Hi, Students,
We have a lot to do before the next holiday break. Hope you've enjoyed your Thanksgiving and are ready to return to work. Don't forget we have Saturday school this week. Hope you can come out and join in the fun. See you all on Monday!
Ms. Holden
Here's what we'll be working on this week...
Georgia Studies
Monday
Warm Up-Define these terms in your notebook-headright system, Yahoo land fraud, and Louisiana Purchase
_____ SS8H5 The student will explain the significant factors that affected the development of
Georgia as part of the growth of the United States between 1789 and 1840.
_____ a . Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
_____ b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.
_____ c. Explain how technological developments including the cotton gin and railroads impacted Georgia’s growth.
_____ d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
Lesson
Students will view a ppt on the significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. Students will take notes and take part in discussions.
Task
Students will complete readings and guided readings with the text. Students will complete the Grammar and A New Country exercise.
Closer
Vocabulary and Time Line Review-TOTD
Tuesday
Warm Up-Define these terms in your notebook-–depression, turnpike , cotton gin, mechanical reaper
GPS SS8H5 The student will explain the significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
_____ a . Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
_____ b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.
_____ c. Explain how technological developments including the cotton gin and railroads impacted Georgia’s growth.
_____ d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
Lesson
Students take a VIRTUAL FIELD TRIP of the University of Georgia (Athens) and Louisville. Students also take notes on the spread of Baptist and Methodist churches. Students will become familiar with online resources such as the New Georgia Encyclopedia.
www.ac.wwu.edu/~stephan/Animation/us.gif,
Task
Students will read from the textbook 6.2 and complete a scavenger hunt to learn about the beginnings of churches in the South. Students will complete the Where Did It Happen activity.
Closer
Vocabulary Review-It's Your Turn TOTD
Wednesday
Warm Up-Define these terms in your notebook-–pioneers–frontier Georgia –cultural refinements –townsfolk
_____ SS8H5 The student will explain the significant factors that affected the development of
Georgia as part of the growth of the United States between 1789 and 1840.
_____ a . Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
_____ b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.
_____ c. Explain how technological developments including the cotton gin and railroads impacted Georgia’s growth.
_____ d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
Lesson
Students will complete the Guided Reading Activity for section 6.3 after reading. Students will participate in discussions about the reading in class.
Task
Students will either work independently or collaboratively to complete the Break the Code activity.
Closer
Vocabulary Review-It's Your Turn TOTD-CRCT review on Whiteboards
Thursday
Warm Up-Define these terms in your notebook-–embargo –president James Madison–war hawks–Treaty of Ghent
GPS
_____ SS8H5 The student will explain the significant factors that affected the development of
Georgia as part of the growth of the United States between 1789 and 1840.
_____ a . Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
_____ b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.
_____ c. Explain how technological developments including the cotton gin and railroads impacted Georgia’s growth.
_____ d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.
Lesson
Students read “Georgia at the Dawn of the Century” and complete Guided Reading activity.
Task
Students will complete the “Its Your Turn” Review
Closer
Vocabulary Review-CRCT questions
Friday
Warm Up-Define these terms in your notebook-–syllabary –Oconee War–Treaty of New York–Red Sticks–White Sticks–Treaty of Indian Springs –Trail of Tears
GPS
SS8H5 The student will explain the significant factors that affected the development of
Georgia as part of the growth of the United States between 1789 and 1840.
_____ a . Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
_____ b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.
_____ c. Explain how technological developments including the cotton gin and r ailroads impacted Georgia’s growth.
_____ d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears. l.
Lesson
Students will view “Georgia Stories”video and complete accompanying question
Trail of Tears
America's First Gold Rush
Task
Students will complete Internet research on Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears using the New Georgia Encyclopedia.
Closer
Rapid Review-Quizshow
Monday
Warm Up-
Describe the Trail of Tears in a descriptive paragraph.
GPS-SS8H5
Lesson:
Read Section 6.5
Task
The Indian's Lament
Closer
Vocabulary and CRCT review.
CRCT REVIEWS
306. What was the purpose of the headright system in Georgia?
A. It provided an organized system of collecting taxes.
B. It established a method of counting population.
C. It administered voting and election districts.
D. It distributed Indian lands to new settlers.
307. What scandal took place when Georgia’s governor and some legislators were bribed to
sell public land to private developers at below-market prices?
A. Trail of Tears fraud
B. Yazoo land fraud
C. Mississippi land fraud
D. Georgia’s land lottery
308. Why did Georgia give up land claims in what are now Mississippi and Alabama?
A. The federal government paid millions to settle the Yazoo land fraud and disputed Georgia’s
right to the land.
B. The state could not claim the land because the General Assembly illegally sold it to
private companies.
C. The state did not have the millions of dollars required to purchase the land from Spain.
D. The federal government wanted to set that land aside for the Indian population.
309. What caused confusion over land ownership in Georgia after the Revolutionary War?
A. Lands were taken from the Tories, given away, returned to Tories, and taken again.
B. Land deeds were not recorded until the new state constitution was adopted.
C. After the Revolutionary War, all lands belonged to the federal government.
D. Lands owned by British sympathizers were given to Patriots.
310. How many acres of land could the head of a family receive under the headright system?
A. 1,000 acres
B. 2,000 acres
C. 2,500 acres
D. 5,000 acres
English Language Arts
Monday
Warm Up-Review of Sentences and Sentence Fragments
GPS: ELA8C1
Lesson
Students will complete a FRAYER on PHRASES and CLAUSES listing examples of each.
Task
Students will complete textbook activities with guided practice and later work independently on p. 88 from their workbook
Closer
Students will work with WhiteBoards to review today's lesson.
Tuesday
Warm Up-Define these terms in your notebook-–preposition, adverb, and and adjectives to include prepositional phrases, adverb phrases, and adjective phrases.
GPS: ELA8C1
Lesson
Students will complete textbook activities with guided practice for identifying prepositional phrases.
Task
Students will work collaboratively on practice activities and later work independently on p. 89 from their workbook
Closer
Students will work with WhiteBoards to review today's lesson.
Wednesday
Warm Up-List the 5 stages of the writing process
GPS: ELA8C1=ELA8W1
Lesson
Review of the Writing Test
Task
Practice the Writing Test
Closer
Review of grammar and writing.
Thursday
Warm Up-ABC Brainstorm
Make an alphabetized list of all the prepositions you can find.
GPS: ELA8C1
Lesson
Students will complete textbook activities with guided practice for identifying adjective phrases.
Task
Students will work collaboratively on practice activities and later work independently on p. 90 from their workbook
Closer
Students will work with WhiteBoards to review today's lesson.
Friday
Warm Up- Practice identifying prepositions and prepositional phrases on the board.
GPS: ELA8C1
Lesson
Students will complete textbook activities with guided practice for identifying adverb phrases.
Task
Students will work collaboratively on practice activities and later work independently on p. 91 from their workbook
Short quiz on prepositional phrases.
Closer
Students will work with WhiteBoards to review today's lesson.
