8th Grade

Week of May 29, 2017

Monday- Memorial Day (No School)

Tuesday- 8B: Help with end-of-year checklist

HW= None

Thursday- Award ceremonies & graduation

Friday- 8A: Help with end-of-year checklist

HW= None

Objectives of the Week:

N/A

________________________________________________________________________

Week of May 22, 2017

Tuesday- 8A: Begin watching “Food Inc” and discuss

HW= None

Wednesday- 8A: Continue watching “Food Inc and discus

HW= None

Thursday- 8B: Continue watching “Atlantis” and discuss

HW= None

Friday- 8A: Continue watching “Food Inc and discus

HW= None

8B: Continue watching “Atlantis” and discuss

HW= None

Objectives of the Week:

N/A

________________________________________________________________________

Week of May 15, 2017

Monday- No school: teacher workday 

Tuesday- 8A: Create “Kahoot” review game for diagnostic using old folders, study guides and notes. We will be playing them.

HW= Study for diagnostic

Wednesday- 8B: Create “Kahoot” review game for diagnostic using old folders, study guides and notes. We will be playing them.

HW= Study for diagnostic

Thursday- All classes take the social studies diagnostic

Friday- 8B: Watch “Atlantis” and discuss

HW= None

Objectives of the Week:

Wrap up review of objectives from units 1-15 and take diagnostic. 

________________________________________________________________________

Week of May 8, 2017

Monday- 8B: Wrap-up study guide review for EOC

HW= Continue studying for EOC

Tuesday- 8A: Go over any last minute questions about EOC. Spend time reviewing for the week’s EOCs and catch-up on any missing or late work.

HW= Continue studying for EOC

8B: Go over any last minute questions about EOC. Spend time reviewing for the week’s EOCs and catch-up on any missing or late work.

HW= Continue studying for EOC

Wednesday- 8B: All classes take the Social Studies EOC

HW= None

Friday- 8A: Will be on 8th grade end-of-year trip

HW= Review for diagnostic (May 18th)

Objectives of the Week:

Wrap up review of objectives from units 1-15 and take End-Of-Course test. 

________________________________________________________________________

Week of May 1, 2017

Monday- 8A:  Continue working on EOC study guide in class by reviewing “game show” style.

HW= Continue reviewing for EOC

8B: Continue watching “Cinderella Man.” Continue working on EOC study guide in class by reviewing “game show” style.

HW= Continue reviewing for EOC

Tuesday- 8B: Finish watching “Cinderella Man.” Continue working on EOC study guide in class by reviewing “game show” style.

HW= Continue reviewing for EOC

Thursday- 8A: Continue working on EOC study guide in class by reviewing “game show” style.

HW= Continue reviewing for EOC

Friday- 8A: Continue working on EOC study guide in class by reviewing “game show” style.

HW= Continue reviewing for EOC

Objectives of the Week:

Begin reviewing objectives from units 1-15 for final diagnostic and End-Of-Course test. 

________________________________________________________________________

Week of April 24, 2017

Tuesday- 8A: Finish watching ”The Book Thief.” Begin discussing EOC and final diagnostic. Pass out EOC study guide and work on in class.

HW= Begin reviewing for EOC

Wednesday- 8A: Prepare for Washington D.C. Trip. Continue discussing EOC and final diagnostic. Continue working on EOC study guide in class. Review “game show” style.

HW= Continue reviewing for EOC

Thursday- 8B: Prepare for Washington D.C. Trip. Continue watching “Cinderella Man.” Continue working on EOC study guide in class. Review “game show” style.

HW= Continue reviewing for EOC

Friday- Washington D.C. Trip 

Objectives of the Week:

Begin reviewing objectives from units 1-15 for final diagnostic and End-Of-Course test. 

________________________________________________________________________

Week of April 17, 2017

Monday- 8A:Unit 15 — The World Today: Work on PowerPoint Project and continue watching ”The Book Thief.” 

HW= Continue working on ”The World Today” PowerPoint Project (Due April 20th)

Tuesday- 8A: Unit 15 — The World Today: Finish watching ”The Book Thief.” 

HW= Begin reviewing for final exam and continue working on ”The World Today” PowerPoint Project (Due April 20th)

Wednesday- 8B: Unit 15 — The World Today: Work on PowerPoint Project.

HW= Continue working on ”The World Today” PowerPoint Project (Due April 20th)

Thursday- 8A: Unit 15 — The World Today: Present “The World Today” PowerPoint projects.

HW= None

8B: Unit 15 — The World Today: Present “The World Today” PowerPoint projects.

HW= None

Friday- 8B: Unit 15 — The World Today: Finish watching ”Cinderella Man.” Pass out EOC study guide

HW= Complete questions 1-10 on study guide

Objectives of the Week:

Unit 13

  • 8.H.2.1 – Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
  • 8.G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • 8.C&G.1.3 – Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and
    decline (e.g. economic depressions and recessions).
  • 8.C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)
  • 8.C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).

________________________________________________________________________

Week of April 10, 2017

 Spring Break

________________________________________________________________________

Week of April 3, 2017

Monday- 8A: Unit 13 — The Cold War: Go through the unit’s essential questions and discuss the Cold War’s impact on the modern world.

HW= None

Tuesday- 8B: Unit 10 — World War II: Test on WWII.

HW= Begin brainstorming ideas for “The World Today” PowerPoint Project (Due April 20th)

Wednesday- 8A: Unit 15 — The World Today: Continue watching “The Book Thief.” Introduce unit with PowerPoint project on various issues that effect the world today.

HW= Continue brainstorming ideas for “The World Today” PowerPoint Project (Due April 20th)

8B: Unit 13 — The Cold War: Introduce unit with PowerPoint project on various issues that effect the world today. Continue watching “Cinderella Man.”

HW= Begin brainstorming ideas for “The World Today” PowerPoint Project (Due April 20th)

Thursday- 8B: Unit 15 — The World Today: Wrap-up watching “Cinderella Man.”

HW= Continue brainstorming ideas for “The World Today” PowerPoint Project (Due April 20th)

Objectives of the Week:

Unit 13

  • 8.H.2.1 – Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
  • 8.G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • 8.C&G.1.3 – Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and
    decline (e.g. economic depressions and recessions).
  • 8.C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)
  • 8.C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).

Unit 10

  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • H.1.5 – Analyze the relationship between historical context and decision-making.
  • G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

________________________________________________________________________

Week of March 27, 2017

Monday- 8B: Unit 12 — World War II: Quiz on unit vocabulary. Continue discussing WWII with unit’s guided notes. Show clip of Pearl Harbor bombing, people of London taking cover from blitz and map of German blitz on London. Begin WWII dictators worksheet.

HW= Finish any work not completed in class

Tuesday- 8A: Unit 12 — World War II: Finish guided notes on WWII and wrap-up discussion on unit.

HW= Study for test (Friday, March 31st)

8B: Unit 12 — World War II: Finish guided notes on WWII and wrap-up discussion on unit. Discuss work on Dr. Joesph Mengele and his medical experiments within Nazi concentration camps. Watch propaganda cartoon “The Thrifty Pig.” 

HW= Study for test (Wednesday, April 4th)

Wednesday- 8B: Unit 12 — World War II: No class due to ISF Presentations

HW= N/A

Friday- 8A: Unit 12 — World War II: Test on WWII. If finished early begin watching the film “The Book Thief.”

HW= None

Objectives of the Week:

  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • H.1.5 – Analyze the relationship between historical context and decision-making.
  • G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

________________________________________________________________________

Week of March 20, 2017

Monday- 8A: Unit 12 — World War II:  Continue discussing WWII with unit’s guided notes. Show clip of drone over concentration camp. Begin WWII battles worksheet.

HW= Finish any work not completed in class (Thursday, March 23rd)

8B: Unit 12 — World War II: Continue discussing WWII with unit vocabulary’s important people and guided notes. Continue discussing war propaganda with example of “The Poisonous Mushroom” (full text) children’s book. Begin propaganda poster activity.

HW= Finish propaganda poster if not completed in class

Tuesday- 8B: Unit 12 — World War II: Continue discussing WWII with unit’s guided notes. Show clip of drone over concentration camp. Begin WWII battles worksheet.

HW= Finish any work not completed in class. Study for quiz (Monday, March 27th)

Thursday- 8A: Unit 12 — World War II: Quiz on unit vocabulary. Continue discussing WWII with unit’s guided notes. Show clip of Pearl Harbor bombing, people of London taking cover from blitz and map of German blitz on London. Begin WWII dictators worksheet.

HW= Finish any work not completed in class

Friday- 8A: Unit 12 — World War II: Continue discussing WWII with unit’s guided notes. Discuss work on Dr. Joesph Mengele and his medical experiments within Nazi concentration camps. Watch propaganda cartoon “The Thrifty Pig.”

HW= None

Objectives of the Week:

  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • H.1.5 – Analyze the relationship between historical context and decision-making.
  • G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

________________________________________________________________________

Week of March 13, 2017

Monday- Teacher Workday

Wednesday- 8A: Unit 12 — World War II: Begin WWII unit with vocabulary and introduction to WWII propaganda (Ducktators cartoon) as well as destruction of nuclear and atomic bombs. 

HW= None

Thursday- 8A:  Unit 12 — World War II: Continue discussing WWII with unit vocabulary’s important people and guided notes. Continue discussing war propaganda with example of “The Poisonous Mushroom” (full text) children’s book. Begin propaganda poster activity. 

HW= Finish propaganda poster if not completed in class

Friday- 8B:  Unit 12 — World War II: Begin WWII unit with vocabulary and introduction to WWII propaganda (Ducktators cartoon) as well as destruction of nuclear and atomic bombs. 

HW= None

Objectives of the Week:

  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • H.1.5 – Analyze the relationship between historical context and decision-making.
  • G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

________________________________________________________________________

Week of March 6, 2017

Monday- 8A: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Begin presenting Protest Poster and Black History Month Projects. 

HW= Complete any missing work and turn-in

Tuesday- 8A: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Continue presenting Protest Poster and Black History Month Projects and discuss Unit 9 & 10 with the help of notes. 

HW= Complete any missing work and turn-in. Study for quiz on Unit 9 & 10 with packets given in class.

Wednesday- 8B: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Begin presenting Protest Poster and Black History Month Projects. 

HW= Study for quiz on Unit 9 & 10 with packets given in class.

Thursday- 8A: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Complete quiz on Units 9 & 10 and begin watching The Great Gatsby to better understand life in the ’20s.

HW= Complete any missing work and turn-in. Bring new folder to next class

8B: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Continue presenting Protest Poster and Black History Month Projects and discuss Unit 9 & 10 with the help of notes. 

HW= Complete any missing work and turn-in. Study for quiz on Unit 9 & 10 with packets given in class.

Friday- 8B: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Complete quiz on Units 9 & 10 and begin watching Cinderella Man to better understand life in the ’20s and early ’30s.

HW= Bring new folder to next class

Objectives of the Week:

Unit 10

  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • H.2.2 – Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key
    conflicts in North Carolina and the United States.
  • G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • C&G.1.1 – Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual
    rights).
  • C&G.1.3 – Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

Unit 9 

  • 8.H.3.2 – Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).
  • 8.G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • 8.C&G.1.3 – Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions)
  • 8.C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African
    Americans, and European immigrants).

________________________________________________________________________

Week of February 27, 2017

Monday- 8A: Students will be at the Durham Rescue Mission 

HW= N/A

Tuesday- 8B: Unit 8 — Reconstruction: Quiz on Reconstruction period. Finish web quest on the Civil Rights Movement if not yet completed. Complete mid-year survey. Work on protestor poster/black history month project (Due March 8th). 

HW= Begin brainstorming for protestor poster/black history month project (Due March 8th) and complete/turn-in any missing work.

Wednesday- 8A: Unit 8 — Reconstruction: Quiz on Reconstruction period. Complete web quest on the Civil Rights Movement through Google Classroom. Complete mid-year survey.

HW=  Finish any work not completed in class. Continue work on protestor poster/black history month project (Due March 6th) and complete/turn-in any missing work.

8B: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI: Reading comprehension activity in textbook. Begin on page 184 (Life in the Twenties) and read the chapter. We will be combining units 9 & 10 together to make sure we are on schedule. Complete the “section review” at the end of the reading.

HW= Finish any work not completed in class. Continue work on protestor poster/black history month project (Due March 6th) and complete/turn-in any missing work.

Thursday- 8B: Unit 9 — Industry and Reform & Unit 10 — Imperialism and WWI:  Expands Overseas) and read the chapter. We will be combining units 9 & 10 together to make sure we are on schedule. They should complete the section review “main idea” questions at the end of the chapter not the other stuff.

HW= Continue work on protestor poster/black history month project (Due March 6th) and complete/turn-in any missing work

Objectives of the Week:

  • H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States.
  • G.1.2 – Understand the human and physical characteristics of regions in North Carolina and the United States.
  • C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States.

_____________________________________________________________________________

Week of February 20, 2017

Monday- 8B: Unit 8 — Reconstruction: Complete web quest on the Civil Rights Movement through Google classroom.

HW= None

Tuesday- 8A: Unit 8 — Reconstruction: Finish watching Netflix documentary “13th.” Discuss quiz (Feb. 27th)

HW= Begin brainstorming for protestor poster/black history month project

8B: Unit 8 — Reconstruction: Continue watching Netflix documentary ”13th.” Discuss protest poster/black history month project.

HW= Begin brainstorming for protestor poster/black history month project (Due March 8th)

Wednesday- 8B: Unit 8 — Reconstruction: Begin “Montgomery Bus Boycott” worksheet. Finish watching Netflix documentary “13th.” Discuss quiz (Feb. 28th)

HW= Finish any work not completed in class

Friday- 8A: Unit 8 — Reconstruction: ”Coffee and Donuts Roundtable” with special guests Stephanie Tate and Kenton Gibbs from NC State. 8B will be joining for the talk.

HW= Continue work on protestor poster/black history month project (Due March 6th)

Objectives of the Week:

  • H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States.
  • G.1.2 – Understand the human and physical characteristics of regions in North Carolina and the United States.
  • C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States.

_____________________________________________________________________________

Week of February 13, 2017

Monday- 8A: Unit 8 — Reconstruction: Begin ”cause and effect” chart on one of the three amendments during the Reconstruction period. Begin watching Netflix documentary “13th.”

HW= Finish “cause and effect” chart on one of the three amendments during the Reconstruction period
8B: Unit 8 — Reconstruction: Begin ”cause and effect” chart on one of the three amendments during the Reconstruction period. Begin watching Netflix documentary “13th.”
HW= Finish “cause and effect” chart on one of the three amendments during the Reconstruction period
Tuesday- 8B: Unit 8 — Reconstruction: Begin “The March on Washington” worksheet and listen to speech. Continue watching Netflix documentary “13th.”
HW=  Finish any work not completed in class
Thursday- 8A: Unit 8 — Reconstruction: Begin “The March on Washington” worksheet and listen to speech. Continue watching Netflix documentary “13th.”
HW= Finish any work not completed in class
Friday- 8A: Unit 8 — Reconstruction: Begin “Montgomery Bus Boycott” worksheet. Continue watching Netflix documentary “13th.”
HW= Finish any work not completed in class
 

Objectives of the Week:

  • H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States.
  • G.1.2 – Understand the human and physical characteristics of regions in North Carolina and the United States.
  • C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States.

_____________________________________________________________________________

Week of February 6, 2017

Monday- No school (teacher workday)

Wednesday- 8A: Unit 8 — Reconstruction: Continue discussing the Reconstruction period after the Civil War with guided notes and powerpoint. Discuss the spread of hate groups such as the KKK with the help of the Southern Poverty Law Center’s Hate Map.

HW= Chose a state and mark down the number of hate groups found there using the Hate Map.

Thursday- 8A: Unit 8 — Reconstruction: Continue discussing the Reconstruction period after the Civil War with guided notes and powerpoint. Begin analysis of Constitutional amendments made during the Reconstruction period.

HW= Finish amendment classwork activity

Friday- 8B: Unit 8 — Reconstruction: Continue discussing the Reconstruction period after the Civil War with guided notes and powerpoint. Discuss the spread of hate groups such as the KKK with the help of the Southern Poverty Law Center’s Hate Map.

HW= Chose a state and mark down the number of hate groups found there using the Hate Map.

Objectives of the Week:

  • H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States.
  • G.1.2 – Understand the human and physical characteristics of regions in North Carolina and the United States.
  • C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States.

_____________________________________________________________________________

Week of January 30, 2017

Monday- 8A: Finish midterm/diagnostic

HW= Bring a new folder and current folder to our next class

Tuesday- 8A: Unit 8 — Reconstruction: Begin discussing the Reconstruction period after the Civil War with guided notes and powerpoint. ”Tug of War” ideas activities discussing the dynamic people and situations in history.

HW= Complete “Evaluating Reconstruction From Multiple Perspectives” worksheet

Wednesday- 8B: Unit 8 — Reconstruction: Begin discussing the Reconstruction period after the Civil War with guided notes and powerpoint. ”Tug of War” ideas activities discussing the dynamic people and situations in history.

HW= Complete “Evaluating Reconstruction From Multiple Perspectives” worksheet

Thursday- 8A: No class; students will be on field trips

HW= N/A

8B: No class; students will be on field trips

HW= N/A

Friday- 8B: Unit 8 — Reconstruction: Continue discussing the Reconstruction period after the Civil War with guided notes and powerpoint. Begin analysis of Constitutional amendments made during the Reconstruction period.

HW= Finish amendment classwork activity

Objectives of the Week:

  • H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the United States.
  • G.1.2 – Understand the human and physical characteristics of regions in North Carolina and the United States.
  • C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States.
  • C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.3 – Summarize the contributions of particular groups to the development of North Carolina and the United States.

_____________________________________________________________________________

Week of January 23, 2017

Monday- 8A: Continue reviewing units 1-6 for midterm (Wed.)

HW= Continue reviewing for midterm/diagnostic

Tuesday- 8B: Continue reviewing units 1-6 for midterm (Wed.)

HW= Continue reviewing for midterm/diagnostic

Wednesday- 8A: Take midterm/diagnostic

HW= None

8B: Take midterm/diagnostic

HW= None

Thursday- 8B: Finish midterm/diagnostic

HW= None

Objectives of the Week:

We will be reviewing all of the “objectives of the week” from previous week in order to prepare for and take our midterm/diagnostic.

_____________________________________________________________________________

Week of January 16, 2017

Monday- No school (holiday)

Tuesday- 8A: Continue reviewing units 1-6 for midterm (next Wed.)

HW= Continue reviewing for Midterm & working on Social Studies ISF research

8B: Continue reviewing units 1-6 for midterm (next Wed.)

HW= Continue reviewing for Midterm & working on Social Studies ISF research

Wednesday- 8B:  Continue reviewing units 1-6 for midterm (next Wed.)

HW= Continue reviewing for Midterm & working on Social Studies ISF research

Friday- 8A:  Special unit about inauguration day

HW= Continue reviewing for Midterm

Objectives of the Week:

We will be reviewing all of the “objectives of the week” from previous week in order to prepare for our midterm.

_____________________________________________________________________________

Week of January 9, 2017

Monday- No school (snow/ice cancellation)

Tuesday- No school (snow/ice cancellation)

Wednesday- No school (snow/ice cancellation)

Thursday- 8A: Begin reviewing units 1-7 for midterm

HW= Begin reviewing for Midterm using study guide & work on Social Studies ISF research (5 points that you will use in the essay)

Friday- 8B: Begin reviewing units 1-7 for midterm

HW= Begin reviewing for Midterm using study guide & work on Social Studies ISF research (5 points that you will use in the essay)

Objectives of the Week:

Unit 5

  • 8.H.3.1 – Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail
    of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of
    Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African
    Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • 8.C.1.1 – Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).

Unit 6

  • H.3.3 – Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.
  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • G.1.3 – Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative sources of energy).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.1 – Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian exchange, slavery and the decline of the American Indian populations).

Unit 7

  • 8.H.3.2 – Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).
  • 8.G.1.1 – Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • 8.G.1.3 – Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development,
    coastal restoration and alternative sources of energy).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African
    Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth
    and decline (e.g. economic depressions and recessions).
  • 8.C.1.2 – Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)

_____________________________________________________________________________

Week of January 2, 2017

Monday- No school (holiday)

Tuesday- 8A: Unit 5 — Manifest Destiny: Continue discussing the unit’s essential questions

HW= Continue brainstorming answers to essential questions discussed in class

Wednesday- 8A: Unit 6 — Sectionalism: Begin discussing the unit’s essential questions

HW= Continue brainstorming answers to essential questions discussed in class

Thursday- 8B: Unit 5 — Manifest Destiny: Continue discussing the unit’s essential questions

HW= Continue brainstorming answers to essential questions discussed in class & work on Social Studies ISF research (5 points that you will use in the essay)

Friday- 8A: Unit 7 — The Civil War: Begin discussing the unit’s essential questions

HW= Continue brainstorming answers to essential questions discussed in class & work on Social Studies ISF research (5 points that you will use in the essay)

8B: Unit 6 — Sectionalism: Continue discussing the unit’s essential questions & Unit 7 — The Civil War: Begin discussing the unit’s essential questions

HW= Continue brainstorming answers to essential questions discussed in class & work on Social Studies ISF research (5 points that you will use in the essay)

Objectives of the Week:

Unit 5

  • 8.H.3.1 – Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail
    of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of
    Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African
    Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • 8.C.1.1 – Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).

Unit 6

  • H.3.3 – Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.
  • H.2.3 – Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • G.1.3 – Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative sources of energy).
  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).
  • C.1.1 – Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian exchange, slavery and the decline of the American Indian populations).

Unit 7

  • 8.H.3.2 – Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).
  • 8.G.1.1 — Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
  • 8.G.1.3 — Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development,
    coastal restoration and alternative sources of energy).
  • 8.C&G.1.4 — Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African
    Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth
    and decline (e.g. economic depressions and recessions).
  • 8.C.1.2 — Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)

_____________________________________________________________________________

Week of December 19, 2016

Monday- 8A: Unit 5 — Manifest Destiny: Begin watching Rango

HW= None

8B: Unit 5 — Manifest Destiny: Begin watching Rango

HW= None

Tuesday- 8B: Unit 5 — Manifest Destiny: Continue watching Rango

HW= None

Objectives of the Week:

 N/A

_____________________________________________________________________________

Week of December 12, 2016

Monday- 8B: Unit 5 — Manifest Destiny: Complete Google Classroom “Manifest Destiny Webquest”

HW= Complete any missing work

Wednesday- 8A: Unit 5 — Manifest Destiny: Continue watching Watch The History Channel’s American: The Story of Us (episode 3 Westward) and answer connecting questionsComplete Google Classroom “Manifest Destiny Webquest”

HW= Complete any missing work

Thursday- 8A: Unit 5 — Manifest Destiny: Wrap up discussion on the Louisiana Purchase and begin analyzing the War of 1812 and the creation of the “Star Spangled Banner”

HW= TBD

Friday- 8B: Unit 5 — Manifest Destiny: Wrap up discussion on he Louisiana Purchase and begin analyzing the War of 1812 and the creation of the “Star Spangled Banner” 

HW= TBD

Objectives of the Week:

  • 8.H.3.1 – Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

_____________________________________________________________________________

Week of December 5, 2016

Tuesday- 8A: Unit 5 — Manifest Destiny: Quiz on unit 5 vocabulary. Continue with guided notes on Jefferson and complete reading comprehensions/critical thinking activities on Jefferson’s term and the Louisiana Purchase.

HW= Finish any work not completed in class

Wednesday- 8A: We will not have class due to the Student Council hosted dodgeball/basketball tournament.

HW= Continue to finish any work not completed in class

Thursday- 8B: Unit 5 — Manifest Destiny: Watch The History Channel’s American: The Story of Us (episode 3 Westward) and answer connecting questions.

HW= Finish any work not completed in class

Friday- 8A: Unit 5 — Manifest Destiny: Watch The History Channel’s American: The Story of Us (episode 3 Westward) and answer connecting questions

HW= Complete any missing work

8B: Unit 5 — Manifest Destiny: Continue watching Watch The History Channel’s American: The Story of Us (episode 3 Westward) and answer connecting questions.

HW= Complete any missing work

Objectives of the Week:

  • 8.H.3.1 – Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

_____________________________________________________________________________

Week of November 28, 2016

Monday- 8A: Unit 3  & 4 — The Revolutionary War: Complete quiz on the branches of government and begin American Revolution web quest through Google Classroom.

HW= Continue working on American Revolution web quest (document on Google Classroom)

Tuesday- 8A: Unit 5 — Manifest Destiny: Retake branches of government quiz and begin discussing the early president’s terms and the start/cause of the manifest destiny movement

HW= Begin vocabulary worksheet and complete map worksheet

Wednesday- 8B: Unit 5 — Manifest Destiny: Continue discussing the early president’s terms and the start/cause of the manifest destiny movement. Create chart comparing and contrasting two of the three first presidents (Washington, Adams and Jefferson)

HW= Complete map worksheet, vocabulary worksheet/study for vocabulary test and complete compare and contrast chart

Thursday- 8A: Unit 5 — Manifest Destiny: Continue discussing the early president’s terms and the start/cause of the manifest destiny movement. Create compare and contrast chart on two of the three first presidents and how they did as POTUS (WashingtonAdams or Jefferson)

HW= Complete vocabulary worksheet/study for vocabulary quiz (on Tuesday) and complete compare and contrast chart

8B: Unit 5 — Manifest Destiny: Continue with guided notes moving on to the Louisiana Purchase. Use Google Earth and images to make out either the expeditions of Lewis and Clark or Zebulon Pike

HW= Complete vocabulary worksheet/study for vocabulary quiz (on Friday)

Friday- 8B: Unit 5 — Manifest Destiny: Quiz on unit 5 vocabulary. Continue with guided notes on Jefferson and complete reading comprehensions/critical thinking activities on Jefferson’s term and the Louisiana Purchase.

HW= Finish any work not completed in class

Objectives of the Week:

  • 8.H.3.1 – Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 – Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

_____________________________________________________________________________

Week of November 21, 2016

Monday- 8A: Unit 3  & 4 — The Revolutionary War: Discuss three branches of government and how out government operates, with the help of an activity on the three branches.

HW= Branches of government flip book & study for quiz on 3 branches of government

8B: Unit 3  & 4 — The Revolutionary War: Complete quiz on the branches of government and begin American Revolution web quest through Google Classroom

HW= Continue working on American Revolution web quest (document on Google Classroom)

Tuesday- 8B: Unit 5 — Manifest Destiny: Begin discussing the early president’s terms and the start/cause of the manifest destiny movement 

HW= Begin vocabulary worksheet and complete map worksheet

Thursday- No school (fall holiday break)

Friday- No school (fall holiday break) 

Objectives of the Week:

  • 8.H.3.1 — Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
  • 8.C&G.1.2 — Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 8.C&G.1.4 — Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 — Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

_____________________________________________________________________________

Week of November 14, 2016

Monday- 8B: Unit 3  & 4 — The Revolutionary War: Have ”Does the American Revolution deserve a place in history?” debate

HW= None

Wednesday- 8A: Unit 3  & 4 — The Revolutionary War: Have ”Does the American Revolution deserve a place in history?” debate

HW= None

Thursday- 8A: No class due to 8th grade graduation pictures

HW= None

Friday- 8B: Unit 3  & 4 — The Revolutionary War: Discuss three branches of government and how out government operates, with the help of an activity on the three branches.

HW= Branches of government flip book & study for quiz on 3 branches of government

Objectives of the Week:

  • H.2.3 — Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
  • C&G.1.1 — Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of  powers, republicanism, federalism and individual rights).
  • C&G.1.3 — Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
  • C&G.1.4 — Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups)

_____________________________________________________________________________

Week of November 7, 2016

Tuesday- 8A: Unit 3  & 4 — The Revolutionary War: Continue discussing and researching debate on the worthiness of the American Revolution.

HW= Continue researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Wednesday- 8A: We will be at the American Heart Association Hoops for Heart Fundraiser Pep Rally for the class period.

HW= None

Thursday- 8B: Unit 3  & 4 — The Revolutionary War: Discuss how the “Does the American Revolution deserve a place in history?” debate will take place. Discuss the election and its results and anticipate impact.

HW= Finish late minute debate research and preparation

Friday: 8A: Unit 3  & 4 — The Revolutionary War: Discuss how the “Does the American Revolution deserve a place in history?” debate will take place. Discuss the election and its results and anticipate impact.

HW= Finish late minute debate research and preparation

8B: Unit 3  & 4 — The Revolutionary War: Have ”Does the American Revolution deserve a place in history?” debate (We will be having a redo on Monday)

HW= Rework arguments strengthening them with facts from notes and discussions.

Objectives of the Week:

  • 8.C&G.1.4 — Analyze  access  to  democratic  rights  and freedoms  among  various  groups  in  North  Carolina and the  United  States  (e.g.  enslaved  people,  women,  wage earners,  landless  farmers,  American  Indians,  African Americans  and  other  ethnic  groups).
  • 8.E.1.1 — Explain  how  conflict,  cooperation,  and competition  influenced  periods  of  economic  growth and  decline  (e.g.  economic  depressions  and recessions)

_____________________________________________________________________________

Week of October 31, 2016

Monday- 8A: Unit 3 & 4 — The Revolutionary War: Discuss the history of Halloween and the Jack O’ Lantern while playing a game of historical Halloween facts bingo.

HW= None

Tuesday- 8A: Unit 3 & 4 — The Revolutionary War: Continue guided notes on the American Revolution. Begin discussing debate on the worthiness of the American Revolution. Explanation of the Articles of Confederation, the constitution and federalism.

HW=  Begin researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Wednesday- 8B: Unit 3 & 4 — The Revolutionary War: Continue guided notes on the American Revolution. Continue discussing debate on the worthiness of the American Revolution. Explanation of the Articles of Confederationthe constitution and federalism.

HW=  Continue researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Thursday- 8A: Unit 3 & 4 — The Revolutionary War: Continue guided notes on the American Revolution. Continue discussing debate on the worthiness of the American Revolution. Explanation of the Articles of Confederationthe constitution and federalism. Pop (open note) quiz on American Revolution.

HW= Continue researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

8B: Unit 3 & 4 — The Revolutionary War: Continue guided notes on the American Revolution. Continue discussing debate on the worthiness of the American Revolution. Explanation of the Articles of Confederationthe constitution and federalism. Pop (open note) quiz on American Revolution.

HW= Continue researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Friday- 8B: Unit 3  & 4 — The Revolutionary War: Continue discussing and researching debate on the worthiness of the American Revolution.

HW= Continue researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Objectives of the Week:

  • 8.C&G.1.4 — Analyze  access  to  democratic  rights  and freedoms  among  various  groups  in  North  Carolina and the  United  States  (e.g.  enslaved  people,  women,  wage earners,  landless  farmers,  American  Indians,  African Americans  and  other  ethnic  groups).
  • 8.E.1.1 — Explain  how  conflict,  cooperation,  and competition  influenced  periods  of  economic  growth and  decline  (e.g.  economic  depressions  and recessions)

_____________________________________________________________________________

Week of October 24, 2016

Monday- No School (Teacher Workday)

Tuesday- 8B: Unit 3 — The Revolutionary War: Continue guided notes on the American Revolution.

HW= None

Wednesday- 8A: Unit 3 —The Revolutionary War: Spend the class researching and looking up various candidates for both local, state and national elections and write why you’ve chosen to vote for them.

HW= Finish filling out NC sample voting ballot

8B: Unit 3 — The Revolutionary War: Spend the class researching and looking up various candidates for both local, state and national elections and write why you’ve chosen to vote for them.

HW= Finish filling out NC sample voting ballot

Thursday- 8B: Unit 3 — The Revolutionary War: Continue guided notes on the American Revolution. Begin discussing debate on the worthiness of the American Revolution.

HW= Begin researching debate topics: Group 1 researches information to argue that the American Revolution was good and worth it. Group 2 researches information to argue that the American Revolution was bad and wasn’t worth it.

Objectives of the Week:

  • 8.C&G.1.4 — Analyze  access  to  democratic  rights  and freedoms  among  various  groups  in  North  Carolina and the  United  States  (e.g.  enslaved  people,  women,  wage earners,  landless  farmers,  American  Indians,  African Americans  and  other  ethnic  groups).
  • 8.E.1.1 — Explain  how  conflict,  cooperation,  and competition  influenced  periods  of  economic  growth and  decline  (e.g.  economic  depressions  and recessions)

_____________________________________________________________________________

Week of October 17, 2016

Monday- 8A: Unit 3 — The Revolutionary War: Continue with unit using lessons on Study Island.

HW= Finish Study Island lessons that weren’t completed in class.

8B: Unit 3 — The Revolutionary War: Watch Crash Course’s “Taxes & Smuggling – Prelude to Revolution” and “Tea, Taxes, And The American Revolution”

HW= Write a one page essay, 12 pt font, double spaced if typing it and neat handwriting and skipped lines if handwriting it, as a reflection if you were a loyalist or a revolutionary at the time. Use facts and information from your book, notes and internet to back up your fictional account of the time.

Tuesday- 8B: Unit 3 — The Revolutionary War: Continue with unit using lessons on Study Island.

HW= Finish Study Island lessons that weren’t completed in class.

Thursday- 8A: Preparation for State Fair field trip, discussion of NC history

 HW= None

Friday: 8A: Unit 3 — The Revolutionary War: Continue with guided notes

HW= None

Objectives of the Week:

  • 8.C&G.1.4 — Analyze  access  to  democratic  rights  and freedoms  among  various  groups  in  North  Carolina and the  United  States  (e.g.  enslaved  people,  women,  wage earners,  landless  farmers,  American  Indians,  African Americans  and  other  ethnic  groups).
  • 8.E.1.1 — Explain  how  conflict,  cooperation,  and competition  influenced  periods  of  economic  growth and  decline  (e.g.  economic  depressions  and recessions)

_____________________________________________________________________________

Week of October 10, 2016

Monday- No School

Wednesday- 8A: Unit 3 — The Revolutionary War: Watch History Channel’s “The Revolution: Rebelling to Revolution”

HW= Write a one page essay, 12 pt font, double spaced if typing it and neat handwriting and skipped lines if handwriting it, as a reflection if you were a loyalist or a revolutionary at the time. Use facts and information from your book, notes and internet to back up your fictional account of the time. at the time. Use facts and information from your book, notes and internet to back up your fictional account of the time.

Thursday- 8A: Unit 3 — The Revolutionary War: Continue with guided notes and begin cause and effect chart for the Revolutionary War.

HW= None

Friday- 8B: Unit 3 — The Revolutionary War: Study Island activity and continue working on cause and effect chart (Sister Kaitlin will be gone for the 6th grade field trip)

HW= Finish cause and effect chart if not completed in class.

Objectives of the Week:

  • 8.H.3.3  -­‐ Explain how individuals and groups have influenced economic, political and social change in North  Carolina and the United States.
  • 8.C&G.1.4  -­‐ Analyze access to democratic rights and freedoms among various groups  in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 -­‐ Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions)
  • 8.C.1.1 -­‐ Explain how influences from Africa, Europe, and the Americas impacted  North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian population.

_____________________________________________________________________________

Week of October 3, 2016

Tuesday- 8A: Unit 3 — The Revolutionary War: Watch Crash Course video on the American Revolution cause and effects.

HW= Watch 20-30 minutes of the Vice Presidential debate and write down three of the topics discussed during it.

Wednesday- 8A: Unit 3 — The Revolutionary War: Begin guided notes

HW= None

Thursday- 8B: Unit 3 — The Revolutionary War: Begin guided notes

HW= None

Friday- 8A: Unit 3 — The Revolutionary War: Continue with guided notes

HW= None

8B: Unit 3 — The Revolutionary War: Continue with guided notes and begin cause and effect chart for the Revolutionary War.

HW= None

Objectives of the Week:

  • 8.H.3.3  -­‐ Explain how individuals and groups have influenced economic, political and social change in North  Carolina and the United States.
  • 8.C&G.1.4  -­‐ Analyze access to democratic rights and freedoms among various groups  in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 -­‐ Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions)
  • 8.C.1.1 -­‐ Explain how influences from Africa, Europe, and the Americas impacted  North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian population.

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Week of September 25, 2016

Monday- 8A: Unit 2 — Colonial American History: Present Lost Colony Projects to class.

HW= Watch a minimum of 30 minutes of tonight’s presidential debate and write down three of the things discussed.

Tuesday- 8A: Begin discussing Unit 3 — The Revolutionary War: Complete “chapter one” of reading question worksheet on Freedom Flix — Boston Massacre

HW= Complete “chapter two” of reading question worksheet

Wednesday- 8B: Unit 2 — Colonial American History: Present Lost Colony Projects to class.

HW= None

Thursday- 8A: Continue discussing Unit 3 — The Revolutionary War: Continue with reading question worksheet on Freedom Flix — Boston Massacre 

HW= Finish Freedom Flix assignment if not completed in class

8B: Begin discussing Unit 3 — The Revolutionary War: Complete “chapter one” of reading question worksheet on Freedom Flix — Boston Massacre

HW= Complete “chapter two” of reading question worksheet

Friday- 8B: Continue discussing Unit 3 — The Revolutionary War: Continue with reading question worksheet on Freedom Flix — Boston Massacre

HW= Finish Freedom Flix assignment if not completed in class

Objectives of the Week:

  • 8.C&G.1.4 – Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
  • 8.E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions)

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Week of September 18, 2016

Monday- 8A: Unit 1 — Pre-Colonial American History: Finish watching and answering video questions on “Nightmare in Jamestown.” Begin discussing the colonies of N.C.

HW= None

Tuesday- 8B: Unit 1 — Pre-Colonial American History: Watch and answer video questions on “Nightmare in Jamestown.”

HW= None

Wednesday- 8A: Unit 2 — Colonial American History: Begin brainstorming ideas and possible topics for “The Myths and Legends of the Lost Colony” group project. Use Chromebooks for research.

HW= Work on Lost Colony project (Due one week from today)

8B: Unit 1 — Pre-Colonial American History: Finish watching and answering video questions on “Nightmare in Jamestown.” Begin brainstorming ideas and possible topics for “The Myths and Legends of the Lost Colony” group project. Use Chromebooks for research.

HW= Work on Lost Colony project (Due one week from today)

Thursday- 8B: Unit 2 — Colonial American History: Discuss the Lost Colony of Roanoke and other N.C. colonies and tribes.

HW= Work on Lost Colony project (Due next week)

Objectives of the Week:

  • E.1.1 – Explain how conflict, cooperation, and competition influenced periods of economic growth and decline.
  • C.1.2  —  Summarize  the  origin  of  beliefs,  practices,  and traditions  that represent  various  groups  within  North Carolina  and  the  United  States.

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Week of September 12, 2016

Monday- No school

Tuesday- No school

Wednesday- No school

Friday- 8A: Unit 1 — Pre-Colonial American History: Watch and answer video questions “Nightmare in Jamestown.”

HW= None

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Week of September 5, 2016

Monday- No school

Tuesday- 8A: Unit 1 — Pre-Colonial American History: Discussion and powerpoint talking about N.C.’s role in Pre-Colonial America

HW= Complete colonies chart paper

Wednesday- 8B: Unit 1 — Pre-Colonial American History: Discussion and powerpoint talking about N.C.’s role in Pre-Colonial America

HW= None

Thursday- Social Studies Diagnostic Test

Friday- Social Studies Diagnostic Test

Objectives of the Week:

  • H.3.3  —  Explain  how  individuals  and  groups  have influenced  economic,  political  and  social  change  in North  Carolina  and  the  United  States.
  • C&G.1.4  —  Analyze  access  to  democratic  rights  and freedoms  among  various  groups  in  North  Carolina  and the  United  States.
  • C.1.2  —  Summarize  the  origin  of  beliefs,  practices,  and traditions  that represent  various  groups  within  North Carolina  and  the  United  States.

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Week of August 29, 2016

Monday- 8B: Unit 1 — Pre-Colonial American History: Powerpoint and note taking

HW= Study for Quiz on Unit 1

Tuesday- 8A:  Unit 1 — Pre-Colonial American History: Powerpoint and note taking & Discussion of “first explorers.”

HW= Explorer chart dealing with understanding of primary sources

8B: Unit 1 — Pre-Colonial American History: Powerpoint and note taking & Discussion of “first explorers.”

HW= Explorer chart dealing with understanding of primary sources

Wednesday- 8B: Unit 1 — Pre-Colonial American History: Columbus T-Chart — was he a hero or a villain? Use information from textbooks and videos.

HW= None

Friday- 8A: Unit 1 — Pre-Colonial American History: Columbus T-Chart — was he a hero or a villain? Use information from textbooks and videos.

HW= None

Objectives of the Week:

  • H.3.1  —  Explain  how  migration  and  immigration contributed  to  the development  of  North  Carolina  and the  United  States  from  colonization  to  contemporary
    times.
  • G.1.1  —  Explain  how  location  and  place  have  presented opportunities  and  challenges for  the  movement  of people,  goods,  and  ideas  in  North  Carolina  and  the United  States.
  • E.1.1  —  Explain  how  conflict,  cooperation,  and competition  influenced  periods  of  economic  growth and  decline.

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Week of August 22, 2016

Monday- 8B: Introduction to Sr. Kaitlin and 8th Grade Social Studies

HW= Bring back signed paperwork and a short personal history (Be creative when detailing your history!)

Tuesday- 8B: Introduction to Sr. Kaitlin and 8th Grade Social Studies

HW= Bring back signed paperwork and a short personal history (Be creative when detailing your history!)

Thursday- 8A: Introduction to Sr. Kaitlin and 8th Grade Social Studies

HW= Bring back signed paperwork and a short personal history (Be creative when detailing your history!)

Friday- 8A: Unit 1 — Pre-Colonial American History: Powerpoint and note taking

HW= Study for Quiz on Unit 1

Objectives of the Week:

 N/A