Tuesday, Thursday, and Friday in class, students worked in groups to match pictures to descriptions for the people, events, and groups in Georgia’s modern history from 1945-today. Below are the files needed to complete the notes pages.
Bio Set GA 8th 11-2jlvimy
Bio Set GA 8th 12-1jf577w
Bio Set GA 8th 13-1y1l7is
Charlayne Hunter Hamilton Holmes-2ko9qr4
1819 Matching Cards for Modern Georgia Organizer for notes-1xd7ppl
Vocabulary terms were given out last week, and are due the Tuesday after the break
Georgia Studies Unit 7-9 Page-1s7e0si
8th grade teachers are currently in the process of recommending students for their 9th grade core courses. For 9th grade, there are only two options for Social Studies placement: World Geography (on-level), and AP Human Geography (college-level). Both of these courses will count as an Academic Elective as 9th graders are not required to take a Social Studies course in 9th grade. It is recommended however as a basis for 10th grade World History and World Literature.
With that being said, the following are the determinants that I will use when recommending students for placement.
For placement into the AP Human Geography course, I am using the reading Lexile Level requisites from Honor 9th Grade Lit & Comp (1150) and Honors World Lit & Comp (1250), and am using a Lexile Level of at least 1175.
In conjunction with this, I will use the following determinants as are also stated in the Lit/Comp requisites: reading comprehension, perceptive interpretations of reading materials, thoughtful and crical analyzation of texts for explicit and implicit meaning, providing textual evidence to support a claim or thesis, consistent production of clear/coherent writing. As well, consistency of work and work ethic will be taken into account with regards to placement.
I discussed this in class today with students. Those who I am recommending without hesitation have been notified. Those who have met the Lexile Level, but have not always shown consistency have been spoken with and have been asked to speak with parents/guardians and examining the syllabus, and to give me their decision if they believe they can meet the challenge of the AP Course by Homeroom tomorrow. I am providing the syllabus below.
AP Human Syllabus-12yy9xl
As a parent/guardian, you have the right to request to waiver your student into the AP Course should they not receive a recommendation from me based upon the requirements as mentioned above. That request will go through McEachern, we at Tapp do not have access to that process.
If you have any questions regarding the information, please email me and I will be happy to discuss those with you. Gennie.email@example.com
Students received a handout in class today (Monday), and we were able to fill in the front side about the MAIN Causes of WWI and Georgia’s Contributions. I will include the PowerPoint just to be sure that all students completed.
WWI Causes and GA Role from Foldable Booklet-2evr0im
Students should use the following PowerPoint to fill in the information on the back of the handout “Post WWI Impact”, Great Depression & New Deal.
Post WWI Impact Boll Weevil Great Dep New Deal foldable pg 75-231ndxk
Students also received vocabulary terms on Friday that are due on Tuesday, February 5th. I will list the words below – definitions should come from the textbook, not the internet…
1. diversify 2. Truck farming 3. Service industry 4. isolationism 5. World War I 6. armistice 7. Pandemic 8. Assembly line 9. Installment plan 10. Boll weevil 11. Stock market 12.Great Depression 13. Purchasing power 14. Surplus 15. Entrepreneur 16. New Deal 17. Barter 18. Subsidy 19. Labor union 20. Relief 21. Strike 22. Cooperative 23. Recession 24. Minimum wage
I loaned out Glossary booklets to those who needed it. I will include the link to the textbook as well: https://www.authpro.com/auth/clairmontprsMSHGA17
Students will take the Unit 6 Pre-Test over the 20th Century in class today (Friday 1/25). After the pre-test, students will begin working on the Unit 6 Vocabulary Words. These 25 words will be due Tuesday Feb. 5th.
Please be actively monitoring the Gradebook. Students who are missing assignments need to turn the assignments in for partial credit prior to progress reports.
To learn how the Supreme Court Case of Plessy vs. Ferguson impacted race relations in the southeastern United States, students read and listened to Billie Holliday performing the poem/song “Strange Fruit”. Students were to choose one of the three activities below to complete in class or for homework.
“Strange Fruit” began as a poem written by Abel Meeropol, a Jewish high-school teacher from the Bronx, about the lynching of two black men. He published under the pen name Lewis Allan. Meeropol wrote “Strange Fruit” to express his horror at lynchings. African-American singer Billie Holiday would become associated with this song.
You are to read the poem “Strange Fruit.” When you are finished, you are to choose one of the following activities to complete ON YOUR OWN PAPER:
**You are to use SCHOOL APPROPRIATE language for these activities**
1. Write a 6-8 sentence summary of the poem.
2. Write your own poem regarding Jim Crow laws, segregation, and racial violence
3. Draw a political cartoon related to the poem. Also include a 2 to 3-sentence explanation of your cartoon.
Southern trees bear a strange fruit,
Blood on the leaves and blood at the root,
Black body swinging in the Southern breeze,
Strange fruit hanging from the poplar trees.
Pastoral scene of the gallant South,
The bulging eyes and the twisted mouth,
Scent of magnolia sweet and fresh,
And the sudden smell of burning flesh!
Here is a fruit for the crows to pluck,
For the rain to gather, for the wind to suck,
For the sun to rot, for a tree to drop,
Here is a strange and bitter crop.
Welcome back – Happy New Year! We have 87 days in the second half of the school year.
Upon returning to school, students were given a Review Packet which covers all of the standards that were covered during the first half of the school year. Students have 2-weeks to complete the packet and will turn in for a grade. I will select 10-questions from the entire packet to grade. Each class period will have a different 10 that will be graded. DUE DATE: JANUARY 22, 2019.
Students took a pre-test over Unit 5 – “The New South” in class on Wednesday. After the test, students were to pick up the Unit 5 Information Guide with all standards and 20 Vocabulary Words. DUE DATE: JANUARY 19, 2019.
There are a total of 12 Units in Georgia Studies, so it is very important that students are as present as humanly possible leading up to the Milestones Assessment in April. 8th Grade Students must take all of the sections of the Milestones, so it is imperative that they attend school, take proper notes, remain organized, and prepare for success on the assessment!
The units we will cover are as follows:
Unit 5 -The New South
Unit 6 – 20th Century
Unit 7 – Post-WWII GA
Unit 8 – Civil Rights
Unit 9 – Modern GA
Unit 10 – State & Local Government
Unit 11 – Juvenile Justice
Unit 12 – Personal Finance
I will be available to TUTOR on THURSDAY’S after school upon request. Time: 4:30 – 5:15
Include some background information (see Overview and Background Essay)
– Explain/define Reconstruction (time period)
– What was happening in the country during this time?
Include your THESIS STATEMENT: Who you believe killed Reconstruction
This is where you present your evidence (QUOTES)
– Quote 1 –> Explain Quote–> Explain how quote proves the North/South killed Reconstruction
– Quote 2–> Explain Quote–> Explain how quote proves the North/South killed Reconstruction
– Summarize how both quotes prove the North/South killed Reconstruction
Cite your document!!!!
“In Document A, the author states…”
“African Americans as a people… are not fitted for the proper exercise of political duties” (Doc D).
Basically restate your introduction paragraph but re-word it, and repeat your THESIS STATEMENT
On Tuesday, students began their first full DBQ of the year. As a class, we analyzed the Background Essay, and students were responsible for answering the Background Essay Questions on a sheet of notebook paper. The answers to the Background Essay Questions are due by Thursday.
On Wednesday, Document A was analyzed as a group. Key information was highlighted, notes were made, and as a class, we completed part of a Document Analysis Sheet. Students are responsible for completing the first Document Analysis Sheet –> I will upload a copy of my completed Document Analysis Sheet.
On Thursday and Friday in class, students will analyze Documents B, C, and D. They will have to highlight key information, and must complete another Document Analysis Sheet for any of the remaining documents. This will be turned in and counted as a Quiz Grade.
Next week in class, students will have Monday to complete an outline for the paper that will be due by end of class on Wednesday.
Students took notes on Reconstruction Monday – Wednesday. I will attach the PowerPoint below. Students will have the period on Thursday to work on a review sheet for Friday’s Test. The review sheet will be due at the beginning of class along with the vocabulary words that they received last Tuesday. I will list the words below – definitions must come from the textbook, not from the internet.
Use Chapter 17 beginning on page 416 to define the terms
1. Reconstruction 2. Freedmen 3. 13th Amendment 4. Black Codes 5. 14th Amendment 6. Carpetbagger 7. Scalawag 8. Ku Klux Klan 9. 15th Amendment 10. Redeemers 11. Poll Tax 12. Discrimination 13. White Supremacy 14. Freedmen’s Bureau 15. Tenant Farming 16. Sharecropping 17.Segregate
Online textbook address: https://www.authpro.com/auth/clairmontprsMSHGA17
On Monday in class, students received a review sheet for tomorrow’s unit test..
On Tuesday, the students were given a chance to finish up, then we reviewed the information on the Review Sheet. Students were also given some additional information for tomorrow’s test.
I am attaching both of the PowerPoints used to gather notes, along with the review PowerPoint from today’s class.
Events leading to the civil war 1718-27d7j23
Civil War Booklet_-1cciiq3
Civil War Review 1819-1c1d6q1
After the test, and on Thursday and Friday, students will be viewing the film “Sherman’s March.”