Colonial House

Colonial House is a television show created by PBS to examine what life would be like in Plymouth Colony circa 1628. 17 people were chosen to be on the reality show, living the life of a settler in a re-created Plymouth Plantation.

Imagine you have been selected to participate in Colonial House. Write journal entries describing about your living conditions. Are you a freeman, indentured servant, or even the Governor? What kinds of things do you do day by day? Are you having trouble keeping the rules? 

You will create a postcard and then write about your 'experience' using a pen and ink. Watch the video below to get an idea about what it will be like.

You will also be asked to write a journal entry daily explaining what it would be like if you were part of the colony.

Essential Question: What would it be like to live in an early American colony?

 

Engage:

• Colonial House Mythconceptions Quiz Whole Class

Explore:

• Watch Colonial House episodes.Explain:

• What is your role in the colony?
• What events took place during the episode?
• What are your daily chores?
• Are you a rule breaker or a rule follower?

Evaluate:

• Write a journal entry for each episode watched. 
• Use a dip pen to write a postcard to send home describing living in the colony.

Constitution Study

 

EQ: How does the Constitution reflect American ideals?

 

Engage:

• Is it Constitutional? 

Explore:

• We the People
• Seven Articles of the Constitution
• Hip Hughes Seven Articles of the Constitution videos
• What Does the Constitution Say?

Explain:

• Preamble Discussion
• What Does the Constitution Say Part 2 Acitivity 
• Principles of the Constitution Comparison Chart (Printed) Pages 4-9

Evaluate:

• Principles of the Constitution Comparison Chart (Printed) 
• Branches of Government worksheets

Extend:

Desperate Crossing: Exploring Why the Pilgrims Came to the Americas

https://www.imdb.com/title/tt0493146/

Many of us know what it is like to have to move to a new place. In this activity we are going to find out what it was like for the Pilgrims to have to leave England for Holland and then ultimately for North America. Just as you had many difficult emotions with the changes you experienced, the Pilgrims had them as well. They also had even more difficulty and danger than most of us. 

As we watch this video we will try to place ourselves in the shoes of the Pilgrms and try to identify how we might have felt if we too had to make a desperate crossing. 

EQ: Why did the settlers on the Mayflower come to the Americas?

Engage: 

• Solicit stories from students who remember moving to Noel. 
• How did you feel about moving?
• What were the first days like after you came to Noel?
• How are things now?

Explore:

• The students will watch Desperate Crossing: The Untold Story of the Mayflower.
• Vocabulary: magistrate, manifest, seditious, theology, habeas corpus, tolerant
• Vocabulary: define, draw and use in a sentence

Explain:

• Why the Separatists moved from England to Holland?
• Why the Separatists moved from Holland to the Americas?
• Why the other colonists moved from England to the Americas?
• How did they feel about moving?
• How were the first days after the move?

Evaluate: 

• Comprehension questions worksheet.
• Mayflower Compact comprehension questions.
• Journaling Activity
  
• Write journal entries as if they were a Pilgrim during the video. 
• Create a journal to transcribe the entries written during Desperate Crossing
  
• Use India ink and dip pens to transcribe their entries from their notes to their created journals.
  

Extend:

• Examine the Mayflower Compact, what does it create for the colonists?

Government Vocabulary

EQ:  

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Engage:

• Draw a picture of what the word social studies means to you.
• Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 

1. democracy
2. unitary
3. parliamentary
4. federal
5. authoritarian
6. direct democracy
7. executive
8. confederate
9. authority
10. preamble
11. sovereign
12. oligarchy
13. legislative
14. state
15. government
16. dictatorship
17. executive branch
18. public policy
19. representative democracy
20. presidential
21. monarchy
22. totalitarian

The Conquistador Emoji Project

 Imagine your shock when arrive at your destination, the city you plan to conquer only to realize that is the cleanest, most beautiful city you or any of your fellow conquistadors have ever experienced. 

You arrived from one of the most powerful nations on earth, having sailed from one of the largest and most prosperous cities in Europe, only to find that it pales in comparison to the city you thought would be primitive, not unlike the people you plan to enslave. 

How would you feel?

After reading the article provided on the worksheet, put yourself in the place of a Spanish conquistador seeing Tenotichlan for the first time. You will write about your experience, but not using words.

The pictures above are Aztec script symbols. They use the symbols to share their information. We do something similar with emojis. If using symbols to tell a story was good enough for the Aztecs, it is certainly good enough for you. 

Your assignment is to write your story using emojis not words as a conquistador first entering Tenochtitlan. 

Essential Question:

• How did Tenochtitlan compare to European cities?

Engage:

• Hernan Cortes video History Channel (3:07)

Explore:

• Aztec script symbols
• Vocabulary: conquistador, ambassador, whitewash 

Explain:

• What did the conquistadors see when they first entered Tenochtitlan?
• What were the European cities like?

Evaluate:

• Emoji Project Handout
• Explain what the conquistadors saw when they first visited Tenochtitlan using emojis.

Extend:

• What Happened to the Aztecs? History Channel (2:26) 

Immigration Celebration

 The United States is a nation of immigrants. The country was founded mainly by Englishmen who were part of the European colonization effort of the 15-17th centuries. After the US was formed immigration continued to be an important part of its world identity as memorialized by the Statue of Liberty.

https://www.youtube.com/watch?v=YE1xZ6aAPmw

While you may argue otherwise, the Statue of Liberty mainly celebrates European immigration as we saw it happen at Ellis Island. Below is a video outlining what it was like to come through Ellis Island as an immigrant.

https://www.youtube.com/watch?v=bDNKHWzQiz8

Unfortunately for many of you, the Statue of Liberty may not capture the spirit of immigration from your ancestors, especially if your ancestors didn't come from Europe. I have done some research to see if I can find other memorials or monuments in the United States that celebrate the immigration of those who were not from Europe and they are indeed difficult to find. 

This is your opportunity to remedy that!

You are tasked with the responsibility to create a monument that celebrates the immigration of your ancestors. You should research where they came from, why they came, and what symbols would be culturally appropriate to use as part of the monument. 

If your ancestors, like mine, did come through Ellis Island and are represented very well by the Statue of Liberty you can still participate. Create a new monument celebrating your ancestors too. This is an opportunity for you to make it more specific to your original culture. For example I could choose my Scots Irish ancestry to celebrate or my German/Jewish ancestry. 

Make your monument with the following guidelines:

• Identify where your ancestors immigrated from 
• Incorporate symbols appropriate for their original country
• Create a plaque that celebrates immigration. It doesn't need to be a poem like on the Statue of Liberty, but it does need to reflect your intent for the monument. 
• Create a drawing of your monument or create a model of your monument. If you make a drawing, make it very detailed and include the words on the plaque. 
• Show the pride you have in your family and the gratefulness you have for the sacrifices they made to immigrate. 

Essential Question:

•  How would you memorialize your immigrant ancestors?

Engage:

•  Immigrants at Ellis Island (4:27)

Explore:

•  Statue of Liberty History (1:40) 
• Other monuments and memorials to immigrants
• Talk to family members about how their ancestors came to the US

Explain:

• Where did your ancestors emigrate from?
• Why did they come to the United States?
• What symbols should be used to celebrate their coming to the US?
• Do you feel represented by the monuments you researched?

Evaluate:

• Create a monument that honors your ancestors journey to the US 

The Maltese Falcon: What is Film Noir?

 

https://en.wikipedia.org/wiki/The_Maltese_Falcon_(1941_film)#/media/File:The_Maltese_Falcon_(1941_film_poster).jpg

The Maltese Falcon is a 1941 American film noir directed and scripted by John Huston^[3] in his directorial debut, based on the 1930 novel of the same name by Dashiell Hammett.^[4][5][6] It stars Humphrey Bogart as private investigator Sam Spade and Mary Astor as his femme fatale client. Gladys George, Peter Lorre and Sydney Greenstreet co-star, with the last appearing in his film debut. The story follows a San Francisco private detective and his dealings with three unscrupulous adventurers, all of whom are competing to obtain a jewel-encrusted falcon statuette.^[3]

from https://en.wikipedia.org/wiki/The_Maltese_Falcon_(1941_film)

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

Explore:

• Conquest of America: Southeast video 
• Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share Activity

Explain:

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

Evaluate:

• Vocabulary and Discussion Questions Worksheet

Extend:

• Castillo de San Marcos  the history of this fort is very interesting. What famous Native American leader's wife spent time in jail here? Another interesting fact is that the moat around the fort was dry until it was decided to create a field to play a popular game, which caused them to fill it with water. Can you guess the game?
• Videos from Castillo de San Marcos
• History of Florida Wikipedia

Conquest of the Americas: The Southwest

 

https://commons.wikimedia.org/wiki/File:Coronado-Remington.jpg

Francisco Coronado heard a story about the Cities of Cibola, the Seven Cities of Gold, from a friar named Estevan. He decided he would mount an expedition to find these cities. What did Coronado plan to do when he found these cities? Did he eventually find them? What controversy surrounds the expedition?

Essential Question:   Why did Coronado explore the southwest part of North America?

Engage:

• Vocabulary 
• Students will define the vocabulary word using their own words on worksheet

Explore:

• Conquest of America: Southwest video  (44:51) Youtube video

Explain:

• Was Coronado suitably punished for his role in the death of the 'Turk'?
• Do you think Coronado was a hero or villain? 

Evaluate: 

• Discussion Questions Worksheet Whole group discussion

Extend:

• Coronado's Wikipedia page 
• Map of Coronado's expedition
• History Channel's page on Coronado

 

US Physical Geography Map

https://app.discoveryeducation.com/learn/player/637fed70-e77c-4878-b364-732be518e7c3

EQ: What are the major physical features of the United States?

 

Engage:

• Students will be given them 60 seconds to identify as many physical geography features found in the US.

Explore:

• Physical Map of the US Discovery Education
• Physical Geography video Discovery Education (28:41)

Explain:

• Where are the Rocky Mountains, the Appalachian Mountains, Sierra Nevada, and Cascade Range?
• Where is the Ozark Plateau, Colorado Plateau, Sonoran Desert, the Great Plains and the Coastal Plain?
• Where is the Atlantic and Pacific Ocean?
• Where is the Gulf of Mexico?
• Where is the Mississippi River and the Rio Grande?
• Where are the Great Lakes: Michigan, Huron, Superior, Erie, Ontario?

Evaluate:

• Label and Color a physical map of the United States identifying the physical features listed above. 
• Physical Geography Map Checklist 

The Silk Road and World Trade: What Led to the Rediscovery of the Americas?

 Assessment Time

Map of the Silk Trade Route

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

Marco Polo's Route

https://en.wikipedia.org/wiki/File:Travels_of_Marco_Polo.svg

Voyages of Zheng He

https://commons.wikimedia.org/wiki/File:Zheng_He.png

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:

• The Silk Road and Ancient Trade: Crash Course World History #9 (10:30)
• Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #18 (10:14)
• Columbus, de Gama, and Zheng He! 15th Century Mariners. Crash Course: World History #21  (10:37)

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:

•  The Silk Road #9 Questions
• Int'l Commerce #18 Questions

Maps of the United States and Canada

Whatt Where GIF from Whatt GIFs

 EQ: How has location influenced life in the United States and Canada?

Engage:

• History of the Cajuns Discovery Ed

Explore:

• Physical Features of the US and Canada
• Political Map of the US and Canada
• Climate of the US and Canada
• Vegetation and Biomes of the US and Canada
• Population Density of the US and Canada
• Economic Activity of the US and Canada
• Religious and Ethnic Groups of the US and Canada

Explain:

• What are the provinces and territories of Canada?
• What are the main climates of the US and Canada
• Where are most of the people living in the US and Canada? Why?
• What are the major economic activities in the US and Canada?
• What are the major religious and ethnic groups in the US and Canada?

Evaluate:

• Assessment

The First Immigrants

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

The history of the Americas started well before Columbus. Unfortunately, because of the lack of or destruction of written histories, archaeologists have to rely on the discovery of artifacts to further our knowledge of these peoples. In this lesson we will learn about different theories of migration and also discover that this area is constantly changing and updating do to new discoveries. 

Essential Question: Where and when did the first immigrants to the Americas arrive?

Engage:

• Review the Kenniwick Man lesson

Explore:

• Video: In Search of History The First Americans (42:15) (1998) IMDB Page
• Tracking the First Americans (2015) National Geographic Magazine
• Kenniwick Man Wikipedia 

Explain:

• How did the first immigrants come to the Americas?
• When did the first immigrants come to the Americas?

Evaluate: 

• Video Worksheet

Extend:

• Tracking the First American (2015)  National Geographic Article
• How did the Clovis Point Become an Archaeological Icon?

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.