Project Rubric

Bonjour mes amis.

Just wanted to post the grading rubric I used when grading your projects. They're graded and I've posted them online - you will receive them back in hand next week. Several of you did not include the required two-source Bibliography, which was 1/6 of your grade :/

Appropriate format (correct length of entries, typed, double-spaced) - 10 pts.
Creativity (using your writing style to become that 1st-person Native American, "diary style") - 10 pts.
Cultural information on:
Religion - 5 pts.
Food/diet - 5 pts.
Clothing - 5 pts.
Family responsibilities/structures - 5 pts.
Information regarding how white American settlers affected your tribe - 10 pts.
Bibliography (minimum 2 sources) - 10 pts.

Project Total: 60 points

4th Quarter Project

4^th Quarter Project

Greetings 8^th Grade! The following post is for your 4^th quarter project. We will be looking into the cultures and experiences of several different Native American tribes during the first half of the nineteenth century (1800 – 1850).

Due: Wednesday, April 24^th

Assignment:

This is a creative writing assignment for which you will be taking on the role of a teenage Native American during America’s expansion westward. You will need to create three “journal” entries – please make sure these are typed, not hand-written, and stapled together. Each journal entry should be one page, double-spaced (approximately 250 words). Imagine that you are living with your tribe and are dealing with white American settlers trying to remove you from your land.

Research one of the following tribes: Choctaw, Chickasaw, Cherokee, Creek, or Seminole. You will need to use this research to answer the following questions about your tribe:

1)      Were they religious? If so,

2)      What kinds of gods did they worship?

3)      What kind of food did they eat?

4)      What did they wear?

5)      What were their families like (what were the roles of mom, dad, children, etc.)

6)      What did your tribe go through as American settlers, supported by the American government, took over your land?

Treat these journal entries like a diary (and don’t forget to indicate what tribe you belong to!). You can include dates if you wish. The questions above should be answered indirectly within your journal entries. For example, you wouldn’t say, “I am a Choctaw and I wear animal skins.” Instead, as with a diary, you might write about the events of your day, and while doing so you might mention that your “father and brother arrived with animal skins after their hunt, which we will use to make clothing.”

You MUST use at least two internet sources (no “WikiAnswers” or “Yahoo Answers”) and include your sources in a Bibliography. Leave a comment on the blog if you have any questions.  

Chp. 9 Study Guide (Test next Wed.)

*Please review your class notes and study key terms/important people.

9 – 1    Jefferson Takes Office

-          Know the details of the election of 1800

-          Understand Margaret Smith’s quote

-          What was “different” about the way Jefferson viewed his position?

-          What new policies did Jefferson put into place while in office? *Study the web on pg. 312!*

-          Understand judicial review

9 – 2    The Louisiana Purchase

-          What are American motives for expanding West?

-          Remember the details of the Purchase:

·         What was James Monroe’s original goal, and what was he then offered?

·         Why was the territory offered to the U.S.?

·         What was Jefferson’s dilemma regarding the purchase?

-          Review Lewis & Clark – what their responsibilities were, what problems they faced, and who helped them

-          What created American interest in the Spanish borderlands?

9 – 3    Conflict

-          Review what was happening with the Barbary states

-          What big problems arose for the U.S. during the war between Britain and France? Think about economic motives for staying neutral and impressment/the capture of U.S. ships

-          Closely study the Emargo Act: Its terms, its causes, its effects. *Use the graphic organizer we filled out in class*

-          Remember the story of Tecumseh and his brother. What were their motives? What were they trying to accomplish? Why was there conflict between the Americans and the native population?

9 – 4    War of 1812

-          Review the causes/effects of the war

-          What effective military strategy did the British use to halt American trade

-          How did the war end?

Tuesday, March 5th

Bonjour!

Please watch the following video about Tecumseh and the Prophet:
http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=wesr37

Then, complete the following questions. Complete sentences are required. You will be turning this in.

1) The video calls Tecumseh a “visionary.” What was his vision? (Note that here we’re talking about Tecumseh – not his brother, the prophet.)

2) From what you learned in the video, how would you describe Tecumseh’s personality? (Hint: “Even his enemies admired him.”)

3) Tecumseh said, “The master of life knows no boundaries.” What did he mean? To what conflict was he referring?

4) Why is it said that Tecumseh’s brother “lived in his shadow”?

5) Thomas Jefferson was looking for an “empire of liberty.” What did this empire require, and how does this present a problem for the natives?

6) Why was Tecumseh convinced that the “Indian way of life was dying”? (Think of specific ways in which Native American life was disrupted.)

7) Many natives incurred debt through the exchange of fur for goods. What were they required to give once they could not pay their debt?

8) What horrific event(s) lead the Shawnee to ask, “Why has the Master of Life done this to us?”

9) Tecumseh’s brother has a vision after falling into a fire. What was his vision? What is the message behind his vision?

10) What event, predicted by Tecumseh’s brother, caused many natives from other tribes to follow him as a prophet?

Wednesday 2/20 8A and 8B

Hello!

Today you will be pairing up with a partner to read through some information on the Marbury vs. Madison case (9-1). You will be answering questions together, so please be sure to put BOTH names on your paper before you turn it in.

Part 1:
Click the link to read the background summary. Then, answer the 3 questions at the bottom of the page.
http://www.streetlaw.org/en/Page/270/Background_Summary__Questions_

Part 2:
Click the link to read through the summary of the case decision. Then, with your partner, summarize the decision in 2 to 3 sentences.
http://www.streetlaw.org/en/Page/292/Summary_of_the_Decision

Part 3:
Click the link to view the political cartoon and answer the questions at the bottom of the page.
http://www.streetlaw.org/en/Page/286/Political_Cartoon_Analysis

Don't forget to hand in your work.

Tuesday, 2/19 8A AND 8B

Hello all. First, let me say THANK YOU for all of the super-awesome, very thoughtful cards I received from everyone. You guys made me smile (and laugh out loud, some of you!) :).

Second, you will have received your graded Chapter 8 quizzes by now. I have to say I was very surprised when I graded these - this was an open-note, open-book quiz. Because you had the opportunity to use your book and notes for the correct answers, there will not be an extra credit opportunity. Next time you are assigned an open-note, open-note quiz, please use all the resources available to you.

Third - if you are in 8A - please, PLEASE email me any videos/campaign links/the debate at:
ajohnson@tlsonline.org

Fourth - pay close attention to what your teacher tells you today regarding any missing assignments you have. Please catch up or they will quickly become zeros.

Today's assignments are different for each class, but check back tomorrow and Thursday. You will all be working on the same blog assignments Wed. and Thurs.

Wed. 2/13 8A

Hi everyone. Today is your last day to prepare for the debate, which is tomorrow. Everyone's job today is to help your candidate get ready - make sure he has notes he can use, make sure he knows not only how he feels about the issues that will be brought up, but why... etc.

Here's how the debate will go:

Everyone except for those involved in the actual debate is expected to be silent and respectful. This is your debate grade.

Malcolm and Anthony: You will be sitting at the front of the room facing towards each other at an angle - this way, you can see your opponent, but the audience can see you as well. You will be asked 6 questions and will each have exactly two minutes to respond. The person to answer first is up to Michaela.

Michaela: You will be reading questions to the candidates. The 6 questions are:

1) Some have proposed that high tariffs are the answer to our economic problems. What are your thoughts on high tariffs?

2) Do you support a national bank? Why or why not?

3) Let's look at foreign policy. Do you support the French Revolution? Why or why not?

4) How do you feel about the war between Britain and France? Should we be involved? Do you support the Jay treaty of 1795? Why or why not?

5) How do you generally feel about state power vs. the federal government? Which should have more authority?

6) What are your thoughts on who should be able to participate in government, who should be able to vote, etc.?

You can either print these out and read from them, or use your laptop.

Kayleigh S., could you please record? I will arrange to have the TLS camcorder ready for you on my desk Thursday morning.

Please, everyone who is talking in the debate, speak loudly. The teachers who are voting will be watching this. :)

Good luck to all!