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!

Friday's Class 8A/B

Please either begin or finish the Chapter 8 quiz that is posted in the entry "Thursday's Class 8B". Read the directions carefully and make sure your name is on your paper. Remember, this is open note and open book.

If you finish today, please place your quiz in the inbox. If you do not finish, please complete for homework and hand in on Monday.

8B - since you started yesterday, you will most likely finish early today. When you are done please find something quiet to do until the entire class is finished, at which time you may play Chat Noir as a class.

Have a great weekend everyone, miss you guys!

Thursday's Class 8B

Hello 8B. I miss our silly Social Studies conversations already. I hope everyone is enjoying Ravens Day.

For class today, you will be completing a Chapter 8 quiz. It is open-note and open-book. You'll be working on this today and tomorrow. And no worries - I know no one has studied, of course. Just use your textbook and the class notes you have to answer the questions. Since I'm not there to copy this and hand it out to you, I'll be posting it here.

This will absolutely be collected tomorrow. Please keep it somewhere safe when you leave class today. Make sure your name is on your paper. You should record your answers like so:

A. Matching
1) A
2) B
3) C ...

B. Multiple Choice
1) A
2) B
3) C

etc.

Here's the quiz:

8^th Grade Social Studies

Chapter 8 Quiz

A. Match each term or person in Column II with the correct definition from column I. (1 pt.)

           

            Column I                                                                     Column II

_____  1. An I.O.U. for funds the government has               a. Thomas Jefferson

                agreed to pay back                                                  b. Alexander Hamilton

_____  2. Secretary of the Treasury                                        c. Henry Knox           

_____  3. Secretary of State                                                   d. sedition                                                                                                                               e. bond

_____  4. Secretary of War                                                     f. precedent

                                                                                                g. impressment

_____  5. Seizing and forcing sailors to fight for a navy       h. nullify

_____  6. To deprive of legal force

                                   

_____  7. Activity designed to overthrow a government

_____  8. An example to be followed by others in the future

           

B. Multiple Choice – Circle the correct answer (1 pt.)

1. George Washington’s first job as president was to

            a. ratify the Constitution

            b. set up the Federal government according to the Constitution

            c. send Federal troops to stop Bacon’s rebellion

2. The U.S. financial crisis at the start of Washington’s presidency was a result of

            a. war debt to Canada

            b. war debt in the form of bonds

            c. high taxes

3. Why did the South oppose the first part of Hamilton’s financial plan?

            a. They had already paid their war debt

            b. They wanted the nation’s capital to be in the North

            c. They believed in high tariffs instead of the Federal government paying off bonds

4. The second part of Hamilton’s financial plan

            a. proposed a Federal payoff of the nation’s war bonds

            b. proposed a national bank

            c. proposed high tariffs

5. The third part of Hamilton’s financial plan

            a. proposed a Federal payoff of the nation’s war bonds

            b. proposed a national bank

            c. proposed high tariffs

6. In 1791, Congress imposed a tax on

            a. corn

            b. exports

            c. whiskey

7. The conflict over tax that sparked a rebellion in 1791

            a. was a violent situation known as the “reign of terror”

            b. tested the strength and authority of the Federal government

            c. involved Native Americans and British soldiers

8. A strict interpretation of the constitution

            a. viewed the laws of the Constitution as null and void

            b. claimed that if the constitution didn’t specifically state that the Federal government

                had a certain power, that power was reserved for the states

            c. saw “wiggle room” in the Constitution for Federal power

9. A loose interpretation of the constitution

            a. viewed the laws of the Constitution as null and void

            b. claimed that if the constitution didn’t specifically state that the Federal government

                had a certain power, that power was reserved for the states

c. saw “wiggle room” in the Constitution for Federal power

10. The “necessary and proper” clause was also known as the

            a. elastic clause

            b. state’s rights clause

            c. Republican clause

11. In the election of 1796, _______________________ became the second U.S. president

            a. Thomas Jefferson

            b. James Madison

            c. John Adams

12. The conflict between Native Americans and American frontier settlers in the 1790s

            a. was a struggle over the fur trade in the North

            b. was a fight over land in the Northwest Territory

            c. ended with the Native Americans taking control over the Northwest Territory

13. The French Revolution was called the Reign of Terror because

            a. it was extremely violent

            b. Napoleon Bonaparte was anti-American

            c. X,Y, and Z – French ambassadors – threatened to attack the U.S. coast

14. During the war between France and Britain, the U.S.

            a. sided with the British

            b. remained neutral

            c. sided with the French

15. Why did the U.S. take this position? (See question 14)

            a. America wanted to make amends for what had happened during the Revolution

            b. America wanted the opportunity to trade with both countries

            c. America was strongly supportive of the French Revolution

16. John Jay was sent to Britain to smooth things out between Britain and the U.S. during the

British war with France. On your paper, write all the things that were accomplished with Jay’s treaty (choose from the following options):

___ The U.S. agreed to give Britain a portion of its tax revenue

___ The U.S. agreed to pay back debts owed to British merchants

___ Britain agreed to stop the impressment of sailors

___ Britain agreed to reimburse the U.S. for the ships it had seized

___ Britain refused to withdraw its forts from the Northwest Territory

___ Britain refused to acknowledge America’s right to trade with France

17. The XYZ affair was

            a. a conflict with three British diplomats over the coining of original U.S. money

            b. a civil rights movement in the North

            c. a scandalous attempt by the French government to obtain a bribe from the U.S.

18. The nation had war fever as a result of the XYZ affair. As President, John Adams

            a. managed to avoid war

            b. responded to the will of the people by declaring war on France

            c. retired from the political scene for fear of being responsible for a war

19. Why did the Alien and Sedition Acts target immigrants?

            a. The Federalist Party felt that immigrants were of lower class and had little rights

            b. The Republican Party wanted to ensure that the principles of the Constitution were put

                into practice

            c. Some American citizens feared that French immigrants who had taken part in such a

                violent revolution would influence Americans to rebel against their own government

20. Madison and Jefferson believed strongly in state’s rights. What was the basis for this belief?

            a. The Federal government should be as weak as possible.

            b. America was a union of states; therefore, the states should be able to overrule Federal

                when necessary.

            c. Having a Federal government is unconstitutional.

C. Essay

Use at least two paragraphs to compare and contrast the Federalist and Republican parties. You will want to discuss the National Bank, tariffs, the French Revolution, and other policies.  

Thursday's Class 8A

Hello all! I wish I was there to see all the cool things you're working on for your campaign. 

Today you will continue to work on the campaign, and we will take a break from our election tomorrow. Please make sure that as of today, you have completed:

Your campaign commercial (Don't forget to ask Mrs. Smith for the school camera!)

Any signs for the hallways

Preparation for the Presidential Debate next week!!! :)

Other things to be working on:

If your campaign has a website on your business card, make sure that website is updated.

You may start handing out business cards to all of the upper school teachers and Mrs. Shrader. 

Best of luck to all of you, I hope you're enjoying working with your team. 

Wednesday's Class 8B

Working individually today. You have two assignments - one written, and one using your artistic skills! :)

Please take a look at pgs. 288 and 289 in your textbook. We are examining the Arts of Early America - check out how America develops its own artistic style after the Revolution.

Then visit PHSchool.com and enter code myp-3047 in the "course content" section. Then browse through the info on early American art.

Complete the writing assignment on pg. 289 in the purple box called "Analyze Life at the Time." Use appropriate, well-organized details to explain how one of these pieces of art shows a sense of pride in being an American.

Then, using a piece of printer paper from my printer, create a piece of art hat shows your own feelings about our country. Use images that represent what is important to you.

Please hand these in to your substitute when finished.

Wednesday's Class 8A

Today you will continue to work on your campaign, but with some very specific goals.

Please divide your group into two teams: One team working on your commercial, the other working on preparing your candidate for our presidential debate. If you finish early (although you shouldn't), you may ask permission to go hang your posters in the middle school hallway.

Those working on the commercial:
If you need props for your commercial, be sure to create a script today. Assign members of your group their parts, let them know what they'll be saying, etc. Then, when you come in tomorrow, you can record after bringing in whatever props you need.
If you're ready to record today, please ask Mrs. Smith if you may borrow the TLS video camera (after you've asked your substitute for permission to see Mrs. Smith). Make sure the video gets saved somewhere and is safe!

Those preparing for the debate:
Your job is to make sure your candidate is prepared for the debate next week. The following questions will be asked. PLEASE REMEMBER that these questions apply to 1796 and have nothing to do with modern times. The country is divided on many issues, the U.S. is facing economic troubles/war debt, and is trying to remain neutral while France and Britain are once again at war. Please use your textbook - all the sections in Chp. 8 explain how both the Federalists and Republicans felt about each of these issues. 

Presidential Debate Questions for Malcolm and Anthony:

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.?

8A Research Assignment and Project Rubric

Research assignment: Due Tuesday, January 29th
You must use two internet sources to create a list of eight facts about your political party. You may not use your textbook - we are looking for additional information. Remember, our parties are the Republicans and the Federalists. Please be sure when doing your research that you are looking for information on the political parties of 1796, not the political parties of today. Things to look for include how each party felt about the central government, what issues were important to them, and how each party felt about the French Revolution. You must include your sources. You will be graded on:
- Recording eight accurate facts
- Including legitimate sources (they will be checked)

Below is the rubric for the teamwork portion of your project. Please note that the first portion of your grade will be based on the research assignment given above. You are encouraged to go all out for this election - use multimedia, art... get creative!!! Please note that your overall team grade will be based on the following requirements:

- Create at least one poster AND one pamphlet for your election
- Create a commercial for your campaign - you may use the TLS camera for this, create it at home (with the
   agreement of your team) or you may perform this live for the class
- Prepare your candidates and research the issues which were important to each party
- Contribute to the Presidential debate (research, speech writing, coaching candidates) - date is TBA

Remember to use this project as an opportunity for own talents to shine. Some people love to debate; others love to use their artistic abilities. The most effective way to help your team is to do what you do best and give it your all!

TLS

Election of 1796

Skills Criteria Points 1 2 3 4 Creativity The teacher observed the students using creative thinking to contribute ideas and products.  None of the Time Some of the Time Most of the Time All of the Time ____ Planning The teacher observed students using class time effectively and completing homework assignments related to the project.  None of the Time Some of the Time Most of the Time All of the Time ____ Participating: The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____ Persuading: The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____ Questioning: The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____ Respecting/Listening: The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____ Team Grade: This grade is based on your team's effort as a whole.  None of the Time Some of the Time Most of the Time All of the Time ____ Total Points ____

Mid-Term Study Guide

Please look over all of your tests (Chapters 3 through 7). Please make sure you review your test essay questions as well.

 

Chp. 3

-          Reasons for settlement in America (review the Pilgrims, Puritans, Quakers, and colonists in

 Virginia)

-          Mayflower Compact and House of Burgesses (self-government)

-          Plantations

-          Native Americans (died because of European disease)

-          Tidewater region vs. Backcountry

-          People to remember: John Smith, Squanto, William Penn

Chp. 4

-          Government in the colonies: Review the Magna Carta/English Bill of Rights, who could vote, & freedom of the press

-          Review what life was like in colonial society (farm life, social classes)

-          Slavery: Know the details of the slave trade/the reason for slavery in the colonies

-          Review the Great Awakening (Jonathan Edwards, its relation to the idea of democracy)

-          Closely review the ideas of the Enlightenment (Locke and Montesquieu)

Chp. 5

-          French and Indian War

-          Treaty of Paris 1763 – who got what?

-          *Focus on how tensions were building with Britain: Proclamation Line of 1763, Sugar Act, Quartering Act, etc.

-          *Boston Massacre – remember the details. Also review the Committees of Correspondence

-          TEA! – Tea Act, Boston Tea Party

-          Intolerable Acts and the 1^st Continental Congress

-          Remember what’s going on with the military (British troops occupying cities, colonies forming militias (minutemen)

-          *Lexington & Concord

-          2^nd Continental Congress

-          *Patriots vs. Loyalists – what did each side want? Think about the debate we had in class.

 

 

 

Chp. 6

-          Review Thomas Paine’s Common Sense and how it affected the colonies

-          *Declaration of Independence

-          How did the American army/navy compare to the British?

-          Remember George Washington leading the troops/Valley Forge

-          How did the American troops receive help from Europe (Spain, France)?

-          Conditions @ home (civilians short on food, subject to military attack, short on $, Congress can’t tax)

-          Change from traditional battle tactics to guerilla warfare

-          *Treaty of Paris, 1783 – America is recognized as an independent nation

Chp. 7

-          What is a constitution? (document stating the rules under which a government will operate)

-          Review the Articles of Confederation and their weaknesses (remember, the main problem was that the powers of the central (or federal) government were too limited – be sure to review the reasons for this)

-          Review what’s going on with land in the West at this time (government owns it, selling it to companies)

-          *Constitutional Convention, 1787 – representatives meet to revise the A.O.C.

-          *Know the details of the Great Compromise very well

-          Slave population – three-fifths rule

-          Review the reasons anti-federalists were afraid to ratify the Constitution

-          Know the basic purpose of each of the three branches of government

-          *Bill of Rights – 1^st 10 Amendments – protects the individual rights of U.S. citizens