The purpose of this blog is to create an easy and fast form of communitcation for my classroom. On the blog you will find weekly updates in class assignments, events and changes. The blog will also provide links for extra work, assignments and/or information, I feel may be helpful.

Friday, November 30, 2012

Vocabulary Quiz on MONDAY 12/3/12

Both 7th and 8th Grade will be have a Vocabulary Quiz on Monday . This quiz in NOT open book and student may NOT use a 3x5 index card on this short quiz. Words can be found on the blog's older post in order for students to study.

Tuesday, November 27, 2012

Monday, November 26, 2012

Weekly Announcements

- Test Retake will be given on Friday 11/30/12 @ Lunch. (Student must bring original test signed by parent in order to retake the test)

-Progress Reports (signed): In an effort to make sure all students and parents are aware of the standing in the class; students MUST turn in their Progress Report signed. Students who fail to do so will have a lunch detention until the progress report in turned in and signed.

-Book Report student were given the guidelines and requirements of Historical Novel Book Report. This report is a completely independent at home assignment. All reports are due on FRIDAY JANUARY 4th. NO LATE REPORT WILL BE ACCEPTED.

New Unit Vocabulary DUE TUESDAY 11/27/12

Chapter 2 Vocabulary: Age of Exploration in Asia and India (7th Grade)
****Modified list #1-15******

1.   Cartographers

2.   astrolabe

3.   caravel

4.   scurvy

5.   circumnavigate

6.   Northwest passage

7.   matrilineal

8.   stupas

9.   Khmer Empire

10.                     padis

11.                     outposts

12.                     sepoys

13.                     British-French Rivalry

14.                     Robert Clive

15.                     The Manchu Conquest

16.                     Matteo Ricci

17.                     Manchus

18.                     Henry the Navigator

19.                     Vasco de Gama

20.                     Christopher Columbus

21.                     Vasco Nunez de Balboa

22.                     Ferdinand Magellan

 ***Modify list are for students who IEPs start that they need a simplified list or chunking of information.
Unit 3: Early American Colonies (8th Grade)
****Modified list #1-15******

All 8th Grade Students must write definition and use the word in a sentence for FULL credit.
1.  charter
2.  John Smith
3.  representative government
4.  pilgrim
5.  Squanto
6.  John Winthrop
7.  toleration
8.  Roger Williams
9.  Anne Hutchinson
10.                   Thomas Hooker
11.                   John Wheelright
12.                   town meeting
13.                   Metacom
14.                   proprietary colony
15.                   royal colony
16.                   William Penn
17.                   Backcountry
18.                   Nathaniel Bacon
19.                   Lord Baltimore
20.                   James Olgethrope
21.                   debtor
22.                   plantation
23.                   borderland
24.                   Junipero Serra
25.                   presidio
26.                   pueblo
27.                   The “Starving Time”
28.                   Mayflower Compact
29.                   King Phillip’s War
30.                   Penn’s “Holy Experiment”
31.                   Bacon’s Rebellion
***Modify list are for students who IEPs start that they need a simplified list or chunking of information.

Friday, November 16, 2012

Test on Monday 11/19/12

Both 7th and 8th grade will be having a Unit Test on Monday.

Students may bring a 3X5 index chart as a "cheat" sheet to use on the test.

Thursday, November 15, 2012

Famous Quote of the Week 11/15/12

"I think, therefore I am." ----- Who said this?

Conquest and Colonies

Conquest and Colonies

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Conquest and Colonies (Extra Credit-8th Grade) 


Main Idea: The countries of Europe established colonies in the lands they discovered but, in some cases, only after violently conquering the native people who lived there.

Today's Lesson Essential Question: Which cultures did Europeans encounter, and how were they received?

Instructions: As you go through this webquest, be sure to read everything. Action items are in red. Important names and terms that will pop up on the unit test are bolded. You may choose to type and print your responses or write them on loose-leaf. You may work individually or with a partner, but each person must submit their own set of responses.

1. Action Item: After reading the passage below, create a chart (or timeline) showing the sequence of events leading to Spain's conquest of the Aztec Empire.

The Conquest of Mexico


From the Caribbean some Spaniards moved to the mainland to set up colonies. One such person was Hernan Cortes, who led an expedition to Mexico that ended with the conquest of the Aztec Empire. Cortes was a conquistador, or conqueror, a term applied to Spanish military leaders who fought against the native peoples of the Americas.

At the time of the Spanish arrival in Mexico, the Aztec emporer was Moctezuma II. Though the Aztecs were very powerful and ruled much of Mexico, they were unpopular with those they had conquered. Cortes was able to use this lack of popularity to his advantage. By the time he reached the Aztec capital, Tenochtitlan, Cortes's small band of Spanish soldiers had been joined by thousands of Native Americans who wanted to defeat the Aztecs.
Among the Native Americans who joined Cortes was a woman named Malintzin, also called Malinche. Because she was able to speak the Aztec language, Malintzin became invaluable to Cortes as a translator.

In addition to his Native American allies, Cortes had several other advantages that helped him defeat the Aztecs. He head metal weapons and heavy armor, neither of which was known to the Aztecs, as well as guns. Also, Cortes and a few of his soldiers rode horses, animals never before seen in the Americas. Some Aztecs were so scared at their first sight of the horses that they fled in terror. As it had in the Caribbean, disease also swept through the Aztec Empire, killing thousands of people.

On November 8, 1519, Cortes and his army entered Tenochtitlan. Though Cortes and Moctezuma greeted each other respectfully, the Spanish soon took the emperor prisoner. Battle erupted, during which Moctezuma was killed. After months of heavy fighting, Cortes took the city and the entire Aztec Empire. King Charles V of Spain appointed Antonio de Mendoza the first viceroy of Spain (officials selected to rule a large area in the king's name).

2. Action Item: After reading the passage below, create a chart (or timeline) showing the sequence of events leading to Spain's conquest of the Inca Empire.

The Conquest of Peru

About 10 years after the conquest of the Aztecs, a conquistador named Francisco Pizarro led an expedition to Peru. Pizarro had heard of the fabulous wealth of Peru's Inca Empire, and he hoped to win some of that wealth for himself.

The Inca Empire that Pizarro found was already weakened significantly. Smallpox had recently swept through, killing many people, including the emperor. In the wake of the emperor's death, civil war had broken out. A new ruler, Atahualpa, had only just taken control of the empire when the Spanish arrived.

Atahualpa heard of the Spaniard's arrival and agreed to meet with them in 1532. At that meeting, Pizarro demanded that Atahualpa accept Christianity and hand over his empire to Spain. Atahualpa refused, and the Spanish took him prisoner. Though Atahualpa gave Pizarro a huge fortune in gold and silver, the Spanish killed him and headed South to Cuzco, the Inca capital. There they destoryed the Inca army and took over the empire.

3. Action Item: Infer - What event is taking place in the picture below? What evidence supports your answer?


4. Action Item: Read the passage below then answer the following questions.
  • Analyze - According to Las Casas, how have the Spanish mistreated the Native Americans?
  • Infer - For what audience do you think Las Casas was writing? What makes you think so?

Some Spaniards were apalled at the treatment of Native Americans and called on others to protect those who remained. The most vocal of these reformers was a priest named Bartolome de Las Casas. In seeking to protect the Native Americans, however, Las Casas recommended replacing them as laborers with imported African slaves (later in life, Las Casas recants this idea). Slave labor soon became a common practice in the Americas.

In his History of the Indies, Las Casas described the terrible ordeals that the Natvie Americans faced as forced laborers, despite orders from the king of Spain that they be protected and taught Christianity.

"The Indians were totally deprived of their freedom and were put in the harshest, fiercest, most horrible servitude and captivity which no one who has not seen it can understand. Even beasts enjoy more freedom when they are allowed to graze in the fields. When the Indians were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless. I sometimes came upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating "Hungry, hungry." And this was freedom, the good treatment, and the Christianity that Indians received.

Is there a single nation which would not think that the world is full of just such evildoers as the Spaniards if their first experience with that outside world was with a people who entered territories by force, killed the people, and deprived them of their rights? Just because the Spaniards told them to obey the King of Castile [Spain], supposing they understood, what obligation did they have to obey since they already had their own kings?

5. Visit CIA Factbook to view current statistics on the people of Brazil, Mexico, and Peru. Once the website is loaded, you will be able to select each country from the dropdown menu. Expand the section on "People" and view the languages spoken, religions, etc.
  • Based on this data, explain how exploration and colonization have impacted the culture in Mexico and South America.
  • How might the history of Mexico and South America be different if the Spanish had not discovered gold and silver there?

Scientific Revolution Web Quest

Scientific Revolution Web Quest (7th Grade- Extra Credit)

Mad Scientist Picture.jpg

Activity Introduction:

During and after the Renaissance, generations of men and women began to look at the
world around them with a renewed inquisitiveness. No longer willing to accept the
conclusions of classical scholars or the teachings of the church, individual scientists
pursued problems in mathematics, astronomy, physics, biology, medicine, and chemistry.
Through careful observation and experimentation, these researchers amassed a body of
sound, empirically proven knowledge that forms the basis of modern science. In this web quest,
you will study a collection of primary sources related to Nicolaus Copernicus.

Nicolaus Copernicus was born in Poland in 1473, then educated in Poland and Germany.
He read widely in Latin, studying contemporary and classical mathematics, astronomy,
and also medicine. Unlike many of the sciences, astronomy is a science that is conducted
primarily through observation, not experimentation. Copernicus was a careful observer
who spent many hours studying the night sky from his observatory in Frauenburg,
Germany. Copernicus became convinced that the earth was not fixed and stationary at the
center of the universe, but instead revolved around the sun. In this web quest, you will study
Copernicus's writings and examine the way he drew his scientific conclusions.


Visit the link below and answer the corresponding questions.

Nicolaus Copernicus: From The Revolutions of the Heavenly Bodies, 1543

1. Read the first paragraph. On what basis did Copernicus conclude that the form of the sphere "belongs to the heavenly bodies"?

2. Summarize three reasons why Copernicus concluded that the earth was spherical.

3. According to Copernicus, what did "the great majority of authors" think about the place of the earth in the universe?

Visit the link below and answer the corresponding questions.

4. What did Copernicus mean when he wrote, "I ascribe certain motions to the terrestrial globe"?

5. Why did Copernicus debate with himself for many years over whether or not to publish his book?

6. What did the "scorn" which Copernicus "had reason to fear" almost lead him to do?

7. What did the "confusion in the astronomical traditions" lead Copernicus to do?

8. What did Copernicus find "by long and intense study"?

9. Copernicus anticipated that some people might badly distort some "pages of Scripture" in their efforts to refute his theory (prove it wrong). What did Copernicus mean by this?

Visit the link below and answer the corresponding questions.

Thomas Digges: A Perfit Description of the Coelestiall Orbes

Scroll down to the hand-drawn image near the bottom of the page. This is the work of Thomas Digges, a follower of Copernicus.

10. Describe what you see.

11. The view of the solar system, as described by Copernicus and sketched by Digges, was a radical challenge to people who firmly believed that the earth was the center of the universe and that it was fixed and stationary in the sky. Hypothesize how such individuals might have reacted to Copernicus's and Digges's new astronomical theory.

Visit the link below and answer the corresponding questions.

12. Who was Johannes Kepler?

13. What contributions did he make to mathematics and astronomy? How did he build on the work
of Copernicus?

Wednesday, November 14, 2012

Discussion Question #7 DUE THURSDAY 11/15/12

Why is ending hunger in the world/ U.S. a big issue? Can young people make a difference in ending big issues like hunger and poverty? How?

7th Grade Requirements:
1 1/2 pages
(5 Quotes for extra credit)

8th Grade Requirements:
2 pages
5 Quotes (required)

Tuesday, November 13, 2012

Extra Credit Opportunity

Mankind The Story of All of Us is an epic 12-hour television event about the greatest adventure of all time—the history of the human race.
Mankind The Story of All of Us - Series Premiere
Tue., Nov. 13 at 9/8c
It takes 10 billion years for the ideal planet to form and 3 billion more for the right conditions to emerge before it finally happens: mankind begins. From there unfolds a fast-paced story told here through key turning points—stepping stones in our journey from hunter-gatherer to global citizen. It’s a tale of connections—why some ideas take hold and spread around the globe, and how the lives of people in one part of the world are shaped by events in another.
Episodes covered throughout the series include the ice age, the advent of farming, the sacking of Rome, the discovery of the New World, the fall of the Aztec empire, the Industrial Revolution and so much more. This is our story—a story of triumph and overcoming, of survival on a harsh and brutal planet. It is the story of all of—and how, against the odds, we survived.
Mankind is the first television series in a generation to tackle the history of the human race through the ages. Embracing groundbreaking storytelling methods, it features jaw-dropping imagery and dramatic reconstructions of the most critical events in human history.
*****Students can recieve 10pts for just watching each episode and writing down 5 things they have learned from each episode.******
Extra Credit for 1st Episode Due MONDAY, NOVEMBER 19th.

Friday, November 9, 2012

8th Grade Homework

Spanish Word Search and Essay.
- Worksheet was given to students on Thursday. Assignment is due on TUESDAY 11/13/12

Thursday, November 8, 2012

Homework Reminder!!!!

Field Trip Report DUE FRIDAY 11/9/12

The Hohokam and The White Tank Mountains Project
Part I: Short Answer Questions (50pts)- questions included in packet
Part II: Newspaper Project (50 pts)
Directions: use the information learned from field trip and through the article to create a historical newspaper. Each newspaper must include the following:

  • Newspaper Title
  • 3 News articles w/ titles (each article must 6-8 sentences)
  • 4 Pictures
****Students were given their packets for this week's project that is due on Friday.

Wednesday, November 7, 2012

Homework 11/7/12

7th Grade- Prostestant Reformation Worksheet (Read Skit and Answer Questions)

8th Grade- Discussion Question #6: Do you agree with the National and State Election Results? Why or Why not? (Extra Credit Option for 7th Grade)

Tuesday, November 6, 2012

Famous Quote 11/6/12

"Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost."  ----- Who said this?

Monday, November 5, 2012

Field Trip Report DUE FRIDAY 11/9/12

The Hohokam and The White Tank Mountains Project
Part I: Short Answer Questions (50pts)- questions included in packet
Part II: Newspaper Project (50 pts)
Directions: use the information learned from field trip and through the article to create a historical newspaper. Each newspaper must include the following:


  • Newspaper Title
  • 3 News articles w/ titles (each article must 6-8 sentences)
  • 4 Pictures
****Students were given their packets for this week's project that is due on Friday.

Reminder Awards Ceremony

1st Quarter Awards Ceremony: The first quarter awards assembly will be this Wednesday, November 7th. The times are as follows:

1st/2nd grade: 8:30am - 9:15am
3rd/4th grade: 9:30am - 10:00am
5th/6th grade: 10:15am - 10:45am

7th/8th grade: 11:00am - 11:30am