Mr. C's Class Blog: 2025

Wednesday, September 17, 2025

World Geography Topic 1 Review

Lesson Review page 89

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

American History Topic 2 Lesson 2 The First French, Dutch, and English Colonies

Essential Question: Why do people move?

Engage:

Crash Course Histories The Quakers, the Dutch, and the Ladies

Explore:

Read pages 66-77
Define and Draw Vocabulary page 66
Summary (Spanish)
Summary

Evaluate:

Journal Practice Vocabulary p.37
Lesson Check page 66

World Geography Topic 1 Lesson 10 History Basics

Essential Question: How much does geography affect people's lives?

Explore:

Read pages 82-87
Analyze diagrams and pictures in the lesson
Define vocabulary words on page 87

Evaluate:

Active Journal Practice Vocabulary p. 31
Lesson Check questions 1-5 on page 87
Lesson 10 Quiz

Tuesday, September 16, 2025

World Geography Topic 1 Lesson 9 Citizenship

Essential Question: How much does geography affect people's lives?

Engage:

Khan Academy What Is Citizenship?

Explore:

Read pages 78-81
Analyze diagrams and pictures in the lesson
Define vocabulary words on page

Evaluate:

Active Journal Practice Vocabulary p. 78
Lesson Check questions 1-5 on page 81
Lesson 9 Quiz

Friday, September 12, 2025

American History Topic 2 Lesson 1.5 Conquest of the Americas: The Southeast

https://commons.wikimedia.org/wiki/File:Flindians1723.JPG

St. Augustine is the oldest continuously inhabited European settlement in the continental borders of the US. Why did the Spanish set up colonies in what is now Florida? What were they looking for and did they find it? Why did France later set up a colony and what happened to it? These are the questions we will be answering with this lesson.

Essential Question: What countries colonized the land that is now Florida?

Engage:

Can you name which countries colonized the Americas?
Anecdotes from my trip to St. Augustine over the summer.

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

Essential Question: What country colonized the land that is now Florida?

Engage:

Can you name which countries colonized the Americas?

Explore:

Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share activity w/ whiteboard markers
Conquest of America: Southeast video (44:00)

Explain:

Why did France colonize Florida?
What are some good vocabulary learning practices?

Evaluate:

Discussion Questions Worksheet

Extend:

Wednesday, September 10, 2025

American History Topic 2 Lesson 1 Spanish Colonization and New Spain

Engage:

Crash Course History The Black Legend, Native Americans, and Spaniards

Explore:

Read pages 55-64
Crash Course History The Atlantic Slave Trade
Define and Draw Vocabulary page 55
Lesson 1 Review Spanish
Lesson 1 Review
Summary
Summary (Spanish)

Evaluate:

Journal p. 25,35
Lesson Check page 64

World Geography Topic 1 Lesson 8 Government

Essential Question: How much does geography affect people's lives?

Engage:

Crash Course US Government and Politics Introduction

Explore:

Read pages 70-77
Analyze diagrams and pictures in the lesson
Define vocabulary words on page 70
Lesson 8 Summary
Lesson 8 Summary Spanish

Evaluate:

Active Journal Practice Vocabulary p. 29
Lesson Check questions 1-5 on page 77
Lesson 8 Quiz

Tuesday, September 09, 2025

World Geography Topic 1 Lesson 7 Trade and Development

Essential Question: How much does geography affect people's lives?

Engage:

The UK is Leaving the EU: Here's What It Means

Explore:

Read pages 63-68
Analyze diagrams and pictures in the lesson
Define vocabulary words on page 63

Evaluate:

Lesson Check questions 1-6 on page 68
Lesson 7 Quiz

Jr High Intramural Sports Questionnaire

The school district is looking into creating junior high intramural sports programs. These would be sports where you would play at your own school. The purpose is to offer more options for playing sports for kids who can't play for the district teams.

Follow this link to answer the questions.

Monday, September 08, 2025

World Geography Topic 1 Lesson 6 Economic Basics

Essential Question: How much does geography affect people's lives?

Explore:

Read pages 55-62

Analyze diagrams and pictures in the lesson

Define vocabulary words on page 55

Evaluate:

Active Journal Practice Vocabulary p. 24

Lesson Check questions 1-6 on page 62

Lesson 6 Quiz

Extend:

Crash Course History Econ 101

American History Topic 1 Review

Review p. 49

Vocabulary and Key Ideas 1-8
Critical Thinking and Writing 8-12
Analyze Primary Sources 14
Analyze Maps 15-18
Note: Do not do question 13

Wednesday, September 03, 2025

World Geography Topic 1 Lesson 5 Culture and Society

Essential Question: How much does geography affect people's lives?

Engage:

Crash Course Geography #28 What is Human Geography?

Explore:

Read pages 45-54
Analyze diagrams and pictures in the lesson
Define vocabulary words on page 45

Evaluate:

Active Journal Practice Vocabulary p. 22
Lesson Check questions 1-5 on page 54
Lesson 5 Quiz

History Topic 1 Lesson 4: European Exploration and the Americas

Essential Question: How much does geography affect people's lives?

Engage:

Crash Course History The Age of Exploration
Video: The Columbian Exchange (2:40)

Explore:

Read pages 39-46
Primary Sources Read page 47
Crash Course History Columbian Exchange

Evaluate:

Define Vocabulary
Journal p. 19 Cause/Effect worksheet
Lesson Check page 46 1-6
Primary Source: Analyzing Primary Sources questions 1,2

Tuesday, September 02, 2025

World Geography Lesson 1 Topic 4: People and the Environment

Essential Question: How much does Geography affect people's lives?

Engage:

Explore:

Read pages 36-44
Analyze diagrams and pictures in the lesson
Crash Course Geography #32 Where and Why Do People Move?

Evaluate:

Define vocabulary words on page 36
Lesson Check questions 1-5 on page 44
Lesson 4 Quiz

History Topic 1 Lesson 3.5 The Silk Road and World Trade

The trade routes that we collectively refer to as the Silk Road started as far back as 2,200 years ago. Although the types of trade goods were varied, it is called the Silk Road because of the demand created for silk from China.

While we may tend to emphasize the economic implications of these trade routes including cities created as stopping points that became wealthy, a much more important trade was taking place throughout this period, the trade of culture. Languages, mathematics, literacy and religion were all shared throughout large areas of the world because of these trade routes.

Essential Question: What led to the rediscovery of the Americas and its colonization?

Engage:

We know that Columbus 'rediscovered' the Americas, but what events led to the need for this exploration?

Explore:

Explain:

Why did I include the time stamp for the questions on the video questions?
What can you tell from the time stamps?
How can you use this information to inform how you approach questions over audio/videos?
How did trade drive the sharing of culture?
Why did Columbus look west for a route to India?

Evaluate:

Expectations:

During class instruction/work time you will follow all directions.
Stay seated and do not talk while taking the vocabulary assessment.
While working you may talk quietly and go to supply table for supplies.
The Int'l Commerce #18 Worksheet will be due Tuesday, September 5. You will receive half credit after that date.
When finished place the worksheet in the tray.

Thursday, August 28, 2025

History Topic 1 Lesson 3: Early Europe, Africa, and Asia

https://en.wikipedia.org/wiki/Mansa_Musa#/media/File:Catalan_Atlas_BNF_Sheet_6_Mansa_Musa_(cropped).jpg

Essential Question: How much does geography affect people's lives?

Engage:

Video: New Technologies and Exploration (2:31)

Explore:

Evaluate:

Define vocabulary
Journal page 18 Vocabulary
Lesson Check page 38 1-7
Lesson 3 Quiz

World Geography Topic 1 Lesson 3: Climates and Ecosystems

https://en.wikipedia.org/wiki/Water_cycle#/media/File:HumanIntegratedWaterCycle_(2).jpg

Essential Question: How much does Geography affect people's lives?

Explore:

Read pages 27-35
Analyze diagrams and pictures in the lesson
The Water Cycle video
Crash Course Geography #9 How Do the Oceans Circulate?
Summary
Summary (Spanish)

Evaluate:

Define vocabulary words on page 27
Lesson Check questions 1-6 on page 35
Lesson 3 Quiz

Wednesday, August 27, 2025

History Topic 1 Lesson 2: Cultures of North America

Glyptodon_old_drawing.jpg

Essential Question: How much does geography affect people's lives?

Engage:

Native American Culture Regions of North America video (2:57)

Explore:

Read pages 14-24
Page 17 Interactive Map: Native American Culture Regions of North America
Page 21 Interactive Gallery: Housing and Environment
Summary
Summary (Spanish)

Evaluate:

Define 9 vocabulary words on page 14
Journal page 15 Vocabulary
Journal page 16 Matching Activity
Lesson Check questions 1-4 on page 24
Lesson 2 Quiz

Tuesday, August 26, 2025

World Geography Topic 1 Lesson 2: Our Planet, Earth

https://en.wikipedia.org/wiki/Season#/media/File:North_season.jpg

Essential Question: How much does geography affect people's lives?

Engage:

Interactive Journal p. 15 Vocabulary

Explore:

Read pages 18-25
Analyze diagrams and pictures in the lesson
Crash Course Geography #5 How Does the Earth Move
Summary
Summary (Spanish)

Evaluate:

Define and draw vocabulary words on page 18
Lesson Check questions 1-5 on page 25
Topic 2 Quiz

Thursday, August 21, 2025

American History Topic 1 Introduction: The Early Americas and European Exploration

Photo by Mr. C, Quintana Roo, Mexico

Essential Question: How much does geography affect people's lives?

Engage:

Austin Celebrates His Heritage video (5:05)

Explore:

Vocabulary Define and Draw
Read pages 2-5
Review timeline on pages 4-5
Read pages 7-13
Summary
Summary (Spanish)

Evaluate:

Active Journal pages 2-3
Lesson Check 1-5
Whole class questions:

Why do we study the Americas before Columbus' arrival?
Why is it important to share our cultural heritage with others?

Wednesday, August 20, 2025

American History Kennewick Man

Kennwick Man

Today we will explore the story of Kennewick Man. As you explore the topic keep in mind the following questions:

How did this story evolve over time?
What eventually happened to Kennewick Man?
What should have been done with the remains?
What would you want to have done with the remains if they were your ancestor?
According to the map below, what indigenous people group use to live here in southwest Missouri?
What should you do if you find the remains of an indigenous person?

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

What Indigenous people group live where we are today?

Essential Question: Should scientists be allowed to study the remains of indigenous peoples?

Engage: What would you think if a scientist dug up the remains of an ancestor to study?

On occasion, archaeologists have dug up the remains of ancient Native Americans.
Should scientists be allowed to study these remains?
Native Americans feel such remains should be immediately reburied according to Native

American customs.

Scientists worry that if reburied, the remains will deteriorate and lose their value

for present and future scientific study.

Explore:

Discover Magazine: The Earliest Immigrants video (24:10)

Elaborate:

The Kennewick Man Finally Freed to Share His Secrets Smithsonian.com Sept. 2014
Easy to read copy of above article.
Kennewick Man Wikipedia Article

Evaluate:

Kennewick Man Worksheet

World Geography Topic 1 Lesson 1 Geography Basics

https://upload.wikimedia.org/wikipedia/commons/3/35/The_Jordan_River_loops%2C_aerial_view_1938.jpg

Essential Question: How much does geography affect people's lives?

Engage:

Interactive Journal p. 13 Practice Vocabulary

Explore:

Read pages 9-15
Analyze diagrams and pictures in the lesson
Summary
Summary (Spanish)

Evaluate:

Define 8 vocabulary words on page 9
Lesson Check questions 1-5 on page 16
Lesson 1 Quiz

American History: Footsoldier of Birmingham

Look at the picture above. What are we seeing happen here? Then we will listen to the podcast by Malcolm Gladwell. Is what we believe to have happened what actually happened?

After the lesson you will need to answer these questions:

Can the art we create be used to influence belief systems?
As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we have learned?
How will this change your view of historical artifacts as we move forward?

Essential Question: Does the Foot Soldier of Birmingham statue have historical value?

Engage:

Birmingham in Early 1963: The March (4:35)

Explore:

Explain:

Is the statue a reliable representation?
The statue is a misrepresentation of the facts. Does this matter as an art piece?

Evaluate:

Foot Soldier of Birmingham Worksheet
T-Chart Should Art Be Based on Truth? Yes/No Explain (Give students a post it note)

Expectations:

During class instruction/work time you will follow all directions.
Stay seated and do not talk while listening to the podcast.
While working you may talk quietly and go to supply table for supplies.
The Foot Soldier of Birmingham Worksheet will be due Tuesday, August 29. You will receive half credit after that date.
When finished place the Foot Soldier of Birminghamt Worksheet in the tray.

Wednesday, July 09, 2025

First Day Expectations

Photo by Me

This is a tombstone that resides in my yard. It has been there as long as I can remember (50+ years). Today we will be looking at this artifact and try to learn as much as we can about it.

Your assignment is to come up with 10 questions that I will be able to answer with a yes or a no. I will then answer 10 of these questions for you. You will then write down everything you know about this artifact.

I will finish by telling you all I know about this artifact, and some of the conclusions I have drawn about it. Will what you write match my story?

TSW examine an artifact and create appropriate questions to ask to learn more information about that artifact.

Essential Q:

Why are historical artifacts important to us? (5 minutes)

Engage:

Blog Post

Explore:

The students will examine a picture of a tombstone. (5 minutes)
They will create questions to ask me about the tombstone that can be answered as yes/no. (10 minutes)
The students will make an educated guess about the story the tombstone represents.

Explain:

I will explain what I know about the tombstone as well as what I do not know. (5 minutes)

Monday, May 19, 2025

8th Grade Promotion Slideshow 2025

Friday, May 16, 2025

2025 McDonald County High School Commencement Address

It’s a rare and deeply humbling honor—one that few teachers ever expect to receive—to stand here and deliver the final public school lesson to an entire graduating class.

A typical graduation address talks about universal life lessons the speaker wishes to impart. But, I am a teacher not an inspirational speaker and since I teach social studies, it should come as no surprise that my final lesson to you will be a historical one.

In 1961, the Missouri State Highway Commission released its annual tourism map—something many towns relied on to bring in visitors and fuel local economies. But to the surprise of the people of our county, the popular tourist destinations of Noel, Pineville, and Southwest City were left off the map entirely. This oversight was more than a clerical error; it posed a real threat to the livelihoods dependent on tourism.

There is an old axiom, ‘You can’t fight city hall’ which means an individual can’t win a fight against the government, but don’t let anyone tell you the citizens of this county ever walked away from a fight. Instead of sending a few letters of disapproval to the state highway commission, who were responsible for the map, they chose a more radical approach. They declared independence from the state of Missouri and so was born the McDonald Territory—a self-declared republic that managed to peak the interest of people and grabbed headlines across the country.

They printed their own stamps, issued passports, and even elected a president. It was in all honesty a bit silly—but it was also strategic, heartfelt, and rooted in a deep pride for their community. And you know what? It worked. The publicity campaign forced the state to acknowledge the oversight and helped shine a spotlight on the community's vibrant spirit.

Class of 2025, this story isn’t just a piece of local historical trivia—it’s an example of how to live with courage and creativity in the face of being underestimated, overlooked, or in this case literally being left off the map.

As you embark on your post-graduate journeys, remember the spirit of the McDonald Territory. When faced with obstacles, approach them with determination and ingenuity. Embrace challenges as opportunities to demonstrate your character and to effect positive change.

Your education has equipped you with knowledge and skills, but it's your spirit and resilience that will guide you through life's uncertainties. Stand firm in your values, support one another, and never underestimate the impact of a united community.

Congratulations, Class of 2025. May your future be as bold and resilient as the legacy of the county that you come from.

McDonald County Secession Attempt

McDonald Territory