Chapter 8 Study Guide

Hey everybody, here are most important questions to study in preparation for tomorrow's Chapter 8 quiz.  Best of luck!

1.      What were the Articles of Confederation, and what did it actually do for the country?

2.      What were the weaknesses of the Articles of Confederation?

3.      Why does the textbook say Shays’ Rebellion was important?

4.      Why did the small states almost walked out at the Constitutional Convention?

5.      What was The Great Compromise?  Why was it necessary?

6.      What was The 3/5 Compromise?  Why was it used?

7.      Who did the Constitutional Convention give the job of choosing the chief executive? Why?

8.      What is the difference between a Federalist and an Anti-Federalist?

Federalists vs. Anti-Federalists

One of the keys to understanding early US politics is knowing the difference between Federalists and Anti-Federalists.  In this lesson, students had to read two points-of-view, and decide which side of the argument they prefer.  The end product is to write a final claim, and back that claim up with two reasons and two quotes.  See below for materials:

• Federalists vs. Anti-Federalists Documents
• Federalists vs. Anti-Federalist Graph
• Federalist vs. Anti-Federalist Final Claim Outline

Shays' Rebellion

Shays' Rebellion is often regarded as the event that led Americans to want a stronger central government, but the story is not so simple. Opinions on the rebellion and the power of government varied, often along class lines. In this lesson, students will gain a more nuanced understanding of how Americans reacted to Shays' Rebellion by analyzing a textbook account and a letter by Thomas Jefferson.

• Jefferson's Letter about Shays' Rebellion
• Shays' Rebellion Guiding Questions
• Mr. Johnston's Answers to Guiding Questions

Chapter 8: The Articles of Confederation & Forming the Constitution

As it turns out, the US Constitution wasn't the first attempt at creating a government. The colonists needed a government in place while the fought the British.  Below you will find out what that government was like, and hopefully you will also see why we needed to change that system.  Please create a set of Cornell Notes based on the following slideshow:

• The Articles of Confederation Slideshow
• Chapter 8 Text

If I Were In Charge...

We are dealing with a hypothetical situation that is similar to what the founding fathers faced.   The year is 1781; you have just defeated the most powerful country in the world and won your independence.  What are you going to do next?  If you were in charge in 1781, what type of government would you establish and how would you deal with these issues in your country?

·        Revenue for your government (it’s all about the $$$)

·        Laws (How will they be made, who will enforce them?)

·        What rights will you guarantee your people? 

·        Will they have any representation?  How will you represent them?

·        The Military (army, navy, etc.)

·        Foreign Relations (How will you interact with other nations?)

·        Health and Education (hospitals, schools, emergency systems)

These will be outlined by one of your group members, and handed in.

You will have 2 days to prepare.  Best of luck!

For a helpful slideshow, click here!

America: Story of US- Revolution

This week we're using a video from the History Channel to guide us through the steps of the War for Independence.  Below are links for the video and the worksheet.

• Revolution Video
• Revolution Worksheet

Road to the Revolution Quiz

Please be ready to take the Road to the Revolution Quiz on Wednesday, 11/27.  Below are the links for the study guide and slideshow we used to get ready for the quiz.

• Road to the Revolution Study Guide
• Road to the Revolution Slideshow
• America: The History of US Video
• Hey King, Get Off Our Backs Article
• Hey King, Get Off Our Backs Review Sheet

Causes of the American Revolution: Road to the Revolution

In addition to the French & Indian War, and the movements of the Enlightenment and Great Awakening, There were a series of political decisions made on behalf of the British government that really ticked the colonists off.  Below you will find links to a slideshow with the vocabulary for this section, and also an optional slideshow with a corresponding optional chart that will help you see a more complete version of all the things that the colonists were going through due to British policies.

• Road to the Revolution Vocabulary
• Road to the Revolution Slideshow
• Road to the Revolution Chart

Causes of the American Revolution: The Enlightenment & Great Awakening

If the French & Indian War was the physical boot camp for the colonists, these two movements were the philosophical or mental things that prepared the way for the US Revolutionary War.  Today in class we studied some big idea movements that were behind the American Revolution.

• Powerpoint presentation
• Article on Enlightenment
• Enlightenment Dialectic Journal
• Enlightenment Single Paragraph Summary

Causes of the American Revolution: The French & Indian War

The colonists in North America didn't just wake up one morning and decide to have themselves a revolution... there was a long process involving a series of things that prepared the way for the birth of our nation.  The first thing in the line of important events was what many of the colonists called The French and Indian War.  I like to think of this as boot camp for the colonists, who had next to zero experience in battle.  Here are a couple useful materials from today's class:

Powerpoint Presentation

Cornell Notes

Chapter 4 Summative: Life in the Colonies

Create a graphic organizer that compares & contrasts life in the British colonies to our lives today in Hillsboro Oregon. Your visual should show at least four things that were just British colonies, four things that are just our life today, and four things that we have in common with colonial people.

Chapter 4: Life in the Colonies

This week we're studying what day to day life was like in the British Colonies.  We've been reading each section, and taking notes on Reading Notes 4.

• Chapter 4 Text
• Slideshow

Pocahontas

Pocahontas is a historical person from the era when Great Britain was colonizing North America.  Unfortunately, what most of us know about her comes from a highly fictitious Disney movie from the late 90's.  The climax of that movie is when John Smith is about to be killed by Chief Powhatan, but Pocahontas (the chief's daughter) jumps in between John Smith and death.  She proclaims her undying love for John Smith and saves him.

Where do we get this story?  It comes from two different historical accounts written by John Smith himself, but the two accounts tell different stories.  In this lesson you will look at the two accounts, and what two different historians think about the accounts.  After recording your findings and ideas about the situation, you will create a selfie video to answer the essential question: Did Pocahontas save John Smith's life?

• Documents & Worksheets
• Pocahontas Timeline
• Video Clip
• Flipgrid Topic
• Mr. Johnston's Outline

Transatlantic Slave Trade Response

1. What THREE things that we looked at this week stand out the most to you? Why do you think these are so impactful?
2. Why do you think it is important to study the Transatlantic Slave Trade?
3. How do you think this slave trade has impacted race relations in the United States?

One of the things about the Transatlantic Slave Trade that stands out most to me is…
The reason I think this affected me is because…
Another thing that we studied that impacted me was…
I find this to be important because…
One more thing that stuck with me about the Transatlantic Slave Trade is…
This made an impression on me because…

The Transatlantic Slave Trade is important to study because…
I can see why we need to look at the Transatlantic Slave Trade because…

I think the Transatlantic Slave Trade has impacted race relations in the United States by…
One connection I see between the Transatlantic Slave trade and ________ is that...

The Transatlantic Slave Trade

Here is the collection of materials we used today in class as we discussed the Atlantic Slave Trade that was happening during the colonization of North America:

Triangular Trade Routes- Map of Colonial Trade

Article- Colonial Trade

The History Channel- Origins of Slavery in America

Mr. Johnston's Slideshow- The Atlantic Slave Trade

Ted Talk- What Too Few Textbooks Told You

Text- A chapter from Lester's book To Be A Slave

Remember you should be recording the following ideas in your INB:

• What did you do?
• What did you LEARN?
• What QUESTIONS do you have?
• What SURPRISED you?

Chapter 2: European Colonization

We've been outlining how some of the European countries colonized differently as they spread their control throughout the world.  See below for helpful documents:

• Chapter 2 Text
• Spanish Colonization Worksheet
• Spanish Colonies Video
• French/Dutch Colonies Worksheet
• French/Dutch Colonies Video
• Jamestown Intro Video
• British Colonies Worksheet
• British Colonies Video

Native American Introduction

This week in Social Studies we will be focusing on Native Americans as they existed before Europeans arrived in North America.  Our primary source for this information is in the brown History Alive textbook, and we are also watching some videos that come from other curriculums to get a bigger picture of how we address topics related to the original inhabitants of North America.  This assignment is to create a set of notes in your INB that includes vocabulary, and the basic ideas for origins and development of native cultural regions in North America.

• Chapter 1 Textbook
• Native American Project Video
• Native American Region Map (blank)
• Native American Region Student Sample

US Physical Geography

This week we are discussing the physical geography of the United States.  Our geography provides the context we need to understand the development of our country, and this week we will create a map as well as take notes on the most important aspects we find here in North America.  See below for the pertinent links:

• Blank US Physical Geography Map 
• US Physical Geography Assignment 
• US Physical Map pgs. 8-9
• US Elevation Map pg. 11
• US Map Video 1 (typos & add-ons)
• US Map Video 2 (Mountains & Rivers)
• US Map Video 3 (Mountain Peaks & colors)
• US Map Video 4 (Final Project)
• U.S. Geography Slideshow/Presentation

Geographic Terminology

Check out this presentation:

• Geographic Terminology

Introduction to the Historical Atlas

Today we begin working on a specific kind of atlas called a historical atlas.  The objective is to explore the differences between a regular world atlas like we used last year and the historical atlas we're using this year. Below you will find a copy of the assignment, as well as most of the maps you will need to complete this assignment:

Worksheet

Atlas:

• Front Cover
• Pgs. 10-11
• Pg. 15
• Pgs. 18-19
• Pg. 21
• Pg. 70
• Answer Video Pt.1
• Answer Video Pt. 2

Welcome Back

Hello 8th graders, and welcome back to SMMS.  This year we will be studying the birth of the United States, and how the US laid the foundation for many of the issues we deal with today in politics.  Before we get going too far, I have some class expectations you should know about, so if you were absent the first day of school, have a hard time reading the bulletin board in class, or just kinda spaced your way through the first day, follow the link to see the presentation we did in class:

• Class Expectations Presentation for 8th Grade

A Quick Word About Class Work

Hey everyone, just a quick work about a few things people were asking during our back to school night.  First off, parents were really interested to know how much homework to expect.  My response to that is that most students who are engaged and on-task in the classroom won't have any homework.  With that said, this website will provide plenty of opportunity for review if I was moving too fast in class, or to keep up while your student is absent.

If you're worried about what your student has or hasn't turned in, check StudentVUE and see what it says.  I do a pretty good job of keeping things up to date, but if things don't make sense feel free to send me an email.

A quick word about ear buds and technology @ SMMS

Just want to make sure everyone is aware that despite the new technology rules at SMMS, there are plenty of times when it's educationally appropriate to have a pair of earbuds at school.  Many teachers use Chromebooks throughout the year, and in my class students will need to listen to something they've crated for my class.  I recommend getting a cheap pair of earbuds for students to leave in their pencil pouch for just such situations.  It's important to remember that if students have them out in the halls or at inappropriate times during class they will be taken away.