Pierre+-+Social+Studies+7+&+8


 * __ 7th Grade Sectionalism Online Scavenger Hunt __**


 * __ Directions: __ ** During the period from 1820 to 1850, the United States grew out and apart. Today you will be looking at the political, economic and cultural factors that separated the North and South. Follow the steps below to complete this assignment. **Answer all questions on a separate sheet of paper!**


 * Step 1: **

Go to [], look at the map and the information around the map and answer the following questions **on a separate piece of paper**:

1. According to this map/chart, which region of the country is ECONOMICALLY better off? Explain why?

2. According to this map/chart, which region of the country is POLITICALLY better off? Explain why?

3. According to this map/chart, which region of the county is MORE EDUCATED? Explain why?

4. Overall, according to this chart, which region of the country is BETTER? Explain why?

5. Which region of the country do you think produced this chart? Explain why?

6. What does this document tell us about relationship between the North and South in the 1850s?


 * Step 2: **


 * North and South: Defining the Regions **

1. Using the map at [] divide your blank map into the NORTH and SOUTH.


 * Step 3: **


 * North and South: Economic Differences **

2. Go to [] and list the major economic activities for the North and the South.

3. Go to [] and list the South’s four major crops, in order of the amount of land devoted to producing them from most land used to least.

4. Go to [] and scroll down until you see//**“Chap LV – An Act in alteration of the several acts imposing duties on imports”**//(this is the Tariff Act of 1828, which put duties or taxes on imported goods to encourage people to buy American made goods instead). You will need to use the “NEXT IMAGE” button at the bottom of the page to read the entire act as it continues until page 275. List the products that will be taxed under this act.

5. Now look back at your answer to number 2. Which region of the country will be MOST helped by the tariffs? Why?


 * Step 4: **


 * North and South: Cultural Differences **

6. Go to [] and choose **American Cities, 1820 and 1860.**Which region of the United States had the most cities in 1860?

7. Go to []. Which region of the United States had the most immigrants?

8. Go to [] and then choose “Table” and then “See Full Chart”. From which COUNTRIES did most of the immigrants in the period from 1820 – 1860 come?

9. Go to []. Which states had slaves in 1820?

10. Go to []. Which states had slaves in 1860?

11. What change occurred between 1820 and 1860 regarding slavery?

12. Now, go to []. In which states were there substantial free African American populations by 1850?

**__ 7th Grade 13 Colonies Web-Quest __** Over the course of the next few days, in groups of two-three, you will answer sets of questions about the different English colonies: New England, Middle and Southern.
 * Wrap up: ** Write **__TWO__** paragraphs to describe the North and the South in the period between 1820 and 1860. Provide at least THREE specific characteristics of EACH region in this period.

You will find the information on the Prezi:

https://prezi.com/worl6nvfooko/13-colonies-comparecontrast-web/

**__ 8th Grade Sectionalism Online Scavenger Hunt __**


 * __ Directions: __** During the period from 1820 to 1850, the United States grew out and apart. Today you will be looking at the political, economic and cultural factors that separated the North and South. Follow the steps below to complete this assignment. **Answer all questions on a separate sheet of paper!**

Go to [], look at the map and the information around the map and answer the following questions **on a separate piece of paper**: 1. According to this map/chart, which region of the country is ECONOMICALLY better off? Explain why? 2. According to this map/chart, which region of the country is POLITICALLY better off? Explain why? 3. According to this map/chart, which region of the county is MORE EDUCATED? Explain why? 4. Overall, according to this chart, which region of the country is BETTER? Explain why? 5. Which region of the country do you think produced this chart? Explain why? 6. What does this document tell us about relationship between the North and South in the 1850s?
 * Step 1: **

1. Using the map at [] divide your blank map into the NORTH and SOUTH.
 * Step 2: **
 * North and South: Defining the Regions **

2. Go to [] and list the major economic activities for the North and the South. 3. Go to [] and list the South’s four major crops, in order of the amount of land devoted to producing them from most land used to least. 4. Go to [] and scroll down until you see//**“Chap LV – An Act in alteration of the several acts imposing duties on imports”**//(this is the Tariff Act of 1828, which put duties or taxes on imported goods to encourage people to buy American made goods instead). You will need to use the “NEXT IMAGE” button at the bottom of the page to read the entire act as it continues until page 275. List the products that will be taxed under this act. 5. Now look back at your answer to number 2. Which region of the country will be MOST helped by the tariffs? Why?
 * Step 3: **
 * North and South: Economic Differences **

6. Go to [] and choose **American Cities, 1820 and 1860.** Which region of the United States had the most cities in 1860? 7. Go to []. Which region of the United States had the most immigrants? 8. Go to [] and then choose “Table” and then “See Full Chart”. From which COUNTRIES did most of the immigrants in the period from 1820 – 1860 come? 9. Go to []. Which states had slaves in 1820? 10. Go to []. Which states had slaves in 1860? 11. What change occurred between 1820 and 1860 regarding slavery? 12. Now, go to []. In which states were there substantial free African American populations by 1850?
 * Step 4: **
 * North and South: Cultural Differences **


 * Step 5: **
 * North and South: Attitudes **

13. Go the [|primary sources] (it's a word document). What was George Fitzhugh's view of the South? Of the North?

14. Look at your answers to 2 - 12. What evidence supports Fitzhugh's views?

15. What was Frederick Law Olmstead's view of the North? Of the South?

16. Look at your answers to 2 - 12. What evidence supports Olmstead's view?

17. According to Lincoln, how was the "free-labor" system supposed to work?

18. According to Mike Walsh, what was the problem with the "free-labor" system?


 * Wrap up: ** Write **__TWO__** paragraphs to describe the North and the South in the period between 1820 and 1860. Provide at least THREE specific characteristics of EACH region in this period.

HW #19 Due 10/10/14 8th Grade Complete the NY Historical Society Handout on the Immigration.

7th Grade Complete the NY Historical Society Handout on the Lenape.

HW#18 Due 10/9/14 801 Complete the John Melish Map Handout.

802 Underline key points in the Indian Removal Timeline that led up to the eventual removal of natives from Southeastern America.

701 Answer the following questions based on today's activities with the various explorers. Were you surprised about any of the explorer’s identities? Why or why not? Explain. Would knowing the identity of the explorers would have changed your ranking? Why or why not? Explain. More specifically, did any of Columbus information change your opinion? Why or why not? Explain.

702 Continue to identify whether or not the explorer's actions were positive (P or +) or negative (N or -). You can even mark their actions with a M for somewhere in the "middle."

HW#17 Due 10/8/14 801 "Based on what you have learned about the Monroe Doctrine, you will create a political cartoon that displays sentiment about European countries during the early 1800s."

Make sure that the cartoon is colorful. There should be an explanation with at least two sentences about what is happening in the picture.

802 Complete the readings of John O' Sullivan and answer the relevant questions.

Answer the following questions: Why did Americans think they were so special? Are you surprised by the reasons that O’Sullivan gives for expansion? Do you think he really believes that God wants Americans to expand? This theory that Americans are special is called “American Exceptionalism.” It’s this idea that America has had such a unique history and has become so powerful that there’s something really special about it. What do you think about this theory?

7th Grade Answer the following question using at least one detail from what you learned today: Which reason for exploration is the most justified for the eventual conquering of native lands? Explain why.

HW #16 Due 10/7/14 801 Complete the questions based on the Lewis and Clark Documents A, C and D.

802 "Based on what you have learned about the Monroe Doctrine, you will create a political cartoon that displays sentiment about European countries during the early 1800s."

Make sure that the cartoon is colorful. There should be an explanation with at least two sentences about what is happening in the picture.

7th Grade Complete reading about the rest of the reasons why Europeans explored the Western Hemisphere. List those reasons.

HW #15 Due 10/6/14 801 Finish the reading about Federalist views towards the Louisiana Purchase and answer the following question in a paragraph with at least two (2) details: Did Federalists oppose the Louisiana Purchase for practical or political reasons? (In other words, did the Federalists have real concerns, or did they just dislike Jefferson?)

802 Finish the readings about Lewis and Clark then answer the accompanying questions.

7th Grade Finish the Lenape Station Handout after reading the pertinent readings.

HW #14 Due 10/3/14 802 Finish the reading about Federalist views towards the Louisiana Purchase and answer the Aim question.

7th Grade Finish the annotated reading about the Lenape and answer the Aim question.

HW #13 Due 10/1/14

7th Grade

Complete the Mesoamerican Online Scavenger Hunt. The relevant information is found right below...

7th Grade Mesoamerican Online Scavenger Hunt

Now that you have learned about one Native American group, it is now time to investigate about other native groups!

In groups of two-three, you will participate in an online scavenger hunt about the Mesoamerican groups (the Incas, the Mayans and the Aztecs). You will answer sets of questions about each group based off sets of links that will be provided on the Social Studies Wiki page.

The Mayans

The collapse

http://www.jaguar-sun.com/timeline.html

1. What reasons are given for the collapse of the Mayan society?

The Mayan calendar

http://www.jaguar-sun.com/calendr.html

2. How did the Mayan mark the movement of time? Explain their process. 3. How many days was in the cycle?

Reading and Writing within Mayan culture

http://news.nationalgeographic.com/news/2001/11/1126_Mayanscribes.html

(Focus on the "Power of the Pen" section on page 2.)

4. Based on the article, were reading and writing considered to be important? Explain your answer using at least ONE detail from the article.

The Aztecs

http://mrkidwell.com/Files/Aztec_Culture.pdf 5. Based on the information, how important was education to the Aztecs? Explain your answer using at least TWO details from the website. 6. How was Aztec society divided? 7. Which language did the Aztecs speak? Is it still spoken today? If so, where? 8. Draw your favorite pictorgram or town glyph. Explain why you chose to draw that gram or glyph.

The Inca

Farming and Food Supply

http://incas.mrdonn.org/farming.html

9. Why were the Inca able to have a stable food supply? How did the Inca flourish with terrace farming?

Geography

http://incas.mrdonn.org/geography.html

10. Describe the geography of the Inca. How did they prevent invasions?

Expansion

http://incas.mrdonn.org/expansion.html 11. Describe the process in which the Inca were able to expand their empire. Do you think this was effective? Why or why not?

HW #12 8th Grade Complete the B.o.R project and be prepared to share out on Monday!

7th Grade Finish reading "Taino - The Men of Good" and annotate the reading with an 'E' to represent an established people.

HW #11 8th Grade

Continue working on the B.o.R project! Make sure to keep in contact with your group members and do as much work at home as possible.

HW #10 8th Grade Officially due 9/29/14 Start working on the B.o.R projects

7th Grade Due 9/23/14 Complete any missing components of Personal Geography / History project. We will be sharing our finished products with each other during class!

HW #9 Due 9/22/14 8th Grade Finish the questions based on the Supreme Court Cases and their verdicts 801 Also print out an article that features someone's constitutional rights being violated.

7th Grade Continue working on the Personal Geography and Personal History project. Now that students have taken back their timelines and maps, the opportunity to further complete the rest of the project should be taken during this weekend. Remember that Monday is the last we will have to work on the project in class.

HW #8 Due 9/19/14 801 Answer the following question with one paragraph: Did the court treat the students fairly?

802 Find one article that features someone's constitutional rights being violated. Print it Out.

7th Grade Start working on the Personal Geography and Personal History project. (You might want to start working on the 2nd and 3rd options).

HW #7 Due 9/18/14 801 Answer the following question in one paragraph: Should all of your rights be protected in schools?

7th Grade Answer each of the following questions in 2 paragraphs:

-Do you like living in your neighborhood? Why or why not? -Do the advantages of living in your neighborhood outweigh the disadvantages? Is it the other way around? Why or why not?

HW #6 Due 9/17/14 7th Grade Create a map of your favorite place that includes a legend and orientation.

HW #5 Due 9/16/14 8th Grade Complete questions based on B.o.R violations.

701 Complete the worksheet about longitude and latitude.

HW #4 Due 9/15/14

8th Grade Complete reading the articles and answering questions based off those articles.

7th Grade Students are asked to make a timeline based on 5 important events/

HW #3 Due 9/12/14

8th Grade Complete the rest of the Bill of Rights handout for HW

7th Grade Answer the following question: What kind of community do you want this class to be like? Explain why.

HW #2 Due 9/11/14:

8th Grade Answer the following question: Is it truly possible for people to have equal rights?

7th Grade Bring in an artifact / photograph of significance/ importance that will help people understand you.

HW #1 Due 9/10/14

7th and 8th Grade //Since expectations and some material have been reviewed in today's class, students are asked to answer the following questions so teachers can gain a better understanding of students to develop a nurturing learning environment. //

Now that I've told you my expectations of a good student, what are your expectations of a good teacher? Tell me about the best teacher you've ever had. What made that person such a good teacher? <span style="font-family: Verdana,Geneva,sans-serif;">Now that I've told you some of my ideas about how we will go about learning this year's material, tell me about how you learn best. Give me an example of a project or unit where you learned a lot. Describe the project in detail.