Agenda:
You'll have 15 minutes to put finishing touches on your bioglyph, then color it in! Once you're done, make sure your name is on the back and turn them in! Class Code: Last year was really tough, and this year has already proven that it's going to be difficult as well. At your table, brainstorm your answers to these questions:
We need to hold ourselves to be better people, be more empathetic to others, and to help lift each other in our education. In this classroom, we start by holding to these standards:
In your table groups, come up with a couple of ways we can uphold these standards in the classroom (what does it mean to be safe? Respectful? Responsible? Ready? In the end, you will share out and we'll add the new standards to the poster in the front! Bioglyph game!
On the front board, Ms. Peetz will display bioglyphs. With your table grounds, try and figure out who each bioglyph is! Write down your answer once you make a decision. Group with the most correct answers wins!
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Agenda:
Warm-up: Partner up with someone at your table and share either something exciting that happened this summer, OR something you're excited about for this school year! (Doesn't have to be school related). You'll have 3 minutes. Make sure you remember what they said!
Share with everyone! Q&A with Ms. Peetz You'll write #2 on the piece of paper I'm passing out. This is the thing I should know about you. Make sure your name is written on the paper as well. I'll collect these! Think about what you want to know about me, as well as questions you have about Early US History. Q&A comes after I collect the papers!
Hi everyone! I hope you've been staying safe, washing your hands, and generally not going crazy during this weird time in history. This is a time that will definitely go down in the history books, and that will probably be studied in the future. I guarantee that in the future, young people will ask you guys what you did during this time, and what you remember from it. Considering how many questions I got about 9/11 in the last 3 years of teaching, it's not uncommon for future kiddos to be curious about historical events like this.
Thanks y'all, and I hope to hear from you soon! Miss you lots, and have a great time at home! ![]()
Follow directions on Canvas to complete the two modules on the San Patricios and the Abolitionists, answering the questions on the graphic organizer (San Patricios) or in your notebook (Abolitionists). Finish the back of the Module 3 Notetaking Guide!
Use the images, videos, and podcasts available on Canvas to complete the graphic organizer for Vaqueros (the first cowboys) and complete the Snapcourse on the Mexican American War
Remember to update your Module 3 Notetaking Guide after each lesson on Canvas! Warm-Up: Brainstorm and write a list of interactions between Native Americans and White Americans. It can be from this class or from a different source. Next to your list, write if these interactions were good or bad. After the video, answer this in your notebook:
Answer the 4 questions on the Module 3 Notetaking Guide Entrance Slip: Rewrite the definition of Manifest Destiny for white settlers, keeping their opinions of immigrants and other Americans in mind. Use evidence from the sources to support that the definition changed. Analyze the image below and answer the following questions (1 sentence each with 2 bullet points of evidence):
Individual Practice:
Warm-Up: Review the "Chinese Diary" and "Irish Diary" answers on your Immigrants and the Railroad organizer (orange) Manifest Destiny is the belief of white settlers that God provided the land out west and it is obvious that Americans need to go and conquer the land. What would the idea of Manifest Destiny be for Chinese Immigrants? Irish Immigrants? Work with your partner and write the two sentences in your notebooks. Image 3: Exit Slip: Rewrite the definition of Manifest Destiny for white settlers, keeping their opinions of immigrants and other Americans in mind. Use evidence from the sources to support that the definition changed.
Warm-up: Get hanging file, pencil, and computer and wait quietly for directions. Keep the computer closed for now Panorama Surveys Follow directions from your teacher to take the Panorama Surveys. They are surveys about school climate.
When done:
Warm-Up: List all of the groups that we have studied so far in Unit 4 Westward Migration in your notebook. Hint: It's more than just the 6 from the Notetaking Guide! Today is the first step to our 10 frame "graphic novel" that will be the final project of this unit! You will be creating your main character and deciding what their characteristics will be.
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