American History: Civil War Vocabulary

 Define and draw pictures of the following words. 

Plantations Slavery Survival Value Wages Conductor Contributions Gourd Passengers Rebellious Abolitionists Agriculture Cotton Economy factories

Candidates Debates Expand Government Politicians Confederacy Elected Heritage Seceded Union Civilians Civil war Clash Devastated Flee

World Geography: Topic 11 Test South Asia

 

World Geography Topic 11 Review

Analysis Skills p. 591 

Review and Assessment 592-593

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-11
• Analyze Primary Sources 13
• Analyze Maps 14-16

American History Topic 8 Lesson 5 Emancipation and Life in Wartime

 Essential Question:  When is war justified?

Engage:

• Video: 

Explore:

• Read pages 520-530
• Define and Draw Vocabulary page 520
• Journal Taken Notes 203
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 204
• Lesson Check page 530
• Lesson Quiz 

Extend:

•  Ken Burns Civil War

 

Barbary Pirates: Digging for the Truth

  

EQ: How did the United States deal with the Barbary Pirates during Jefferson's Presidency?

Explore:

• Pirates: Terror in the Mediterranean Digging for the Truth History Vault

Explain:

• Who are the Barbary Pirates
• What problems did they cause to the US?
• How did Jefferson deal with them?

Evaluate: 

• Class Discussion

American History Topic 8 Lesson 4 The Course of War

Essential Question:  When is war justified?

Engage:

• Video: 

Explore:

• Read pages 512, 513-519
• Define and Draw Vocabulary page 513
• Journal Taken Notes 201
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 202
• Lesson Check page 519
• Lesson Quiz 

Extend:

•  Ken Burns Civil War

 

World Geography Topic 11 Lesson 7 Challenges Facing South Asia

Essential Question:  What Should Governments do?

Engage:

• Video: 

Explore:

• Read pages 586, 587-590
• Define and Draw Vocabulary page 587
• Journal Taken Notes 302
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 303
• Lesson Check page 590
• Lesson Quiz 

Extend:

•  Geography Now: Sri Lanka

World Geography Topic 11 Lesson 6 South Asia at Work

Essential Question:  What Should Governments do?

 Engage:

• Video: 

Explore:

• Read pages 579-585
• Define and Draw Vocabulary page 579
• Journal Taken Notes 299
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 300
• Lesson Check page 585
• Lesson Quiz 

Extend:

•  Geography Now: Bangladesh
• Geography Now: Bhutan

Talent Show Sign Ups

American History Topic 8 Lesson 3 Division and the Outbreak of War

 Essential Question:  When is war justified?

 Engage:

• Video: 

Explore:

• Read pages 500, 501-511
• Define and Draw Vocabulary page 501
• Journal Taken Notes 199
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 200
• Lesson Check page 511
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 11 Lesson 5 Living in South Asia

Essential Question:  What Should Governments do?

Engage:

• Video: 

Explore:

• Read pages 575-578
• Define and Draw Vocabulary page 575
• Journal Taken Notes 297
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 298
• Lesson Check page 578
• Lesson Quiz 

Extend:

• Geography Now: Afghanistan
• Geography Now: Nepal

World Geography Topic 11 Lesson 4 Later History of South Asia

Essential Question:  What Should Governments do?

Engage:

• Video: 

Explore:

• Read pages 568-574
• Define and Draw Vocabulary page 568
• Journal Taken Notes 294
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 295
• Lesson Check page 574
• Lesson Quiz 

Extend:

•  Geography Now: India
• Geography Now: Pakistan

American History Topic 8 Lesson 2 Growing Tensions

Essential Question:  When is war justified? 

Engage:

• Video: 

Explore:

• Read pages 488, 489-499
• Define and Draw Vocabulary page 489
• Journal Taken Notes 196
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 197
• Lesson Check page 489
• Lesson Quiz 

Extend:

•  Small House of Uncle Thomas Ballet from The King and I

World Geography Topic 11 Lesson 3 Origins and Beliefs of Buddhism

Essential Question:  What Should Governments do? 

Engage:

• Video: 

Explore:

• Read pages 563-567
• Define and Draw Vocabulary page 563
• Journal Taken Notes 292
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 293
• Lesson Check page 567
• Lesson Quiz 

Extend:

•  Life, The Universe, and the Buddha: Crash Course Religion #6

World Geography Topic 11 Lesson 2 Origins and Beliefs of Hinduism

Essential Question:  What Should Governments do? 

Engage:

• Video: 

Explore:

• Read pages 557-562
• Define and Draw Vocabulary page 557
• Journal Taken Notes 290
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 291
• Lesson Check page 562
• Lesson Quiz 

Extend:

• Buddha and Ashoka: Crash Course World History #6

American History Topic 8 Lesson 1 Conflicts and Compromises

 Essential Question:  When is war justified? 

Engage:

• Video: 

Explore:

• Read pages 474-474, 479-487
• Define and Draw Vocabulary page 479
• Map Skills 185
• Journal Taken Notes 194
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 195
• Lesson Check page 487
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 11 Lesson 1 Early Civilizations of South America

Essential Question:  What Should Governments do?

Engage:

• Video: 

Explore:

• Read pages 542-547, 549-556
• Define and Draw Vocabulary page 549
• Journal Map Skills p. 279
• Journal Taken Notes 288
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 289
• Lesson Check page 556
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 10 Review

 Page 538 Review and Assessment

Page 539

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-17

World Geography Topic 10 Lesson 4 Conflicts in Southwest Asia

Essential Question: How should we handle conflict?

Engage:

• Video: 

Explore:

• Read pages 531-537
• Define and Draw Vocabulary page 531
• Journal Take Notes page 27
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 274
• Lesson Check page 537
• Lesson Quiz 

Extend:

•  Geography Now Syria

American History Topic 7 Review

 Page 472 Review and Assessment

Page 473

• Vocabulary and Key Ideas 1-7
• Critical Thinking 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-16

American History Topic 7 Lesson 6 Arts and Literature

 Essential Question:  Why is culture important?

 Engage:

• Video: 

Explore:

• Read pages 465-471
• Define and Draw Vocabulary page 465
• Journal Taken Notes 180
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 181
• Lesson Check page 471
• Lesson Quiz 

Extend:

• The Hudson River School Art Movement
• Transcendentalism Explained: Emerson and Thoreau and the Themes of the Transcendentalist Movement

World Geography Topic 10 Lesson 3 Governments in Southwest Asia

Essential Question: How should we handle conflict?

Engage:

• Video: 

Explore:

• Read pages 523, 524-530
• Define and Draw Vocabulary page 524
• Journal Take Notes page 27
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 272
• Lesson Check page 530
• Lesson Quiz 

Extend:

•  Rick Steves Central Turkey 

World Geography Topic 10 Lesson 2 Where People Live and Work in Southwest Asia

Essential Question: How should we handle conflict?

Engage:

• Video: 

Explore:

• Read pages 514, 515-522
• Define and Draw Vocabulary page 515
• Journal Take Notes page 268
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 269
• Lesson Check page 522
• Lesson Quiz 

Extend:

• Rick Steves  Iran Yesterday and Today (55:44) 

American History Topic 7 Lesson 5 Reform and Women's Rights

 Essential Question:  Why is culture important?

Engage:

• Video: 

Explore:

• Read pages 450, 451, 452-463
• Define and Draw Vocabulary page 452
• Journal Taken Notes 177
• Journal Quick Activity Abolitionists Speak Out page 17
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 177
• Lesson Check page 463
• Lesson Quiz 

Extend:

•  Crash Course History 19th Century Reforms

American History Topic 7 Lesson 4 Abolitionism

https://en.wikipedia.org/wiki/Society_for_Effecting_the_Abolition_of_the_Slave_Trade

Essential Question:  Why is culture important?

 Engage:

• Video: 

Explore:

• Read pages 443-449
• Define and Draw Vocabulary page 443
• Journal Taken Note 174
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 175
• Lesson Check page 449
• Lesson Quiz 

Extend: 

• Crash Course History The Underground Railroad

World Geography Topic 10 Lesson 1 Cultural Diversion in Southwest Asia

Essential Question: How should we handle conflict?

 Engage:

• Video: 

Explore:

• Read pages 498-505, 507-513
• Define and Draw Vocabulary page 507
• Journal Take Notes page 266
• Map Skill Journal page 257
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 267
• Lesson Check page 513
• Lesson Quiz 

Extend:

• Rick Steves The Holy Land (56:46)

American History Topic 7 Voices of Civil Rights (Black History Month)

 EQ: 

• Why is culture important?

Engage: Vocabulary Review

• Bigotry
• Children’s Crusade of 1963
• Complicit
• Exonerate
• Freedom Rides
• Ideology
• Infallible
• Injunction
• Jim Crow

Explore:

• Voices of Civil Rights Video (44:20)

Explain: Questions take from: https://images.history.com/images/media/pdf/VoicesofCivilRightsguide.pdf

1. How has this documentary made you think differently
   about the civil rights era?
2. In what ways does this program affect your views of history and the
   ways it should be told?
3. How do you define civil rights? In light of your answer, what would you say are the beginning
   and ending dates of the civil rights era in the United States?
4. Some of the interviewees implied that during the civil rights era “there were two Americas.”
   Do you think this is an accurate description?
5. How do the interviewees in this film describe their experiences as students during integration?
6. How does the social climate of your school compare/contrast to that of public schools during
   integration?
7. How does the theme of forgiveness appear in the stories?
8. In what tangible ways can you see the impact of the civil rights era in your community?
9. Historians often ensure historical accuracy via fact-checking. How could someone ensure the
   stories in this film are accurate? How is fact-checking for oral history similar to the process for
   printed documents? How does it differ?
10. Why are some “voices” readily heard in the historical record while others are not? In what ways
    can historians seek out unheard voices?
11. The stories in this program will be archived at the Library of Congress. What are some steps
    and technologies we can use to preserve these stories for future generations?

Evaluate:

• Class Discussion of questions

Extend:

• Nine from Little Rock video

World Geography Topic 8 Review

Page 436 Review and Assessment

Page 437

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

American History Topic 7 Lesson 3 King Cotton and Life in the South

https://en.wikipedia.org/wiki/Nat_Turner

Essential Question:  Why is culture important?

Engage:

• Video: 

Explore:

• Read pages 431-442
• Define and Draw Vocabulary page 431
• Note Taking Activity
• Journal Take Notes page 172
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 173
• Lesson Check page 442
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 8 Lesson 7 Challenges Facing Africa

mapping-africas-natural-resources-8fc6407ca5f9

Essential Question: Who should benefit from a country's resources?

 Engage:

• Video: 

Explore:

• Read pages 429, 430-435
• Define and Draw Vocabulary page 430
• Note Taking Activity
• Journal Take Notes page 22
• Lesson Summary 
• Lesson Summary Spanish

Evaluate:

• Journal Practice Vocabulary page 224
• Lesson Check page 435
• Lesson Quiz 

Extend:

•  

 

AMI Day 6 Civil Rights Vocabulary

Define and draw a picture of the following words from the Voices of Civil Rights video study guide:

• Bigotry
• Children’s Crusade of 1963
• Complicit
• Exonerate
• Freedom Rides
• Ideology
• Infallible
• Injunction
• Jim Crow

Are you interested in watching the video next week? If so, leave me a comment on the post!

AMI Day 5

Last AMI Day, if we have any more snow days they will be made up later in the school year. 

AMI Day 4

Do the AMI Day 4 work and be prepared to turn it in when we go back to school. 

AMI Day 3

Make sure to do your worksheets for Day 3 and bring them back to school. If you need help with heat or water, email me or another teacher so we can pass that information along to people who can help. Please stay safe during this dangerous weather!

American History Topic 7 Lesson 2 Industrialization and Immigration

Essential Question:  Why is culture important?

Engage:

• Video: 

Explore:

• Read pages 421, 422-430
• Define and Draw Vocabulary page 422
• Note Taking Activity
• Journal Taken Notes 170

Evaluate:

• Journal Practice Vocabulary page 171
• Lesson Check page 430
• Lesson Quiz 

Extend:

•  

World Geography Topic 8 lesson 6 Arica at work

https://en.m.wikipedia.org/wiki/Africa#/media/File%3AAfrican_countries_by_GDP_(PPP)_per_capita_in_2023.png

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 423-428
• Define and Draw Vocabulary page 423
• Note Taking Activity
• Journal Take Notes page 221

Evaluate:

• Journal Practice Vocabulary page 222
• Lesson Check page 428
• Lesson Quiz 

Extend: 

World Geography Topic 8 Lesson 5 Living in Africa

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 419-422
• Define and Draw Vocabulary page 419
• Note Taking Activity
• Take Notes page 219

Evaluate:

• Journal Practice Vocabulary page 220
• Lesson Check page 422
• Lesson Quiz 

Extend:

•  

 

American History Topic 7 Lesson 1 Industrial Revolution

https://en.wikipedia.org/wiki/Industrial_Revolution

Essential Question:  Why is culture important?

 Engage:

• Video: 

Explore:

• Read pages 404-407, 409-420
• Define and Draw Vocabulary page 409
• Note Taking Activity
• Journal Taken Notes 168

Evaluate:

• Journal Practice Vocabulary page 169
• Lesson Check page 420
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 8 Lesson 4 Colonization and Independence in Africa

https://en.wikipedia.org/wiki/Atlantic_slave_trade

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: 

Explore:

• Read pages 412-418
• Define and Draw Vocabulary page 412
• Note Taking Activity
• Journal Take Notes page 219

Evaluate:

• Journal Practice Vocabulary page 220
• Lesson Check page 418
• Lesson Quiz 

Extend:

•  

 

World Geography Topic 8 Lesson 3 Later African Civilizatoins

Essential Question: Who should benefit from a country's resources?

Engage:

• Video: EthiopiaExplore:

• Read pages 405, 406-411
• Define and Draw Vocabulary page 406
• Note Taking Activity- Outline
• Journal Take Notes page 214

Evaluate:

• Journal Practice Vocabulary page 215
• Lesson Check page 411
• Lesson Quiz 

Extend:

7th and 8th Grade Student Survey

 Click this link to take the survey

Black History Month Lesson

http://en.wikipedia.org/wiki/John_Murray,_4th_Earl_of_Dunmore

By His Excellency the Right Honorable JOHN Earl of DUNMORE, His Majesty's Lieutenant and Governor General of the Colony and Dominion of VIRGINIA, and Vice Admiral of the same.

A PROCLAMATION

As I have ever entertained Hopes, that an Accommodation might have taken Place between GREAT-BRITAIN and this Colony, without being compelled by my Duty to this most disagreeable but now absolutely necessary Step, rendered so by a Body of armed Men unlawfully assembled, firing on His MAJESTY'S Tenders, and the formation of an Army, and that Army now on their March to attack his MAJESTY'S Troops and destroy the well disposed subjects of the Colony. To defeat such treasonable Purposes, and that all such Traitors, and their Abettors, may be brought to Justice, and that the Peace, and good Order of this Colony may be again restored, which the ordinary Course of the Civil Law is unable to effect; I have thought fit to issue this my Proclamation, hereby declaring, that until the aforesaid good Purpose can be obtained, I do in Virtue of the Power and Authority to ME given, by His MAJESTY, determine to execute Martial Law, and cause the same to be executed throughout this Colony: and to ****** the Peace and good Order may the sooner be restored, I do require every Person capable of bearing Arms, to resort to His MAJESTY'S STANDARD, or be looked upon as Traitors to His MAJESTY'S Crown and Government, and thereby become liable to the Penalty the Law inflicts upon such Offenses; such as forfeiture of Life, confiscation of Lands, &. &. And I do hereby further declare all indented Servants, Negroes, or others, (appertaining to Rebels,) free that are able and willing to bear Arms, they joining His MAJESTY'S Troops as soon as may be, foe the more speedily reducing this Colony to a proper Sense of their Duty, to His MAJESTY'S Crown and Dignity. I do further order, and require, all His MAJESTY'S Liege Subjects, to retain their Quitrents, or any other Taxes due or that may become due, in their own Custody, till such a Time as Peace may be again restored to this at present most unhappy Country, or demanded of them for their former salutary Purposes, by Officers properly ***** to receive the same.

GIVEN under my Hand on board the Ship WILLIAM by Norfolk, the 7th Day of November in the SIXTEENTH Year of His MAJESTY'S Reign.
DUNMORE

(GOD save the KING.)


During the battle of Yorktown Joseph Plum Martin experienced this:

During the siege, we saw in the woods herds of Negroes which lord Cornwallis, (after he had inveigled them from their proprietors,) in love and pity to them, had turned adrift, with no other recompense for their confidence in his humanity, than the small pox for their bounty and starvation and death for their wages. They might be seen scattered about in every direction, dead and dying, with pieces of ears of burnt Indian corn in the hands and mouths, even of those that were dead. After the siege was ended many of the owners of these deluded creatures, came to our camp and engaged some of our men to take them up, generally offering a guinea a head for them.


(p. 174, Chapter 7 The Adventures of a Revolutionary Soldier by Joseph Plum Martin)

EQ:

• To what extent did Jefferson's actions as President reflect his principles?

Explore:

• Slave Catchers, Slave Resisters (1:31:25)
• Lord Dunmore's Proclamation 
• The Adventures of a Revolutionary Soldier by Joseph Plum Martin

Explain:

• What did Lord Dunmore's Proclamation do?
• Why were there runaway slaves around Yorktown during the battle?Evaluate:
• Class Discussion Questions 

Vocabulary:

1. abolitionist
2. bonds
3. chattel
4. conductor
5. Emancipation
6. flogging
7. fugitive
8. inhumane
9. manumission
10. maroon
11. revolt
12. station master
13. slave
14. slave patrol
15. station
16. Underground Railroad