Journey Across TimeWelcome to 8th grade Social Studies! Each week we will work online in class and at home to complete assignments and quizzes. You will be required to complete vocabulary words, section review, and quizzes for each section. At the end of each chapter we will have an online test with multiply choice and open response questions.
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Online Classwork
Technology of the 1400's
C.C. Standards: R.4, R.9, W.6
Starter
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Online Classwork Read 658-661Christopher Columbus did not fall off the edge of the world like his sailors thought he would. This was because the world was not flat like Ptolemy's map. The other reason was the development of the triangular sail like the one on Christopher's ship.
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9/25 Starter: Answer the Technology questions by clicking the link below then review the early Explorers below.
Explorers Project! Due Oct 3, 2014~
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C.C. Standards: R.7, R.9,
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Online Classwork
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C.C. Standards: R.4, W.6, R.1, R.9,
9/29 Starter :
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Research why the Spanish Armada failed. Click on the
Spanish Armada button below to answer
Scientist of the Scientific Revolution
Online classwork
Click on each of the "Early Scientist" above then click the link below and answer the questions when you have read about each one you can g0 back to each link as often as you want.
Don't forget your 5W's as you take notes!!pg 670
C.C Standards: R.7, W.6,R.4.
10/3
Chapter 18 Starter- A Revolution in Astronomy
On a piece of computer paper draw the Solar System the way scientist believe it looks today. Research the history of telescopes and have your notebook ready for notes.
Don't forget your name turn it in to the box when you are finished :)
Online classwork/Notes for today
The change during the Scientific Revolution to the medieval idea of science occurred for four reasons:
(1) 17th century scientists were able to collaborate with members of the mathematical and Astronomy communities to make advances in all fields;
(2) Scientists realized the poor methods of medieval experiments and felt the need to devise new methods;
(3) Scientist had access to a past studies of European, Greek, and Middle Eastern scientists. They used past work as a starting point (either by disproving or building on past ideas);
(4) groups like the British Royal Society helped validate science as a field by providing an outlet for the publication of scientists’ work.
These changes were not immediate, nor did they directly create the experimental method used today, but they did represent a step toward Enlightenment thinking that was revolutionary for the time. The Scientists of the Scientific Revolution focused on using reason and mathematical experiments to answer questions about the world around them.
Online Classwork Standards H.6.8.12
During Enlightenment in the 1700's, many Europeans believed that reason could be used to make government and society better. Political thinkers tried to apply reason and scientific ideas to government. They claimed that there was a natural law, a law that applied to everyone and could be understood by reason.
Read pages 680-689
Enlightenment thinkers
★The Sugar Act★
The Revenue Act of 1764, also known as the Sugar Act, was the first tax on the American colonies imposed by the British Parliament. Its purpose was to raise revenue through the colonial customs service and to give customs agents more power and latitude with respect to executing seizures and enforcing customs law. That the Act came from an external body rather than a colonial legislature alarmed a handful of colonial leaders in Boston who held that the Act violated their “British privileges”.
Their principle complaint was against taxation without representation. Just as important, however, were the Act’s profound implications for the colonial judicial system, for the Revenue Act of 1764 allowed British officers to try colonists who violated the new duties at a new Vice-Admiralty court in Halifax, Nova Scotia, thus depriving the colonists of their right to trial by a jury of their peers. The seriousness of this was not lost on the Massuchusetts Legislature: “The extension of the powers of the courts of vice-admiralty has, so far as the jurisdiction of the said courts hath been extended, deprived the colonies of one of the most valuable of English liberties, trials by juries” (Petition from the Massachusetts Legislature to the House of Commons, 3 November 1764). The Act also established new trial procedures which essentially freed customs officers from all responsibility and from effective civil suits for damages in colonial courts.
While a handful of colonial leaders recognized the grave implications of the Revenue Act, it was not until news of the Stamp Act reached the colonies that the seeds of rebellion were planted in the hearts and minds of the broader public.
Their principle complaint was against taxation without representation. Just as important, however, were the Act’s profound implications for the colonial judicial system, for the Revenue Act of 1764 allowed British officers to try colonists who violated the new duties at a new Vice-Admiralty court in Halifax, Nova Scotia, thus depriving the colonists of their right to trial by a jury of their peers. The seriousness of this was not lost on the Massuchusetts Legislature: “The extension of the powers of the courts of vice-admiralty has, so far as the jurisdiction of the said courts hath been extended, deprived the colonies of one of the most valuable of English liberties, trials by juries” (Petition from the Massachusetts Legislature to the House of Commons, 3 November 1764). The Act also established new trial procedures which essentially freed customs officers from all responsibility and from effective civil suits for damages in colonial courts.
While a handful of colonial leaders recognized the grave implications of the Revenue Act, it was not until news of the Stamp Act reached the colonies that the seeds of rebellion were planted in the hearts and minds of the broader public.
★The Stamp Act★
The Stamp Act On February 6th, 1765 George Greenville rose in Parliament to offer the fifty-five resolutions of his Stamp Bill. A motion was offered to first read petitions from the Virginia colony and others was denied. The bill was passed on February 17, approved by the Lords on March 8th, and two weeks later ordered in effect by the King. The Stamp Act was Parliament's first serious attempt to assert governmental authority over the colonies. Great Britain was faced with a massive national debt following the Seven Years War. That debt had grown from £72,289,673 in 1755 to £129,586,789 in 1764*. English citizens in Britain were taxed at a rate that created a serious threat of revolt. The colonists would now pay for the British debt with taxes collect from the Stamp Act on newspapers and printed material.
★Sons of Liberty★
In Boston in early summer of 1765 a group of shopkeepers and artisans who called themselves The Loyal Nine, began preparing for protest against the Stamp Act. As that group grew, it came to be known as the Sons of Liberty. And grow it did! These were not the leading men of Boston, but rather workers and tradesmen. It was odd that they would be so agitated by a parliamentary act. Wonder what they might do next?
★The Boston Massacre★
The Boston Massacre was the killing of five colonists by British regulars on March 5, 1770. It was the building of tensions in the American colonies that had been growing since Royal troops first appeared in Massachusetts in October 1768 to enforce the heavy tax burden imposed by the Townshend Acts.
The British soliders were arrested and punished the next day. Some people believe it was set up to happen so the colonists would have reason to break away from the British.
The British soliders were arrested and punished the next day. Some people believe it was set up to happen so the colonists would have reason to break away from the British.
★The Boston Tea Party★
On the evening of December 16, 1773, a group of men calling themselves the "Sons of Liberty" went to the Boston Harbor. The men were dressed as Mohawk Indians. They boarded three British ships, the Beaver, the Eleanor and the Dartmouth, and dumped forty-five tons of tea into the Boston Harbor. They were protesting the Tea tax on American tea, when the British tea was sold with no tax.
★Common Sense★
Tom Paine's 'Common Sense' was the first uncommon revolutionary pamphlet written in 1776 which mentioned 'Independence is a natural right'. It carved its roots in American history to be a democratic country which fought for the natural rights - Life, liberty and the pursuit of happiness. The strong words Paine used condemned the King and urged the colonists to separate from Great Britian. This helped to convince the colonist to begin the Revolution.
10/9 Starter-
Define these terms on Quizlet.com add them to the chapter 18 set.
They are not in the back of the book use the quizlet definition.
1. Tyranny
2. Tolerance
3. Equality
4. Legislative
5. Judicial
6. Executive
★Declaration of Independence★
This is the signing of the Declaration of Independence by the Second Continental Congress on July 4, 1776, which announced that the thirteen American Colonies, then at war with Great Britain, regarded themselves as independent states, and no longer part of the British Empire. Since then, it has come to be considered a majoy statement on human rights, particularly its second sentence:
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
U.S. Constitution
The Americans won the war with the help of France, and Great Britain recognized American independence in 1783. Four years later, delegates met to draft the U.S. Constitution, which borrowed principles from the Enlightenment, such as popular sovereignty and limited government. The United States of America was a republic with an elected president. Its citizens were promised freedom of religion, speech, and press, and the right to trial by jury.
CHAPTER 18 REVIEW
REVIEW FOR THE TEST OR REVIEW IN QUIZLET !
Chapter 18 Test Review "Dinner Party"
Research a chapter 18 Historical Figure- Write a short summary including the 5 W's.
For Ch 18 test review you will have a dinner party in my classroom with 7 other guest. You will pretend to be the person you researched, you must introduce yourself and tell about your adventures. You must bring a 2 visual aids and a snack for 8 students, that relates to your Dinner party guest (character). After each guest speaks you will eat your snacks. Then if time allows you may ask each guest questions about their adventure!
Rubric
4 - Clear introduction- with all 5 W's / snacks that relate to the Guest / visual aid relates to the Guest / Student stays in character during the entire dinner party with a good attitude.
3- Clear introduction- with most of the 5 W's / snacks that relate to the Guest / visual aid related to Guest / Student stays in character during entire of the dinner party with a good attitude.
2- Clear introduction- with some of the 5 W's / snacks that relate to Guest / poor visual aid related to the Guest / Student stays in character during part of the dinner party with a good attitude.
1- Lack of clear introduction- with some of the 5 W's / snacks that relate to the Guest / poor visual aid / Student stays in character during part of the dinner party without a good attitude.
0- Lack of clear introduction- with few W's / snacks that do not relate to the Guest / no visual aid / Student does not stays in character during any part of the dinner party without a good attitude.
Research a chapter 18 Historical Figure- Write a short summary including the 5 W's.
For Ch 18 test review you will have a dinner party in my classroom with 7 other guest. You will pretend to be the person you researched, you must introduce yourself and tell about your adventures. You must bring a 2 visual aids and a snack for 8 students, that relates to your Dinner party guest (character). After each guest speaks you will eat your snacks. Then if time allows you may ask each guest questions about their adventure!
Rubric
4 - Clear introduction- with all 5 W's / snacks that relate to the Guest / visual aid relates to the Guest / Student stays in character during the entire dinner party with a good attitude.
3- Clear introduction- with most of the 5 W's / snacks that relate to the Guest / visual aid related to Guest / Student stays in character during entire of the dinner party with a good attitude.
2- Clear introduction- with some of the 5 W's / snacks that relate to Guest / poor visual aid related to the Guest / Student stays in character during part of the dinner party with a good attitude.
1- Lack of clear introduction- with some of the 5 W's / snacks that relate to the Guest / poor visual aid / Student stays in character during part of the dinner party without a good attitude.
0- Lack of clear introduction- with few W's / snacks that do not relate to the Guest / no visual aid / Student does not stays in character during any part of the dinner party without a good attitude.
10/13 CHAPTER 18 TEST
1776 American
Revolution
http://video.about.com/americanhistory/What-Is-the-Declaration-of-Independence-.htm
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Revolution
http://video.about.com/americanhistory/What-Is-the-Declaration-of-Independence-.htm
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Unit Standards
H.6.8.22 Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, sea dogs)
H.6.8.31 Illustrate the routes of European explorers during the Age of Exploration.
H.6.8.32 Illustrate the expansion of European imperialism.
H.6.8.33 Illustrate the triangular trade routes that developed in the Atlantic Ocean.
H.6.8.35 Compare and contrast historical and culutral maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)
G.2.8.2 Research teh contributions of people of various racial, ethnic and religous backgrounds (e.g., de Medici, Emperor Meiji, Matthew Perry, Saladin the Great)
C.4.8.1 Analyze forms of government pertaining to the legislative, executive, and judicial branches.
H.6.8.10 Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)
C.5.8.1 Examine the influence of constitutions used by various nations.
H.6.8.11 Analyze consequences of the triangular trade and the Colombian Exchange between Africa, the Americas, and Europe.
H.6.8.12 Investigate influences on modern society of Enlightenment thinkers.
H.6.8.13 Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American Revolution, Revolutions of 1848)
H.6.8.31 Illustrate the routes of European explorers during the Age of Exploration.
H.6.8.32 Illustrate the expansion of European imperialism.
H.6.8.33 Illustrate the triangular trade routes that developed in the Atlantic Ocean.
H.6.8.35 Compare and contrast historical and culutral maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)
G.2.8.2 Research teh contributions of people of various racial, ethnic and religous backgrounds (e.g., de Medici, Emperor Meiji, Matthew Perry, Saladin the Great)
C.4.8.1 Analyze forms of government pertaining to the legislative, executive, and judicial branches.
H.6.8.10 Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)
C.5.8.1 Examine the influence of constitutions used by various nations.
H.6.8.11 Analyze consequences of the triangular trade and the Colombian Exchange between Africa, the Americas, and Europe.
H.6.8.12 Investigate influences on modern society of Enlightenment thinkers.
H.6.8.13 Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American Revolution, Revolutions of 1848)