American History Topic 4 Lesson 7 Citizens' Rights and Responsibilities

 Essential Question: How much power should the government have?

Engage:

• Video: Responsibilities of Civilians 

Explore:

• Read pages 247-252
• Define and Draw Vocabulary page 247
• Lesson 7 Summary
• Lesson 7 Summary (Spanish)
• Primary Sources p. 243 Hamilton and Madison Disagree Read and Review

Evaluate:

• Journal Practice Vocabulary p. 101
• Lesson Check page 242 1-4
• Lesson Quiz 7

Extend:

• Crash Course Government

American History Topic 4 Lesson 6 Federalism and Amendments

 Essential Question: How much power should the government have?

Engage:

• Video: Amending the Constitution

Explore:

• Read pages 237-245
• Define and Draw Vocabulary page 237
• Lesson 6 Summary
• Lesson 6 Summary (Spanish)
• Analysis Skill p. 246 Identify Sources of Continuity Read and Review

Evaluate:

• Journal Practice Vocabulary p. 98
• Lesson Check page 245 1-4
• Lesson Quiz 6

Extend:

• Crash Course Government

Walt and El Groupo

  

EQ: Why did Walt Disney take a group of animators to South America during World War 2?

Engage:

• Walt Disney's Education for Death (10:08) 

Explore:

• Vocabulary: animation, movie, union, strike, goodwill tour
• Vocabulary: overcoat, sketch, sophisticated, plaza, Nazi
• Vocabulary: estuary, deforestation, gaucho, llano, pampas
• Walt and El Grupo documentary
• Selections from Saludos Amigos and The Three Caballeros

Explain:

• Why was the Disney company reeling before the trip?
• Why did the US Government pay for Disney's trip?
• How did the trip to South America influence Disney's work and the work of his artists?

Evaluate:

• How does Education for Death inform what you saw in Walt and El Grupo? 

Extend:

American History Topic 4 Lesson 5 Understanding the Constitution

 Essential Question: How much power should the government have?

Engage:

• Video: The Three Branches of Government

Explore:

• Read pages 225-236
• Define and Draw Vocabulary page 225
• Lesson 5 Summary
• Lesson 5 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 96
• Lesson Check page 236 1-4
• Lesson Quiz 5

Extend:

• Crash Course Government

American History Topic 4 Lesson 4 Federalists, Antifederalists, and the Bill of Rights

 Essential Question: How much power should the government have?

Engage:

• Video: The Bill of Rights

Explore:

• Read pages 217-222
• Define and Draw Vocabulary page 217
• Lesson 4 Summary
• Lesson 4 Summary (Spanish)
• Primary Sources p. 223 Federalist and Antifederalist Writings Read and Review
• Analysis Skills p. 224 Distinguish Cause and Effect Read and Review

Evaluate:

• Journal Practice Vocabulary p. 94
• Lesson Check page 222 1-4
• Lesson Quiz 4

Extend:

• Crash Course Government

 

World Geography Topic 4 Lesson 3 Independence for South America

Essential Question: What should governments do?

Engage:

• Video: Conquest of the Aztec and Inca Empires

Explore:

• Read pages 215-218
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 215
• Summary
• Summary (Spanish)

Evaluate:

• Active Journal Practice Vocabulary p. 111
• Lesson Check questions 1-5 on page 218
• Lesson Quiz 3

American History Topic 4 Lesson 3 Ideas That Influenced the Constitution

 Essential Question: How much power should the government have?

 Engage:

• Video: Roman and Enlightenment Influences on the Constitution

Explore:

• Read pages 210-215
• Define and Draw Vocabulary page 210
• Lesson 3 Summary
• Lesson 3 Summary (Spanish)
• Primary Sources p. 216 Thomas Jefferson, Virginia Statute of Religious Freedom Read and Review

Evaluate:

• Journal Practice Vocabulary p. 92
• Lesson Check page 215 1-4
• Lesson Quiz 3

Extend:

• Crash Course Government

 

World Geography Topic 4 Lesson 1 Early South American Cultures Lesson 2 Incan Civilization

 Essential Question: What should governments do?

 Engage:

•  Machu Picchu 101 National Geographic Channel 

Explore:

• Read pages 207-214
• Analyze diagrams and pictures in the lesson
• Define vocabulary words on page 207,211
• Summary Lesson 1
• Summary Lesson1 (Spanish)
• Summary Lesson 2 
• Summary Lesson 2 (Spanish) 

Evaluate:

• Active Journal Practice Vocabulary p. 107,109
• Lesson Check questions 1-5 on page 210 1-5 on 214
• Lesson 1 and/or 2 Quizzes

Jefferson City 8th Grade Trip

Friday you will be traveling to Jefferson City to visit the state capitol and the now closed state penitentiary.

https://commons.wikimedia.org/wiki/File:AP_of_Missouri_State_Capitol_Building.jpg

Let's first watch this video on the history of the building. If you pay attention you may be able to answer some of the tour guide's questions and look really smart!

Next is a video on the symbolic meanings of the Missouri state flag and the Missouri seal. In it you will learn about the colors of the flag and the reason we have grizzly bears all over the seal.

One of the most interesting parts of the capitol is the artwork that you find inside. We have two videos that talk about the artwork. While you are there you will tour the artwork with the guide and these videos will give you some insight into them.

• Stately Images: The Art of Missouri's State Capitol 
• The Missouri Mural

Below is a photo of the Missouri State Penitentiary which is now closed. Listen carefully to the tour guides to learn the history of the site. 

https://commons.wikimedia.org/wiki/File:Missouri_State_Penitentiary.jpg

EQ: Why should we take a field trip to Jefferson City?

Engage:

•  Friday is the field trip.

Explore:

• History of the Missouri Capitol (4:53)
• Stately Images: The Public Art of Missouri's State Capitol (28:14)
• The Missouri Mural (5:11)
• History of the Missouri Penitentiary  (18:08)

Explain:

• What is the purpose of the state capitol?
• What are some interesting facts about the capitol?
• What should we learn about the penitentiary?

Evaluate:

Extend:

• Ghost Hunters Missouri Penitentiary Prime

Map of South America

   

https://commons.wikimedia.org/wiki/File:Languages_of_South_America_(en).svg

EQ:

• What are the official languages of the countries of South America?

Engage:

• Why do South American countries speak European languages?

Explore:

• Political Map of South America
• Official Language Map of South America

Explain:

• Identify the countries of South America
• Identify the capitals of South America
• Identify the official languages of South America

Evaluate:

• Vocabulary: official, mountain, plain, plateau, ocean
• Label and color a map of South America identifying countries, capitals, and official languages
• GDoc with map instructions

American History Topic 4 Lesson 2 Drafting a Constitution

Essential Question: How much power should the government have?

 Engage:

• Video: The Constitutional Convention
• Assembling a Constitutional Convention NBC News Learn

Explore:

• Read pages 204-209
• Define and Draw Vocabulary page 204
• Lesson 1 Summary
• Lesson 1 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p.89
• Lesson Check page 204
• Lesson Quiz 2

Extend:

• Crash Course History The Constitution 

World Geography Topic 4 Inca: Island in the Sky

  EQ: 

• How did the Inca culture develop in Peru?

Engage:

• None

Explore:

• Vocabulary Ceremonial, Terrace, Plaza, Masonry, Lidar, Anomaly
• Inca Island in the Sky 45:00) Lost Cities with Albert Lin National Geographic Amazon Prime Video

Explain:

•  When was Machu Picchu built?
• What is the name of the language the Incas used?
• What evidence are they looking for on top of the hill?
• What are chullpas?
• What shape of chullpas made the archaeologists believe they were Incan?
• What was at the heart of Incan life?
• What is the name of the volcano Albert Lin investigates?

Evaluate:

• Worksheet with vocabulary 

 

American History Topic 4 Lesson 1 A Weak Confederacy

 Essential Question: How much power should the government have?

 Engage:

• What Were the Articles of Confederation? History Channel
• Video: James Madison

Explore:

• Read pages 197-203
• Define and Draw Vocabulary page 197
• Lesson 1 Summary
• Lesson 1 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 87
• Lesson Check page 203
• Lesson Quiz 1

Extend:

•  

History Topic 3 Review

 https://en.wikipedia.org/wiki/Treaty_of_Paris_(1783)#/media/File:Treaty_of_Paris_by_Benjamin_West_1783.jpg

 Review p. 191:

• Vocabulary and Key Ideas 1-7
• Critical Thinking and Writing 8-12
• Analyze Primary Sources 14
• Analyze Maps 15-17

World Geography Topic 3 Review

https://upload.wikimedia.org/wikipedia/commons/6/66/-_panoramio_%282288%29.jpg

Essential Question: Who should benefit from a country's resources?

Vocabulary and Key Ideas 1-6
Critical Thinking and Writing 7-9
Analyze Primary Sources 11
Analyze Maps 12-15

History Topic 3 Lesson 5 Winning Independence

By John Trumbull - http://www.aoc.gov/cc/photo-gallery/ptgs_rotunda.cfm, Public Domain, https://commons.wikimedia.org/w/index.php?curid=1379717

Essential Question: When is war justified?

Engage:

• Video: Winning Independence 

Explore:

• Read pages 178-188
• Define and Draw Vocabulary page 178
• Lesson 5 Summary
• Lesson 5 Summary (Spanish)

Evaluate:

• Journal Practice Vocabulary p. 73
• Lesson Check page 188
• Lesson Quiz

Extend:

Dia de los Muertos

 

Essential Question:

• What is the Day of the Dead and why is it celebrated in Mexico? 
• Who is Jose Posada?
• Why is the image La Calavera Catrina important to the Day of the Dead in Mexico?

Engage:

• The True Origins of Catrina  Culture Colectiva (3:07)

Explore:

• Dia de los Muertos National Geographic
• Jose Guadalupe Posada Wikipedia
• La Calavera Catrina Wikipedia
• Mexico's Celebration of Life 

Explain:

• Why does Mexico celebrate Dia de los Muertos?
• Who is Jose Posada?
• Why is La Calavera Catrina important to Dia de los Muertos?

Evaluate:

• Notebook Page: Jose Posada
• Day of the Dead 5 W's and H worksheet

Salem Witch Trials

Happy Halloween! Today we are going to learn a little about the Salem Witch Trials, where mass hysteria and a couple mean kids caused the death of over 20 people. Is there anything more Halloween-like than that? Unfortunately real people suffered for things we tend to enjoy, the confluence of life and death.

As you watch try to identify what caused the trials to begin and what caused them to end.

As you watch see how many cultures are represented by the holiday. Also, when did Halloween as we celebrate it come into being? 

EQ:

• What were the Salem Witch Trials?
• What is the history of Halloween?

Engage:

• Don't really need any, it is Halloween

Explore:

• Salem Witchcraft Trials (8:11) State Bar of Georgia
• Real Story of Halloween

Explain:

• What started the Salem Witch Trials
• Why did the trials end?
• What are the historic roots of Halloween?
• When did the modern version of Halloween start?

History Topic 3 Lesson 4 Washington Crossing the Delaware Part 2

Emanuel Leutze "Washington Crossing the Delaware "

The painting of "Washington Crossing the Delaware" by Emanuel Leutze is a historically significant piece of art in the United States. It is so iconic it has become inspiration for pop art. Read about pop art here.

Below is one example of using the painting to create a pop art piece. Compare the two pieces of art, what is similar and what is different?

By WatermelonRat

Assignment

1. Create your own piece of pop art using the knowledge you learned from the Wikipedia page. Use "Washington Crossing the Delaware" as your inspiration.
2. Check with me if you have any questions.

EQ: 

• What is pop art and why should it be a thing?

Engage:

• Part 2 of the lesson

Explore:

• The students will examine the painting Washington Crossing the Delaware by Emmanuel Leutze
• Pop Art

Explain:

• Is pop art based on original works ok? 

Evaluate:

• Students will create a piece of art using Leutze's painting as inspiration.

History Topic 3 Lesson 4 Washington Crossing the Delaware Part 1

   

Washington Crossing the Delaware is a very famous painting. Its use in popular culture probably even led to a contest to pick the best George Washington impersonator to re-enact the crossing every year. Watch this video to find out more about the contest. 

Being George

After watching the video, lets look at the paining. What do you see? Can you find any historical inconsistencies? You can find more information about the painting of Leutze's Washington Crossing the Delaware.

Emanuel Leutze "Washington Crossing the Delaware "

The painting creates a lot of questions. Why was this painted? Is it historically accurate? Who is the artist Emanuel Leutze? Check out the article below to find out these answers.

https://www.artsy.net/article/artsy-editorial-iconic-american-history-painting-facts-wrong

Assignment 

On a piece of paper answer the following questions: 

1. In "Being George" why do you think portraying George Washington is so important to the contestants?
2. Why did Leutze paint "Washington Crossing the Delaware"? 
3. Identify three historical inaccuracies in the painting. 
4. Should art be historically accurate? Explain why or why not. 

Use the following frame for your comment:

1. Portraying George Washington is important to the contestants because
2. Leutze painted "Washington Crossing the Delaware" because
3. Three historical inaccuracies in the painting are
4. Yes, art should be historically accurate because/No, art should not be historically accurate because 

EQ: 

• Should artists have a responsibility to make their art historically accurate?

Engage:

• Fred Armiston Art Afficionado (2:58)

Explore:

• Being George: The real-life drama in the contest to re-enact Washington crossing the Delaware (39 min)
• The students will examine the painting Washington Crossing the Delaware by Emmanuel Leutze

Explain:

• The students will examine pop culture homages to the painting. We will also discuss how the painting has been used for political reasons.

Evaluate:

• In "Being George" why do you think portraying George Washington is so important to the contestants?
• Why did Leutze paint "Washington Crossing the Delaware"? 
• Identify three historical inaccuracies in the painting. 
• Should art be historically accurate? Explain why or why not.