6th Hour Assignments

This is the final project of the year.  Please take your time and do your best.


Due on Thursday, June 3rd.

1.  Read Chapter 16, lesson 3 from the text book
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2.  Complete the questions in the google slides

1. Complete Quizziz for practice
2. Google slides
3. Complete Quizziz for a grade

Use all notes and the text book to completely answer the question.  Make sure to use complete sentences and answer the question fully. Do not copy from a website or the text book.

Warm-up activity: Question on the Jamboard: What does Destiney mean?
work on Edpuzzle.
Read from the Textbook: Chapter 13: Lesson 1, 2, 3, and 4. 
Work as groups on the Google slide.

Work on the Google Form
Read from the Textbook
Continue working on the Google slide

1. Read from the textbook: Chapter 12, lessons 1 and 3.
2. Work on Google slides
3. Turn in assignment

Guiding Question - Why were the Native Americans forced to abandon their lands and move west?

1. Do the EdPuzzle
2. Work on the Nearpod assignment.

– Compare and contrast the social and economic systems of the Northeast, the South, and Western Frontier with respect to geography and climate and the development of
• Agriculture, including changes in productivity, technology, supply and demand, and price
• Industry, including entrepreneurial development of new industries, such as textiles
• The labor force including labor incentives and changes in labor forces
• Transportation including changes in transportation (steamboats and canal barges) and impact on economic markets and prices
• Immigration and the growth of nativism
• Race relations
• Class relations
– Read from the textbook: Use chapter 4, lessons 1 & 2 Reading: page 1, 2, and 3.

1. First, Watch the YouTube Video: Monroe Doctrine.
2. Second, Work on Quzzizz: Unity and Sectionalism.
3. Make sure you complete both assignments, they count toward your grade and entering your name in a drawing.

Please complete this lesson by reading Chapter 11, lesson 3 and answer the questions. This must be completed, along with Friday's lesson, to be have your name put in the drawing for a gift card.

Watch the video as a class, stopping at designated places to answer questions.

You may open the text book
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Chapter 10, lessons 1-4

You may also use any of your notes/assignments to complete the test.

Content: 8 – U4.1.2 Students will be able to demonstrate comprehension of the significance of Establishing a National Judiciary and its Power – and the Importance of the Marbury v. Madison in the United States by summarizing information obtained through text, video, and lecture, on Google slides.
Language: Students will orally explain what they already know about Establishing a National Judiciary and its Power – use Marbury v. Madison using complete sentences.

YouTube Video
Read Textbook - Chapter 10 - Lesson 1
Quizizz
Google slide
Exit ticket

Content: 8 – U4.1.2 Students will be able to demonstrate comprehension of the importance of the Louisiana Purchase, the cause and results of the War of 1812, and the importance of the Monroe Doctrine in the United States by summarizing information obtained through text, video, and lecture on Google slides.
Language: Students will orally explain what they learned about the Louisiana Purchase, War of 1812, and the importance of the Monroe Doctrine using complete sentences.

Edpuzzle
Read from Google slide
Google Form
Turn in assignment

Open the google slide, click on the link and explore. Choose two areas to look at in depth. Write about what your learned on the last slide

After today's lesson you will complete the exit ticket.

Content Objective:
Students will be able to demonstrate analysis of George Washington's perspective on the most significant challenges the new nation faced by summarizing his farewell address and applying its' warnings to today's world.

Language Objective:
Students will orally explain challenges the new nation faced using sentence stems:
One internal problem the new nation faced was....
One external problem the new nation faced was...

-Warm-up activity: Students say verbally what they know about political parties? What are the two most powerful Political parties in the US today?

-Student work on Quizizz: Federalists vs Democratic-Republican

-Reading from the Textbook: (Discovering Our Past: A History of The United States) The First Political Parties

-Complete the Google Slide (The Political Parties) Ch.9 Section 3.

-Turn in the Assignment

Content: 8 – U4.1.2 Students will be able to demonstrate comprehension of the emerging of the two new political parties (The Federalist and Democratic-Republican) in the United States by summarizing information obtained through text, video, and lecture, on Google slides.

Language: Students will orally explain what they already know about political parties (past and present) using complete sentence.

Directions:
Warm-up activity on Flipgrid video.
Watch a Youtube video on (The Whiskey Rebellion).
Class Discussion over (The Early Challenges, The Whiskey Rebellion, Foreign Affairs).
Complete the Google Form (The importance of the Whiskey Rebellion).
Turn in the assignment.

Content:
8 – U4.1.2 Students will be able to demonstrate knowledge of the changes in America’s relationships with other nations by summarizing information obtained through text, video, and lecture, on a google form.

Language:
Students will orally explain their prior knowledge of Washington's presidency in a flip grid video.

Warm-up activity on Jamboard: Why did President George Washington want to stay neutral with the European wars?
Student work on the Edpuzzle: The Neutrality Proclamation
YouTube Video: American Foreign Policy During Washington's Presidency
Class discussion: Washington Struggles to Stay Neutral in foreign affairs/conflicts
Google Slides
Turn in the Assignment

Warm-up activity on Padlet.
Do the Edpuzzle activity on: George Washington: The Precedent President.
Watch a video on (Where US Politics Came From Crash Course US History #9.
Complete the Frayer Model (Vocabulary words: Chapter 9).
Turn in the assignment.

Please make sure to sign in today (Friday), complete this assignment and turn it in. This is how I will take attendance for the day. If you do not turn this in today I will mark you as absent for the day.

This is only if you were absent or unable to complete it the day we worked on it.

Please complete this NEARPOD activity independently.

1. Sign in to the Textbook
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2. go to Chapter 7, lesson 3
3. Open the Guided Reading Activity
4. Make a split screen (the textbook and the guided reading activity)
5. Read the chapter and complete the guided reading.

You may complete this assignment alone or with partners. If you want to work with partners, you will need to pick 1-2 partners, share one Google slides and find a way to communicate to complete the assignment.

You will need to sign in to the Text book to read Chapter 7, Lesson 1 so you can answer the questions on the Slides.

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8 – U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation.

C.O.
Students will be able to demonstrate knowledge of the reasons for the adoption and subsequent failure of the Articles of Confederation by reading text and summarizing text in a google slide

L.O.
Students will orally respond to questions about the adoption and subsequent failure of the Articles of Confederation using complete sentences.
-One power congress was given under the Articles of Confederation was…
-One reason that the Articles of Confederation were not successful was...

We will go over all answers for the test review during class. I am giving 5 points of extra credit on the test for anyone who completes the review guide and turns it in on the day of the test.

Complete slides 1-16

After reading Chapter 5, lesson 1 complete this chart.


The following are the British policies:
Proclamation of 1763
Writs of Assistance
Sugar Act
Stamp Act
Townshend Acts

Please open the slides, read through them and complete the last two slides.

CO: Students will be able to demonstrate knowledge of the colonists experience with self-government by reading text and answering questions about the text in a google slides presentation.
LO: Students will orally explain the answer they wrote down to the questions in the text.

Use this to help you study for the test.
The test will be on Tuesday (10-20-20)

1. Watch the video
2. Read the article
3. Complete the Google Form
________________________________________________
CO: Students will be able to describe the interactions that influenced the colonists' decisions to declare independence by analyzing the French and Indian war through watching a video, reading an article, and answering questions on a Google Form.

LO: Students will orally describe the interactions that influenced the colonists' decisions to declare independence by analyzing the French and Indian war using sentence stems: The ______ and _______ were fighting in the French and Indian War. The Natives/Indians sided with ____________ in the war. The War was over...

Vocabulary: Alliance

Standard: F1.1 Describe the ideas, experiences, and interactions that influenced the
colonists’ decisions to declare independence by analyzing:
• colonial ideas about government.
• experiences with self-government

Look at the comic. Write a reaction to the information.

Use the information in the videos to complete the google slide. Include the amendment written in simple terms and a picture to represent the amendment on each slide.

Answer all of the questions the best that you can.

Read the question on the Google Doc, make a copy, answer the questions, and then submit/turn in.