Don't Forget!!
All online assignments should be turned in on Google Classroom
All online assignments should be turned in on Google Classroom
Fantasy Geopolitics 3/8/16
Start off by going to the Fantasy Geopolitics website, and watch the introduction video. This is going to be our way of staying up-to-date on current events throughout the world, and it is going to be a 10 week project.
Day 1: Your team will meet together and come up with your own "Scouting Report" of a minimum of eight countries you would want to draft. The more frequently your countries are in the New York Times, the more points they will get! We will hold a draft as a class, and remember, just like in fantasy football, when a player (in this case country) is taken, it is off the board and no other team can have that player.
Each Tuesday, we will update everyone on each team's total scores for the week, as well as break down the points received by each country. After that, you and your teams will be given a chance to meet together and decide whether or not you want to add, drop, or even trade countries with another team. If you decide to make any moves, your team must fill out a transaction request, and it must be approved by me. To ensure your move is approved, you need to research the countries you are involving and tell me what is going on there that makes you want to pick up or get rid of those countries.
Every week there will be a different assignment, and to stay up-to-date with the assignments, be sure to check Google Classroom. Your team scores, country scores, and weekly assignments will all be due at the end of the entire project, on May 25th, and should all be kept in the same running document on Google Docs. May the best team win!!
Day 1: Your team will meet together and come up with your own "Scouting Report" of a minimum of eight countries you would want to draft. The more frequently your countries are in the New York Times, the more points they will get! We will hold a draft as a class, and remember, just like in fantasy football, when a player (in this case country) is taken, it is off the board and no other team can have that player.
Each Tuesday, we will update everyone on each team's total scores for the week, as well as break down the points received by each country. After that, you and your teams will be given a chance to meet together and decide whether or not you want to add, drop, or even trade countries with another team. If you decide to make any moves, your team must fill out a transaction request, and it must be approved by me. To ensure your move is approved, you need to research the countries you are involving and tell me what is going on there that makes you want to pick up or get rid of those countries.
Every week there will be a different assignment, and to stay up-to-date with the assignments, be sure to check Google Classroom. Your team scores, country scores, and weekly assignments will all be due at the end of the entire project, on May 25th, and should all be kept in the same running document on Google Docs. May the best team win!!
Civil War Battle Maps 2/11/16
In your assigned groups, you need to choose an influential Civil War battle we discussed in class, and create a battle map of the important decisions that were made. Be sure your map includes all of the information we discussed in class, and your rubric is as follows:
- 35 points for correctly answering and displaying the following information
- Who was involved; the combatants (the armies) the leaders & key people with each side
- What was the objective of each side
- Where did the battle take place
- Explain how terrain, weather (heat/cold/precipitation/humidity), supplies, local population, etc. affect soldiers on both sides
- Why did this battle take place
- How did this battle affect the overall war
- 20 points for drawing an accurate map of the battle
- Combatant positions & movements
- Using a Legend
- 20 points for utilizing battle data by creating graphs, charts, and/or timelines
- Examples: Bar graph of troop totals vs. casualties, Timeline of the fighting, etc.
- 25 points for each group member for participation
- Each group member will evaluate the other group members participation at the end of this project
- If I can obviously tell that you haven’t contributed to your group’s success, you will get a 0 for the total project
Underground Railroad 2/4/16
Start by going through the PBS website about the Underground Railroad. If you need to re-watch the three videos we watched as a class, they are all the way at the bottom of the page. In a blank GoogleDoc, answer the following questions in at least five (5) sentences:
1. What is the Underground Railroad?
2. What dangers did the slaves face as they traveled through the Underground Railroad?
3. How did they travel safely from one "station" to another?
4. What was the role of the conductors on the Underground Railroad?
After you have finished answering these questions, start researching conductors from the Underground Railroad.
Choose four (4) of the following seven individuals below:
Abraham Shadd, Harriet Tubman, William Still, Frederick Douglass, John P. Parker, Samuel D. Burris, and Thomas Garrett
Your answers should be in complete sentences, and at least one sentence for each. Make sure you have for each conductor the answers to the following questions in the same GoogleDoc you started above:
1. Where and when was this person born? What is known, if anything, about their childhood?
2. How were their abolitionist views formed? (Religion, morality, personal experiences, etc.)
3. How did they get involved in the Underground Railroad?
4. What city or cities did they primarily operate out of?
5. Were there any techniques or codes that they used particularly?
6. Approximately how many slaves did they help reach freedom?
7. What specific landmarks and routes did they use during their escape plans?
8. What other general information or interesting facts did you find about this individual?
If you finish before the end of class, go to the Pathways to Freedom website and walk through the interactive of being a slave in Maryland.
1. What is the Underground Railroad?
2. What dangers did the slaves face as they traveled through the Underground Railroad?
3. How did they travel safely from one "station" to another?
4. What was the role of the conductors on the Underground Railroad?
After you have finished answering these questions, start researching conductors from the Underground Railroad.
Choose four (4) of the following seven individuals below:
Abraham Shadd, Harriet Tubman, William Still, Frederick Douglass, John P. Parker, Samuel D. Burris, and Thomas Garrett
Your answers should be in complete sentences, and at least one sentence for each. Make sure you have for each conductor the answers to the following questions in the same GoogleDoc you started above:
1. Where and when was this person born? What is known, if anything, about their childhood?
2. How were their abolitionist views formed? (Religion, morality, personal experiences, etc.)
3. How did they get involved in the Underground Railroad?
4. What city or cities did they primarily operate out of?
5. Were there any techniques or codes that they used particularly?
6. Approximately how many slaves did they help reach freedom?
7. What specific landmarks and routes did they use during their escape plans?
8. What other general information or interesting facts did you find about this individual?
If you finish before the end of class, go to the Pathways to Freedom website and walk through the interactive of being a slave in Maryland.
What Are Your Views? 1/10/16
It's important that as you get older, you start to form your own opinions on so-called "hot button issues" in America, and be informed enough about those issues to be able to back up your beliefs. In order to help establish a base line, use the website iSideWith and take their quiz. This will take you through the majority of issues facing American Politics today and show you the percentages of how your views line up with many of the candidates currently running for President this year. After taking the quiz, write a paragraph about your results! Were you surprised, were you not surprised, what in particular do you agree with from the candidates, what don't you agree with, etc.
Boston Tea Party Webquest 11/12/15
Task
Imagine you are a citizen living in Boston during the time leading up to and during the Boston Tea Party. Using the tools listed in the process section, use your detective skills to discover not only what occurred during the Boston Tea Party, but what led up to it.
Your task is to write a diary entry from the perspective of a citizen in Boston during that time. As you start digging through the past to discover what happened, I want you to be thinking about who you would side with: the Loyalists, or the Patriots. This question needs to be answered in your writing. The diary can be written in the form of a letter to a relative, a letter to the government, a newspaper article, or a diary entry to yourself.
Imagine you are a citizen living in Boston during the time leading up to and during the Boston Tea Party. Using the tools listed in the process section, use your detective skills to discover not only what occurred during the Boston Tea Party, but what led up to it.
Your task is to write a diary entry from the perspective of a citizen in Boston during that time. As you start digging through the past to discover what happened, I want you to be thinking about who you would side with: the Loyalists, or the Patriots. This question needs to be answered in your writing. The diary can be written in the form of a letter to a relative, a letter to the government, a newspaper article, or a diary entry to yourself.
Process
1. Click on the link underneath to watch a BrainPop video about the causes of the American Revolution. This video will show you not only what events led up to the Boston Tea Party, but what happened as a result of the what the citizens of Boston did. You will need headphones for this. If you do not have any, ask a neighbor to borrow theirs.
Open a blank GoogleDoc (which you will use to do all your work for this webquest) and answer these questions about the video:
A. Why did the colonies want to break away from England?
B. What did England do that angered the colonists?
C. What does "No Taxation Without Representation" mean?
D. What was the "Tea Act?" How did the colonists respond to it?
1. Click on the link underneath to watch a BrainPop video about the causes of the American Revolution. This video will show you not only what events led up to the Boston Tea Party, but what happened as a result of the what the citizens of Boston did. You will need headphones for this. If you do not have any, ask a neighbor to borrow theirs.
Open a blank GoogleDoc (which you will use to do all your work for this webquest) and answer these questions about the video:
A. Why did the colonies want to break away from England?
B. What did England do that angered the colonists?
C. What does "No Taxation Without Representation" mean?
D. What was the "Tea Act?" How did the colonists respond to it?
2. Click on the link below to learn some facts about the Boston Tea Party. Make sure to click the "learn more" button so that you can know everything about the Boston Tea Party!
Answer these questions (You will need to look at the "learn more" sections to find some of the answers):
A. Name three people who participated in the Boston Tea Party.
B. Was anyone arrested for being a part of the Boston Tea Party?
C. How did Great Britian respond to the Boston Tea Party?
Answer these questions (You will need to look at the "learn more" sections to find some of the answers):
A. Name three people who participated in the Boston Tea Party.
B. Was anyone arrested for being a part of the Boston Tea Party?
C. How did Great Britian respond to the Boston Tea Party?
3. Click on the link below to read "Boston Tea Party: An Eyewitness Account by a Participant." (This is also an example of a journal entry.)
Answer these questions:
A. Who wrote this journal entry?
B. How long did it take to destroy the tea on the ships?
C. Did everyone want the tea to be destroyed? Why?
Answer these questions:
A. Who wrote this journal entry?
B. How long did it take to destroy the tea on the ships?
C. Did everyone want the tea to be destroyed? Why?
4. Look at the Join or Die cartoon below that we have already talked about in class.
A. Does this cartoon support Loyalists or Patriots? Why?
Now, using all the information you've gathered to this point, write your journal entry. Make sure it is at least two paragraphs in length, and be creative and have fun with it!
Evaluation/Rubric
Each category is worth 1/3 of the overall grade on this project, so take your time, double check your answers, and when it's done to the best of your ability, turn it in on Google Classroom.
Wanted Ad: Pirates 10/27/15
Pirates are causing nothing but trouble in the waters off North Carolina's shores. It's time for you to do your part to rid us of these scoundrels once and for all!
What comes to mind when you think of PIRATES? Adventures at sea searching for treasure chests of gold, hobbling around on wooden legs, legendary sword fights, and robbing other ships of valuable plunder?
Did you know there were all kinds of pirates: gentlemen, criminals, privateers, and even women?
Are you prepared to try and capture a pirate on one of his or her bloodthirsty adventures at sea?
You will create a WANTED AD for a pirate who harassed the North Carolina shores, colonies, and waters.
Your pirate will include one of the following:
Stede Bonnet
Mary Read
Edward Low
Calico Jack Rackham
Edward Teach aka "Blackbeard"
What comes to mind when you think of PIRATES? Adventures at sea searching for treasure chests of gold, hobbling around on wooden legs, legendary sword fights, and robbing other ships of valuable plunder?
Did you know there were all kinds of pirates: gentlemen, criminals, privateers, and even women?
Are you prepared to try and capture a pirate on one of his or her bloodthirsty adventures at sea?
You will create a WANTED AD for a pirate who harassed the North Carolina shores, colonies, and waters.
Your pirate will include one of the following:
Stede Bonnet
Mary Read
Edward Low
Calico Jack Rackham
Edward Teach aka "Blackbeard"
Part One: Research
To capture your pirate, you need to find the information below. In order to catch a pirate you have to think like a pirate, and you can only do that if you know them! 1. What is your pirate famous for? 2. What crimes did your pirate commit during their lifetime? 3. How did the pirate commit those crimes? 4. What is the history of your pirate? a. Year of their birth b. Where is the pirate from c. Family information d. Why did he/she become a pirate? 5. What is the name of your pirate's ship? 6. What is your pirate's flag? 7. How will your pirate die? (You will need to research the death of your pirate...even though you are still trying to catch them) Part Two: Wanted Ad
Your wanted ad will be on a piece of construction paper. It must include: 1. A drawing of your pirate 2. A list of his or her crimes 3. A picture of your pirate's flag 4. A description of his or her life 5. The reward that should be offered for their capture (Dead or Alive, your choice) Be creative with your Wanted Ad! You want it to stand out and grab people's attention! Use bright colors, clear writing, and make sure it is easy to read. |
Evaluation
This is how your work will be graded:
1. The effort is put into the drawing
2. The list of crimes
3. The accuracy of the pirate's flag
4. The creativity of the reward
5. A description of the pirate's life that includes:
a. What is your pirate famous for?
b. How the pirate committed their crimes?
c. The history of your pirate
d. The name of your pirate's ship
e. How the pirate will die
This is how your work will be graded:
1. The effort is put into the drawing
2. The list of crimes
3. The accuracy of the pirate's flag
4. The creativity of the reward
5. A description of the pirate's life that includes:
a. What is your pirate famous for?
b. How the pirate committed their crimes?
c. The history of your pirate
d. The name of your pirate's ship
e. How the pirate will die
Colonies Brochure - 10/14/15
We need to try and inspire more colonists to come to this new land called America! 13 colonies have been established, but without more settlers they can't be successful. You need to create a tri-fold brochure using the below organizational chart about the colony you were assigned in class. If you have questions, please email or text me. Good luck! DUE TUESDAY OCTOBER 20TH
Conquistador Cartoon - 9/17/15
You are going to create a Voki or a GoAnimate! cartoon for the Conquistador you were assigned in class. Use the information and notes you took in class and bring your Conquistador to life! Discuss who the man was, what they did for the empire or themselves, which of the three G's they sailed for, and whether or not they should be considered a hero or a villain (yes you have to pick one and support it). When you've designed and scripted your character, click the Share button and copy the "Permalink" on to a blank GoogleDoc to upload into Google Classroom so I can access it. Have fun!
Let's Visit North Carolina! - 9/2/15
North Carolina is full of tourist and vacation destinations. Using the "Our State" magazines, find a picture of a place in North Carolina that appeals to you, and use it to create a tri-fold brochure. Be sure to include an eye-catching title, your cut-out picture, and two captivating paragraphs of reasons why people should come to your location. Use your writing to persuade someone to visit your location. DUE FRIDAY, SEPTEMBER 4TH