3º Marden-25-26 Social Studies Assignments

This mini project will help you understand:
How the US grew westward
How the US became an international power
How the Monroe Doctrine & Manifest Destiny relate to current events
We will work on this in class this week and next Monday.  After that, you need to finish it on your own.

1) Complete the background research.
2) Decide on which project option you want to complete:
Podcast*
Map
Art Remix
3) WeVideo Class Code: *
1st period rwy6nen 
3rd period 43o5qdj
Go to WeVideo.com
Upper right click "sign in"
Then CLICK Sign in With Google - DO NOT TYPE YOUR EMAIL IN
Once signed in, click "CLASSES" on the left
TYPE (do not copy/paste) the class code - You might get an error code but click CLASSES again and it should work
Find the assignment and start your podcast!

Pick ONE of the projects below to complete:

Political Cartoon
Hero/Wanted Poster

I will provide this packet in class for you to complete using Unit 4 from the textbook.  We will work on it in class but when a due date is determined you might need to finish on your own.

This replaces a notebook check and must be fully completed.

Follow the instructions on the Doc to complete this activity.

Complete Lesson 12 on TCI Online.

I'll be honest.  I'm very disappointed.  I can see that some of you (not all of you!) did not even attempt to do the work or learn anything yesterday with the sub.  Furthermore, I found the room in terrible shape AND someone STOLE candy from my prize drawer.  So here's the deal.  If you come forward and take responsibility, I'll go easier on you.  If I have to investigate and find out who did what, I will not be so kind.  

Let this be a lesson for the future.  Whether I'm here or there's a sub, you WILL behave yourselves.  You WILL complete your work as assigned.  And you WILL respect the class, including each other, the room, me, and the learning journey of everyone.  Nice Mr. Marden has limits.  

For those who have been respectful and doing your best, I'm sorry some of your classmates haven't learned how to meet these minimum expectations, yet.

I'm sharing this message with all of my classes from Thursday, however I have some information suggesting which class is responsible.

You have until Monday 2/23 to make right what you've done wrong.

Group process quiz on TCI for Lesson 11.

Hi All!
Sorry I can’t be with you today.  Invest in yourself, your learning, and the success of your classmates.  Use patience and love in your choices.

Log on to TCI Online through Clever.  Find Lesson 11: Political Developments in the Early Republic.  Complete ALL parts of this reading including the Reading Checks and Reading Notes.  This will be graded as Process Points.  We will have a group quiz on it when I'm back.

If you finish early, you can work on your Unit Cover or organize your notebook.

If you finish all of that, you can read or work on assignments for other classes.

Be kind and respectful to Mr. Gentile and to each other!

Please check the links to each assignment so you know which worksheets go in the proper order.  You can also look back through the assignments posted to Google Classroom.  If you need any help please ask for a Flex Pass.

It's on Formative.  If you get below 80% you can do corrections to get up to 80%.  Good luck!

There will be a 25 multiple choice question about the Constitution next Thursday.  You can use this Study Guide to help you.

Use the attached document to complete this group project.

1. In your notebook, complete the "Bill of Rights: Know, Wonder, Question"
2. Watch the video: Unboxing the Constitution
3. Watch the video: Inside the Constitution and complete the video notes in your notebook
4. Then complete the Student Guide handout

Absent? Complete steps 1-3.  We will do 4 in class on Monday.

Find this on TCI Online: Lesson 9 Lesson Review Game

This is a Jeopardy style, group process point quiz.  Good luck!

How does the Constitution structure our government to make laws, enforce laws, and ensure laws don't violate the Constitutional rights of the people?

Use TCI Lesson 9: The Constitution: A More Perfect Union

When the activity is complete there will be a group process quiz (20 multiple choice).

This quiz is 20 multiple choice questions, Jeopardy style.  It's on TCI online called Lesson Review Game: Matrix of Knowledge.  

Like before, you can use any written notes and work as a table group.  Good luck!

Watch "Unboxing the Constitution Part 1"
Look at the painting in the site "Signing the Constitution" & think about what story it tells you.  Notice when it was painted.
Open TCI History Alive! through Clever  
Find Lesson 8 Creating the Constitution Video Activity
Complete the Constitutional Convention & Ratification worksheet
Complete the Video Notes worksheet based on the video "Inside the Constitution Part 1 & 2"

Hi everyone!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Remember how that works: What you practice grows stronger, so practice good habits and work hard!  Leave class knowing more than you did when you came in.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  If you have any questions email me or write them down so you remember to ask when I’m back.


Today you will be learning about the transition from the Articles of Confederation to the Constitution, focusing on something called the “Federalist Papers.”  James Madison was from Virginia, and was one of the authors of these “Federalist Papers” along with Alexander Hamilton and John Jay.  They wrote 85 of these essays & articles, arguing for the importance of a strong central government.  They were published and widely read with the purpose of convincing people across the states that, despite their fears of tyrannical government, they needed a Federal government.

Remember the context of the times.  The Revolutionary War had just ended a few years prior, and the country had been trying to establish itself in the world with a very problematic government under the Articles of Confederation.  A Constitutional Convention was called to address these problems and create a new system.

One problem the Founders faced was how to manage democracy so that it doesn’t defeat itself with mob rule, or factions.  Madison was seen as a scholar and philosopher when it came to government, and had served for Virginia, so he had a lot of ideas.  Today you will explore one part of his arguments for a Federal government by translating & paraphrasing Federalist Papers #10: Fear of Factions & Mobs.  Complete the yellow handout with your table group.  You can watch the video posted to help get a little more context.  

This handout is provided in class.  If you're absent you can print it out.

The Unit Cover can be completed at any time, when you have extra time in class, during Flex or at home.  

The YLQ can only be done during class.  If you complete it at home I will make you redo it.

Find the quiz on Formative.  You can use your notes and your table partners.  It's worth 10 Process points.

Good luck!

I will provide this paper rubric in class.  Make sure you have all the assignments completed and in order.

Many of the assignments are handouts, so it's helpful to know what they look like by opening them up.  You can find each one posted to Google Classroom, as well as linked in the rubric.

Learning Goals:
- What were the Articles of Confederation?
- Why were they designed the way that they were?
- What were the challenges they presented the newly formed United States?
- How did State Constitutions play a role in the development of a National government?

This is the project for this unit.  There may be some changes along the way as we see how things go, but this gives you a good idea of what to expect.  This unit's history is broken into 3 parts:
1. Causes & Lead Up to War
2. Declaration of Independence
3. American Revolutionary War

The Unit Question is:
What were the causes of the Revolutionary War and what were the results?

Like before, this is a group Process quiz found on Formative.  Good luck!

Work with your table group and split up the people and events of the war years.

Complete this when you have time.  The documents are handouts, but if you're absent you can complete them here or print them for yourself.

This is another Process point group quiz.  The highest average wins!  Find it on Formative.  Good luck!

Use the doc attached to complete this in class with your group.  This is provided as a handout in class, but if you're absent look through all the tabs.

Log on to Formative to take the quiz about the Causes of War.  It's for 10 Process Points, and it's a group quiz!  The group with the highest average score gets to pick from the prize drawer!

This assignment is meant to be done on your own time.  That could be at home, in Flex, or when we finish other assignments early.  I've passed out the documents in class, but if you need them they are included on this post.

First, review the document "For Crown or Colony? History to Know Before You Play".  Then you can log in and begin playing Part 1.

Remember the log in username is : MardenJ### 
(1## for first period; 2## for 3rd period; you should have this written down in your notebook, but if not I can give it to you.)
Password: MardenP1

You Are, and You Aren’t Nat 
In For Crown or Colony? you will be asked to make many choices that will determine the outcomes for Nat, the character you are playing. You can choose what type of person you want your Nat to be through the choices you make. Part of the fun and value of role-playing games is the ability to take on different personalities and explore different options.
 
There are no right or wrong answers and it is fine to make choices that may be considered risky or bold. The process of thinking about different choices and the possible outcomes can help you to gain empathy—an understanding of the feelings of others—especially for historical characters. Consider how Nat, a teenager in 1770 Boston, may make different decisions than young people today.

Unit Question:
What caused the Revolutionary War and what were the results?
Use the doc attached to read about the French and Indian War (as part of the Seven Years' War) and how that contributed to the frustrations British colonists felt, and to give us a contextual understanding of the events that followed.  Take the notes and do the drawings in your notebook.


Then watch the video and answer the questions related to it.

To better understand the complaints of the Colonists, we should understand some basics about what their lives were like.  To do that, log in to TCI Online through Clever.  Find the assignment "Lesson 4 - Life in the Colonies Video Activity".

Remember the Unit Question is:
What were the causes of the Revolutionary War and what were the results?

1. In your table groups, open up Doc #1.  Read through it, discuss it, then write down any questions your group has.  I will address all the questions for the class.  Then move on to Doc #2 and repeat the process.
When conducting your research, make sure you are focusing on the 16th-17th centuries (1500s-1600s) along the East Coast of the modern US.

This is our first notebook.  I will give you a rubric in class, but you can see the list of required assignments here.  They should be in order according to the rubric, starting with the Unit Cover, then YLQ, then the notes that follow.  The rubric will be taped/glued after your last page of notes.  Assignments that were handouts should be taped in to the correct order along the margins, so they turn like a normal page in your notebook.

Our Veterans Day Assembly is just around the corner! As a reminder, we encourage you to dress nicely on the day of the event to show respect and appreciation for all those who have served our country.

If your veteran will be attending, please encourage them to wear their uniform if they wish. There will be a reception following the celebration to honor our guests.

To help us prepare, please complete the Google Form linked below if you have a veteran or parent attending the event. Do not count yourself in the total, as all students are already included in our headcount.

👉 RSVP to the linked Google Form below!

On the day of the event:
If you have a veteran attending, you will be excused from your flex class a few minutes early to meet your guest and sit together in the chairs on the gym floor.
All other students will sit in the bleachers with their flex class.
Students with veterans attending are also invited to the reception in the breezeway after the assembly to enjoy some snacks with their guest.

Carefully follow the instructions. Attach your completed interview to this post.

You will need to pace yourself so you complete the work on time.  Break the process down into pieces according to the doc "2025 Instructions: Veteran Interview Project".  Set goals and deadlines for yourself for each step of the way.  It can be helpful to backwards plan, which means you start with the due date and work backwards from there to make sure you have enough time to do everything.  
For example:
1) Final interview notes & reflection due Oct 22 (10/22)
2) I will write my reflection by 10/18 so I have enough time to check my work before turning it in
3) I will finish the final draft of interview notes by 10/15
4) Veteran Portrait is due 10/15
5) I will finish designing my portrait by 10/12 so I have enough time to check my work before turning it in
6) I will begin my first draft of interview notes by 10/5; Format my doc and begin to enter the questions and answers from the interview
7) I will begin designing my portrait by 10/1
8) I will receive a copy of my veteran's photo by 9/25
9) I will finish my interview with my veteran by 9/20
10) I will schedule my interview with my veteran by 9/10 
11) I will make contact with my vet by 9/5
12) I will identify my veteran by 9/1
13) I'll ask my family if we know any vets by 8/30

You can adjust these dates to create your own schedule.  If you miss a deadline, make sure you complete that step asap so you don't push all your other deadlines backwards.

This is an in-class assignment.  If you're absent, please start by reviewing the slides, then move on to the documents.  There will be limited time provided on Monday 10/20 to finish in class.

Follow these instructions to add your final draft to this class set.

Finish your Veteran picture assignment and make sure your work is neat and complete.
Open your Chromebook camera (press the  key + Camera, or find it in the app menu).
Take a clear photo of your assignment. Be sure the whole page is visible and easy to read.
Go to the shared Google Slide deck attached here.
Insert your photo:
Add your name in the speaker notes
Go to Insert → Image → Upload from computer and select your photo.
Resize/adjust your picture so it fits nicely on the slide.
Double-check your slide before closing the deck.

Please make sure you turn in a digital and physical copy of your final portrait that you design.


The physical copy will be on display at the Veterans' Day assembly.  The digital copy will be compiled into a slideshow.



Finish your Veteran picture assignment and make sure your work is neat and complete.
Open your Chromebook camera (press the Search key + Camera, or find it in the app menu).
Take a clear photo of your assignment. Be sure the whole page is visible and easy to read.
Go to the shared Google Slide deck in Google Classroom.
Insert your photo:
Click on the slide # you've been assigned. 
Go to Insert → Image → Upload from computer and select your photo.
Resize/adjust your picture so it fits nicely on the slide.
Double-check your slide before closing the deck.
That’s it! Your photo will now be part of the slideshow shown during the Veteran’s Day celebration.

This was an in-class assignment with printed handouts.  If you were absent, please log in to the game, complete Part 3 & Epilogue, and fill out the documents attached here.

This is an in class assignment.  I will provide printed copies for you to work on.  If you're absent, please review the assignment, do what you can, and email me or get a Flex pass if you have any questions. 

If you find anything that helps with your research, save it in your notes!

We will use this "choose-your-own-adventure" style program to help us with our unit's essential learning question:
What was life like for Native Americans in the Eastern part of the continent when Europeans arrived?

and our yearlong question:
What does it mean to be an American?

Perhaps it also can help you with your independent research questions!

Today, log in and begin playing Part 1.  As you play, complete the Decision Tracker.  When you're finished, complete the Mission Reflection.  Lastly, we will complete the Document Analysis.

When playing Part 1, consider these questions to help you fill out your Decision Tracker:
Why are you making that choice?
Is this the choice you yourselves would make or that you think an Apalachee boy in the 1500s would make?
How might Oclati’s gender, culture, age, and other aspects of his identity shape the choices students make for him?
What happened as a result of the decision?
What might Nicki wonder, in the present day, about Apalachee culture and values as she imagines Oclati making that decision?
These are in-class assignments, not to be done at home unless instructed to.

These will be added to your notebook.

Each Wednesday in class, complete this form to help keep track of where you're at in the project.  Every week you should check off at least one more item to stay on track.

Last year, you learned about how to think like an historian.  You learned about Worldview (Historical Perspectives), Sourcing, Historical Significance, the GEPS, and more.  We will still be using those skills this year, so we need to review and make sure you remember and understand what they are and how they work.

On Monday 9/8 we will have a quiz on these topics.  You can make a 1 page EBS that stays in your notebook for the quiz.  You can use the attached resources, find youtube videos, find other websites that cover these skills, or try to ask AI.  But a word of caution!  Make sure you find credible sources!

Please log in to formative to take this quiz.  If you get below 80% you will be able to do quiz corrections to get up to 80%.

Help me get to know you!  You decide how that happens.

Review the syllabus with your adults at home.  Let me know if you have any questions about anything.

Students and their adults must complete the Google Form (linked in the last slide of the syllabus) by Friday 8/29.

This will be our first set of notes in the notebook for the year!

Create a title/heading for your notes that reads "10. Yearlong Question".  

When we have notebook checks, I will give you a rubric so you can see if you have everything you need to have.  If you have all the required elements, you can get up to 90%.  If you want to get 90+%, I need to see that you really invested in learning & understanding the topics we studied by personalizing your notes and adding elements that help you deeply grasp the concepts & skills.

Here's what that could look like:
- adding your own "extra" notes, thoughts, definitions or questions that you think of or feel like you want to remember
- adding drawings or symbols that help you make sense of the notes
- color coding, highlighting, labeling, boxing or other strategies of drawing your own attention to different ideas
- a well organized, clear structure that make it easy for you to navigate and find information later

It's not worth points!  Just see how well you know what to do when you're absent.  Keep taking this until you get 100%.

This is NOT GRADED!  

Every year the Social Studies department gives this exam at the beginning and end of each grade.  The purpose is to see how we are doing as teachers with the historical thinking skills we want you to learn.  No one sees the results except social studies teachers, and we don't look at individual scores.  We want to know what we can improve on!

Do your best but don't stress.  There are some questions YOU ARE NOT EXPECTED TO KNOW THE ANSWERS TO until later! (Later in the year, or even in a higher grade).  You don't have to have historical knowledge to answer the questions.  It's the historical thinking skills we want you to exercise.

Thank you for your effort and good luck!