Agenda:
1. Go over D of I homework
2. Declaration of Independence Marketing Campaign (pg 14-15)
HW: Textbook Scavenger Hunt (pg 13)
Today we explored the meaning of the Declaration of Independence. In particular, we examined the four parts of the Declaration, and the section on natural rights that goes like this:
"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 then began work on the Declaration of Independence Marketing Campaign. Students were broken up into groups and each given 45 minutes to prepare a print campaign, a slogan, and a jingle to "sell" the Declaration to the American people, to King George III of Great Britain, and to King Louis XVI of France.
We will present these marketing campaigns in our next class.
Today we discussed the issue of independence. We began by examining what life would be like for a teenager if they decided to declare independence from their parents or from their school. What advantages and disadvantages, what positive and negative consequences are there to being out all on your own. We eventually must face this as we transition from teenagers to adults, and America had to face this as they made the decision to break away from Great Britain.
We then took a vocabulary quiz, and followed by reading in class on the events leading up to the Declaration of Independence. We then took a quick "TV break" to watch a piece titled "No More Kings" from the classic late 70's/early 80's children's series, "Schoolhouse Rock."
Homework for tonight is to fill out the Declaration of Independence Graphic Organizer. Do this by reading the Declaration on pages 54-58 in the textbook, and then filling in the organizer. In our next class, we will go more in-depth into the Declaration, and begin working on our Declaration of Independence Marketing Campaign!
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Today we had our Spirit Drive fundraiser kick-off assemblies, so we only had 25 minutes in history class. That was enough time, however, to finish our primary source presentations and to review our vocabulary homework from last time. You will have a vocab quiz in our next class meeting, so make sure you're ready!
If you would like to study from Mr. Ippolito's vocab PowerPoint, you can download it from http://rippolito.pbworks.com. Good luck!
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1. Attendance/New Seating Chart
2. Journal - "Coming to America" (top of pg 7)
3. Passenger Manifests in 1634 (bottom of pg 7)
4. Primary Source Presentations
HW: The Great Awakening and the Enlightenment (pg 8)
Today we began class with our very first journal prompt, which asked, "Which of the following statements do you agree with more? Explain your answer: 1. The first immigrants to America in the 1600s came for money. 2. The first immigrants to America in the 1600s came for religion and family.
After writing journal responses in our INB, we then analyzed two different primary sources: passenger manifests from ships sailing to America in 1634. One ship was bound for Virginia, the other for New England. If you were absent for this, please ask Mr. Ippolito for the reading so you can complete the assignment.
After this, we began presenting our primary source artifacts and documents that we brought from home. We didn't finish, so we'll complete our presentations in the next class.
For homework, you have a textbook reading assignment called, "The Great Awakening and the Enlightenment." There was a handout with this, and as with all handouts, this one is also available at on my pbworks site at http://rippolito.pbworks.com. Use this site for all in-class and homework handouts.
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Today we asked the question, "Are you smarter than a fifth grader?" Students had to dig back into their memories from three years ago to recall information about the explorers, the colonies, and that Jack Black look-alike named Paul Revere. It was a fun "quiz" that we took and graded in class (no points off for wrong answers).
For homework, students are to retrieve an item from home that will serve as their own personal "primary source." If we were filling a time capsule to represent life in America in the early 21st century, what single item would you include that says something about you? Follow the instructions on the sheet, and be prepared to present your artifact in class next time.
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Hey, the weekend already! No new homework for today. Simply a reminder to turn in the assignments already given out yesterday. The Electronic Tear-Off is located on the bottom of the back of Mr. Ippolito's course syllabus.
Just a reminder that nearly all handouts in Mr. Ippolito's class are available for download. Go to http://rippolito.pbworks.com and select Pages and Files. You can download and print handouts right at home!
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Welcome students and families to Mr. Ippolito's class! Please check our class website regularly for class agendas, updates, special events, review podcasts, and much more! To get homework and class updates, you can now follow Yukon History on Twitter at:
http://twitter.com/yukonhistory
Did you miss (or misplace) a handout from class? You can download nearly every class handout at:
http://rippolito.pbworks.com
Have a great year on the best team at Rio Norte, Team YU-KON!
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I know you learned about this in fifth grade, but in case you forgot your American Revolution history, here is a quick refresher course from Social Studies for Kids:
6th Grade History Review
http://staff.hartdistrict.org/rvi/review6.ppt
7th Grade History Review
http://staff.hartdistrict.org/rvi/review7.ppt
Good luck!
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Want to go over those PowerPoints we did in class for sixth and seventh grade history? Here they are:
Sixth Grade - http://staff.hartdistrict.org/rvi/review6.pdf
Seventh Grade - http://staff.hartdistrict.org/rvi/review7.pdf
Good luck on your STAR test!!
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Here is a listing of all the sixth, seventh, and eighth grade standards:
http://staff.hartdistrict.org/rvi/star.pdf
Here is a list of some academic vocabulary terms you might find on the STAR test:
http://staff.hartdistrict.org/rvi/acavocab.pdf
Good luck!
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Here's the sculpture we talked about in class. For your at-home challenge, tell me where you would find this sculpture commemorating what we learned about. Be as specific as possible for maximum points!
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HW: The Coming of War (pg 62) - This was a textbook assignment where we read and took notes on Chapter 10, Section 4.
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2. Journal - "Find This!" (pg 55)
Answer the following questions in complete sentences in your INB:
- How did African-Americans in the North gain access to education? (pg 269 in text)
- What was Nat Turner famous for? (274 in text)
- How did California's admission to the Union affect the balance of power in the Senate? (362 in text)
- What was the main message of Senator Daniel Webster's speech in 1850? (358 in text)
3. On the Edge of Civil War (pg 56)
This was a PowerPoint presentation where we learned about the final four major events leading up to the Civil War: the Lincoln-Douglas Debates of 1858, John Brown, the Election of 1860, and the Bombing of Fort Sumter. Get the notes from Mr. Ippolito or from a fellow student if you were absent.
The benchmark exam is coming (3/16-17)! Next class: benchmark review!
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2. Finish "African-Americans Resist and Adapt to Slavery"
We finished our study of ways that slaves coped with the conditions of slavery. If you missed it, or if you'd simply like to learn more about slaves' first-hand experiences, download the primary source information here:
http://www.rionorteyearbook.com/hist8/resistadapt.pdf
3. Journal - "Dehumanizing Slaves" (pg 43)
We ended our day by examining the first paragraph of Frederick Douglass' autobiography. You can check it out here:
http://sunsite3.berkeley.edu/Literature/Douglass/Autobiography/01.html
We then compared Douglass' experience and frustration of not knowing his birthday or exact age with other tactics that were used in the South to dehumanize slaves and keep them in bondage. Here's the exact prompt:
"Using the excerpt from Frederick Douglass' autobiography, plus at least TWO other examples from the primary sources in our 'African-Americans Resist and Adapt to Slavery' activity, describe how slaves were dehumanized."
HW: "Have a great day!" I very rarely assign no homework, so this is a special treat for my students this evening. Enjoy it while it lasts!
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2. The Southern Class Pyramid (pg 41)
We learned from an interactive slide lecture today about the different levels of the Southern class system. We also discussed how the Southern class system was similar, in many ways, to the system of feudalism in medieval Europe.
3. African-Americans Resist and Adapt to Slavery (pg 42)
This was a placard activity where students learned about life on the plantation by exploring primary sources. If you would like to explore more of these primary sources in detail (or if you just didn't get it all finished in class), you can download all the placards here:
http://www.rionorteyearbook.com/hist8/resistadapt.pdf
HW: The Plantation South
Tonight for homework I would like for you to take ONE page of notes from "The Plantation South" (chapter 7, section 3) in the textbook. You should have at least four sentences (or bullet points) on each of the following topics:
the cotton gin, slave labor, defending slavery, restrictions on free African-Americans, life under slavery, and resistance to slavery.
Finally, please prepare for a North/South Quiz (it counts for real points!). The easy part is that each answer will either be "North" or "South." The challenge will be: do you know the difference between the two? Get ready! We'll start next class with this quiz.
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2. Imagining the Horrors of Enslavement (pg 38)
This was an interactive activity combining narration from the novel "Roots" and clips from the movie "Roots." In it, we learn the story of Kunta Kinte, a member of the Mandinge tribe from The Gambia in West Africa. We see him in his village, captured by the slave traders, and his journey along the dreaded Middle Passage from Africa to America. I asked students to place themselves in the position of Kunta to feel what it's like to become a slave. Come in to see me outside of classtime so I can catch you up on this activity.
HW: African-American Sensory Figure (pg 39)
As a follow-up to the Kunta Kinte activity, students are asked to give six different senses that they might experience if they had just been enslaved. Pick this up in class if you were absent and complete the assignment AFTER you have done the "Horrors of Enslavement" activity.
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For those of you asking for a diagram for how a cotton gin works, here you go!
Agenda:
Today was our final full day in Illinois, and right away I wanted to see the Lincoln tomb in Oak Ridge Cemetery. We went on Sunday, but it was closed, so we returned early this morning and were the first ones to arrive. There are many things that I enjoyed seeing and doing here in Springfield, but this is the visit I wanted most of all.
This was probably the most moving part of the whole trip--actually seeing Lincoln's tomb. On election night, 1876, graverobbers actually attempted to steal Lincoln's body out of the previous tomb. To prevent this from ever happening again, Lincoln's remains are now 10 feet underground, under more than 6 tons of steel and concrete. His head faces west, fitting for a man from the frontier wilderness of Kentucky. The monument inside is beautiful, and inscribed above are the words uttered by Lincoln's Secretary of War, Edwin Stanton, just as Lincoln breathed his last on the morning of April 15, 1865: "Now he belongs to the ages."
Springfield is on historic Route 66. After leaving the Lincoln tomb, we decided to travel north on Route 66 in search of Lincoln, Illinois.
While traveling along Route 66 headed for the town of Lincoln, we drove through a "charming" little town named Elkhart. I say "charming" because in spite of the signs luring us off the main highway with the promise of shops and food, everything was closed! Perhaps its for the best, though. I'm a little suspicious about a place that is both bakery and archaeological center. Hmmm . . . 
Sure there are plenty of cities and towns in America named after the 16th President, but this one is the only one named for Lincoln BEFORE he died. The story goes: in 1853, Lincoln (who helped survey the town and provide railroad service to it) was invited to a naming ceremony. Once there, he jokingly grabbed a watermelon off a cart, split it in half and squeezed some of the watermelon juice on the ground, thereby "christening" the town. So they named the town after him.
One of the things you can see when you visit Lincoln, IL, is the world's largest covered (er, well OK uncovered) wagon. I'm 6'2" and I fit comfortably underneath it standing straight up!
The highlight of our visit to Lincoln, IL, was our trip to Lincoln College. Lincoln College was founded in early 1865, just after Lincoln had won re-election and near the end of the exhausting Civil War. Unfortunately, President Lincoln would not live to see construction completed on the college that bears his namesake. The good news is we had a great visit! The library and museum was wonderful, and I got a couple things from the bookstore. Go Lynx!
So that concludes our Lincoln hunting! Later today we had dinner with our friend, Richard, and his wife at a steak restaurant called Alexander's. I got to cook my own filet mignon. It was great! Tomorrow we are off to St. Louis and back on a flight home so that I can be ready to teach my students bright and early on Thursday morning.
They have Carl's Jr. here in the Midwest, but they call it Hardee's.
Just like Best Food's Mayonnaise is Hellman's, and Dryer's Ice Cream
is Edy's. Weird!!!
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This morning we woke up early so we could head on over to the Old State Capitol building for the first day of issue of the four-stamp Lincoln bicentennial set, just released today by the United States Postal Service. On our way from the parking structure to the Capitol building, we passed by Pease's Candy and Nut store, and saw this cool Lincoln jellybean portrait!
There is a festive mood around Springfield, but still not nearly as many tourists as I thought there would be this week!
Many dignitaries were on hand for the unveiling of the new Lincoln stamps, including the US Postmaster General and Senator Richard Durbin of Illinois.
Our friend that we met up with yesterday, Richard, was there, too (far right). Here, my father-in-law Eric speaks to US Postmaster General Jack Potter.
Just down the street from the Old State Capitol is Springfield's Union Station. This was the train station that Lincoln's funeral train pulled into in May 1865.
We then visited the Abraham Lincoln Presidential Museum--one of the coolest museums I have ever been to. It's very high-tech!!
We saw lots of great stuff inside the Abraham Lincoln Museum, but photography was not allowed in most of the museum. I was able to pose with this wax figure of Sojourner Truth. You'll learn about Sojourner Truth later this week! That's all for now . . . more to come later!
All entries must be received by Thursday, February 12! You can also turn them in early to Miss Arnold. Good luck!
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After New Salem, we went by the Lincoln tomb. It's closed until Tuesday, but at least we got to see the outside. I'm looking forward to our return so I can pay my respects to our 16th President.
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We began the new Antebellum America unit. The word "antebellum" comes from the Latin. Ante means "before," and bellum means "war or conflict." This unit is a study of the time period leading up the American Civil War.
Today we focused on the North. We learned about the unique geography, population, culture, transportation, technology and economy that set the North apart from the South. We are beginning to learn that the diversified economy and exploding population will give the North a distinct advantage when they find themselves at war with the South beginning in 1861.
The homework tonight is vocabulary, and if you need help, please reference my online glossary (see right column).
Next time, we focus on the reform movements of the early to mid-1800s. Social reform inspired by the Second Great Awakening will drive the temperance movement, the women's rights movement, and reforms for education, the prison system, and the mentally ill.
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Today we learned about the Texas War for Independence, also called the Texas Revolution. This is part of our continued study of Manifest Destiny, as Americans moved West and America expanded her territorial holdings.
We learned about the history of Texas and the Texans, and then watched the last 50 minutes of Disney's "The Alamo" starring Billy-Bob Thornton and Dennis Quaid. Here's tonight's homework assignment:
Read about the events of the Texas Revolution that led to the battle at the Alamo on pgs. 328-329 in the textbook. Then, create a historical marker for the Alamo. The marker should include:
*A drawing of the Alamo
*A summary of the events that transpired there in 1836
*A brief explanation of its significance in the history of the southwestern United States
What is a "historical marker"? It is a plaque, statue, sign, or other structure that indicates what happened on that site, and when. There is a great article on historical markers here:
http://en.wikipedia.org/wiki/Historical_marker
Good luck!
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Agenda:
1. Welcome Back!
2. animatedatlas.com presentation
3. Journal "Push/Pull Factors" (pg 4)
4. Territorial Expansion Map (pg 3)
HW: Finish map
Today in Team Yukon history, we began by discussing where we had come from as a nation. We began with just the land of the 13 original colonies, but by 1783 had quickly expanded west to the Mississippi River. Later, with the Louisiana Purchase, the Texas annexation, the Mexican War, and a few other treaties and purchases, by 1853, the continental United States was complete.
Today's in-class assignment was the Territorial Expansion Map. The homework was to finish the map. Make sure to follow all instructions, especially when drawing and labeling the rivers. To help you with the rivers, check out these sites:
http://graphicmaps.com/webimage/countrys/namerica/usstates/artwork/rivers/uslayout.htm
http://www.enchantedlearning.com/usa/rivers/
A really cool downloadable, printable map of Westward Expansion is available here:
http://nationalatlas.gov/printable/images/pdf/territory/pagetacq3.pdf
If you want to show your parents some of what we did in class today, you can check out the Animated Atlas at:
http://animatedatlas.com/movie2.html
Happy Learning!
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Mr I
