective way to spur the
movement?
Create online flashcards: abolition, William Lloyd Garrison, American
Anti-Slavery Society, Angelina and Sarah Grimke, Frederick Douglass,
Sojourner Truth, Underground Railroad, Harriet Tubman
Monday, April 17
o Standard: N/A
o Objective: N/A
No School – Easter Monday!
Tuesday, April 18
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: In the mid-1800s, debate over slavery increased as abolitionists organized to
challenge slavery in the US.
Bell Ringer: Go over vocabulary
Watch: https://app.discoveryeducation.com/learn/videos/ec22d73c-
2ea6-42df-9ec6-fcfd23c6ea98?hasLocalHost=false
Read through - http://www.pbs.org/black-
culture/shows/list/underground-railroad/stories-freedom/henry-box-
brown/
o Choose a song you would sing while coming out of the box, why
would this one be the one to choose?
Wednesday, April 19
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve women’s rights in American society
Bell Ringer: 14.5
Watch: https://app.discoveryeducation.com/learn/videos/8a8870ab-
cda2-4c96-9e78-4dcfed1282f9?hasLocalHost=false
o A History of Women’s Achievement in America: Women Speak
Out (25:36)
Read articles – summarize
o http://www.history.com/this-day-in-history/seneca-falls-
convention-begins
o https://www.nwhm.org/online-
exhibits/rightsforwomen/SenecaFalls.html
Assign:
o Read 14.5
o Create online vocabulary cards
Thursday, April 20
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve many aspects of pre-Civil War society
Bell Ringer: VOCABULARY
Chapter 14 Review – page 469, 4-8, 11, 12
Due: FRIDAY
Study vocabulary quiz for Friday
Friday, April 21
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve many aspects of pre-Civil War society
Bell Ringer: Vocabulary
Chapter 14 Vocabulary Quiz
Introduce Chapter 15 – A Divided Nation
Read 15.1
Monday, April 10
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: Together, go over vocabulary for chapter 13: The South
Chapter 13 Review
o Page 431, 6, 7, 8, 11, 12
o Due: TUESDAY
Murals
o Due: THURSDAY
Read 14.1 – when you read think of how the information supports the
main ideas
o Due: TUESDAY
Tuesday, April 11
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: The population of the US grew rapidly in the early 1800s with the arrival of
millions of immigrants
Bell Ringer: 14.1
Write main ideas up on the board
o Create a web or list the information below
Go over vocabulary: nativists, Know-Nothing Party, middle class,
tenements
o Create online flashcards with their significance
Discuss 14.2
o Complete “Literature in History” page 446-447
o Page 447, 1, 2
o Due: WEDNESDAY
Read 14.3
o Due: WEDNESDAY
Wednesday, April 12
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reform movements in the early 1800s affected religion, education, and
society
Bell Ringer: Discuss Literature in History | 14.3
Religious Movement
Temperance Movement
Prison Reform
Education Movement
o Discuss significance and happenings of the movements
Create online flashcards with the vocabulary: Second Great Awakening, Charles
Grandison Finney, Lyman Beecher, temperance movement, Dorothea Dix,
common-school movement, Horace Mann, Catharine Beecher, Thomas
Gallaudet
Read 14.4
Thursday, April 13
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: In the mid-1800s, debate over slavery increased as abolitionists organized to
challenge slavery in the US.
Bell Ringer: 14.4
Categorize the Abolitionists
o Which, in your opinion, had the most effective way to spur the
movement?
Create online flashcards: abolition, William Lloyd Garrison, American
Anti-Slavery Society, Angelina and Sarah Grimke, Frederick Douglass,
Sojourner Truth, Underground Railroad, Harriet Tubman
Friday, April 14
o Standard: N/A
o Objective: N/A
No School – Good Friday!
Monday, April 17
o Standard: N/A
o Objective: N/A
No School – Easter Monday!
Tuesday, April 18
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: In the mid-1800s, debate over slavery increased as abolitionists organized to
challenge slavery in the US.
Bell Ringer: Go over vocabulary
Watch: https://app.discoveryeducation.com/learn/videos/ec22d73c-
2ea6-42df-9ec6-fcfd23c6ea98?hasLocalHost=false
Read through - http://www.pbs.org/black-
culture/shows/list/underground-railroad/stories-freedom/henry-box-
brown/
o Choose a song you would sing while coming out of the box, why
would this one be the one to choose?
Wednesday, April 19
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve women’s rights in American society
Bell Ringer: 14.5
Watch: https://app.discoveryeducation.com/learn/videos/8a8870ab-
cda2-4c96-9e78-4dcfed1282f9?hasLocalHost=false
o A History of Women’s Achievement in America: Women Speak
Out (25:36)
Read articles – summarize
o http://www.history.com/this-day-in-history/seneca-falls-
convention-begins
o https://www.nwhm.org/online-
exhibits/rightsforwomen/SenecaFalls.html
Assign:
o Read 14.5
o Create online vocabulary cards
Thursday, April 20
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve many aspects of pre-Civil War society
Bell Ringer: VOCABULARY
Chapter 14 Review – page 469, 4-8, 11, 12
Due: FRIDAY
Study vocabulary quiz for Friday
Friday, April 21
o Standard: 8.2.1 – Analyze the transformation of the nation, 8.2.5 – Explain how reform
efforts led to major changes in society
o Objective: Reformers sought to improve many aspects of pre-Civil War society
Bell Ringer: Vocabulary
Chapter 14 Vocabulary Quiz
Introduce Chapter 15 – A Divided Nation
Monday, April 3
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: 13.1
Notes 13.1
Bell Ringer: 13.2
Notes 13.2
o Can choose which note taking method they use.
Tuesday, April 4
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: Review notes
Write a paragraph summarizing notes
o Discuss 13.1 (Downfalls of a one product economy)
o Discuss 13.2 (what is the importance)
Biographies
o Nat Turner
o Denmark Vesey
Assign:
o Read 13.3
Wednesday, April 5
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: 13.3
Notes 13.3
o Write up main ideas
Add details
Thursday, April 6
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: Review the week
Start NORTH and SOUTH Murals
o Displaying the differences and similarities in the economies
Friday, April 7
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.6 – Explain
the causes of the Civil War (e.g., states’ rights, slavery, differences in Northern and
Southern economies)
o Objective: Discover how the South differed from the North
Bell Ringer: What is left on the Murals?
Continue Murals
Monday, March 27
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: Introduce the North. What changes occurred in the North during the early
1800s?
Bell Ringer: Go over the Intro and look at what we are going to be discussing in
the section
Notes 12.1
Exit: Which invention was the most notable and influential?
Assign:
o 12.1 Review – page 389, 4
o Due: TUESDAY
Tuesday, March 28
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: The introduction of factories changed working life for many Americans
12.1 Review due
Bell Ringer 12.2
Notes (method of their choice) on 11.2
Assign:
o 12.2 Review – page 395, 4
o Due: WEDNESDAY
Wednesday, March 29
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: The introduction of factories changed working life for many Americans
Bell Ringer: Discuss notes and review yesterday’s section
Watch snippet of “Story of US: Triangle Shirtwaist Fire”
o Discuss factory conditions
The effect of the factory system on workers’ rights.
o Notes 12.3
o Exit: What ways did improved transportation? What was the
biggest asset to today’s transportation?
Assign:
o 12.3 Review – page 401, 5
o Due: THURSDAY
Thursday, March 30
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: Advances in technology led to new inventions that continued to change daily
life and work
Bell Ringer: 11.4
Notes 11.4
o Write the main ideas
Branch off (create a mind map on the board)
Friday, March 31
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: Advances in technology led to new inventions that continued to change daily
life and work
Bell Ringer: Go through the chapter – which invention was the most vital piece
of our society! Defend your answer (Do a top 5)
Assign:
o Chapter 12 Review – page 407, 7-12
o Due: MONDAY
Watch CNN Student News
Monday, March 20
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: The ideals of manifest destiny and the outcome of the Mexican-American
War led to the US expansion to the Pacific Ocean
Bell Ringer 11.3
Discuss what was already read
o Finish notes on 11.3
Organize portfolios and discuss conferences – be sure they are clear on
expectations and understandings
Assign:
o Finish notes for TUESDAY
Tuesday, March 21
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: The ideals of manifest destiny and the outcome of the Mexican-American
War led to the US expansion to the Pacific Ocean
Bell Ringer: 11.4
Start watching and discussing “Trail to Riches: The California Gold Rush
and Settlement of the Pacific Northwest”
https://app.discoveryeducation.com/learn/videos/1f84a69e-fcd4-4556-
b868-017a059da54f?hasLocalHost=false
o Go over discussion questions
Relate content to the book
Wednesday, March 22
o Standard: N/A
o Objective: N/A
Field Trip – Girls are in GF
Thursday, March 23
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy), 8.2.6 – Explain the causes of
the Civil War (e.g., states’ rights, slavery, differences in Northern and Southern
economies)
o Objective: Introduce the North. What changes occurred in the North during the early
1800s?
Bell Ringer: Go over the Intro and look at what we are going to be discussing in
the section
Notes 12.1
Assign:
o 12.1 Review – page 389, 4
o Due: MONDAY
Friday, March 24
o Standard: N/A
o Objective: N/A
No School! Enjoy the long weekend!
Monday, March 13
o Standard: N/A
o Objective: N/A
Devils Lake: Marketplace for Kids
Tuesday, March 14
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Learn how the leaders of early western expansion influenced people
Bell Ringer: Watch Keith Hughes “Manifest Destiny”
Finish resumes and notes for 11.2
Assign:
Read 11.3
Wednesday, March 15
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: The ideals of manifest destiny and the outcome of the Mexican-American
War led to the US expansion to the Pacific Ocean
Bell Ringer: 11.3
First Main idea
o Create notes together
Second Main Idea
o Create notes together
Assign:
o 11.3 Review – page 363, 1-4
o Due: FRIDAY
Thursday, March 16
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: The ideals of manifest destiny and the outcome of the Mexican-American
War led to the US expansion to the Pacific Ocean
Bell Ringer: Recap yesterday
Final Main Idea
o Create notes together
Tie all the main ideas together, determine the importance of the
Mexican-American War and how it works into the standards
Assign:
o 11.3 Review – page 363, 1-4
o Due: FRIDAY
Friday, March 17
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: The ideals of manifest destiny and the outcome of the Mexican-American
War led to the US expansion to the Pacific Ocean
Bell Ringer: 11.4
Notes 11.4
o Fold paper into 7 parts
Monday, March 6
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Discuss the impact the Trail of Tears had on the Cherokee people and
national policy
Bell Ringer: Recap Thursday’s notes
Watch/Discuss “We Shall Remain”
o Work on discussion questions as we go
Tuesday, March 7
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Discuss the impact the Trail of Tears had on the Cherokee people and
national policy
Bell Ringer: How is the video similar and different from what we read in the
book? Why?
Finish “We Shall Remain”
o Discussion questions due WEDNESDAY
Introduce Chapter 11: Expanding the West
o Explore timeline
o Explore the picture
o Go over essential questions
Assign:
o Read 11.1
Wednesday, March 8
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Discover how the idea of Manifest Destiny emerged
Bell Ringer: What is our Manifest Destiny today? How do we go about obtaining
it?
BR 11.1
11.1 Notes
o Go over main ideas
Exit: vocabulary
Assign:
o 11.1 Review – page 349, 1-3
o Due: THURSDAY
Thursday, March 9
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Learn how the leaders of early western expansion influenced people
Bell Ringer: Vocabulary from 11.1 | BR 11.2
Go over 11.2 a little
Create resumes for:
o Stephen F. Austin
o Antonio Lopez de Santa Anna
Friday, March 10
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Learn how the leaders of early western expansion influenced people
Bell Ringer: Watch Keith Hughes “Manifest Destiny”
Finish resumes and notes for 11.2
Monday, February 27
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Look at the impact Andrew Jackson had on national policy
Bell Ringer: 9.2 Bell Ringer
Fold a paper into 5 parts, label:
o Growing Nationalism
o Roads and Canals
o Era of Good Feelings
o Missouri Compromise
o The Election of 1824
Exit: Write the definitions : Nationalism, Henry Clay, American System,
Cumberland Road, Erie Canal, Era of Good Feelings, Sectionalism,
Missouri Compromise, John Quincy Adams
o Answer the review questions together
Assign:
o Read 10.1 and 10.2
Tuesday, February 28
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Look at the impact Andrew Jackson had on national policy
Bell Ringer: Define terms together from 10.1 and 10.2 – nominating
conventions, Jacksonian Democracy, Democratic Party, John C. Calhoun, spoils
system, Martin Van Buren, Kitchen Cabinet, Tariff of Abominations, states’
rights doctrine, nullification crisis, Daniel Webster, McCulloch v Maryland, Whig
Party , Panic of 1837, William Henry Harrison
Notes on 10.1 and 10.2
o Guided Reading for both sections
Exit: What impact did Andrew Jackson have on national policy? Who
had more of an impact – Jackson or Jefferson? Why?
Wednesday, March 1
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: Look at the impact Andrew Jackson had on national policy
Bell Ringer: 10.3 Bell Ringer
Notes 10.3
Assign:
o 10.3 Review – page 335, 1-4
o Due: THURSDAY
Thursday, March 2
o Standard: 8.2.3 – Explain how political leaders dictated national policy, 8.2.4 – Explain
how the concept of Manifest Destiny impacted national policy (e.g. War with Mexico,
Gadsden Purchase, imperialism, Gold Rush, foreign policy)
o Objective: How did the Trail of Tears impact the nation?
Bell Ringer: Hand out and read through discussion questions for the video
Watch “We Shall Remain: Trail of Tears” Episode 3
o Stop as often as necessary to answer questions and discuss
Finish film on Monday
Friday, March 3
o Standard: N/A
o Objective: N/A
No School – Enjoy the long weekend!
Monday, February 20
o Standard: 8.2.3 – Explain how political leaders dictated national policy
o Objective: Under President Jefferson’s leadership, the United States added the Louisiana
Territory
Review for 8.1 Quiz
8.1 Review due
8.1 Quiz
8.2 Bell Ringer
Vocabulary: Louisiana Purchase, Meriwether Lewis, William Clark, Lewis
and Clark expedition, Sacagwea, Zebulon Pike
Discuss main ideas
o Create time line and fact sheet for the Louisiana Purchase
o Same for Pike
Introduce mural (depending on time)
Assign:
8.2 Review – page 277, 1-4
Due: Tuesday
Tuesday, February 21
o Standard: 8.2.3 – Explain how political leaders dictated national policy
o Objective: Discover the importance of westward expansion and exploration
Bell Ringer: What are ways the United States benefited from the Louisiana
Purchase? | 8.3 BR
Go through notes on 8.3
Assign:
o 8.3 Review – page 283, 1-4
o Due: WEDNESDAY
Wednesday, February 22
o Standard: 8.2.3 – Explain how political leaders dictated national policy
o Objective: Challenges at home and abroad led the US to declare war on Britain
Bell Ringer: Define vocabulary – USS Constitution, impressment, embargo,
Embargo Act, Non-intercourse Act, Tecumseh, Battle of Tippecanoe, War
Hawks, James Madison
Review 8.3
8.3 Review due
o Take quiz together
Discuss anything that was unclear
Introduce 8.4
o Divide sheet into 6 parts, label War at Sea, Battles along the
Canadian Border, The Creek War, British Attacks in the East, The
Battle of New Orleans, Effects of the War
Use words, phrases, headlines, and drawings to record
important information
Thursday, February 23
o Standard: 8.2.3 – Explain how political leaders dictated national policy
o Objective: Great Britain and the US went to battle in the War of 1812
Bell Ringer: Listen to Johnny Horton “Battle of New Orleans” – What stands out?
Discuss
Write up 6 panes on the board and take the best of each
Go over 8.4 Review together – page 287, 1-4
Friday, February 24
o Standard: 8.2.3 – Explain how political leaders dictated national policy
o Objective: Review chapter 8 and how the leaders dictated national policy
Bell Ringer: Who was the most influential leader in chapter 8 and why?
Discuss
Review chapter 8
Introduce chapter 9: A New Identity
What forces and events affected National Unity?
o Just going through section 2 and 3
Monday, February 13
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: What impact did Thomas Jefferson have on early US?
Bell Ringer – what do you know about Thomas Jefferson?
Watch: https://app.discoveryeducation.com/learn/videos/acc9b5c4-
07e9-4642-9be2-f22cbfadfc0d?hasLocalHost=false Discovery Education:
Thomas Jefferson
o Answer discussion questions
Go through the chapter 8 introduction
o Introduce essential questions:
How did the events of the Jefferson Era strengthen the
nation?
o Go through timeline
Exit: What was the most important contributions Thomas Jefferson
made to history?
Assign:
Read 8.1
Tuesday, February 14
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: What impact did Thomas Jefferson have on early US?
Bell Ringer: Define – John Adams, Thomas Jefferson, John Marshall, Marbury V
Madison, judicial review
Go over the Main ideas and important facts
Exit: Use the terms to summarize the notes (don’t use their definitions)
Wednesday, February 15
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: What impact did Thomas Jefferson have on early US?
Bell Ringer: Define – John Adams, Thomas Jefferson, John Marshall, Marbury V
Madison, judicial review
Go over the Main ideas and important facts
Exit: Use the terms to summarize the notes (don’t use their definitions)
Assign:
8.1 Review – page 270, 1, 2
Due: THURSDAY
Thursday, February 16
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: What impact did Thomas Jefferson have on early US?
Bell Ringer: Quick recap of the vocabulary terms
8.1 due
8.1 Quiz
Go over main ideas of 8.2
Begin creating notes up on the board
Exit: Why did Jefferson want Louisiana?
Assign:
Read 8.2
8.2 Review – page 277, 1-4
Due: TUESDAY
Friday, February 17
o Standard: N/A
o Objective: N/A
Enjoy the long weekend
Monday, February 6
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: The United States tried to remain neutral regarding events in Europe. The
United States and Native Americans came into conflict in the Northwest Territory. The
Whiskey Rebellion tested Washington’s administration. In his Farewell Address,
President Washington advised the nation.
13.3 Bell Ringer
Define: French Revolution, Neutrality Proclamation, privateers, Jay’s
Treaty, Pinckney’s Treaty, Little Turtle, Battle of Fallen Timbers, Treaty
of Greenville, Whiskey Rebellion
Go over 13.3 notes
Assign:
13.3 Review
Tuesday, February 7
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: The United States tried to remain neutral regarding events in Europe. The
United States and Native Americans came into conflict in the Northwest Territory. The
Whiskey Rebellion tested Washington’s administration. In his Farewell Address,
President Washington advised the nation.
Bell Ringer: Go over the objectives and find out where the students stand
Review 13.3
13.3 Due
13.3 Quiz
Do the Presidential Farewell Addresses (in teacher’s edition)
Exit: Review Washington’s recommendations for the nation in his Farewell
Address and then predict how well they were followed.
13.4 Guided Reading
Wednesday, February 8
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: The rise of political parties created competition in the election of 1796. The
XYZ affair caused problems for President John Adams. Controversy broke out over the
Alien and Sedition Acts.
Guided Reading due
13.4 Bell Ringer
Define vocabulary - political parties, Federalist Party,
DemocraticRepublican Party, XYZ affair, Alien and Sedition Acts,
Kentucky and Virginia Resolutions
Notes 13.4
Assign:
13.4 Review
Thursday, February 9
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: The rise of political parties created competition in the election of 1796. The
XYZ affair caused problems for President John Adams. Controversy broke out over the
Alien and Sedition Acts.
Bell Ringer – go over vocabulary together
Go over discussion questions (TE)
13.4 Quiz
Assign:
o Political Cartoons: The XYZ Affair (SE)
Exit: Discuss how the development of two political parties shaped John
Adam’s presidency
Friday, February 10
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: Review the launching of a nation
Kahoot/Bazinga of Chapter 7
Introduce chapter 8
Monday, January 30
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: Unpack standard and link objective
Introduce “What important events occurred during the terms of the first two US
presidents?” (in TE)
How does this link to the ND state standards?
Look at and discuss the timeline on page 230-231
Write down two questions about what we will be learning and two
things you know we will be learning.
Assign:
Read 7.1 (page 234-237)
Tuesday, January 31
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: President Washington and members of Congress established a new national
government.
Bell Ringer for 7.1
Go over main ideas
o Write up a class set of notes on the board
o Discuss the topics
Exit: Page 237, #5 – Give 2 reasons Washington should have the Nobel
Peace Prize
Wednesday, February 1
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: President Washington and members of Congress established a new national
government.
Bell Ringer – Define: George Washington, electoral college, Martha Washington,
precedent, Judiciary Act of 1789 (no books)
Quiz 7.1
Bell Ringer 7.2
Define the terms together
Assign:
Write down the main ideas, then find TWO supporting details for each
Thursday, February 2
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: Treasury secretary Alexander Hamilton developed a financial plan for the
national government.
Bell Ringer – Define: national debt, bonds, speculators, strict and loose
construction
Go through main ideas
o Link it to the standard
Exit: Do you agree with loose or strict construction of the Constitution?
Why? Give an example.
Friday, February 3
o Standard: 8.2.2 – Explain how political parties developed to resolve issues in the early
years of the United States, 8.2.3 – Explain how political leaders dictated national policy
o Objective: Treasury secretary Alexander Hamilton developed a financial plan for the
national government.
Bell Ringer: 7.3
Quiz 7.2
Assign:
Read 7.3
o Write the terms with definitions IN YOUR OWN WORDS. (You
cannot copy and paste out of the book)
o French Revolution, Neutrality Proclamation, privateers, Jay’s
Treaty, Pinckney’s Treaty, Little Turtle, Battle of Fallen Timbers,
Treaty of Greenville, Whiskey Rebellion
Monday, January 23
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and trade routes
Bell Ringer: Do Daily Bell Ringer all (2.1)
Start reading and taking notes on 2.1 (page 38) [COGGLE]
Exit slip: How did these explorations affect the world?
Assign:
Finish reading 2.1
Start 2.1 Review – page 41, 1-4
Due: WEDNESDAY
Tuesday, January 24
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and new trade routes
Bell Ringer: page 41, #5
Discuss the main ideas in 2.1
o Up at the board: write the differences and similarities between
groups and where they traveled and why
Finish 2.1 Review
Exit: Do you think the Indians welcomed Vasco da Gama when he reached
Calicut? Explain.
Wednesday, January 25
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and new trade routes
Bell Ringer: Review vocabulary – Leif Eriksson, Henry the Navigator, astrolabe,
caravels | Summary of 2.1
Quiz 2.1 (can use Coggles)
Assign:
Create a flow chart on a 11X14 paper to show the impact of Columbus’
voyage
Thursday, January 26
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and new trade routes
Bell Ringer: What do you know about Columbus?
Read though Christopher Columbus journals:
http://sourcebooks.fordham.edu/source/columbus1.asp
Discuss and analyze
Exit: How have your ideas of Columbus changed since reading the journals?
Friday, January 27
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and new trade routes
Bell Ringer: 2.2 Bell Ringer
Notes 2.2 (other explorerers)
Assign:
o 2.2 Review – page 45, 2, 3
o Do together
o Read 2.5
Monday, January 16
o Standard: N/A
o Objective: N/A
No School – Professional Development
Tuesday, January 17
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Using trade the Ghana, Mali, and Songhai were West Africa’s most powerful
kingdoms
1.3 and Guided Reading due
Bell Ringer: Just the review of 1.3
Notes on 1.3
Quiz 1.3
Exit slip: Finish the “Daily Bell Ringer”
Assign:
Read 1.4
Wednesday, January 18
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: New ideas and trade changed Europeans’ lives
Bell Ringer: What is the difference between a direct democracy and a republic?
Notes 1.4
o Can use PowerPoint or the board notes.
Exit: Correct Bell Ringer and What is the importance of having a written law
code?
Assign:
1.4 Review – page 27, 3-4
Due: THURSDAY
o Can work on it after the quiz
Thursday, January 19
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: New ideas and trade changed Europeans’ lives
Bell Ringer: (page 27, 2) What is the relationship between knights and nobles?
Review 1.4
1.4 Quiz
o Read and discuss page 28, 29 on the Black Death
Exit: How did the Crusades affect the feudal system? | How did the Black Death
impact the world?
Friday, January 20
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Europeans explored the world, searching for new lands and trade routes
Bell Ringer: Do Daily Bell Ringer all (2.1)
Look at and discuss the timeline on page 34, 35
Start reading and taking notes on 2.1 (page 38)
Exit slip: How did these explorations affect the world?
Assign:
Finish reading 2.1
Start 2.1 Review – page 41, 1-4
Due: Tuesday
Monday, January 9
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Learn about the first migration to the Americas and early societies that
existed in Mesoamerica and South America
Page 9, 2 is on Edmodo and due today
Bell Ringer: page 9, 1 – What was the Ice Age? Why were early peoples able to
use the Bering Land Bridge? Why do you think early peoples in the Americas
migrated south?
Discuss
Review section
1.1 Quiz
Read 1.2
Tuesday, January 10
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Describe early Native culture
Bell Ringer: Write down 3 things you learned in 1.2
Discuss
Recap 1.1 – How did the quiz and readings go?
Preview 1.2
Start making “class notes” on Early Societies
Guided Reading worksheet
Assign:
o 1.2 Review – page 15, 2-4
o Due: THURSDAY
Wednesday, January 11
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Describe early Native culture
Bell Ringer: Summarize the development of early North American societies
Notes 1.2
Exit: What is the significance of the Iroquois League. Would you join? Why or
why not?
Thursday, January 12
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Describe early Native culture
Bell Ringer: Where was each culture located?
o 1.2 Due
Review
o 1.2 Quiz
Read 1.3
Friday, January 13
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Using trade to gain wealth, Ghana, Mali, and Songhai were West Africa’s
most powerful kingdoms
(There is an attachment for the Bell Ringer)
Bell Ringer: 1. elbosup Clue: These are aboveground houses made of adobe, or a
heavy clay. 2. avski Clue: These underground chambers were used for religious
ceremonies. 3. tarimellina Clue: People in Pawnee society traced their ancestry
through their mothers, not their fathers, under this system.
Preview section 3
o Find a map with and highlight the kingdoms mentioned in 1.3
o Do 1.3 Guided Reading
Assign:
Guided Reading for 1.3
Page 20, 1-2
Due: MONDAY
Monday, January 2
o Standard: N/A
o Objective: N/A
No School – Winter Break!
Tuesday, January 3
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Learn where students are at in US history
Bell Ringer: Write down three things you did on break and what you learned
from each of them.
Share and discuss
Introduce new book
Have students take the Diagnostic Test
o Correct together
Preview 1.1 – main ideas, big ideas, terms, and people
Read and discuss the introduction and questions
Assign:
Read 1.1
Wednesday, January 4
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Learn about the first migration to the Americas and early societies that
existed in Mesoamerica and South America
Bell Ringer: Write down 3 things you learned in 1.1
Go over the “Big Ideas”
o Mind map everything we learned
Discuss the Main Idea Questions
Exit: What else did you learn?
Assign:
1.1 Review – page 9, 2
Due: THURSDAY
Thursday, January 5
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Learn about the first migration to the Americas and early societies that
existed in Mesoamerica and South America
Bell Ringer: page 9, 1 – What was the Ice Age? Why were early peoples able to
use the Bering Land Bridge? Why do you think early peoples in the Americas
migrated south?
Discuss
Review section
1.1 Quiz
Read 1.2
Friday, January 6
o Standard: 8.2.1 - Analyze the transformation of the nation (e.g., Imperialism,
industrialization, immigration, political/social reforms, urbanization mechanization of
agriculture, changing business environment)
o Objective: Describe early Native culture
Bell Ringer: Write down 3 things you learned in 1.2
Discuss
Recap 1.1 – How did the quiz and readings go?
Preview 1.2
Start making “class notes” on Early Societies
Guided Reading worksheet
Monday, December 19
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Analyze the importance of local government
Bell Ringer: What does a local government do for you?
Introduce Chapter 20: Local Government
o Read, discuss, notecards
County government
o Write the names of all the current people who hold the position
Exit ticket: In what ways can a local government benefit you? Residents of
Fargo?
Tuesday, December 20
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Identify the various offices of country government and the roles of each
Bell Ringer: Which of the officials has the most influence on your life and why?
Put together study aids to help remember the people and the offices
they hold.
Exit ticket: Write down as many names as you can remember in 30 seconds
Wednesday, December 21
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Identify the various offices of country government and the roles of each
Bell Ringer
Quiz on government offices
o Christmas in the countries of ND immigrants
Thursday, December 22
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Identify the various offices of country government and the roles of each
Bell Ringer
Government FINAL
Friday, December 23
o Standard: N/A
o Objective: N/A
No School – Enjoy Christmas vacation
Monday, December 12
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Analyze how WWII impacted ND
Bell Ringer: What are the most interesting things you’ve learned in ND?
Packet
Go over vocabulary
Tuesday, December 13
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Understand the importance of the Republican Organizing Committee
Bell Ringer: Think of a way you might represent ND history – jot down ideas and
why they pertain to ND studies.
o Packet due
Introduce chapter 17
o Read, discuss, notecard
Wednesday, December 14
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Explain reasons for ND to become a “two-party state”
Bell Ringer: Think of a way you might represent ND history – jot down how the
idea would look on paper or clay
Review vocabulary
o 1950 – A Two-Party State
o Read, discuss, notecards
Thursday, December 15
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Use artistic skills to create a Christmas ND ornament
Bell Ringer: Plan of action for the day from set up to clean up
Create Christmas ornaments
Friday, December 16
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.4.5, 8.4.6
o Objective: Use artistic skills to create a Christmas ND ornament
Bell Ringer: Plan of action for the day from set up to clean up
Create Christmas ornaments
o Finish. Due: MONDAY
Monday, December 5
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Give overview of Great Depression and understand how it worked in ND
Bell Ringer: What do you know about the Great Depression?
Review last week
o Practice notecards
Pick up where the reading was left off
o “The Political Scene: William Langer”
Read, discuss, write notecards
Exit slip: How did the Great Depression affect ND?
Tuesday, December 6
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Identify Lydia Langer and discuss her significance to her campaign for
governor and why it is significant in ND
Bell Ringer: What are some ways people can influence political campaigns?
Practice notecards
o Finish “The Political Scene”
Read, discuss, write notecards
Start working on packet
Exit slip: How did Langer and Moodie try to win the governorship?
Wednesday, December 7
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Understand the changes that occurred in ND during WWII
Bell Ringer: Write down everything you know about WWII.
o Listen to FDR: Day that will live in infamy
Discuss Pearl Harbor
Practice notecards
o Read “WWII: The End of the Desperate Years”
Read, discuss, write notecards
o Packet if time
Exit slip: How was ND changed because of WWII? Be specific.
Thursday, December 8
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Understand the changes that occurred in ND during WWII
Bell Ringer: How can war be beneficial?
Finish up readings – read, discuss, write notecards
Exit slip: What sacrifices are made during war?
Friday, December 9
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Analyze how WWII impacted ND
Bell Ringer: What are the most interesting things you’ve learned in ND?
Packet
Go over vocabulary
Exit: Which of the vocabulary words will you try to use this weekend and how?
Monday, November 28
o Standard: 8.2.5, 8.2.9, 8.2.11, 8.4.4, 8.4.6, 8.6.2
o Objective: Go over the conditions that made the 1920s “boom” and discuss significant
people in ND
Bell Ringer: What do you know about the roaring 20s?
Introduce chapter 15 “Boom to Bust”
Read
o Discuss, write notecards
o Watch the “Jazz Singer” clip
Can start packet
Exit slip: How did your ideas about the roaring 20s change?
Tuesday, November 29
o Standard: 8.2.5, 8.2.9, 8.2.11, 8.4.4, 8.4.6, 8.6.2
o Objective: Analyze the impact of radio on everyday life in ND
Bell Ringer: What is the importance of the news?
Continue with chapter 15
o Read, discuss, write note cards
Work on packet if time
Exit slip: How has the news changed throughout our history?
Wednesday, November 30
o Standard: 8.2.5, 8.2.9, 8.2.11, 8.4.4, 8.4.6, 8.6.2
o Objective: Discover how the Farm Bureau, Farmers’ Union, and Wheat Growers’
Association impacted farming
Bell Ringer: In what ways do farmer struggles impact the rest of the state?
Finish chapter 15
o Read, discuss, notecards
Work on packet if time
Exit slip: What obstacles did our farmers have to overcome in the 1920s?
Thursday, December 1
o Standard: 8.2.5, 8.2.9, 8.2.11, 8.4.4, 8.4.6, 8.6.2
o Objective: Learn how ND went from boom to bust
Bell Ringer: Go over notecards together for chapter 15
Work on chapter 15 packet
Due: MONDAY
Friday, December 2
o Standard: 8.2.5, 8.2.9, 8.2.11, 8.4.4, 8.4.6, 8.6.2
o Objective: Learn how the farmer’s situation in 1929 became “desperate” and how the
drought impacted the entire ND economy
Bell Ringer: Look up what bartering is. Give an example of something you could
barter for groceries.
Introduce chapter 16: The Desperate Years
o Read, discuss, write notecards
Exit slip: Give an example of what they bartered for in ND during the Depression
Monday, November 21
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Analyze the way citizens can take part in ND government
Bell Ringer
Review chapter thus far
Review notecards
Read “Political Reform”
Read/Discuss/Create cards
Write some questions for Part G in the packet –
For the county agent: what programs have helped agriculture
throughout the past century
Ready and give to Mrs. Schill
Tuesday, November 22
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Compare and Contrast ND then and now
Bell Ringer
Create a class web on the differences of today’s ND and historical ND
o What was in historical ND that isn’t in today’s and vice versa?
Work on Packet
Wednesday, November 23
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Compare and Contrast ND then and now
Bell Ringer
Work on Part G
Go over notecards
Thursday, November 24
o Standard: N/A
o Objective: Enjoy Thanksgiving!
Happy Thanksgiving!
Friday, November 25
o Standard: N/A
o Objective: Go Black Friday shopping
Enjoy the day off!
Monday, November 14
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Discover how the depression affected ND politics and the impact of the
McKenzie Machine
Bell Ringer
Institution Research Paragraph due
o Discuss the research and the institutions
Preview Chapter 13 – Look at the learning objectives
Start reading through “State Government”
o Read/Discuss/Connect/Create vocabulary cards
Assign:
o Research on of the governors on page 160 – write a small
biography with sources
Tuesday, November 15
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Focus on population growth
Bell Ringer
Governor paragraphs due
o Discuss each one – compare and contrast them (maybe touch a
little on Doug Burgum)
Read “Immigrating to ND”
o Focus: Germans from Russia and Reich Germans
o Read/Discuss/Create vocabulary cards
Wednesday, November 16
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Focus on population growth and its impact on various institutions
Bell Ringer
Review cards
Read “Churches” and “Schools”
o Discuss the impact of religion on society
Assign:
o Create a Compare/Contrast list between modern and past
school
Thursday, November 17
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Understand how legislation had an impact on American Indians
Bell Ringer
Compare/Contrast due
Review cards
Read “The Farms” and “The Reservations”
Read/Discuss/Create cards
Friday, November 18
o Standard: 8.1.2, 8.2.1, 8.2.5, 8.2.9, 8.2.11, 8.3.4, 8.4.5, 8.4.6
o Objective: Analyze the way citizens can take part in ND government
Bell Ringer
Start packet for chapter 13
o Entire packet due: Wednesday
Assign:
Finish whatever reading needs to be done at home
Monday, November 7
o Standard: 8.2.11, 8.3.3, 8.4.6
o Objective: Understand the lead up to the creation of the state of ND
Bell Ringer
Notes “Dakota Territory”
o Discuss and make connections
o Create vocabulary cards
Start “Moving Toward Statehood”
Tuesday, November 8
o Standard: 8.2.11, 8.3.3, 8.4.6
o Objective: Understand the lead up to the creation of the state of ND
Bell Ringer
Notes “Moving Toward Statehood”
o Discuss and make connections
o Create vocabulary cards
Start “Farmer’s Alliance” “Statehood”
Wednesday, November 9
o Standard: 8.2.11, 8.3.3, 8.4.6
o Objective: Understand the lead up to the creation of the state of ND
Bell Ringer
Start ND Packet
“Farmer’s Alliance” “Statehood”
o Finish vocabulary cards
Thursday, November 10
o Standard: 8.2.11, 8.3.3, 8.4.6
o Objective: Understand the lead up to the creation of the state of ND
Bell Ringer
Go over questions on the packet
o Finish up
o Study vocabulary
Friday, November 11
o Standard: N/A
o Objective: Honor Veterans
No School: Veteran’s Day
Monday, October 31
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Go over voting guides and discuss conferences
Bell Ringer
Present voting guides
o Reflection
Discuss conferences
o What are everyone’s expectations?
Tuesday, November 1
o Standard: 8.1.2, 8.3.4
o Objective: Discover North Dakota’s contribution to the Cold War
Bell Ringer
Background on Cold War
Read Unit 4 – Lesson 4 – Topic 6 “The Cold War in ND”
Assign:
Activity
For 5 points extra credit – find someone who was in the Cold War
o Extra credit due FRIDAY
Wednesday, November 2
o Standard: 8.1.2, 8.2.11, 8.4.1, 8.4.6
o Objective: Find out the criteria for Indian Citizenship and the Indian Reorganization Act
Bell Ringer
Discuss Introduction
Read and summarize Section 2 and Section 3
Thursday, November 3
o Standard: 8.1.2, 8.2.11, 8.4.1, 8.4.6
o Objective: Find out the criteria for Indian Citizenship and the Indian Reorganization Act
Bell Ringer
Review Indian Citizenship and Reorganization Act
Activity on tribes together
Individually do the debate questions
Friday, November 4
o Objective: Understand the process of conferences
Bell Ringer Quiz
S/W sheet due
Behavior rubric due
o Discuss the roles of students, teachers, parents
Conduct a mock conferences
Monday, October 24
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Understand the importance of the judicial branch
Bell Ringer
Refresh – Legislative and Executive
Continue with Judicial Branch
Assign:
Know the hierarchy of the court systems
Tuesday, October 25
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Understand the need to be informed citizens
Bell Ringer
Hierarchy Quiz
Discuss “What is an informed citizen?” “How do we become informed
citizens?”
o Voting members:
Check ballot to see who is up for election
Introduce a candidate profile
Assign:
Find two sources that discuss Marvin Nelson and Joan Heckaman OR
Doug Burgum and Brent Sanford
Wednesday, October 26
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Understand the need to be informed citizens
Bell Ringer
Show and discuss articles
Pull information out to begin creating a candidate profile
o Do additional research and add it to the class profile
Assign:
o Do additional research – websites or news articles
Thursday, October 27
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Understand the need to be informed citizens
Bell Ringer
Finalize candidate profiles
Assign:
State Auditor
State Treasurer
Insurance Commissioner
Superintendent of Public Instruction
o (choose one)
Friday, October 28
o Standard: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Analyze candidate profiles
Bell Ringer Quiz
Guide research with candidate profiles
o Be sure students have firm grasp
o Due: MONDAY
Monday, October 17
o Standards: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Analyze and interpret primary document and explore developments in
modernizing ND government
Bell Ringer
Modern Government
o Background – Read about the new capitol and the legislative
council
Tuesday, October 18
o Standards: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Analyze and interpret primary document and explore developments in
modernizing ND government
Bell Ringer
Modern Government
o Constitutional Convention
Notes from Text book on the jobs of the three branches
Assign:
o Activities Packet
o Due: WEDNESDAY
Wednesday, October 19
o Standards: 8.1.2, 8.3.4, 8.4.1 8.4.4
o Objective: Analyze and interpret primary document and explore developments in
modernizing ND government
Bell Ringer
Discuss the differences in the three branches: Focus on Legislative
Thursday, October 20
o Standard: N/A
o Objective: Enjoy the long weekend
Fall Break
Friday, October 21
o Standard: N/A
o Objective: Enjoy the long weekend
Fall Break
Monday, October 10
o Standard: 8.1.2, 8.2.10, 8.2.11, 8.3.4, 8.5.3, 8.6.2
o Objective: Demonstrate an understanding in tribal economic activities necessitated by
their relocation to reservations, identify and describe the roles of women in the
economic structure of tribal cultures
Bell Ringer
Go over homework sheets – coal and brick industry
Start reading Unit 3: Lesson 2: Topic 8
Assign:
Photograph analyze sheet
o Do additional research for #3
Tuesday, October 11
o Standard: 8.1.2, 8.2.10, 8.2.11, 8.3.4, 8.5.3, 8.6.2
o Objective: Demonstrate an understanding in tribal economic activities necessitated by
their relocation to reservations, identify and describe the roles of women in the
economic structure of tribal cultures
Bell Ringer
Keep reading through topic 8
Assign:
Organizing Data Before and After the reservation system
o Fill out at home
Wednesday, October 12
o Standard: 8.1.2, 8.2.10, 8.2.11, 8.3.4, 8.5.3, 8.6.2
o Objective: Demonstrate an understanding in tribal economic activities necessitated by
their relocation to reservations, identify and describe the roles of women in the
economic structure of tribal cultures
Bell Ringer
Finish looking at the Before/After reservation system
Finish reading through Topic 8 (assign whatever is left)
Assign:
Debate/Discussion
Thursday, October 13
o Standard: 8.1.2, 8.2.10, 8.2.11, 8.3.4, 8.5.3, 8.6.2
o Objective: Demonstrate an understanding in tribal economic activities necessitated by
their relocation to reservations, identify and describe the roles of women in the
economic structure of tribal cultures
Bell Ringer
Debate/Discussion
o Discuss
Homework: Write a concluding statement
Friday, October 14
o Standard: 8.1.2, 8.2.10, 8.2.11, 8.3.4, 8.5.3, 8.6.2
o Objective: Demonstrate an understanding in tribal economic activities necessitated by
their relocation to reservations, identify and describe the roles of women in the
economic structure of tribal cultures
Bell Ringer Quiz
Concluding statement due
Read through two hired girls experiences
Discuss differences
Monday, October 3
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions; 8.3.2 – Evaluate how economic
opportunities impact ND and other regions
o Objective: Understand why people came to ND
Bell Ringer
Hand out the packet and they will keep it all wee
ND Posters
Tuesday, October 4
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions; 8.3.2 – Evaluate how economic
opportunities impact ND and other regions
o Objective: Understand why people came to ND
Bell Ringer
ND Posters
Finish up for tomorrow
Make sure they are colored and ready to go
Wednesday, October 5
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions; 8.3.2 – Evaluate how economic
opportunities impact ND and other regions
o Objective: Understand why people came to ND
Bell Ringer
Present posters
Start reading Unit 3 Lesson 2 Topic 7
Assign:
http://ndstudies.gov/gr8/sites/default/files/activities/Unit%203/Lesson
%202/Unit%203-Lesson%202-Topic%207.pdf
Thursday, October 6
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions; 8.3.2 – Evaluate how economic
opportunities impact ND and other regions
o Objective: Understand why people came to ND
Bell Ringer
Discuss homework
Start http://ndstudies.gov/gr8/content/unit-iii-waves-development-1861-
1920/lesson-2-making-living/topic-9-industries-coal-and-brick/section-1-
introduction
Read and discuss Industries in ND
Friday, October 7
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions; 8.3.2 – Evaluate how economic
opportunities impact ND and other regions
o Objective: Understand why people came to ND
Bell Ringer
Finish industries
Complete activity
Monday, September 26
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions
o Objective: Finish writing paragraph and start summarizing
Bell Ringer
Finish county comparison papers
Start “Summarizing”
Tuesday, September 27
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions
o Objective: Learn to summarize information
Bell Ringer
Go through “Satchel Paige” article
Summarize
Together – Read Unit III, Lesson 2, Topic 1
Assign:
Read Topic 2 and Topic 3
o Summarize
Wednesday, September 28
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions
o Objective: Compare and Contrast Ranching and Homestead/Bonanza Farming
Bell Ringer
Check summarizing
Discuss what brings people to a place
o Look at Homesteading Acts
o Timber Culture Act
Thursday, September 29
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions
o Objective: Compare and Contrast Ranching and Homestead/Bonanza Farming
Bell Ringer
Posters - Homesteading
Friday, September 30
o Standard: 8.1.2 – Use various primary and secondary resources to analyze and interpret
information, 8.6.1 – Explain ways technology contributes to the spread of ideas, values,
and behavioral patterns between societies and regions
o Objective: Compare and Contrast Ranching and Homestead/Bonanza Farming
Bell Ringer
Posters - Homesteading
Monday, September 19
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer
Missouri Coteau Counties
Present information
Assign remaining counties
Tuesday, September 20
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer
Present final counties
Board quiz
Paragraph synthesizing the information from all the counties
Wednesday, September 21
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer
Present final counties
Board quiz
Paragraph synthesizing the information from all the counties
Study for county quiz
Thursday, September 22
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer
COUNTY QUIZ WITH SEATS
Friday, September 23
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer Quiz
Monday, September 12
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Analyze the life of early military, native Americans, and settlers who moved
onto Fort Totten
Living History Field Day: FORT TOTTEN
Leave at 8:30
Arrive home: 2:30
Tuesday, September 13
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer
Paragraph from timeline DUE
ND Historical/Present DUE
Timeline DUE
Label Red River Valley counties
Importance of the counties economically
Wednesday, September 14
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
o Bell Ringer
Go over Red River Valley counties
Write in Drift Prairie Counties
Assign:
Research significant landmarks
Contributions to the state
Thursday, September 15
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
o Bell Ringer
Discuss landmarks and contributions
Go over two sections
Add in the Missouri Plateau
Assign:
Significant landmarks
Contributions to the state
Friday, September 16
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Understand the significance of the North Dakota counties
Bell Ringer Quiz
Discuss landmarks and contributions
Put together ND Puzzle
Test on MONDAY for all the counties
Rivers
Monday, September 5
o Standard: N/A
o Objective: Enjoy the long weekend
Get outside for a while
Tuesday, September 6
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Label three regions and landforms
Bell Ringer
http://ndstudies.gov/gr8/content/unit-ii-time-transformation-1201-
1860/lesson-1-changing-landscapes/topic-1-three-regions-north-
dakota/section-1-three-regions-north-dakota
Read Unit 2: Lesson 1: Section 1
Label ND Map
Assign:
o Use 2 ND map outlines
Color the 3 different regions
Label major rivers
Differentiate the elevation
o Map 1:
Symbols to depict how the land of each region was used
by the Indians, early explorers, and traders
o Map 2:
Symbols to depict how the region is used today
o Write a concluding paragraph about the land use
o Due: THURSDAY
o http://ndstudies.gov/gr8/content/unit-ii-time-transformation-
1201-1860/lesson-1-changing-landscapes/topic-2-
climate/section-1-introduction
o Read for tomorrow
Wednesday, September 7
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Label three regions and landforms
Bell Ringer
Reading check
Complete Activity
http://ndstudies.gov/gr8/sites/default/files/activities/Unit%202/Lesson
%201/Unit%202-Lesson%201-Topic%202.pdf
Thursday, September 8
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Label three regions and landforms
Bell Ringer
Go over the homework – Discuss the events, persons, and places
o Add more if necessary
Begin coloring a timeline of each
Friday, September 9
o Standard: 8.5.1 – Describe the location and characteristics of the three regions of North
Dakota
o Objective: Label three regions and landforms
Bell Ringer
Practice ND Map
Color timeline events
Due: TUESDAY
Monday, August 29
o Standard:
o Objective: Learn to use the website, Edmodo, and overview
Bell Ringer
Sign up for Edmodo
Surf ndstudies.gov
What was interesting?
Go over terms
Assign:
Read 1.1.1
Tuesday, August 30
o Standard:
o Objective: Understand how the natural resources were formed in the west
Bell Ringer
Discuss the stratigraphic chart
Go over vocabulary
Individually do the activity
Go over together
Wednesday, August 31
o Standard:
o Objective: Understand how the natural resources were formed in the west
Bell Ringer
Discuss the stratigraphic chart
Go over vocabulary
Individually do the activity
Create vocabulary cards
Due: THURSDAY
Quiz: Friday
Thursday, September 1
o Standard:
o Objective: Understand basic social studies vocabulary
Bell Ringer
Go over cards
Draw pictures
Assign:
Read next section
Study for quiz
Friday, September 2
o Standard:
o Objective: Discover how the significant land forms were created in North Dakota
Bell Ringer
Vocabulary quiz
Read Lesson 1: Topic 2
Thursday, August 25
o Standard: N/A
o Objective: Learn the classroom rules and procedures
Discuss summer
Classroom rules
Belief system
Procedures
Friday, August 26
o Standard: N/A
o Objective: Learn the classroom rules and procedures
Discuss summer
Classroom rules
Belief system
Procedures
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