American History Topic 5 Lesson 4 A Changing Nation

Essential Question: How much power should the federal government have, and what should it do?

Engage:

• Video: Schoolhouse Rock: Elbow Room
• Journal Take Notes p. 121

Explore:

• Read pages 292-302
• Define and Draw Vocabulary page 292
• Lesson 4 Summary
• Lesson 4 Summary (Spanish)
• Primary Sources William Clark, and Meriwether Lewis, Journals p. 303

Evaluate:

• Journal Practice Vocabulary p. 122
• Lesson Check page 302 1-5
• Lesson Quiz 4

Extend:

• Biography: Lewis and Clark Explorers of the New Frontier

World Geography Topic 4 Review

Page 240 Visual Review with students

Page 241

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-18

World Geography Topic 4 Lesson 7 Challenges Facing South America

 Essential Question: What should governments do?

Engage:

• Video 

Explore:

• Read pages 236-239
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 236
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 121
• Lesson Check questions 1-5 on page 239
• Lesson Quiz

Extend:

• Geography Now Chile

American History Topic 5 Lesson 3 Presidents Adams and Jefferson

 Essential Question: How much power should the federal government have, and what should it do?

Engage:

• Video:

Explore:

• Read pages 281-290
• Define and Draw Vocabulary page 281
• Lesson 3 Summary
• Lesson 3 Summary (Spanish)
• Analysis Skills Detect Historical Points of View p. 291

Evaluate:

• Journal Practice Vocabulary p. 120
• Lesson Check page 290 1-5
• Lesson Quiz 3

Extend:

• Thomas Jefferson & His Democracy: Crash Course US History #10

World Geography Topic 4 Lesson 6 South America at Work

 Essential Question: What should governments do?

Engage:

• Video The Economics of the Andes and Pampas Region

Explore:

• Read pages 230-234
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 230
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 118
• Lesson Check questions 1-5 on page 234
• Lesson Quiz

Extend: 

• Geography Now Argentina

American History Topic 5 Lesson 2 A Two-Party System Develops

 Essential Question: How much power should the federal government have, and what should it do?

Engage:

• Video:
• Journal Take Notes p. 116

Explore:

• Read pages 273-279
• Define and Draw Vocabulary page 273
• Lesson 2 Summary
• Lesson 2 Summary (Spanish)
• Analysis Skills Distinguish Fact from Fiction p. 280

Evaluate:

• Journal Practice Vocabulary p. 117
• Lesson Check page 279 1-5
• Lesson Quiz 2

Extend:

• Party Systems: Crash Course Government and Politics #41

World Geography Topic 4 Lesson 5 Living in South America

 Essential Question: What should governments do?

Engage:

• Video Where People Live in the Andes or Pampas Region

Explore:

• Read pages 225-229
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 225
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 116
• Lesson Check questions 1-5 on page 229
• Lesson Quiz

Extend:

• Geography Now Bolivia

American History Topic 5 Lesson 1 Washington's Presidency

 Essential Question: How much power should the federal government have, and what should it do?

Engage:

• Video: William Clark, Mapping the American Frontier

Explore:

• Read pages 256-272
• Define and Draw Vocabulary page 261
• Lesson 1 Summary
• Lesson 1 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 115
• Lesson Check page 272 1-5
• Lesson Quiz 

Extend:

• Crash Course US History #9 Where US Politics Came From 

World Geography Topic 4 Lesson 4 Independence for South America

 Essential Question: What should governments do?

Engage:

• Video Bolivar and the Struggle for Independence

Explore:

• Read pages 219-223
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 219
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 114
• Lesson Check questions 1-4 on page 223
• Lesson Quiz

Extend:

• Geography Now Brazil

American History Topic 4 Review

 Page 254 Visual Review with students

Page 255

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-18

American History Topic 4 Lesson 7 Citizens' Rights and Responsibilities

 Essential Question: How much power should the government have?

Engage:

• Video: Responsibilities of Civilians 

Explore:

• Read pages 247-252
• Define and Draw Vocabulary page 247
• Lesson 7 Summary
• Lesson 7 Summary (Spanish)
• Primary Sources p. 243 Hamilton and Madison Disagree Read and Review

Evaluate:

• Journal Practice Vocabulary p. 101
• Lesson Check page 242 1-4
• Lesson Quiz 7

Extend:

• Crash Course Government

American History Topic 4 Lesson 6 Federalism and Amendments

 Essential Question: How much power should the government have?

Engage:

• Video: Amending the Constitution

Explore:

• Read pages 237-245
• Define and Draw Vocabulary page 237
• Lesson 6 Summary
• Lesson 6 Summary (Spanish)
• Analysis Skill p. 246 Identify Sources of Continuity Read and Review

Evaluate:

• Journal Practice Vocabulary p. 98
• Lesson Check page 245 1-4
• Lesson Quiz 6

Extend:

• Crash Course Government

Walt and El Groupo

  

EQ: Why did Walt Disney take a group of animators to South America during World War 2?

Engage:

• Walt Disney's Education for Death (10:08) 

Explore:

• Vocabulary: animation, movie, union, strike, goodwill tour
• Vocabulary: overcoat, sketch, sophisticated, plaza, Nazi
• Vocabulary: estuary, deforestation, gaucho, llano, pampas
• Walt and El Grupo documentary
• Selections from Saludos Amigos and The Three Caballeros

Explain:

• Why was the Disney company reeling before the trip?
• Why did the US Government pay for Disney's trip?
• How did the trip to South America influence Disney's work and the work of his artists?

Evaluate:

• How does Education for Death inform what you saw in Walt and El Grupo? 

Extend:

American History Topic 4 Lesson 5 Understanding the Constitution

 Essential Question: How much power should the government have?

Engage:

• Video: The Three Branches of Government

Explore:

• Read pages 225-236
• Define and Draw Vocabulary page 225
• Lesson 5 Summary
• Lesson 5 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 96
• Lesson Check page 236 1-4
• Lesson Quiz 5

Extend:

• Crash Course Government

American History Topic 4 Lesson 4 Federalists, Antifederalists, and the Bill of Rights

 Essential Question: How much power should the government have?

Engage:

• Video: The Bill of Rights

Explore:

• Read pages 217-222
• Define and Draw Vocabulary page 217
• Lesson 4 Summary
• Lesson 4 Summary (Spanish)
• Primary Sources p. 223 Federalist and Antifederalist Writings Read and Review
• Analysis Skills p. 224 Distinguish Cause and Effect Read and Review

Evaluate:

• Journal Practice Vocabulary p. 94
• Lesson Check page 222 1-4
• Lesson Quiz 4

Extend:

• Crash Course Government

 

World Geography Topic 4 Lesson 4 Independence for South America

Essential Question: What should governments do?

Engage:

• Video: Conquest of the Aztec and Inca Empires

Explore:

• Read pages 215-218
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 215
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 111
• Lesson Check questions 1-5 on page 218
• Lesson Quiz 3

American History Topic 4 Lesson 3 Ideas That Influenced the Constitution

 Essential Question: How much power should the government have?

 Engage:

• Video: Roman and Enlightenment Influences on the Constitution

Explore:

• Read pages 210-215
• Define and Draw Vocabulary page 210
• Lesson 3 Summary
• Lesson 3 Summary (Spanish)
• Primary Sources p. 216 Thomas Jefferson, Virginia Statute of Religious Freedom Read and Review

Evaluate:

• Journal Practice Vocabulary p. 92
• Lesson Check page 215 1-4
• Lesson Quiz 3

Extend:

• Crash Course Government

 

World Geography Topic 4 Lesson 1 Early South American Cultures Lesson 2 Incan Civilization

 Essential Question: What should governments do?

 Engage:

•  Machu Picchu 101 National Geographic Channel 

Explore:

• Read pages 207-214
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 207,211
• Summary Lesson 1
• Summary Lesson1 (Spanish)
• Summary Lesson 2 
• Summary Lesson 2 (Spanish) 

Evaluate:

• Active Journal Practice Vocabulary p. 107,109
• Lesson Check questions 1-5 on page 210 1-5 on 214
• Lesson 1 and/or 2 Quizzes

Jefferson City 8th Grade Trip

Friday you will be traveling to Jefferson City to visit the state capitol and the now closed state penitentiary.

https://commons.wikimedia.org/wiki/File:AP_of_Missouri_State_Capitol_Building.jpg

Let's first watch this video on the history of the building. If you pay attention you may be able to answer some of the tour guide's questions and look really smart!

Next is a video on the symbolic meanings of the Missouri state flag and the Missouri seal. In it you will learn about the colors of the flag and the reason we have grizzly bears all over the seal.

One of the most interesting parts of the capitol is the artwork that you find inside. We have two videos that talk about the artwork. While you are there you will tour the artwork with the guide and these videos will give you some insight into them.

• Stately Images: The Art of Missouri's State Capitol 
• The Missouri Mural

Below is a photo of the Missouri State Penitentiary which is now closed. Listen carefully to the tour guides to learn the history of the site. 

https://commons.wikimedia.org/wiki/File:Missouri_State_Penitentiary.jpg

EQ: Why should we take a field trip to Jefferson City?

Engage:

•  Friday is the field trip.

Explore:

• History of the Missouri Capitol (4:53)
• Stately Images: The Public Art of Missouri's State Capitol (28:14)
• The Missouri Mural (5:11)
• History of the Missouri Penitentiary  (18:08)

Explain:

• What is the purpose of the state capitol?
• What are some interesting facts about the capitol?
• What should we learn about the penitentiary?

Evaluate:

Extend:

• Ghost Hunters Missouri Penitentiary Prime

Map of South America

   

https://commons.wikimedia.org/wiki/File:Languages_of_South_America_(en).svg

EQ:

• What are the official languages of the countries of South America?

Engage:

• Why do South American countries speak European languages?

Explore:

• Political Map of South America
• Official Language Map of South America

Explain:

• Identify the countries of South America
• Identify the capitals of South America
• Identify the official languages of South America

Evaluate:

• Vocabulary: official, mountain, plain, plateau, ocean
• Label and color a map of South America identifying countries, capitals, and official languages
• GDoc with map instructions