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!
RVI
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!
RVI
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.
RVI
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.
RVI
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!
RVI
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!
RVI
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:
