Friday, June 1 
  • Main Topic: 
    • NCFE Review 
  • ​​​Students will be able to:
    • Apply curriculum to review materials 
  • Activities/Agenda
    • Review Challenge Board Games
  • Homework: 
    • ​Study for NCFE
Thursday, May 31, 2018 - Modified Schedule for EOGs
  • Main Topic: 
    • NCFE Review 
  • ​​​Students will be able to:
    • Apply curriculum to review materials 
  • Activities/Agenda
    • Review Challenge Board Games
  • Homework: 
    • ​Study for NCFE
Wednesday, May 30, 2018 - Modified Schedule for EOGs
  • Main Topic: 
    • NCFE Review - Semester 2
  • ​​​Students will be able to:
    • Apply curriculum to review materials 
  • Activities/Agenda
    • Review Challenge Board Game - Semester 2 topics 
  • Homework: 
    • ​Study for NCFE
Tuesday, May 29, 2018 
  • Main Topic: 
    • NCFE Review - Semester 1
  • ​​​Students will be able to:
    • Apply curriculum to review materials 
  • Activities/Agenda:
    • Discuss rest of study guide 
    • Review Challenge Board Game - Semester 1 topics 
  • Homework: 
    • ​Study for NCFE
Friday, May 25, 2018 
  • Main Topic: 
    • NCFE Review 
  • ​​​Students will be able to:
    • Apply curriculum to review materials 
  • Activities/Agenda:
    • Finish practice test 
    • Discuss the unit review guide.  
  • Homework: 
    • ​Study for NCFE 
    • Finish review guide if not yet finished. 

Thursday, May 24, 2018 
  • Main Topic: 
    • NCFE Review 
  • ​​​Students will be able to:
    • Apply knowledge of the course to a practice NCFE exam (released questions)
  • Activities/Agenda:​
    • NCFE Practice Test
  • Homework: 
    • ​Unit 7 Review Guide 

Wednesday, May 23, 2018 
  • Main Topic: 
    • 9/11
  • ​​​Students will be able to:
    • Evaluate the effectiveness of the Department of Homeland Security and the Patriot Act. 
  • Activities/Agenda:
    • Discuss Unit 3 and Unit Review Guide
    • 9/11 Timeline Video
    • Patriot Act Reading Analysis
  • Homework: 
    • ​Unit 5-6 Review Guide 

Tuesday, May 22, 2018 
  • Main Topic: 
    • Reagan and Reaganomics
  • ​​​Students will be able to:
    • Analyze the strategy of Reaganomics and its impact on the United States economy
  • Activities/Agenda:
    • Discuss Unit 2 Review Guide Material
    • Reaganomics intro powerpoint 
    • Reaganomics RLAH and debate
  • Homework: 
    • ​Unit 3-4  Review Guide 
​Monday, May 21, 2018 
  • Main Topic: 
    • Nixon - Watergate Scandal 
  • ​​​Students will be able to:
    • Analyze the impact of Watergate on the public perception of the government 
  • Activities/Agenda:
    • Discuss Unit 1 Review Guide Material
    • Nixon - Watergate Scandal Intro Video Clip 
    • Nixon Watergate Analysis and Exit Slip 
  • Homework: 
    • ​Unit 2-3 Review Guide 
Friday, May 18, 2018 
  • Main Topic: 
    • Genius Hour Presentations
  • ​​​Students will be able to:
    • Present Genius Hour arguments and their product to the class. 
  • Activities/Agenda:
    • Genius Hour Presentations in the Media Center
  • Homework: 
    • Unit 1-2 Review Guide
Thursday, May 17, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Unit 13 Quiz 
    • Unit 14 Flipped Notes 
    • Homework:
      • Unit 14 Flipped Notes due Monday
Wednesday, May 16, 2018  - School Closed: Teacher Workday

Tuesday, May 15, 2018 
  • Main Topic: 
    • Edit Genius Hour Drafts and work on Genius Hour presentations
  • Activities/Agenda:
    • Wrap up Civil Rights Movement Information 
    • ​Genius Hour Editing - Finish making changes to Genius Hour Papers (Due May 18th)
  • Homework:
    • ​Genius Hour Papers AND Presentation due May 18th (This Friday)

Monday, May 14, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Key Idea # 10-14
    • Malcom X  vs. Martin Luther King, Jr DBQ 
    • Homework: Finish anything not finished in class. 
Friday, May 11, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Politics or Principle - Why did LBJ sign the Civil Rights Act of 1964?
    • Genius Hour Work  - If finished with the Politics or Principle assignment 
    • Homework:
      • Finish anything not finished in class/Genius Hour due May 18th 
Thursday, May 10, 2018
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Finish Road to Civil Rights 
    • ​Key Idea # 6-9
    • Homework
      • ​Genius Hour due May 18th 
Wednesday, May 9, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Key Idea # 1-5 
    • Civil Rights Jigsaw - Discussion 
    • Begin iCivics - The Road to Civil Rights 
  • Homework 
    • ​Genius Hour due May 18th 
Tuesday, May 8, 2018 
  • Main Topic: 
    • Edit Genius Hour Drafts 
  • ​Students will be able to:
    • Edit Genius Hour papers
  • Activities/Agenda:
    • ​Genius Hour Editing - Finish making changes to Genius Hour Papers (Due May 18th)
  • Homework:
    • ​Genius Hour Papers AND Presentation due May 18th 
Monday, May 7, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • Analyze how citizens' power can effectively make changes in law and society. 
  • Activities/Agenda:
    • Submit Flipped notes and discuss the iCivics Assignment from Friday
    • Civil Rights Jigsaw - Independent Research and Group Sharing 
Friday, May 4, 2018 
  • Main Topic: 
    • Citizen groups took actions against accepted societal discriminations like Jim Crow and Black Codes that created segregation
  • ​​​Students will be able to:
    • ​Interpret acts, laws, and societal norms to determine how certain groups were treated unfairly or unjustly.
  • Activities/Agenda:
    • Jim Crow Assignment - iCivics 
Thursday, May 3, 2018 
  • Main Topic: 
    • Evaluate peer Genius Hour Papers
  • ​Students will be able to:
    • Edit and evaluate correct procedure for writing a history paper. 
  • Activities/Agenda:
    • Genius Hour Peer Editing 
    • ​Genius Hour Editing 
  • Homework: Civil Rights Flipped Notes due Friday
Wednesday, May 2, 2018 
  • Main Topic: 
    • ​All unit 12 standards/objectives
  • ​Students will be able to:
    • Apply Unit 12 knowledge to a test. 
  • Activities/Agenda:
    • Unit 12 Test 
    • Begin Civil Rights Flipped Notes
  • Homework: Civil Rights Flipped Notes due Friday

Tuesday, May 1, 2018 
  • Main Topic: 
    • The US foreign policy of containment had an impact on US-Cuban foreign relations during the Bay of Pigs Incident 
  • ​Students will be able to:
    • Analyze the political, military, and economic consequences of the Cuban Missile Crisis
  • Activities/Agenda:
    • Key Idea #15 and discuss
    • Air Raid Shelter and Shelter Handbook Picture Analysis 
    • Overview of the Cuban Missile Crisis 
    • Kennedy Speech - Cuban Missile Crisis 
    • Key Idea # 16 and 17 and discuss 
  • Homework: Study Guide and begin studying for Cold War Test - Wednesday, May 2 
Monday, April 30, 2018 
  • Main Topic: 
    • The US foreign policy of containment had an impact on US-Cuban foreign relations during the Bay of Pigs Incident 
  • ​Students will be able to:
    • Analyze the political, military, and economic consequences of the Bay of Pigs 
  • Activities/Agenda:
    • Discuss Key Idea #12-14
    • Read Castro and the United States Background Reading
    • Video Clip - Bay of Pigs Invasion
    • Reading Like a Historian - Bay of Pigs Reading and Chart 
  • Homework: Study Guide and begin studying for Cold War Test - Wednesday, May 2 
Friday, April 27, 2018 
  • Main Topic: 
    • The US foreign policy of containment had an impact on US-Cuban foreign relations during the Bay of Pigs Incident 
  • ​Students will be able to:
    • Analyze the political, military, and economic consequences of the Bay of Pigs 
  • Activities/Agenda:
    • Finish Cold War Mapping activity 
    • Key Ideas #12-14
Thursday, April 26, 2018 
  • Main Topic: 
    • The United States involvement in the Korean and Vietnam wars led to changes in domestic perspectives and policies at home (in the US)
    • Review: Domino Theory and Containment Policy
  • ​Students will be able to:
    • Analyze political, domestic, and military responses during the Cold War, due to domino theory and containment policies 
  • Activities/Agenda:
    • Korea and Vietnam Containment Activities
Wednesday, April 25, 2018 
  • Main Topic: 
    • The United States involvement in the Korean and Vietnam wars led to changes in domestic perspectives and policies at home (in the US)
  • ​Students will be able to:
    • Analyze political and economic responses to the Vietnam conflict. 
  • Activities/Agenda:
    • Key Idea #11 and 13 
    • Vietnam Anti-War Movement Primary and Secondary Source Analysis 
    • Create Vietnam Pro-War or Anti-War Propaganda Poster 
Tuesday, April 24, 2018 
  • Main Topic: 
    • Create a historical argument and respond to historical arguments. 
  • ​Students will be able to:
    • Analyze the Genius Hour Rough Draft of a peer and suggest proper feedback and improvements. 
  • Activities/Agenda:
    • Read Genius Hour Rough Draft of classmates
    • Provide feedback to peers regarding their Genius Hour Rough Draft 
Monday, April 23, 2018 
  • Main Topic: 
    • The United States response to the Korean Conflict.
  • ​Students will be able to:
    • Analyze the United States response to the Korean Conflict. 
  • Activities/Agenda:
    • Key Ideas #6-8 & 10 and discuss ​
    • RLAH - Who Started the Korean War? 
    • Exit Slip - What was the Korean War? Why did it happen? What is the impact of this conflict on present day global affairs? 

Friday, April 20, 2018 
  • Main Topic: 
    • A fear of communism (McCarthyism) created a culture of fear over who wasn't supportive of American ideals. 
    • The arms race created fear in America about the possibility of nuclear warfare. 
  • ​Students will be able to:
    • Describe the effects of McCarthyism and the Red Scare on the United States (including ordinary citizens). 
  • Activities/Agenda:
    • Complete SAS Assignment - Cold War: McCarthyism ​
    • Red Scare Video Clips 
    • Exit Slip - What were the effects of McCarthyism on the United States 
Thursday, April 19, 2018 
  • Main Topic: 
    • The political thoughts of communism and democracy fueled the conflict between the US and the USSR.  
  • ​Students will be able to:
    • ​Analyze the political, economic, and military response the US had to various crisis and foreign conflicts during the Cold War Era (Berlin Airlift Blockade). 
  • Activities/Agenda:
    • Key Ideas # 2-5
    • Berlin Airlift Clip
    • SAS Assignment - Cold War: McCarthyism 
Wednesday, April 18, 2018 
  • Main Topic: 
    • The emergence of 2 superpowers after World War II created a power struggle that spanned the globe. 
  • ​Students will be able to:
    • ​Examine the perspectives of foreign policies created by the US during the Cold War. 
  • Activities/Agenda:
    • Cold War Mini-DBQ  
Tuesday, April 17, 2018 
  • Main Topic: 
    • Create a historical argument. 
  • ​Students will be able to:
    • ​Compose a historical argument based on historical question and extensive historical research.
  • Activities/Agenda:
    • Review Genius Hour Outlines
    • Complete Genius Hour Rough Draft 
  • Homework
    • Genius Hour Rough Draft due NEXT Tuesday.  
Monday, April 16, 2018 
  • Main Topic: 
    • Analyze Cold War tensions after World War II. 
  • ​Students will be able to:
    • ​Analyze the role the space and arms race played during the Cold War. 
  • Activities/Agenda:
    • Key Idea #1
    • Butter Battle Book
    • Butter Battle Assignment and Discuss 
Friday, April 13, 2018 
  • Main Topic: 
    • World War II - All previously mentioned topics and standards 
  • ​Students will be able to:
    • ​Apply information on World War II to an assessment 
  • Activities/Agenda:
    • Unit 11 Test 
    • Begin Unit 12 Flipped Notes 
  • Homework: Unit 12 Flipped Notes due Monday
Thursday, April 12, 2018 
  • Main Topic: 
    • World War II eventually ended with the dropping of the atomic bomb on Hiroshima and Nagasaki. 
  • ​Students will be able to:
    • ​Analyze the development and use of the atomic bomb as a means to end World War II. 
  • Activities/Agenda:
    • Key Idea # 11 and discuss 
    • Atomic Bomb Debate
    • Key Idea # 12
  • Homework:
    • ​Study - Unit 11 Test Tomorrow 
Wednesday, April 11, 2018 
  • Main Topic: 
    • The United States began a practice of Japanese internment as a reaction to fears about Japanese spies within the American borders. 
  • ​Students will be able to:
    • ​Evaluate the impact of the WWII on Japanese Americans 
  • Activities/Agenda:
    • Key Idea # 9 and 10 
    • Japanese Internment RLAH assignment 
  • Homework:
    • ​Study - Unit 11 Test Friday
Tuesday, April 10, 2018 
  • Main Topic: 
    • Why did the US finally get involved (officially) in World War II? 
    • What was life like on the home front? 
  • ​Students will be able to:
    • ​Analyze the impact of the war on American society.
  • Activities/Agenda:
    • Turn in Genius Hour Outline 
    • Key Idea # 8 and Discuss
    • World War II: The Homefront - SAS Curriculum Pathways Assignment 
Monday, April 9, 2018 
  • Main Topic: 
    • Why did the US finally get involved (officially) in World War II? 
    • What was life like on the home front? 
  • ​Students will be able to:
    • ​Analyze Pearl Harbor as the cause of US involvement in World War II.
  • Activities/Agenda:
    • Key Idea # 7 
    • Why did Japan attack Pearl Harbor? assignment
    • Illustrative timeline - Coming of US involvement in World War II
  • Homework:
    • ​Genius Hour Outline due Tomorrow 
​​ Thursday, March 29, 2018 
  • Main Topic: 
    • Was the United States neutral at the beginning of World War II? 
    • Was the Lend-Lease Act actually an act of neutrality?
    • What was life like on the American Homefront 
  • ​Students will be able to:
    • ​Analyze United States neutrality at the beginning of World War II? 
    • Analyze the contribution of the US to World War II due to the Lend-Lease Act. 
  • Activities/Agenda:
    • America the Story of US - World War II 
Wednesday, March 28, 2018 
  • Main Topic: 
    • Was the United States neutral at the beginning of World War II? 
    • Was the Lend-Lease Act actually an act of neutrality?
  • ​Students will be able to:
    • ​Analyze United States neutrality at the beginning of World War II? 
    • Analyze the contribution of the US to World War II due to the Lend-Lease Act. 
  • Activities/Agenda:
    • Turn in Unit 11 Flipped Notes
    • Lend-Lease Act Reading Analysis 
    • Lend-Lease Act Picture Analysis​
Tuesday, March 27, 2018 
  • Main Topic: 
    • Genius Hour - Sourcing and Creating an Academic Argument
  • ​Students will be able to:
    • Finish finding credible sources
    • Begin structuring a proper academic argument in paper form
  • Activities/Agenda:
    • Key Idea #2-4 and discuss the political ideologies assignment from Monday.
    • Genius Hour - Submit Source #4
    • Create Genius Hour Paper Outline 
  • ​Homework:
    • ​Unit 11 Flipped Notes due Wednesday
Monday, March 26, 2018 
  • Main Topic: 
    • Political Ideologies during World War II
  • ​Students will be able to:
    • Analyze the Key Political Ideologies involved in World War II
  • Activities/Agenda:
    • Key Idea #1
    • Key Political Ideologies Research and Discussion
    • Exit Ticket: How did Political Ideologies and the Treaty of Versailles cause World War II? 
  • Homework:
    • ​Unit 11 Flipped Notes due Wednesday
Friday, March 23, 2018 
  • Main Topic: 
    • ​Causes of World War II
  • ​Students will be able to:
    • Evaluate the main causes of World War II.
  • Activities/Agenda
    • Causes of World War II Mini - Q 
Thursday, March 22, 2018 
  • Main Topic: 
    • ​Causes of World War II
  • ​Students will be able to:
    • Evaluate the main causes of World War II.
  • Activities/Agenda
    • Causes of World War II Mini - Q 
Wednesday, March 21, 2018 
  • Main Topic: 
    • ​Genius Hour Research - Sourcing 
  • ​Students will be able to:
    • Find CREDIBLE sources that provide evidence to support the answer to Genius Hour Historical Questions
  • Activities/Agenda
    • Submit Genius Hour Research Page 3
    • Complete research page 4
Tuesday, March 20, 2018 
  • Main Topic: 
    • ELA Curriculum
  • ​Students will be able to:
    • Attend a field trip to view A Midsummer Night's Dream
  • Activities/Agenda
    • Field Trip - A Midsummer Night's Dream​
Monday, March 19, 2018 
  • Main Topic: 
    • All Unit 10 Standards/Objectives
  • ​Students will be able to:
    • Apply Unit 10 information on a quiz 
  • Activities/Agenda
    • Unit 10 Quiz
    • Begin Causes of World War II Mini-Q
Friday, March 16, 2018 
  • Main Topic: 
    • The role of government during the Great Depression led to social, political, and economic change with New Deal programs in an effort to prevent another Great Depression. 8.E.1.3
  • ​Students will be able to:
    • Analyze the effectiveness of the New Deal
  • Activities/Agenda
    • New Deal Structured Academic Controversy
    • New Deal Controversy Consensus - ACES Response
    • Key Ideas #8-9
  • ​Homework: 
    • Optional Unit 10 Study Guide due Friday (Quiz Friday)
    • Unit 10 Key Ideas due Friday
Thursday, March 15, 2018 
  • Main Topic: 
    • The role of government during the Great Depression led to social, political, and economic change with New Deal programs in an effort to prevent another Great Depression. 8.E.1.3
  • ​Students will be able to:
    • Analyze the effectiveness of the New Deal
  • Activities/Agenda
    • New Deal Agencies QR Code Stations
    • Begin New Deal Structured Academic Controversy
  • ​Homework: 
    • Optional Unit 10 Study Guide due Monday (Quiz Monday)
    • Unit 10 Key Ideas due Monday
Wednesday, March 14, 2018
  • Main Topic: 
    • ​FDR’s administration responded to the Great Depression by creating a series of programs and laws to stabilize the economy and prevent similar events from taking place in the future.
  • ​Students will be able to:Activities/Agenda
    • Compare Hoover and FDR’s response to the Great Depression.
  • Activities/Agenda
    • Key Ideas # 1-6
    • FDR and the New Deal SAS Curriculum Pathways Assignment
  • Homework
    • Key Idea # 7
Tuesday, March 13, 2018 (Core 2, 3 and 4 only - 3 Hr. Delay due to Weather)
  • Main Topic: 
    • ​Genius Hour Research - Sourcing 
  • ​Students will be able to:
    • Find CREDIBLE sources that provide evidence to support the answer to Genius Hour Historical Questions
  • Activities/Agenda
    • Submit Genius Hour Research Page 2
    • Complete research page 3 
Monday, March 12, 2018 (Core 1 Only - Early Release due to Weather)
  • Main Topic: 
    • ​FDR’s administration responded to the Great Depression by creating a series of programs and laws to stabilize the economy and prevent similar events from taking place in the future.
  • ​Students will be able to:Activities/Agenda
    • Compare Hoover and FDR’s response to the Great Depression.
  • Activities/Agenda
    • Key Ideas # 1-6 (Last week review) 
    • FDR and the New Deal SAS Curriculum Pathways Assignment
  • Homework
    • Key Idea # 7 
    • Genius Hour Source Sheet # 2 due tomorrow 
Friday, March 9, 2018 
  • Main Topic: 
    • ​Impact of the Great Depression on citizens under the Hoover Administration
  • ​Students will be able to:
    • Analyze the the impact of the Great Depression on citizens. 
  • Activities/Agenda
    • Song Analysis - Brother can you spare me a dime
    • Depression Picture Analysis 
    • Depression Picture Stations 
    • Exit Slip
Thursday, March 8, 2018 
  • Main Topic: 
    • Over farming and severe drought led to the Dust Bowl of the Midwest.
  • ​Students will be able to:
    • Identify factors that led to the Great Depression
  • Activities/Agenda
    • Dust Bowl Mini-Q 
    • Dust Bowl Mini-Q Exit Slip
Wednesday, March 7, 2018 
  • Main Topic: 
    • The agricultural and industrial boom created by WWI led to overproduction of materials and  deflation in prices causing the Stock Market Crash.
    ​Students will be able to:
    • Analyze how excessive production and spending led to the Great Depression
  • Activities/Agenda
    • Unit 10 Flipped Notes Collected
    • Stock Market Simulation
    • Stock Market Simulation Exit Slip​
Tuesday, March 6, 2018 
  • Main Topic: 
    • ​Genius Hour Research - Sourcing 
  • ​Students will be able to:
    • Find CREDIBLE sources that provide evidence to support the answer to Genius Hour Historical Questions
  • Activities/Agenda
    • Submit Genius Hour Research Page 1 
    • Complete research page 2 
  • ​Homework: 
    • Unit 10 Flipped Notes due Wednesday
Monday, March 5, 2018 
  • Main Topic: 
    • All Unit 8 and 9 Standards/Objectives
  • ​Students will be able to:
    • Apply Unit 8 and 9 information to a benchmark test. 
  • Activities/Agenda
    • Unit 8/9 Benchmark
  • ​Homework: 
    • Unit 10 Flipped Notes due Wednesday
Friday, March 2, 2018 (Early Release)
  • Main Topic: 
    • The Great Migration led to the development of new aspects of culture, including jazz music and the Harlem Renaissance. 
  • ​Students will be able to:
    • Explain the impact of the Great Migration on African American culture in Harlem
  • Activities/Agenda
    • Great Migration/Harlem Renaissance Stations
    • Unit 9 Key Ideas - Complete
  • ​Homework: 
    • Study - Test Monday
    • Unit 9 Key Ideas due Monday
Thursday, March 1, 2018 
  • Main Topic: 
    • The Great Migration led to the development of new aspects of culture, including jazz music and the Harlem Renaissance. 
  • ​Students will be able to:
    • Explain the impact of the Great Migration on African American culture in Harlem
  • Activities/Agenda
    • Wrap up Women's Suffrage "Flipped" Perspectives
    • Begin Harlem Renaissance Stations 
Wednesday, February 28, 2018 
  • Main Topic: 
    • ​WWI and the 19th amendment led to changes in the roles and attitudes of women.
  • ​Students will be able to:
    • Summarize the impact of the 19th amendment on the roles and attitudes of women.
  • Activities/Agenda
    • Suffrage Music Video and Key Idea #12
    • Women before and after the 19th amendment sources analysis 
    • Women "flipped" perspectives and Key Idea # 16 
  • ​Homework: 
    • ​Optional Study Guide available for completion
    • Unit 9 Key Ideas due Friday
Tuesday, February 27, 2018 
  • Main Topic: 
    • ​Wilson's Fourteen Points and the end of WWI 
  • ​Students will be able to:
    • Analyze the impact of Wilson's Fourteen Points and the creation/failure of the League of Nations
  • Activities/Agenda
    • Wilson's Fourteen Points and the End of World War I Analysis 
    • Key Idea 11 
    • Genius Hour - Finish Research Page 1 
  • ​Homework: 
    • ​Optional Study Guide available for completion
Monday, February 26, 2018 
  • Main Topic: 
    • New methods of warfare and war technology made WWI a long and bloody conflict.
  • ​Students will be able to:
    • Evaluate the effect of trench warfare on WWI soldiers.
    • Analyze the conditions of WWI trenches and tunnels
  • Activities/Agenda
    • Discuss Key Ideas 9 & 10 (Thursday Homework)
    • Trench Warfare Simulation
    • Tweeting from the Trenches
    • Key Idea # 8 
  • ​Homework: 
    • Finish Tweeting from the Trenches if Needed
Friday, February 23, 2018 
  • Main Topic: 
    • US benefited financially from WWI without being directly involved 
    • Causes of US involvement in WWI
  • ​Students will be able to:
    • Analyze the events that led the US to enter WWI. 
  • Activities/Agenda
    • Finish WWI Yellow Journalism Mini-Project
  • Homework
    • ​Key Idea #9-10
Thursday, February 22, 2018 
  • Main Topic: 
    • US benefited financially from WWI without being directly involved 
    • Causes of US involvement in WWI
  • ​Students will be able to:
    • Analyze the events that led the US to enter WWI. 
  • Activities/Agenda
    • US Entry into WWI RLAH 
    • Entering WWI Yellow Journalism Mini-Project
  • ​Homework: 
    • ​Key Idea #9-10
Wednesday, February 21, 2018 
  • Main Topic: 
    • United States isolationism and imperialism before World War I
  • ​Students will be able to:
    • Evaluate US isolationism and imperialism before WWI. 
  • Activities/Agenda
    • Yellow Journalism vs. Fact: Would you have voted to go to war against Spain during the Spanish-American War? 
    • Key Idea #5-7
Tuesday, February 20, 2018 
  • Main Topic: 
    • How to create a historical inquiry -  Genius Hour 
  • ​Students will be able to:
    • Research Genius Hour topics of interest 
  • Activities/Agenda
    • Complete and submit Genius Hour Proposal (due today). 
Monday, February 19, 2018 
  • Main Topic: 
    • The long term causes of World War I.
  • ​Students will be able to:
    • Evaluate militarism, imperialism, alliances, and nationalism as long term causes of World War I. 
  • ​Activities/Agenda:
    • Finish Unit 8 Performance Task 
    • Unit 8 Test Corrections
    • Unit 9 Key Ideas #1-4
  • ​Homework:
    • ​Genius Hour Proposal Due tomorrow
    • Finish Key Ideas 1-4 (if not finished in class).
​Friday, February 16, 2018 
  • Main Topic: 
    • All Unit 8 Standards/Objectives
  • ​Students will be able to:
    • Analyze primary and secondary documents about immigration, working conditions, and living conditions during the Industrial Revolution.
    • Apply Unit 8 Standards/Objectives to Multiple Choice Questions and a Performance Task
  • ​Activities/Agenda:
    • Multiple Choice Portion of Test
    • Performance Task Portion of Test
  • ​Homework:
    • Unit 9 Flipped Notes due Monday
Thursday, February 15, 2018 
  • Main Topic: 
    • Immigrants faced many obstacles including language barriers, poor living conditions, and discrimination in the workplace and in their communities. H.3.2
    • While many lives improved, workers often experienced employee abuse (terrible work conditions). H.3.2
    • The progressive era (1890-1920) was a time of mass industrial growth, but it also was a time of business and political corruption and unsafe working conditions. H.3.2
  • ​Students will be able to:
    • Analyze primary and secondary documents about immigration, working conditions, and living conditions during the Industrial Revolution.
  • ​Activities/Agenda:
    • Gallery Walk - Infographic Projects 
    • Key Ideas 5-7 & 9-10 
  • ​Homework:
    • ​Finish Key Ideas and Study - Test Tomorrow 
Wednesday, February 14, 2018 
  • Main Topic: 
    • Immigrants faced many obstacles including language barriers, poor living conditions, and discrimination in the workplace and in their communities. H.3.2
    • While many lives improved, workers often experienced employee abuse (terrible work conditions). H.3.2
    • The progressive era (1890-1920) was a time of mass industrial growth, but it also was a time of business and political corruption and unsafe working conditions. H.3.2
  • ​Students will be able to:
    • Analyze primary and secondary documents about immigration, working conditions, and living conditions during the Industrial Revolution.
  • ​Activities/Agenda:
    • Finish Infographic Assignment​
Tuesday, February 13, 2018 
  • Main Topic: 
    • How to create a historical inquiry -  Genius Hour 
  • ​Students will be able to:
    • Research Genius Hour topics of interest 
  • Activities/Agenda
    • Genius Hour Research in Media Center and work on proposal 

Monday, February 12, 2018 
  • Main Topic: 
    • Immigrants faced many obstacles including language barriers, poor living conditions, and discrimination in the workplace and in their communities. H.3.2
    • While many lives improved, workers often experienced employee abuse (terrible work conditions). H.3.2
    • The progressive era (1890-1920) was a time of mass industrial growth, but it also was a time of business and political corruption and unsafe working conditions. H.3.2
  • ​Students will be able to:
    • Analyze primary and secondary documents about immigration, working conditions, and living conditions during the Industrial Revolution.
  • ​Activities/Agenda:
    • Infographic Projects
  • ​Homework:
    • ​Work on Infographic Projects 
    • Work on Genius Hour Proposal Research 
Friday, February 9, 2018 (Early Release)
  • Main Topic: 
    • The five men who built America defined capitalism and influenced American lives. H.3.2
  • ​Students will be able to:
    • Examine the consequences of the industrial boom created by the "five men who built America". 
  • ​Activities/Agenda:
    • America: The Story of Us - Episode 7 
      • ​Includes movie questions
Thursday, February 8, 2018 
  • Main Topic: 
    • Immigrants faced many obstacles including language barriers, poor living conditions, and discrimination in the workplace and in their communities. H.3.2
    • While many lives improved, workers often experienced employee abuse (terrible work conditions). H.3.2
    • The progressive era (1890-1920) was a time of mass industrial growth, but it also was a time of business and political corruption and unsafe working conditions. H.3.2
  • ​Students will be able to:
    • Analyze primary and secondary documents about immigration, working conditions, and living conditions during the Industrial Revolution.
  • ​Activities/Agenda:
    • ​Discuss Key Idea #3-4 and the Robber Baron Gallery Walk
    • Begin Infographic Project 
  • ​Homework
    • ​None 
Wednesday, February 7, 2018 
  • Main Topic: 
    • The five men who built America defined capitalism and influenced American lives. H.3.2
  • ​Students will be able to:
    • ​Examine the roles and contributions of the "five men who built America" to the United States.
    • Examine the consequences of the industrial boom created by the "five men who built America". 
  • ​Activities/Agenda:
    • ​Robber Baron Fakebook Station/Gallery Walk
      • ​Note-taking and historical head pictures
    • ​​Key Ideas # 3-4 and discuss
  • ​Homework
    • ​Finish Key Ideas #3-4 if not finished in class. 
Tuesday, February 6, 2018 
  • Main Topic: 
    • How to create a historical inquiry - Genius Hour Research
  • ​Students will be able to:
    • Research Genius Hour topics of interest. 
  • Activities/Agenda
    • Genius Hour Research in Media Center
Monday, February 5, 2018 
  • Main Topic: 
    • The five men who built America defined capitalism and influenced American lives. H.3.2
  • ​Students will be able to:
    • ​Examine the roles and contributions of the "five men who built America" to the United States.
    • Examine the consequences of the industrial boom created by the "five men who built America". 
  • ​Activities/Agenda:
    • ​Do Now - Discuss Key Ideas #1-2
    • Robber Baron Fakebook Page
Friday, February 2, 2018 
  • Main Topic: 
    • Inventions spurred economic, political, and societal changes in the United States 
  • ​Students will be able to:
    • Describe how urbanization is the result of industrialization.
  • Activities/Agenda
    • Do Now - Finish Urbanization Simulation
    • Key Ideas # 1-2
    • Exit Slip - Industrialization and Urbanization
Thursday, February 1, 2018 
  • Main Topic: 
    • Inventions spurred economic, political, and societal changes in the United States 
  • ​Students will be able to:
    • Describe how urbanization is the result of industrialization.
  • Activities/Agenda
    • ​Urbanization Simulation
Wednesday, January 31, 2018 
  • Main Topic: 
    • How to create a historical inquiry - Introduction to Genius Hour 
  • ​Students will be able to:
    • Begin researching topics of interest. 
  • Activities/Agenda
    • Genius Hour Research in Media Center
Tuesday, January 30, 2018 
  • Main Topic: 
    • All Unit 7 Standards/Objectives
  • ​Students will be able to:
    • Apply all Unit 7 standards/objectives on a writing prompt. 
  • Activities/Agenda
    • Unit 7 Writing Prompt as an assessment - Were African Americans free during Reconstruction? 
Monday, January 29, 2018
  • Main Topic: 
    • Attempts to create freedoms and rights for newly freed slaves were met with great resistance.C&G.1.3
  • ​Students will be able to:
    • Analyze how the government and individuals both attempted to both aid and restrict the rights of formerly enslaved African Americans in the South after the Civil War. C&G.1.3
  • Activities/Agenda
    • Stations - Were African Americans Free during Reconstruction? 
      • Finish Key Ideas during Stations
Friday, January 26, 2018 
  • Main Topic: 
    • Attempts to create freedoms and rights for newly freed slaves were met with great resistance.C&G.1.3
  • ​Students will be able to:
    • Analyze how the government and individuals both attempted to both aid and restrict the rights of formerly enslaved African Americans in the South after the Civil War. C&G.1.3
  • Activities/Agenda
    • Do Now - Find evidence (with a partner) to support your assigned side of the Structured Academic Controversy 
    • Side A and Side B present and record information
    • Consensus - Were African Americans free during Reconstruction? (Answer in ACES + C format). 
  • Homework
    • Unit 7 Study Guide due Monday
Thursday, January 25, 2018 
  • Main Topic: 
    • Attempts to create freedoms and rights for newly freed slaves were met with great resistance.C&G.1.3
  • ​Students will be able to:
    • Analyze how the government and individuals both attempted to both aid and restrict the rights of formerly enslaved African Americans in the South after the Civil War. C&G.1.3
  • Activities/Agenda
    • Do Now - Sharecropping Analysis 
    • Key Ideas 6-10
    • Review Structured Academic Controversy Analysis Questions
  • Homework
    • Finish any questions you didn't finish in class today

Wednesday, January 24, 2018 
  • Main Topic: 
    • Attempts to create freedoms and rights for newly freed slaves were met with great resistance.C&G.1.3
  • ​Students will be able to:
    • Analyze how the government and individuals both attempted to both aid and restrict the rights of formerly enslaved African Americans in the South after the Civil War. C&G.1.3
  • Activities/Agenda
    • Google Form Do Now - What are the similarities and differences about Reconstruction between Radical Republicans and Johnson/Lincoln?
    • Structured Academic Controversy - Timeline and Document A 
    • Stations - Documents B-E
  • Homework
    • Finish any questions you didn't finish in class today.

Tuesday, January 23, 2018 
  • Main Topic: 
    • Attempts to create freedoms and rights for newly freed slaves were met with great resistance. C&G.1.4
  • ​Students will be able to:
    • Compare Johnson's plan for Reconstruction to the Radical Republican Congressional plan for Reconstruction. C&G.1.4
  • Activities/Agenda
    • Reconstruction Survey - What would you have wanted? 
    • Key Ideas 1-2
    • Reading Analysis - Thaddeus Stevens vs. Andrew Johnson
    • Key Idea 3-4
    • Exit Ticket --> Was the "radical" reconstruction plan actually radical? 

Monday, January 22, 2018 
  • Main Topic: 
    • The Gettysburg Address was a famous speech, because it created a national cemetery for fallen soldiers and re-confirmed the importance of human equality and the importance of uniting this nation. H.2.1
  • ​Students will be able to:
    • Evaluate the significance of the Gettysburg Address and the Battle of Gettysburg. H.2.1
    • Evaluate the importance of Gettysburg as a major turning point of the Civil War. H.2.1
  • Activities/Agenda
    • Finish Gettysburg Graphic Organizer - Peer Editing 
    • Complete Gettysburg Essay - Group Assignment 
  • ​Homework 
    • Reconstruction ​Flipped Notes due tomorrow
Friday, January 19, 2018 --> Snow Day, School Cancelled. 
​Thursday, January 18, 2018 --> Snow Day, School Cancelled. 
Wednesday, January 17, 2018 --> Snow Day, School Cancelled. 

Tuesday, January 16, 2018 
  • Main Topic: 
    • All Unit 4, 5, and 6 Standards/Objectives
  • ​Students will be able to:
    • Apply knowledge of standards and objectives from Unit 4, 5, and 6, to a Benchmark test similar to the Grade 8 Social Studies NCFE
  • Activities/Agenda
    • Benchmark #2 (Units 4 - 6) 
    • Complete Gettysburg Reading Analysis Questions 
  • Homework - Finish Gettysburg Reading Analysis Questions; Reconstruction Notes due Thursday​
Friday, January 12, 2018 
  • Main Topic: 
    • The Gettysburg Address was a famous speech, because it created a national cemetery for fallen soldiers and re-confirmed the importance of human equality and the importance of uniting this nation. H.2.1
  • ​Students will be able to:
    • Evaluate the significance of the Gettysburg Address and the Battle of Gettysburg. H.2.1
    • Evaluate the importance of Gettysburg as a major turning point of the Civil War. H.2.1
  • Activities/Agenda
    • Finish Gettysburg Graphic Organizer
    • Complete Gettysburg Essay 
    • Begin Reconstruction Notes 
  • Homework - Benchmark 2 Test Tuesday
Thursday, January 11, 2018
  • Main Topic: 
    • The Gettysburg Address was a famous speech, because it created a national cemetery for fallen soldiers and re-confirmed the importance of human equality and the importance of uniting this nation. H.2.1
  • ​Students will be able to:
    • Evaluate the significance of theGettysburg Address and the Battle of Gettysburg. H.2.1
    • Evaluate the importance of Gettysburg as a major turning point of the Civil War. H.2.1
  • Activities/Agenda
    • Gettysburg Stations 
    • Discuss Gettysburg Documents 
    • Begin Gettysburg Graphic Organizer (Essay) 
Wednesday, January 10, 2018 
  • Main Topic: 
    • The Emancipation Proclamation changed the course of the Civil War and gave African Americans a renewed hope for freedom. H.2.1
  • ​Students will be able to:
    • Summarize and evaluate how the Emancipation Proclamation affected slaves and how it changed the course o fthe Civil War 
  • Activities/Agenda
    • Finish Emancipation Proclamation RLAH 
    • Key Ideas 11-13
    • Begin Gettysburg DBQ 
Tuesday, January 9, 2018
  • Main Topic: 
    • The Emancipation Proclamation changed the course of the Civil War and gave African Americans a renewed hope for freedom. H.2.1
  • ​Students will be able to:
    • Summarize and evaluate how the Emancipation Proclamation affected slaves and how it changed the course of the Civil War. H.2.1 
  • Activities/Agenda
    • Do Now - Key Ideas 9-10
    • Begin Emancipation Proclamation RLAH
      • Discuss our findings  
Monday,  January 8, 2018 
  • Main Topic: 
    • Abraham Lincoln - Was he a racist? H.2.1
  • ​Students will be able to:
    • Evaluate Abraham Lincoln as a cause of the civil war (last straw). H.2.1
  • Activities/Agenda
    • Abraham Lincoln Structured Academic Controversy Debate 
    • Abraham Lincoln Consensus
​Friday, January 5, 2018 - School Closed due to Weather 
Thursday, January 4, 2018 - School Closed due to Weather 
Wednesday, January 3, 2018 -Early Release due to Weather
  • Main Topic: 
    • Abraham Lincoln - Was he a racist? H.2.1
  • ​Students will be able to:
    • Evaluate Abraham Lincoln as a cause of the civil war (last straw). H.2.1
  • Activities/Agenda
    • Abraham Lincoln Structured Academic Controversy Research 
  • Homework: 
    • Make up any missing homework assignments
Tuesday, January 2, 2018 
  • Main Topic: 
    • Abraham Lincoln - Was he a racist? H.2.1
  • ​Students will be able to:
    • Evaluate Abraham Lincoln as a cause of the civil war (last straw). H.2.1
  • Activities/Agenda
    • Key Idea # 8 
    • Abraham Lincoln Structured Academic Controversy 
  • Homework: 
    • Civil War Flipped Notes due tomorrow 

Thursday, December 21, 2017 (Early Release)
  • Main Topic: 
    • A group of abolitionists and freed slaves, including Harriet Tubman, began to shuttle slaves from the South to freedom in the North through the Underground Railroad. H.3.2
    • The popularity of Harriet Beecher Stowe's boo Uncle Tom's Cabin angered many in the South and influenced many in the North. H.3.2
  • ​Students will be able to:
    • Explain the importance of the abolitionist movement. H.3.2
  • Activities/Agenda
    • Abolitionist: Fact or Fib? Game
  • Homework: 
    • Have a fantastic winter break! Rest and enjoy! 
Wednesday, December 20, 2017
  • Main Topic: 
    • A group of abolitionists and freed slaves, including Harriet Tubman, began to shuttle slaves from the South to freedom in the North through the Underground Railroad. H.3.2
    • The popularity of Harriet Beecher Stowe's boo Uncle Tom's Cabin angered many in the South and influenced many in the North. H.3.2
  • ​Students will be able to:
    • Explain the importance of the abolitionist movement. H.3.2
    • Describe the causes of the Civil War. H.2.1
  • Activities/Agenda
    • Quiz - Causes of the Civil War
  • Homework: 
    • None​
Tuesday, December 19, 2017
  • Main Topic: 
    • A group of abolitionists and freed slaves, including Harriet Tubman, began to shuttle slaves from the South to freedom in the North through the Underground Railroad. H.3.2
    • The popularity of Harriet Beecher Stowe's boo Uncle Tom's Cabin angered many in the South and influenced many in the North. H.3.2
  • ​Students will be able to:
    • Explain the importance of the abolitionist movement. H.3.2
  • Activities/Agenda
    • Finish Storyboards
    • Present Storyboards 
  • Homework: 
    • Study - Quiz Wednesday on the Causes of the Civil War
Monday, December 18, 2017
  • Main Topic: 
    • The sequence of government attempts on compromise around the issue of slavery failed to unite the divided nation. 8.H.2.1
  • ​Students will be able to:
    • Compare and contrast the political, economic, and cultural differences and similarities between the South and North. 8.H.3.2
    • Analyze sectionalism in the United States and how it led to the civil war. 8.H.2.1
  • Activities/Agenda
    • Do Now - Key Idea # 7 
    • Discuss Key Ideas 1-7 
    • Storyboard Activity
  • Homework: 
    • Study - Quiz Wednesday on the Causes of the Civil War
Friday, December 15, 2017
  • Main Topic: 
    • The sequence of government attempts on compromise around the issue of slavery failed to unite the divided nation. 8.H.2.1
  • ​Students will be able to:
    • Compare and contrast the political, economic, and cultural differences and similarities between the South and North. 8.H.3.2
    • Analyze sectionalism in the United States and how it led to the civil war. 8.H.2.1
  • Activities/Agenda
    • Key Ideas #2-6
  • Homework: 
    • None​
Thursday, December 14, 2017
  • Main Topic: 
    • The sequence of government attempts on compromise around the issue of slavery failed to unite the divided nation. 8.H.2.1
  • ​Students will be able to:
    • Compare and contrast the political, economic, and cultural differences and similarities between the South and North. 8.H.3.2
    • Analyze sectionalism in the United States and how it led to the civil war. 8.H.2.1
  • Activities/Agenda
    • Factory System of the North vs. Southern Plantations. 
  • Homework: 
    • ​Coming of the Civil War Notes 
Wednesday, December 13, 2017
  • Main Topic: 
    • What were the sectional differences between the North and the South? 8.H.3.2
    • The sequence of government attempts on compromise around the issue of slavery failed to unite the divided nation. 8.H.2.1
  • ​Students will be able to:
    • Compare and contrast the political, economic, and cultural differences and similarities between the South and North. 8.H.3.2
    • Analyze sectionalism in the United States. 8.H.2.1
  • Activities/Agenda
    • Do Now - Key Ideas #1
    • Factory system vs. plantation assignment and discussion
  • Homework:  
    • The Coming of the Civil War Notes due tomorrow.
Tuesday, December 12, 2017
  • Main Topic: 
    • What was the social and economic impact of slavery in the South? 8.H.2.1
    • What were the sectional differences between the North and the South? 8.H.3.2
  • ​Students will be able to:
    • Analyze the cause and impact of the system of slavery. 8.H.2.1
    • Compare and contrast the political, economic, and cultural differences and similarities between the South and North. 8.H.3.2
  • Activities/Agenda
    • Do Now - Review primary source analysis. 
    • Circle discussions on slavery. 
    • Factory System Analysis 
    • Exit Slip - Slavery
  • Homework:  
    • The Coming of the Civil War Notes due Thursday

Monday, December 11, 2017
  • Main Topic: 
    • What was the social and economic impact of slavery in the South? 8.H.2.1
  • ​Students will be able to:
    • Analyze the cause and impact of the system of slavery. 8.H.2.1
  • Activities/Agenda
    • Do Now - What do  you know about the system of slavery? 
    • Slavery primary source analysis and discussion
  • Homework:  
    • None
Friday, December 8, 2017
  • Main Topic: 
    • All Unit 5 Standards and Objectives 
  • ​Students will be able to:
    • Critically think and apply information from all Unit 5 Standards and Objectives
  • Activities/Agenda
    • Unit 5 Test 
    • Finish Reading Analysis - Mexican-American War
  • Homework:  
    • Complete Mexican-American War Reading Analysis 
Thursday, December 7, 2017
  • Main Topic:
    • Reviewing all Unit 5 Standards and Objectives 
  • ​Students will be able to:
    • Critically think and apply information from all Unit 5 Standards and Objectives
  • Activities/Agenda
    • Book Fair
    • Review Questions from Unit 5 Study guide 
  • Homework:  
    • Study - Test Tomorrow (Unit 5) 
Wednesday, December 6, 2017
  • Main Topic:
    • Manifest destiny was America's view that they had the right to expand the United States territory to the Pacific. H.3.1
  • ​Students will be able to:
    • Summarize the impact of Manifest Destiny on the United States. H.3.1
    • Summarize how Indian Removal affected the United States and North Carolina. H.3.1
  • Activities/Agenda
    • Indian Removal Drawing of Two Perspectives
    • Key Ideas #6-7
    • Begin Mexican-American War Reading Analysis 
  • Homework:  
    • Study Guide Due Thursday
Tuesday, December 5, 2017
  • Main Topic:
    • The United States’ push westward resulted in ongoing and widespread conflict. G.1.1 and H.3.1
  • ​Students will be able to:
    • Summarize how Indian Removal policies affected North Carolina and the United States. H.3.1 
    • Interpret various viewpoints of Indian Removal. H.1.3
  • Activities/Agenda
    • Key Ideas #5 and discuss 
    • Indian Removal/Trail of Tears Picture Analysis 
    • Indian Removal - Two Perspectives Reading Analysis
  • Homework:  
    • Study Guide Due Thursday
Monday, December 4, 2017
  • Main Topic:
    • The United States’ push westward resulted in ongoing and widespread conflict. G.1.1 and H.3.1
  • ​Students will be able to
    • Explain why the Monroe Doctrine became important during this time period. G.1.1 and H.3.1
    • Interpret the importance of Monroe Doctrine Policy. G.1.1 and H.3.1
  • Activities/Agenda
    • Discuss Key Ideas #1-4
    • ​Monroe Doctrine Political Cartoon Analysis and Presentations
  • Homework:  
    • None
Friday, November 29, 2017
  • Main Topic:
    • The United States’ push westward resulted in ongoing and widespread conflict. G.1.1 and H.3.1
  • ​Students will be able to
    • The War of 1812 proved that America was a strong, powerful, nation and clearly defined the borders between the US and British Canada. H.2.1
  • Activities/Agenda:
    • Finish War of 1812 Posters 
    • Begin Key Ideas #1-4
    • ​Monroe Doctrine Political Cartoon Analysis 
  • Homework:  
    • Key Ideas # 1-4 Due 
Thursday, November 30, 2017
  • Main Topic:
    • The War of 1812 proved that America was a strong, powerful, nation and clearly defined the borders between the US and British Canada. H.2.1
  • ​Students will be able to
    • Explain the causes and effects of the War of 1812. H.2.1
  • Activities/Agenda:
    • ​War of 1812 Movie Poster 
    • Poster Presentations
  • Homework:  
    • ​None 
Wednesday, November 29, 2017
  • Main Topic:
    • The War of 1812 proved that America was a strong, powerful, nation and clearly defined the borders between the US and British. Canada. H.2.1
  • ​Students will be able to:
    • Explain the causes and effects of the War of 1812. H.2.1
  • Activities/Agenda: 
    • Discuss Lewis and Clark WebQuest
    • War of 1812 Reading Analysis
  • Homework:
    • ​Finish War of 1812 Reading Analysis 
Tuesday, November 28, 2017
  • Main Topic:
    • Lewis and Clark were commissioned by Thomas Jefferson to explore and map territory acquired in the Louisiana Purchase. G.1.1
    • ​Sacagawea was essential to the success of Lewis and Clark’s journey west as they fought to overcome various challenges. H.3.1
  • ​Students will be able to:
    • Analyze who/what helped Lewis and Clark on their expedition. H.3.
    ​Analyze challenges faced by Lewis and Clark on their expedition. G.1.1
  • Activities/Agenda: 
    • Finish Louisiana Purchase Map
    • Lewis and Clark WebQuest 
  • Homework:
    • ​Finish Lewis and Clark WebQuest
Monday, November 27, 2017
  • Main Topic:
    • New land from the Louisiana Purchase led settlers to push west, resulting in conflicts/battles. H.3.1
  • ​Students will be able to
    • ​Explain the importance and outcomes of the Louisiana Purchase. H.3.1
  • Activities/Agenda:
    • Finish Unit 4 Performance Assessment 
    • Louisiana Purchase Map 
  • Homework:  Early 19th Century Expansion Notes due Tomorrow; Test Corrections due Friday
Tuesday, November 21, 2017
  • Main Topic:
    • ​The government is split into 3 branches that have different roles and responsibilities at the federal level. C&G.1.2
    • There is a system of checks and balances to keep any of the branches from becoming too powerful. C&G.1.2
  • ​Students will be able to
    • ​Describe each branch of government and how they provide checks and balances for other branches.
  • Activities/Agenda:
    • Unit 4 Test 
  • Homework:  Enjoy your Thanksgiving Break :) 
Monday, November 20, 2017
  • Main Topic:
    • ​The government is split into 3 branches that have different roles and responsibilities at the federal level. C&G.1.2
    • There is a system of checks and balances to keep any of the branches from becoming too powerful. C&G.1.2
  • ​Students will be able to
    • ​Describe each branch of government and how they provide checks and balances for other branches.
  • Activities/Agenda:
    • Performance Assessment: How does the Constitution protect against tyranny?
  • Homework: Study - Test tomorrow on Unit 4
Friday, November 17, 2017
  • Main Topic:
    • ​The government is split into 3 branches that have different roles and responsibilities at the federal level. C&G.1.2
    • There is a system of checks and balances to keep any of the branches from becoming too powerful. C&G.1.2
  • ​Students will be able to
    • ​Describe each branch of government and how they provide checks and balances for other branches.
  • Activities/Agenda:
    • Review Study Guide 
    • Performance Assessment: How does the Constitution protect against tyranny?
  • Homework: Study - Test Tuesday on Unit 4
Thursday, November 16, 2017
  • Main Topic:
    • The federal and state constitutions, through debate and compromise, primarily represent American democratic ideas. C&G.1.2
  • ​Students will be able to
    • Evaluate the Electoral College process and decide if the electoral college is a fair method in selecting the president.
  • Activities/Agenda:
    • Electoral College Video Clip  - TedEd
    • Win the White House ICivics Game.
  • Homework: Study Guide due Friday
Wednesday, November 15, 2017
  • Main Topic:
    • ​The federal and state constitutions, through debate and compromise, primarily represent American democratic ideas. C&G.1.2
  • ​Students will be able to
    • ​Describe each branch of government and how they provide checks and balances for other branches.
  • Activities/Agenda:
    • Key Ideas 5-7 and discuss Separation of Powers Anchor Chart 
    • State Power: Got a Reservation?
    • Key Ideas 8-9
  • Homework: Study Guide Due Friday
Tuesday, November 14, 2017
  • Main Topic:
    • College Readiness​ and College Information
  • Activities/Agenda:
    • Activity with School Counselor - College Readiness and College Information.
  • Homework: Finish Anatomy of the Constitution and Anchor Chart Assignment - Due tomorrow.
Monday, November 13, 2017
  • Main Topic:
    • ​The government is split into 3 branches that have different roles and responsibilities at the federal level. C&G.1.2
    • There is a system of checks and balances to keep any of the branches from becoming too powerful. C&G.1.2
  • ​Students will be able to
    • ​Describe each branch of government and how they provide checks and balances for other branches.
  • Activities/Agenda:
    • Discuss Key Ideas #1-4 and "Do I have a Right"? 
    • Schoolhouse Rock - Preamble and Analyzing the Preamble
    • Anatomy of the Constitution and Anchor Chart
  • Homework: Finish Anatomy of the Constitution and Anchor Chart Assignment - Due Wednesday
Friday, November 10, 2017
  • No School - Veterans Day
Thursday, November 9, 2017 
  • Main Topic:
    • Democratic ideals exist in local, state, and national government. C&G.1.1
  • Students will be able to: 
    • Explain how the Bill of Rights protects citizens
  • Activities/Agenda:
    • Do I have a Right ICivics game.
  • Homework: None
Wednesday, November 8, 2017 
  • Main Topic:
    • Many democratic ideals divided groups that shaped the fundamentals of the constitution. C&G.1.3
  • Students will be able to: 
    • Compare and defend the federalist and Anti-Federalist views on the Constitution. C&G.1.3
  • Activities/Agenda:
    • Finish Constitutional Convention Reflection
    • The Federalist Debate Analysis
    • Key Ideas 3-4
  • Homework: None
Tuesday, November 7, 2017 
  • Main Topic:
    • The opinions of individuals and states hindered the growth and support of the new developing American Government. C&G.1.1
  • Students will be able to: 
    • Describe the Constitutional Convention and the compromises that occurred in order to get individuals to agree to the constitution . C&G.1.1
  • Activities/Agenda:
    • Constitutional Convention Research
    • Delegate Presentations
    • Constitutional Convention Reflection
  • Homework: None
Monday, November 6, 2017 
  • Main Topic:
    • The opinions of individuals and states hindered the growth and support of the new developing American Government. C&G.1.1
  • Students will be able to: 
    • Describe and explain the successes and challenges of the Articles of Confederation. C&G.1.1
  • Activities/Agenda:
    • Finish "Grading the Articles of Confederation"
    • Key Idea # 1 
    • Constitutional Convention Background Reading
    • Key Idea # 2
  • Homework: None
Friday, November 3, 2017 
  • Main Topic:
    • The Continental Congress created the country's first constitution, the Articles of Confederation. C&G.1.1
  • Students will be able to: 
    • Describe and explain the successes and challenges of the Articles of Confederation. C&G.1.1
  • Activities/Agenda:
    • Set up Unit 4 Table of Contents
    • Grading the Articles of Confederation
  • Homework: None. 

Thursday, November 2, 2017 
  • Main Topic:
    • The Continental Congress created the country's first constitution, the Articles of Confederation. C&G.1.1
  • Students will be able to: 
    • Describe and explain the successes and challenges of the Articles of Confederation. C&G.1.1
  • Activities/Agenda:
    • Valley Forge Essay - Peer Edit and Revision
    • Articles of Confederation Brain Pop and "challenge"
  • Homework: Creating a New Government Notes due Friday

Wednesday, November 1, 2017 
  • Main Topic:
    • Unit 1 -3 Standards and Objectives
  • Students will be able to: 
    • Display their knowledge of all Unit 1-3  3 Objectives and Standards
  • Activities/Agenda:
    • Benchmark # 1
    • Valley Forge Essay
  • Homework: Creating a New Government Notes due Friday
Tuesday, October 31, 2017
  • No School - Teacher Workday 
  • Happy Halloween 
Monday, October 30, 2017 
  • Main Topic:
    • All Unit 3 Objectives/Standards
  • Students will be able to: 
    • Display their knowledge of all Unit 3 Objectives and Standards
  • Activities/Agenda:
    • Unit 1 Test 
    • Valley Forge - Complete Reading Analysis 
  • Homework: Study - Benchmark #1 on Wednesday, November 1. 
Friday, October 27, 2017 
  • Main Topic:
    • All Unit 3 Objectives/Standards
  • Students will be able to: 
    • Display their knowledge of all Unit 3 Objectives and Standards
  • Activities/Agenda:
    • Key Ideas #13 and discuss 
    • Review the Study Guide 
  • Homework: Study - Unit 1 Test Monday; Quarterly Benchmark #1 on November 1
Thursday, October 26, 2017 
  • Main Topic:
    • Individuals and groups can be powerful forces for societal change. H.3.3
  • Students will be able to: 
    • Evaluate the actions of people who affected change in the US during the American Revolution at Valley Forge. H.3.3
  • Activities/Agenda:
    • Valley Forge - Would you have Quit ACES Graphic Organizer
    • Write the ACES Essay
    • Peer Feedback and re-write 1 essay in partners.
  • Homework: Unit 3 Study Guide due Friday (tomorrow); Study - Unit 1 Test on Friday
Wednesday, October 25, 2017 
  • Main Topic:
    • Essential facts about the American Revolution. H.2.1
  • Students will be able to: 
    • Describe essential facts about the American Revolution. H.2.1
  • Activities/Agenda:
    • Key Ideas #9-12 and discuss in class
    • Valley Forge - Would you have Quit DBQ
  • Homework: Unit 3 Study Guide due Friday
Tuesday, October 24, 2017 
  • Main Topic:
    • The Declaration of Independence ended the relationship between the colonists and the British Monarchy. C&G.1.2
  • Students will be able to: 
    • Analyze the Declaration of Independence, Halifax Resolves, and the Mecklenburg Dec. of Independence to understand the multiple reasons why the colonists wanted independence. H.3.3
  • Activities/Agenda:
    • Patrick Henry Essential Questions
    • Declaration of Independence Sort w/ Key Ideas 7-8 
    • Mecklenburg Declaration of Independence vs. Halifax Resolves
  • Homework: American Revolution Notes due Wednesday; Finish Mecklenburg vs. Halifax Document
Monday, October 23, 2017 
  • Main Topic:
    • The First and Second Continental Congress met as a way for the colonists to unite in protest against the British. H.3.3
  • Students will be able to: 
    • Explain how individuals and groups influenced the coming American Revolution and the separation from Great Britain. H.3.3
  • Activities/Agenda:
    • America: The Story of Us
    • Finish Key Ideas #5-6
    • Patrick Henry Speech Analysis
  • Homework: American Revolution Notes due Wednesday
Friday, October 20, 2017 (Early Release)
  • Main Topic:
    • A number of groups and individuals influenced political and social change in the United States. H.3.3
  • Students will be able to: 
    • Evaluate the role of resistance groups and individuals in the beginning phases of the American Revolution. H.3.3
  • Activities/Agenda:
    • Do Now - Key Ideas #3-4
    • Discuss Stations Activity and Key Ideas #3-4
    • Schoolhouse Rock - Boston Tea Party ​
Thursday, October 19, 2017 (No Core 4 today - Pep Rally)
  • Main Topic:
    • British Acts imposed on the colonists led to the American Revolution. H.2.1
  • Students will be able to: 
    • Explain why the British felt justified to tax the colonists during the Revolutionary Era. H.2.1
    • Describe how taxation policies impacted Americans during the Revolutionary Era. H.2.1
  • Activities/Agenda:
    • Complete Stations - British laws.
  • Homework: 
    • Unit 2 Test Corrections due Friday (tomorrow)
Wednesday, October 18, 2017
  • Main Topic:
    • Why were the colonists upset about the Stamp Act? H.2.1.
  • Students will be able to: 
    • Describe and analyze how taxation policies impacted American Colonists during the Revolutionary ear. 8.H.2.1
  • Activities/Agenda:
    • Do Now - Causes and Effects of the French and Indian War. 
    • Stamp Act - Reading Like a Historian 
      • ​Document A as a class 
      • Document B and C in groups
    • Do issues like "taxation without representation" impact us today? How so? Can you think of an example? How would you have felt if you were a colonist? 
  • Homework: 
    • Unit 2 Test Corrections due Friday
Tuesday, October 17, 2017
  • Main Topic:
    • British Acts imposed on the colonists led to the American Revolution. H.2.1
  • Students will be able to: 
    • Explain why the British felt justified to tax the colonists during the Revolutionary Era. H.2.1
    • Describe how taxation policies impacted Americans during the Revolutionary Era. H.2.1
  • Activities/Agenda:
    • British Acts Stations
  • Homework: 
    • Unit 2 Test Corrections due Friday
Monday, October 16, 2017
  • Main Topic:
    • The French and British fought over land in the Ohio River Valley in the French and Indian War. This led the British government to tax the colonies to pay for war debt. H.2.1
  • Students will be able to: 
    • Compare the causes and effects of the French and Indian War.
  • Activities/Agenda:
    • Unit 2 Test Corrections
    • Unit 3 Intro - Thinking it Through 
    • Key Ideas #1-2
  • Homework: 
    • Unit 2 Test Corrections due Friday
Friday, October 13, 2017
  • Main Topic:
    • All main topics from Unit 2 
  • Students will be able to: 
    • Answer questions regarding all standards and objectives for Unit 2 
  • Activities/Agenda:
    • Unit 2 Test 
  • Homework: 
    • Unit 3 Notes - French and Indian War due Monday, October 16

Wednesday, October 11, 2017
  • Main Topic:
    • What are the contributions of various settlers and groups in the United States and their long term impact? 8.C.1.3
  • Students will be able to: 
    • Describe the contributions of various groups in the 13 colonies. 8.C.1.3
  • Activities/Agenda:
    • Key Ideas #4-7 
    • Discuss the Key Ideas 
    • Mayflower Compact Reading Analysis and Key Idea # 9
  • Homework: 
    • Unit 2 Study Guide Due tomorrow 
    • Study - Test Friday

Tuesday, October 10, 2017
  • Main Topic:
    • What were the causes and effects of the Jamestown Starving Time? H.2.1
  • Students will be able to: 
    • Evaluate and describe the causes and effects of the Jamestown Starving Time. H.2.1
  • Activities/Agenda:
    • Discuss ACES + C Intro 
    • Complete ACES + C Graphic Organizer - Why did so many colonists die at Jamestown? 
  • Homework: 
    • Middle Colonies Notes due Wednesday

Monday, October 9, 2017
  • Main Topic:
    • What were the causes and effects of the Jamestown Starving Time? H.2.1
  • Students will be able to: 
    • Evaluate and describe the causes and effects of the Jamestown Starving Time. H.2.1
  • Activities/Agenda:
    • Finish DBQ - Jamestown
    • Discuss DBQ Questions
    • Key Idea #4
  • Homework: 
    • Middle Colonies Notes due Wednesday
Friday, October 6, 2017
  • Main Topic:
    • What were the causes and effects of the Jamestown Starving Time? H.2.1
  • Students will be able to: 
    • Evaluate and describe the causes and effects of the Jamestown Starving Time. H.2.1
  • Activities/Agenda:
    • Jamestown Starving Time DBQ
  • Homework: 
    • ​None
Thursday, October 5, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
    • Evaluate the causes and effects of the Jamestown Starving Time. H.2.1
  • Activities/Agenda:
    • 13 Colonies Anchor Chart and Discuss
  • Homework: 
    • New England Colonies Notes due Thursday
Wednesday, October 4, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
    • Evaluate the causes and effects of the Jamestown Starving Time. H.2.1
  • Activities/Agenda:
    • Colonial Regions Virtual Atlas - Finish and Present 
  • Homework: 
    • New England Colonies Notes due Friday
Tuesday, October 3, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
  • Activities/Agenda:
    • Colonial Regions Virtual Atlas 
  • Homework: 
    • New England Colonies Notes due Friday
    • Get Progress Report Signed - due Wednesday
Monday, October 2, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
  • Activities/Agenda:
    • Distribute progress reports.
    • Finish project poster 
    • Present posters 
    • Discuss test corrections for Unit 1 Test (due Friday)
    • ​Key Ideas #1-3
  • Homework: 
    • Progress Report Signature due Wednesday
Friday,  September 29, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
  • Activities/Agenda:
    • ​Discuss the colonial regions chart 
    • Work on regions posters.
  • Homework: 
    • Geography Project Re-Take Assignment due Monday. 

Thursday,  September 28, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
  • Activities/Agenda:
    • Colonial Regions Web Quest - Poster Portion 
  • Homework: 
    • Geography Project Re-Take Assignment due Monday. 

Wednesday,  September 27, 2017
  • Main Topic:
    • Where are the thirteen original colonies located and what are the regional differences between these areas? 
  • Students will be able to: 
    • Compare and contrast the 13 colonies based on regional differences. G.1.2.
    • Compare and contrast the governments and beliefs of the various colonies and their regions. C.1.3/H.2.1
  • Activities/Agenda:
    • Colonial Regions Web Quest
  • Homework: 
    • ​Notes due Thursday - Jamestown and the Southern Colonies 

Tuesday,  September 26, 2017
  • Main Topic:
    • What have we learned in Unit 1? 
  • Students will be able to: 
    • Demonstrate mastery of the standards and skills for Unit 1. 
  • Activities/Agenda:
    • Test
  • Homework: 
    • ​Notes due Thursday - Jamestown and the Southern Colonies. 

Monday,  September 25, 2017
  • Main Topic:
    • What is the impact of the combination of European, African, and Native American culture, viewpoints, and beliefs on North America? 8.C.1.2
  • Students will be able to: 
    • ​Compare the 4 Native American groups in NC
    • Explain why diseases created a need for African Slave Labor 
    • Determine the positive and negative aspects of the Triangular Trade on the development of the US and NC
  • Activities/Agenda:
    • Present I am Poems
    • Native American Drawings Analysis
    • Review Study Guide 
  • Homework: Study - Unit 1 Test Tomorrow.

Friday,  September 22, 2017
  • Main Topic:
    • What is the impact of the combination of European, African, and Native American culture, viewpoints, and beliefs on North America? 8.C.1.2
  • Students will be able to: 
    • ​Compare the 4 Native American groups in Nc 
    • Explain why diseases created a need for African Slave Labor 
    • Determine the positive and negative aspects of the Triangular Trade on the development of the US and NC
  • Activities/Agenda:
    • Columbian Exchange 
    • Key Ideas #14-17
    • I am Poems
  • Homework: Study Guide due Monday, September 25 and Test Tuesday, September 26th. 

​​Thursday,  September 21, 2017 - Teacher Workday (No Students) 

Wednesday,  September 20, 2017
  • Main Topic:
    • What is the impact of the combination of European, African, and Native American culture, viewpoints, and beliefs on North America? 8.C.1.2
  • Students will be able to: 
    • ​Compare the 4 Native American groups in Nc 
    • Explain why diseases created a need for African Slave Labor 
    • Determine the positive and negative aspects of the Triangular Trade on the development of the US and NC
  • Activities/Agenda:
    • Columbian Exchange 
    • Key Ideas #10-13
  • Homework: Study Guide due Monday, September 25 and Test Tuesday, September 26th. 
Tuesday,  September 19, 2017
  • Main Topic:
    • What are reasons for migration to the US and NC. 8.H.3.1
    • What was the goal of European Explorers? 8.H.3.1
  • Students will be able to: 
    • Compare the motives for exploration between the Spanish and British Explorers. 8.H.3.1
    • Determine the impact that human trade had on the development of the US and NC. 8.H.3.1
    • Explain the goal of European Explorers and how they found the Americas. 8.H.3.1
  • Activities/Agenda:
    • Cause and Effect Exploration Sort
    • Key Ideas #9 
  • Homework:  Impact of Europeans on Native Americans and Africans due Wednesday 
Monday,  September 18, 2017
  • Main Topic:
    • What are the geographic challenges and barriers to the movement of people, goods, and ideas in NC? 8.G.1.1
    • What was the goal of European Explorers? 8.H.3.1
  • Students will be able to: 
    • Analyze the impact of geographic features and weather patterns on settlement and development in North Carolina. 8.G.1.1
      Compare and contrast the opportunities and challenges presented in each region. 8.G.1.1
    • Explain the goal of European Explorers and how they found the Americas. 8.H.3.1
  • Activities/Agenda:
    • Key Ideas #1-8 (finish) 
    • Finish any presentations 
    • Discuss Key Ideas #1-8
  • Homework:  Impact of Europeans on Native Americans and Africans due Wednesday 
Friday,  September 15, 2017
  • Main Topic:
    • What are the main geographic features of NC and the US? 8.G.1.1
    • What are the geographic challenges and barriers to the movement of people, goods, and ideas in NC? 8.G.1.1
    • What was the goal of European Explorers? 8.H.3.1