What We Did Today
We are sorry you missed class today. Below is a summary of what we did while you were out.
Fri. 11/20/09: We discussed the "shot heard 'round the world" and the implications of the Battle of Lexington Green. We continued our powerpoint while students took notes covering the Battle of Bunker Hill and the role of the Second Continental Congress in fulfilling the five purposes of government ("REDLawS").
Thur. 11/19/09: Mr. Walker reviewed the primary and secondary sources reading and activity from yesterday. We classified examples as either primary or secondary sources. Mr. Walker collected 1-20. We continued the powerpoint on the Revolutionary War and reviewed the Battles of Lexington and Concord.
Wed. 11/18/09: Mr. Walker was out today. Students took a "pop" quiz on their Chapter 6 HOT words today in class to follow-up from yesterday's electronic flash card drill. They read an article on primary and secondary sources, and answered questions 1-20 about the article. They may finish the questions for homework if necessary.
Tue. 11/17/09: Mr. Walker passed out progress reports to all students today for the second quarter. Mr. Walker clarified the impact of the Tea Act of 1773 on colonists and the events on Lexington Green in 1775. Students completed an electronic flash card drill for the Chapter 6 HOT words in class. Mr. Walker gave students a Cloze Note template for the Revolutionary War. We began a powerpoint presentation on the Revolution today. A "Town Hall" meeting was held today at the end of period 5 into DEAR time today to review the performance of the 8th grade during the first quarter.
Mon. 11/16/09: In today's skill drill, students were given a handout of four scenarios to classify in terms of political change. Students took the quiz on Chapter 6-4 today. Mr. Walker collected outlines as today was the deadline. Students continued their mini-lessons today on the Intolerable Acts. First Continental Congress, and the Battles of Lexington & Concord. Mr. Walker gave students a handout on Chapter 6 HOT words for students to define for homework.
Fri. 11/13/09: Students began teaching their team mini-lessons to the class on topics such as the Sugar Act, Quartering Act, Stamp Act, Townshend Acts, Boston Tea Party, Intolerable Acts, First Continental Congress, and the Battles of Lexington & Concord. Teams which did not teach today will teach their lessons on Monday. Students recorded essential learnings from each lesson in their history journals. Each mini-lesson ended with a question and answer session with clarifications from Mr. Walker.
Thur. 11/12/09: (half day due to parent conferences) Mr. Walker conducted a demonstration lesson on the Navigation Acts for students. Students had the opportunity to put final touches on their lesson plans for their mini-lessons which they will teach tomorrow.
Wed. 11/11/09: (half day due to parent conferences) Mr. Walker wore his grandfather's World War II jacket in his memory for Veterans' Day today. We discussed the origins of Veterans' Day and Mr. Walker briefly related his grandfather's experiences in World War II. Students continued working as teams to prepare a mini-lesson on a topic leading to the Revolutionary War. Teams will begin teaching the class tomorrow. Mr. Walker passed out a lesson plan summary form and a synopsis of events leading the the war.
Tue. 11/10/09: We discussed the role of the Sons of Liberty in the coming of the Revolution. Students gave their verdicts in the mock trial of the British soldiers involved in the Boston Massacre. Most found them "not guilty" which echoed how the original jury determined the case. We discussed the legacy of the trial and the role John Adams played in the case. Each team was given a topic to teach as a mini-lesson to the class later this week. Team members were given a lesson plan form to prepare for their team mini-lesson. They began researching their topic and discussing their lesson plans.
Mon. 11/9/09: Today was the deadline for the Chapter 6-3 outline and the quiz on Chapter 6-3. Students evaluated Revere's print of the Boston Massacre for bias. They also considered the evidence and court depositions of the witnesses in the case. Students deliberated in order to reach a verdict in the mock trial of the British soldiers. Mr. Walker passed out copies of the Unit I HOT Words sheet. There was a fire drill during the change of classes between periods 2 & 3.
Fri. 11/6/09: (Career Day today, periods 1, 7, & 8 did not have class content today). Periods 4 & 5 met and students continued to consider primary source accounts of the Boston Massacre in an effort to reach a verdict in our mock trial.
Thur. 11/5/09: Students continued their case study of the Boston Massacre. We reviewed the Revere and Pelham prints of the event. Students were able to consider the testimony of witnesses in the case as they attempt to re-construct what actually happened on the night of 5 March 1770.
Wed. 11/4/09: Students in Periods 1, 5, 7, & 8 continued their study of the Boston Massacre and the resulting trial of the soldiers involved. We considered the idea of propaganda from the Sons of Liberty and how bias may influence perception. We examined two historic prints of the event, Revere's and Pelham's, and contrasted their portrayals of the massacre. Students read about the main people involved in the Boston Massacre as they prepare to serve on the "jury" for a mock trial. Students in period 4 followed-up from the college trips yesterday and calculated their "MPA" (marking period average) to compare with the GPA's required to get into some of the colleges we visited.
Tue. 11/3/09: Field Trip to the Colleges.
Mon. 11/2/09: (no school, report card prep.)
Fri. 10/30/09: Students took the quiz on Chapter 6-2 today. Mr. Walker collected outlines as today was the deadline. In all periods, except period 4, we began our examination of the Boston Massacre as a case study. The electricity when out at 10:16 and we were without power until 11:52. Classes continued in the dark. In period 4, we worked on our new outline for Chapter 6-3. In Periods 1,5,7, & 8, students were given an evidence card as we considered how misperceptions can impact our concept of events. Students will examine the Revere Print and the Pelham Print of the Boston Massacre for evidence of bias. The First Quarter ended today. Report cards will be given out to parents on November 11th.
Thur. 10/29/09: We discussed the three methods of political change. Students took notes in their journals creating two continuums. One continuum showed political power in terms of freedom & government, the other showed political change from "status quo" to radical change. We discussed the reaction of the colonists to the various British acts and how they fell on the continuums. Students drew a copy of the "Join or Die" political cartoon and we discussed its message and impact. Finally, we created a "Triple T-chart" in order to classify colonial reactions as working within, outside, or creating a new system.
Wed. 10/28/09: We watched a video of the State Opening of Parliament in Britain. Students were able to contrast the House of Commons with the House of Lords. We discussed the evolution of the British monarchy to its present constitutional form. Students made note of the two main political parties in Britain during the colonial period: the Tories and the Whigs. Mr. Walker passed out a copy of an AP article showing the President's support for longer school days and shorter summers. This sparked much debate among the students which led into the methods of political change. Students made note of the three methods of political change: work within the system, work outside the system, or create a new system.
Tue. 10/27/09: We discussed why governments exist. Students took notes in their journals on the five purposes of government (REDLawS). We examined the British Political System of constitutional monarchy. Students drew a diagram in their notes of the British Political System of the 18th century.
Mon. 10/26/09: Students set-up their own lined paper to complete this week's outline for Chapter 6-2. They took the French and Indian War Test in class today and began reading and outlining Chapter 6-2. Mr. Walker passed out final progress grade reports to each student today.
Fri. 10/23/09: We examined the impact of the Sugar Act on colonial merchants. Students watched a video called, "Song of Molasses" which illustrated the effects of the Sugar Act on ship captains.
Thur. 10/22/09: Students completed their third mental map today showing the three main geographic divisions of the colonies: New England, Middle Colonies, and Southern Colonies. We examined the economic activities in each colonial region. Students drew the triangular trade routes of mercantilism on a map of the Atlantic Rim.
Wed. 10/21/09: Students took the quiz on Chapter 6-1 today. Mr. Walker collected outlines as today was the deadline. We took notes in our journal on the economic relationship between the colonies and the mother country. We examined the trade imbalance and its impact on the colonists. We made note of some colonial reactions such as using a boycott, embargo, smuggling, and bribing tax officials.
Tue. 10/20/09: We completed our second mental map today of the Atlantic Rim which allowed us to analyze the impact of the British victory in the French and Indian War in terms of territorial expansion. Then, students took notes in their journals from the Promethean Board about the British monetary system of the time (pounds, shillings, & pence) and the economic impact of the war on Britain. We began looking at the Revenue Act of 1764 (Sugar Act). There was an actual Code Blue today in Period 8.
Mon. 10/19/09: Students took the political map quiz of the 13 Colonies and selected cities (summative) today while Mr. Walker graded skill drills today. We completed our first mental map of the Atlantic Rim and will begin our second map which will show the impact of the French and Indian War tomorrow.
Fri. 10/16/09: (no school)
Thur. 10/15/09: Mr. Walker came to school today dressed as an 18th century school master. Mrs. Andersen's classes were combined with Mr. Walker's classes for a special presentation on 18th century culture and fashions. Students labeled a diagram of the clothing that men and women wore during that era. Mr. Walker showed various artifacts associated with the 18th century including a flintlock musket.
Wed. 10/14/09: Mr. Walker was out today, Mr. Cohen was his substitute. Students took the Chapter 5-3 Quiz today and their outlines were collected as today was the deadline. Students were given a blank outline form for Chapter 6-1 in class today. They began reading and outlining Chapter 6-1 in class. The Map Quiz on the political map will be on Monday, 10/19 and the deadline for the outline & quiz on Chapter 6-1 will be on 10/21. There was a fire drill during Period 4 today.
Tue. 10/13/09: Mr. Walker passed out Progress Reports to all students today which shows their grades in all seven classes. He also passed back graded work to students. They should keep their graded work in their binder in the history section. Mr. Walker gave students copies of the optional "guiding questions" to Chapter 5-3. The deadline and quiz on Chapter 5-3 is tomorrow. Students began drawing their first "mental map" of the Atlantic Rim today, using a map Mr. Walker provided as a model. We will continue with mental maps next week.
Mon. 10/12/09: Mr.Walker was out today, Mr. Cohen was his substitute. Students read an article about the capture and escape of Hannah Dustin. They answered questions about this article. Then, students were given a Political Map of the 13 Colonies to label and color. There will be a quiz next Monday, 19 October on this map.
Fri. 10/9/09: Students took a pop quiz today on their homework (HOT words for Chapter 5). They could use their completed homework while taking the quiz. Students were given a new blank outline for Chapter 5, Section 3 today. Mr. Walker showed students how to access electronic flash cards on his web site and he conducted a flash card drill with the class. We ended class by drawing a mental map of the earth and we talked about mental mapping. Mr. Walker reminded students that he will be out on Monday.
Thur. 10/8/09: Today was the deadline for the Chapter 5-2 outline. Students took the quiz on Chapter 5-2. Mr. Walker collected the outlines. We completed our notes on the French and Indian War as we discussed the impact of the Treaty of Paris and the huge British debt from the war. Students were given a sheet of 10 HOT Words (content vocabulary) to define using their textbooks. Time was given in class to begin their definitions.
Wed. 10/7/09: We continued taking notes on the French and Indian War in our journals from the powerpoint presentation. We discussed the impact of Braddock's attempt to capture Fort Duquesne and the aftermath of his defeat. We examined the ultimate British victory in the war and the reaction of the Native Americans in Pontiac's Rebellion.
Tue. 10/6/09: We evaluated Washington's leadership during the Fort Necessity disaster in 1754 and the mission of Gen. Braddock against the French in 1755. Students continued their note-taking from the powerpoint presentation. Mr. Walker showed students examples of pelts including beaver, fox, and buffalo as used by Native Americans.
Mon. 10/5/09: We continued our examination of the origins of the French and Indian War. Students took notes in their journals from a powerpoint presentation. We contrasted the European style of fighting with Native American battle tactics. We began considering Washington's mission to Fort Duquesne in 1754.
Fri. 10/2/09 (1/2 Day Today): Students examined the origins of the French and Indian War. They took notes in their journals from a powerpoint presentation. We focused our discussion on the alliances between the Native Americans and the Europeans during the war. We began to examine the tactics used by both sides.
Thur. 10/1/09: Students were given a new outline template for outlining Chapter 5, Section 2 this week. They took the quiz on Chapter 5-1. Mr. Walker collected outlines worth $35. Students graded the quizzes in class, these were also collected. Students identified the Ohio Country on their maps and we discussed the origins of the French and Indian War. Students began taking notes in their journals from a powerpoint presentation on the French and Indian War.
Wed. 9/30/09: We discussed how historians reconstruct the past using a variety of sources. Mr. Walker showed several original artifacts to students that he has collected while on archaeological digs in Montgomery County. He also showed students an original 1776 Maryland Six Dollar note. We discussed how historians use corroboration in order to establish the validity of historical facts. We began reviewing the British and French colonization of North America in preparation for an examination of the French and Indian War.
Tue. 9/29/09: Mr. Walker explained expectations for the Chapter 5-1 quiz on Thursday and reviewed the MCPS policy on due dates and deadlines. Students were reminded that no credit can be given for work beyond the deadline. Mr. Walker gave students a sheet with "guiding questions" for use with their outlines. It is not graded, but highly recommended. Students worked in their teams on reading and outlining important information on their outline templates from Chapter 5-1 while Mr. Walker passed back the results of Friday's map quiz. Students began taking notes at the end of class on how historians re-construct the past.
Fri. 9/25/09: Students took the physical features map quiz on the 13 Colonies today in class. This counted as a summative assessment. When finished, students worked independently on reading and outlining Chapter 5, Section 1 (pp. 119-124) in their textbooks using the "INSERT" strategy.
Thur. 9/24/09: We discussed how to identify important information from the textbook by examining text features such as using bold or underlined words. Students took a practice map quiz today to gage their level of studying before tomorrow's summative map quiz. Mr. Walker introduced the "INSERT" strategy. This strategy helps students to identify important content during and after reading. Students were given guided practice and worked as teams while recording important facts on their outline forms for Chapter 5-1.
Wed. 9/23/09: Students "dissected" the Creating America textbook today. Parallels were drawn between dissections in science and the importance of examining the structures of text in history class. We investigated the "organs" of the textbook and the divisions of the chapters, sections, and subheadings. Students were given an outline form which we began using in class to guide our reading & study of Chapter 5, Section 1.
Tue. 9/22/09: Students completed a "gallery walk" activity in order to prepare for Friday's summative map assessment on the physical features of the 13 Colonies. Students evaluated their performance in order to gage their study.
Mon. 9/21/09: Teams presented their informative posters about their colonies/states to the class today. Students reflected on their project experiences.
Fri. 9/18/09: Today was our final day to work on the colony research project. Teams made final touches to their posters and prepared for Monday's presentations.
Thur. 9/17/09: Students worked all period on their colony research project. Mr. Walker passed back graded homework today. Teams will present their informative posters to the class on Monday.
Wed. 9/16/09: Mr. Walker answered student questions about the physcial features map of the 13 Colonies. He graded maps in class today as a homework grade. Student academic teams continued their colony research and their work on the informative poster. Mr. Walker reminded students to study each night for the map quiz on 9/25.
Tue. 9/15/09: Mr. Walker graded skill drills in class today. Skill drills count as formative assessments. Students worked on their team colony research project in class today. There was a fire drill during DEAR time today.
Mon. 9/14/09: Mr. Walker collected the T-Chart Homework assignment today. Students were given a blank physical features map of the 13 colonies and a map list for homework tonight. There will be a map quiz on 9/25 (summative assessment). Teams selected the colonies they will be researching and began working on their posters in class. Mr. Walker reminded students that skill drills will be graded in class tomorrow (fomative assessment). Mr. Walker showed students how to use the "Walker Method" of studying for the map quiz. There was a practice Code Red drill today in Period 7.
Fri. 9/11/09: We reviewed the importance of using "put-ups" only in class. Students veiwed a short video called "Sailor Mouth." We discussed the importance of using appropriate language in creating a respectful learning community. We completed our compendium of common interests from our Round Robin competition. Mr. Walker collected the T-Chart homework assignment from students today. They may turn it in on Monday for full credit if necessary. Mr. Walker introduced the 13 Colonies Research Project which will be completed in class next week.
Thur. 9/10/09: Students set up their T-Chart homework paper today in class. Mr. Walker explained the homework assignment and its purpose. Students are practicing using a note-taking skill called "split page notes." We continued our Round Robin Activity today. Students were reminded to invite their parents to Back to School Night tonight, from 7-9 PM.
Wed. 9/9/09: Students watched President Obama's speech today in all history classes. We discussed the speech afterward and the importance of education. We continued our Round Robin activity as students identified commonalities among academic team members.
Tue. 9/8/09: Mr. Walker issued the Creating America textbook to students in class today. Students were told to keep their textbook at home all year. We have a class set for use in the classroom as needed. We previewed the textbook by examining the features included in it which are most helpful to students. We began developing a list of commonalities held by team members through an activity called "Round Robin." There was a fund raiser assembly held today in period 8.
Fri. 9/4/09: Students examined the purpose of desk numbers. Mr. Walker described each of the four team member jobs: team leader, materials person, scribe, and spokesperson. Students practiced pinwheeling and unpinwheeling their desks to prepare for team work. In Period 1, students took home a letter about Back to School Night. In Period 8, students were given a letter about President Obama's forthcoming speech which will be shown in social studies classes on Wednesday, 9 September. Parents, please read and return the bottom portion of the letter as appropriate for your child.
Thur. 9/3/09: Students analyzed what is required to get along with others and evaluated the importance of cooperation. Students concluded that you don't have to like someone in order to get along with them. We defined and discussed the function of teams in society and in this class. Mr. Walker reviewed the use of teams in class, team rewards and sanctions. Students formed academic teams today.
Wed. 9/2/09: We continued taking notes on classroom procedures and protocol today. In period 1, we discussed the "scholar dollar" program. In periods 4,5,7, & 8, we discussed the scholar dollar program and evaluated the importance of positive social skills both in school and in the labor market. There was a fire drill during Period 3 today.
Tue. 9/1/09: Period 1 met for the first time this year. Mr. Walker collected required forms from students and issued lockers to students who turned in all three forms completed. We set-up our history journals and completed the first skill drill question today. Students took notes on classroom rules and procedures. In periods 4,5,7, & 8 we continued our class notes on classroom procedures and protocol. Mr. Walker introduced the scholar dollar program.
Mon. 8/31/09: The first day of school! Mr. Walker handed out Yellow Emergency Sheets, Discipline Policy Letters, Parent Reunification Sheets, Agenda Books, Student Schedules, and other important documents to his Homeroom/Arrival Group this morning. Only Periods 2-8 met today. Students began making note of 8th Grade High School Preparatory Academy expectations and Mr. Walker's procedures & protocol. Students will need to turn in the Yellow Emergency Sheets, Discipline Policy Letters, Parent Reunification Sheets to their Period 1 teacher as soon as possible in order to be issued a locker.