3 | Social Studies 8-26.27 Assignments

To complete this assignment, please read the Newsela article! 

Also...
Answer the checks for understanding as you go
Once finished reading, complete the quiz!

Please use the attached form to submit three questions you would like to see in a future Kahoot!

Please ensure that your answer options are realistic and believable. Correct and incorrect answers should not be obvious for a student that doesn't know the content. 

Questions could include anything about the lead up to the Revolution. For example...
Key Figures (General Gage, Lord North, Sam Adams, etc)
The Townshend Acts (and responses)
The Intolerable Acts (and responses)
The Boston Massacre (and perspectives)
The Boston Tea Party (and perspectives)
Events of Lexington and Concord
The Declaration of Independence
Consider that more question variety will better prepare you and your classmates for any upcoming assessments.

Please complete the formative by identifying which slides from our in-class activity address each of the four principles of government. This is just a digital version of the purple half-sheet we completed in class :) You are welcome to refer back to our shared slide deck if you wish!

To complete this assignment, please read the Newsela article! 

Also...
Answer the checks for understanding as you go
Once finished reading, complete the quiz!

Please find the slides which have your group number at the top and add your group's paraphrase of the slide text in the empty box. 

Do not alter other slides or the work of other students.

Please prepare for the Socratic Seminar by taking notes on the organizer. You should have received a printed version in class and you can have it in front of you during the seminar alongside any of our texts! (Video Transcripts, Boston Massacre and Tea Party documents, or the Yellow Document packet).

Remember that the organizer is to help you! I would spend a maximum of five minutes preparing for each question, and I would plan to jot bullet point notes for myself (not write complete sentences or paragraphs).

In the answer space, please respond to the three questions below in complete sentences.

1. What is one specific evidence-based point, primary source quote, or response you wished you had said during the discussion, but didn't get the chance to?

2. Identify one specific comment made by a classmate that changed your thinking, surprised you, or stood out as particularly strong. Name the person and explain why their point was effective.

3. Look over your peer coach's feedback and reflect on your performance today. What is one specific goal you will set for yourself during our next Socratic Seminar to be a more effective discussant? (Examples: cite more evidence, ask a direct follow-up question to a peer, step back to make space for others, speak up earlier in the round, etc.)

Please complete the green notes packet on The Intolerable Acts and First Continental Congress. Remember our approach to highlighting! Limit yourself to about three highlights per page.

The Edpuzzle will allow you to speed up the video, but please don't speed it up so fast that you limit your understanding.

I'm sorry to have assigned this as homework! I think it will take about thirty minutes to watch and write your section titles/summaries.

Please be sure to have completed your town meeting statement before class! This can be found in the purple packet with the Boston Massacre Document Analysis. I've attached character cards if you need to refer back to your historical figure!

In class, we worked on a Document Analysis assignment with two images and two documents about the Boston Massacre. Please make sure they are complete for next class!

No need to complete the last page of the packet (about the Townshend Acts and Town Meeting). We'll tackle that together!

Please complete this assignment by reading the article, completing the Checks for Understanding along the way, and completing the ELA Quiz at the end.

Please watch, enjoy, and complete the attached EdPuzzle assignment! A fair amount of it is review :)

As with Doc A, we worked on this assignment in class. Whatever you did not finish should be completed at home!

Please read this article and complete both the ELA and Social Studies quizzes! My hope is that most of this article is review and practice for you!

This assignment will be due at 3:00pm on Wednesday!

Please complete the pink paper before next class! You should be most of the way done with it!

To complete this assignment, please read the Newsela article! 

Also...
Answer the checks for understanding as you go
Once finished reading, complete the quiz!

To complete this assignment, please read the Newsela article! 

Also...
Answer the checks for understanding as you go
Once finished reading, complete the Guided Highlighting
Once finished reading, complete the quiz!

Please complete the note catcher to the best of your ability using pages 47-59 of your textbook. 

Please note that textbook only covers 8 of the 13 colonies, so you might be unable to include founding purpose, primary source quotes, or key terms for five of the colonies. Still, you can include colony names and refer to the map on page 50 for some information about the geography and economy.

My notes on Massachusetts are attached! Notice that I...
included a legend for symbols on the map
used additional symbols to remind me about key ideas (religion, peace)
captured the main idea of the colony's founding
included and BOXED the key term "Mayflower Compact" from the text (because it's important!)

Please complete the attached Edpuzzle!

This assignment is a quiz on the Atlantic World Stations activity.

If you were absent, please check in with me so we can schedule a time for you to take it.

Please follow the in-class directions and the directions in the slide deck to complete a regional artifact slide.

You will need to find an artifact in the National Museum of the American Indian collections and connect it to its environment.

Your slide requires:
a partially transparent background representing the environment, taken from a .gov, .org, or .edu website (the image should have a link)
an image of an artifact from the National Museum of the American Indian (the image should be a link)
completed text components on the slide (according to the example)

Please complete the attached Edpuzzle!

Please complete the first page by the Thurs/Fri's class!

Please bring your finished personal timeline to class! Hopefully this looks like a narrow piece of cardstock (provided). Directions on are on that page!

Please bring your finalized "Life Map" to class. Be sure that lines are in pen or marker (and not pencil), and that you have added color! I'm very excited to see your work!

If you have not already done so, you may wish to view some examples of super fancy life maps (yours do NOT need to be this fancy) at https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

P.S. My hope is that you are able to finish this before class without any stress. If you need until our first day together next week to complete this, please just leave a private comment to let me know and you can have a bit of additional time.

Please create a sketch or "scribble" of a "Life Map" by considering the places (or activities) that are a regular and important part of your life and making a visual representation of how they are connected. A sketch should take no more than 15 minutes (hopefully closer to five!), and we'll be remaking final versions later this week.

It will help to view examples of Life Maps because there are so many creative ways to complete this assignment. If you would like some examples of super fancy life maps (yours do NOT need to be this fancy), visit https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

You can also view the attached student examples!