Kennewick Man: Which Right is Right?

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?

• Vocabulary Activity: There are 7 vocabulary words the students will define using their

        own words as well as draw a picture of what that word means to them.

• 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 (25:02)

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:

• 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

Evaluate:

• Kennewick Man Worksheet
• Kennewick Man Vocabulary Assessment

Extension:

• Who Owns the Past? Documentary (56:14)

Do You Know the 50 States?

 It is rare that you get a real life example of why learning something in class is worthwhile. This isn't the only, or even best reason, to learn where countries are, but it might keep you from being embarrassed as an adult.

If you are unfamiliar, Geography Now is a great resource to learn facts about countries. Unfortunately there is no video on the United States yet, they are working alphabetically down the list, we are lucky a video was created on the 50 states. We will watch this about mid-way through today's lesson. 

 

The first activity will be for you to label a paper map of the 50 states. Afterwards play the game below and see how well you do. Let me know what your first score is so I can record it.

https://www.sporcle.com/games/Matt/find_the_states

We will take an assessment of the 50 states next week. Make sure you spend some time reviewing, you don't want to end up looking dumb in a Jimmy Kimmel video, do you?

EQ: Can you identify the 50 states?

 

Engage:

• Pre-Assessment: 50 States Quiz (print) .
• Can You Name a Country? Jimmy Kimmel video (3:44)

Explore:

• Label a map of the 50 states

Explain:

• Where are the 50 states located?

Evaluate:

• Post Assessment 50 States Quiz

Internet Safety

 

Today we are discussing safety again, but this time it is about being safe online. After this lesson you should know how to be safer online with your presence and also what you should do if you experience cyber-bullying. 

EQ: 

• What are some ways students can keep safe while online?
• What should a student do if they are being cyber-bullied?

Engage:

• What are some of the rules you follow when online?
• Have you ever been cyber-bullied or witnessed someone else being cyber-bullied?

Explore

• Netsmartz online safety presentation
• Netsmartz online safety videos

Evaluate:

• Classroom discussion

Foot Soldier of Birmingham

 

https://en.wikipedia.org/wiki/Revisionist_History_(podcast)

In this lesson we are using the podcast The Foot Soldier by Malcolm Gladwell to discuss inherent bias.

https://en.wikipedia.org/wiki/File:Birmingham_campaign_dogs.jpg

In this lesson we will look at the above picture and try to decode it. 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:

1. Can the art we create be used to influence belief systems? 
2. 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?
3. 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 Campaign Dogs Picture (10 minutes) Think-Pair-Share Activity
  1. What is happening in this picture? 
  2. When do you think this picture was taken?

Explore:

• Birmingham in Early 1963: The March (4:35)
• Podcast Revisionist History: The Footsoldier of Birmingham  (34:00)
• Transcript of the podcast.

Explain: 

• 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

SOPE Class Information

SOPE 2020-21

We are excited to open enrollment for SOPE 2020-21! SOPE-Discovery School is open to McDonald County students in grades 7th and 8th. This program immerses students in the local natural and cultural environments of McDonald County, and engages students in studying how society and the environment are intertwined. Students will be enrolled in either a Fall or Spring session. Each session consists of three separate weeks: a week in September, October, and November for the Fall Session, and January, February, and March for the Spring Session. The Fall Session is open to 8th Graders and will focus on the Elk River Watershed and how McDonald County citizens have used the resources in this area over time. The Spring Session is open to 7th Graders and will focus on the many cave connections of the county, including cave formation and ecology, water quality, bats, and interactions with the above ground systems. The specific dates have not been determined at this time, but we will be getting that information out to you as soon as possible.

This program should not be viewed as a way to get out of school. In fact, your student will be engaged in much more rigorous research and investigation. Many of the activities your student will be doing are incredibly physical, and you can expect your student to be exhausted by the end of these weeks. They will be doing a lot of work in outdoor environments. This means they will be exposed to rain, sun, heat, cold, and local wildlife, both small and large (read: lots of ticks). Your student will be expected to dress appropriately and with necessary supplies for that day. The weeks activities will be shared prior to the first day so you know what to expect for the week, and any changes will be noted as quickly as possible.
Academic work is also more rigorous. Students will demonstrate understanding of the concepts through a variety of methods, including writing, designing and giving presentations, videos, and developing plans for local projects. 

You can view the activities from SOPE 2019-20 at https://www.facebook.com/groups/911731039177267/. If your student is selected for SOPE 2020-21, we will contact you to get additional necessary information. If you have any questions, please feel free to email Keith Jones at kjones@mcdonaldr1.net.
If you are interested in applying please click this link: SOPE Application

The Mystery of Skippy's Tombstone

 

Photo by Me

This is a tombstone that resides in my yard. It has been there as long as I can remember (45+ 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 20 questions that I will be able to answer with a yes or a no. I will then answer 20 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 Question:

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

Engage: 

• Having a tombstone in class should be pretty engaging.  (Ordinarily I would bring in the tombstone, but with all of the Covid concerns we will just be using the picture)

Explore:

• The students will examine a tombstone that I brought in to class. (5 minutes)
• They will create questions to ask me about the tombstone that can be answered as yes/no. (5 minutes)

Explain:

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

Evaluate: 

• Historical Artifact Worksheet  (15 minutes)

Making a World Map

 

In this lesson you will take a quick pre-assessment to see how many continents and oceans you remember. Then you will hand draw the continents and label them and the oceans. You will finish up by coloring them. 

Essential Question: Can you label the continents and oceans of the world?

Engage:

• Continents and Oceans Quiz
• Pre-Assessment- Continents and Oceans

Explore:

• The Geography Song (2:51)
• Identify the continents and oceans of the world

Evaluate:

• Hand draw, label and color a map. Identify the continents and oceans. 

Covid 19 Day 6: Monday Muppets Bohemian Rhapsody

Because....why not?

The band Dr. Teeth and The Electric Mayhem may not be well known outside of the muppet circle, but several of the musicians also played in bands you may know. For example, Animal the percussionist played in the band The Animals but unfortunately quit before they hit it big with The House of the Rising Sun. Floyd Pepper, the guitarist, also played in Sgt. Pepper's Lonely Hearts Club Band. The strange thing is he wasn't the Sgt. Pepper the band was named for! Dr. Teeth also played in other bands before forming this one. Here is the backstory on Dr. Teeth and the rest of the band. 

Covid 19 Day 5: Friday Evolution of the "Friends" Theme Song

Well, it looks like we may be at home for a long, long time and I want to let you know that I am thinking about all of you. Here is a video I hope you like, if you have Netflix you probably have already been watching Friends (with parents permission ;) so you already know the song.

If you don't recognize, the two old guys at the end are The Rembrandts, the guys who performed the song on the show.

I would love to hear from you, if you are visiting the blog leave me a comment and say hello. Comment moderation is still on so it won't show up after you post until I see it. 

I am planning on adding a fun video every day for you to watch. If you have any recommendations (school appropriate) leave it in the comments.

Stay safe and we will talk soon.

Diversity in Europe

EQ:

• What does the diversity in Europe look like?

Engage:

•  Rick Steves Fance's Louire: Chateau Country

Explore:

• Diversity in Europe
• Linguistic Diversity in Europe
• Religion in Europe
• Food and National Diversity in Europe

Explain:

• How do ethnicities, nationalities, and languages overlap in Europe?
• How is Europe linguistically divers?
• How has religious diversity developed over the last millenniaum?
• How do different foods in Europe indicate ethnic and cultural diversity?

Evaluate:

• RS Worksheet
• Diversity in Europe Comparison Chart

The War of 1812

https://en.wikipedia.org/wiki/War_of_1812#/media/File:War_of_1812_Montage.jpg

EQ:

• What was the impact of the War of 1812 on early history of the United States?

Engage:

• 'The Impressment' picture. What is going on in this picture? What clues do you find?

Explore:

• Great Britain Angers the US
• Tecumseh and His Confederacy
• A Second War for Independence Begins
• War on Land and Sea
• An Era of Pride and Good Feelings
• The War of 1812 PBS (1:53:00)

Explain:

• What caused tensions between the US and Great Britain?
• What caused tensions between the US and Native Americans?
• What finally started the War of 1812?
• What were the major battles of the War of 1812?
• What were the results of the War of 1812?

Evaluate:

• Assessment in Lesson Book
• War of 1812 Scavenger Hunt

Industrial Revolution in England

Engage:

• Horrible Histories Season 3 Episode 4 Work, Terrible Work song (start at 14:30) Prime Video

Explore:

• Population Distribution 
• Industrial Revolution BBC (51:13) 

Explain:

• Where do most people in Europe live?
• How did the Industrial Revolution change the living patterns in Europe?

Evaluate:

• Class Discussion

They Said Yes! (If You Help Pay For It!)

https://en.wikipedia.org/wiki/Denmark#/media/File:Vor_Frelsers_Kirke-view8.jpg

Congratulations, your presentation worked and your parents are excited to go to Denmark! You have won them over using your excellent sharing skills, but there is one problem, the cost.

Your parents have decided that you need to help contribute to the price of the trip, after all it was your idea. So, what are you going to do to raise the money? Now that you found out everyone in seventh grade is going to go as well, how will you split up the jobs so that everyone can raise the money needed? How will you track the amount of money you raise and how much money will you need to raise each month?

As you can see, there are a lot of questions to answer, I guess we need to work together in class to come up with some solutions that will solve these problems and get everyone ready for the vacation of a lifetime! 

Essential Question:

• How can we collectively raise enough money to satisfy our parents while not over-saturating the community with everyone wanting to raise money the same way?

Engage: 

• How many of you have jobs? 
• How much do they pay weekly?

Explore: Class Discussion:  Students will use the Think/Pair/Share model

• Worksheet
• What kinds of jobs are there for kids your age?
• What are other ways you can raise money?
• How much money needs to be raised?
• How long do you have to raise the money?
• How can you track the money you raise to see if you will make enough?
• Can you all do the same job to raise money?
• How many students can do each of the jobs identified without oversaturating the market?
• How will you decide who gets to choose which job?

Engineer: Students will create a model showing how much they must earn weekly.

• Students will create a model showing expenses weekly.
• Students will create a model to show how much money after expenses they will need to raise weekly.
• Students will work in groups based upon jobs where they will work together to find solutions to the Explain questions.

Explain:

• Worksheet
• Why did you choose this group?
• What will be your expenses?
• How much money will you have to raise each week after expenses?
• How will you keep track of your expenses and income?
•  How will you divide up the work? 
• How did you decide how you divided up the work?

Evaluate:

• The students will present their answers to the Explain questions as a small group to the whole class.

The Age of Jefferson: Slave Catchers, Slave Resisters? Lord Dunmore's Proclamation

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)
• Foreign Affairs
• Lord Dunmore's Proclamation 
• The Adventures of a Revolutionary Soldier by Joseph Plum Martin

Explain:

• What ideals did Jefferson bring to the Presidency?
• How did American daily life change in the early 1800's?
• How did Jefferson deal with foreign affairs?
• What did Lord Dunmore's Proclamation do?
• Why were there runaway slaves around Yorktown during the battle?

Evaluate:

• Class Discussion Questions 

Vacation Location: Denmark

You say you are obsessed with Denmark? Well, why don't you vacation there? You say you are worried your parents will say no? I say, make them say yes!   

Watch the videos below and check out the websites underneath. Collect information that will convince your parents to take you on vacation to Denmark. Maybe if your presentation is good enough they may even decide to move! 

Wikitravel Denmark

Wikipedia Denmark

Denmark's Official Website

Visit Denmark

Lonely Planet Denmark

Requirements for this assignment:

1. Make a Google Presentation on visiting Denmark with 15-20 slides.
2. Embed at least one video
3. Add pictures to at least 10 slides
4. Cite your sources for all pictures, videos and information
5. Include information that you think will make your parents want to go!
6. Present your slides in class. 
7. Due Monday, February 17.

How to make a Google Presentation Playlist

EQ:

• What makes Denmark a place worth visiting?

Engage:

• Rick Steves European Travel Skills I (24:00)

Explore:

• Geography Now! Denmark (9:27)
• Rick Steves Denmark Beyond Copenhagen (24:56)
• Rick Steves Copenhagen (24:56)
• Visit Denmark: What You Should Know Before Visiting Denmark (9:28)
• Wikitraveler
• Wikipedia
• Denmark.dk
• VisitDenmark.com
• LonelyPlanet

Explain:

• What places would you like to visit in Denmark?

Evaluate:

• Make a Google Presentation on visiting Denmark with 15-20 slides.
• Embed at least one video
• Add pictures to at least 10 slides
• Cite your sources for all pictures, videos and information

The Age of Jefferson: Lowell Mill Girls

Watch the two videos below 

EQ:

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

Explore:

• Accomplished Explorers
• Changing Direction of the Country
• Life in the Early Republic
• Massachusetts Mill Workers, Lowell National Historic Park (6:31)
• Mill Times PBS (56:38)

Explain:

• What ideals did Jefferson bring to the Presidency?
• How did American daily life change in the early 1800's?
• How did Jefferson deal with foreign affairs?

Evaluate:

The Age of Jefferson: Judicial Review and the Louisiana Purchase

EQ:

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

Engage:

• Elbow Room (4:09)

Explore:

• Marbury vs Madison and Judicial Review
• Crash Course History Judicial Review (8:01)
• Eyes on the West
• Thomas Jefferson: The Louisiana Purchase and the Constitution Hip Hughes (4:39)
• Closing the Deal
• The Roots of Exploration
• The Journey West

Explain:

• What led to Marbury vs Madison and why was it important?
• How did trouble with Napoleon lead to a land deal?
• How did the Louisiana purchase become official?
• How did the Louis and Clarke expedition begin?

Evaluate:

• Answer Explain questions

Hamilton vs Jefferson

EQ:

• How did the nation's early problems reveal different philosophies about government?

Engage: 

• Crash Course History: Where US Politics Came From(13:56)

Explore:

• The First US Political Parties
• Differing Views About Democracy
• Dealing With Debt
• Hamilton and Jefferson Debate the First Bank (10:14)
• The Business of America
• The Market Revolution (4:05) 
• The National Bank
• France vs Britain
• US Neutrality Violated
• John Adams Takes Office

Explain:

• Why did the first political parties form?
• How democratic was the new government?
• How did Hamilton deal with the nation's debt problem?
• What other economic measures did Hamilton offer?
• How did the national bank become a source of debate?
• How did political differences affect foreign policy?
• Why did the United States and Great Britain sign Jay's Treaty?
• How did party disagreements continue during the Adams presidency?

Evaluate:

• Assessment
• Answers

The Age of Jefferson: Corps of Discovery

EQ:

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

Explore:

• Ken Burns American Experience Corps of Discovery (1:45:11)

Explain:

• How did Americans learn about the Louisiana Territory?
• What did the Corps of Discovery accomplish?

Evaluate:

• Worksheet

Human Environment Interactions in Europe Part 2

EQ:

• How have environmental resources and limitations shaped European life?

Engage:

• Rick Steves Naples and Pompeii (25:00)

Explore:

• Changes and Growth in Europe
• The Effects of Human Interaction
• Harmful Effects
• Resource Depletion vs Sustainability video (1:06) 
• Nuclear Disaster at Chernobyl video (3:17)
• Damming the River video (5:14) 
• Controlling and Reducing Pollution video (4:15) 
• People, Pollution, Acid Precipitation
• Acid Rain Video (1:45)

Explain:

• How are the Europeans using natural resources to meet their needs?
• How have Europeans modified their environment to meet their needs?
• How have limited resources affected life in Europe?
• What has been the impact of population growth and development on Europe's environment?
• How have human activities harmed the environment?
• How has high population density affected environmental conditions in Europe?

Evaluate:

• Rick Steves Questionnaire
•