Mrs. Powers

8th Grade

SC History

j0437419

 

Below is The Link for Chapters 8 & 9 in our textbook.

http://www.capitalcitypublishing.com/chapter8.pdf

 

http://www.capitalcitypublishing.com/chapter9.pdf

 

 

Announcements

v    Thank you parents that have sent Donations to our classroom they are greatly appreciated.

v    It would be greatly appreciated if Students could bring some disinfecting wipes.  We have plenty of hand sanitizer and disinfecting spray at this time.

v    We can always use copying paper!!!

v    Can food drive for House of Hope sponsored by SGA- Team that collects the most cans will get a treat!!!!  Deadline is November 23.  Please help support this cause.

v    Chapter 8/9 Test on Friday, November 20.

 

 

Wish List:

v  Hand Sanitizer

v  Tissues

v  Computer Paper

v  Notebook Paper

v  Pencils

v  Candy for Prizes

 

       The Flu season is among us and any donations of Disinfecting spray or Disinfecting wipes, hand sanitizer, and Kleenex are greatly appreciated. 

 

Grading Policy

In my class I use the points system so that students can keep up with their grades easily.  Each assignment will be given a point value based on the assignment.  For example a Chapter Test may count 50- 70 points depending on the length. If the test counts 50 points and the student misses 10 questions then the student will receive a 40/50.  You take the points earned and divide them by the points possible to get your grade.  A 40/50 would be an 80.  A 50/50 would be 100. 

 

At the end of each nine weeks homework will be given a point value, depending on the number of homework assignments.   One point will be deducted for every assignment the student misses.  The student will be able to do the assignments missed and turn them in before the end of the nine weeks.  THE STUDENT IS RESPONSIBLE for coming to me to see which assignments have been missed.  Bell Work will be graded based on effort.

Class Rules

I will review with your child the classroom procedures I expect him/her to follow.  The following is the management plan I will use for students who fail to comply.

 

                1st offense:  Warning!  Student Conference/Minor Disciplinary Action

                       2nd offense:  Parent Contact:  Note/Letter/Phone Call/Conference

                       3rd offense: Time Out or Lunch Detention

                       4th offense:  Office Referral

 

                          If a student’s behavior warrants it, any of these steps may be skipped, and the student referred directly to the school office.

 

This Week

v Chapters 8 & 9 – Low Country, Back Country, Cherokee War, & Regulator Movement

 

Lesson Plans

Plans may change due to pacing or unforeseen circumstances.

 

J.Powers’ Lesson Plans

 

Week of

 

11/16-11/20

Student/Teacher   Activities

Assessment

Homework

 

 

Materials

Standard:   8-1:The student will demonstrate an understanding of the settlement of SC and the US by Native Americans, European and Africans.

 

             Indicator: 8-1.2       Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yamassee; deerskin trading; the Yamassee War; and the Cherokee War. (H, P, E)

 

             Indicator: 8-1.3       Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony. (H, G, P, E)

 

             Indicator: 8-1.5       Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement. (G, P)

 

            Indicator: 8-1.6        Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism. (H, G, E)

 

            Indicator:  8-1.7       Summarize the military and economic involvement of South Carolina in the French-British colonial rivalry. (H, G, P, E)

 

 

Monday

Bellwork:  Workbook Pg. 80-Settling the Back Country-will go over as a class (S) RS WS VAK

 Instruction Time: 

1) Introduce WOW

2)  Go over Workbook Pg. 67

3) Low Country vs. Back Country Activity on SB- students will see a series of pictures and student will identify which area the picture goes with by holding up a card that says low country on one side and back country on the other. (S) VAK

4) Discuss Chapters 8 & 9 (B) VAK

5) Take Two Column Notes on Chapters 8 & 9 (S) RS WS VAK

6)  Pass out French & Indian War Handout

Workbook Pg. 80

Low Country vs. Back Country Activity

French and Indian War Handout

Workbook

Smartboard

French and Indian War Handout

Textbook

Standard:   8-1:The student will demonstrate an understanding of the settlement of SC and the US by Native Americans, European and Africans.

 

             Indicator: 8-1.2       Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yamassee; deerskin trading; the Yamassee War; and the Cherokee War. (H, P, E)

 

             Indicator: 8-1.3       Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony. (H, G, P, E)

 

             Indicator: 8-1.5       Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement. (G, P)

 

            Indicator: 8-1.6        Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism. (H, G, E)

 

            Indicator:  8-1.7       Summarize the military and economic involvement of South Carolina in the French-British colonial rivalry. (H, G, P, E)

 

 

Tuesday

Bell work: Define guerilla warfare using a sentence or drawing(S)   RS WS VAK

 Instruction Time: 

1) Go over French and Indian War handout.(B) RS WS VAK

2) Discuss Chapters 8 & 9 (B) VAK

3) Take Two Column Notes on Chapters 8 & 9 (S) RS WS VAK

4) Read last 15 minutes of Class.

 

Skits, Sentences, or drawings on what  guerilla warfare means

 

Informal Questioning

Study Notes and Vocabulary

Study Guide

Smartboard

Textbook

AR Book

 

Wednesday

Bell work:  Decorate an Index cared for an American Soldier(S)  WS VAK

Instruction Time:

1) Finish Discussing Chapters 8 & 9 (B) VAK

2) Finish Taking Two Column Notes on Chapters 8 & 9 (S) RS WS VAK

3) Low Country vs. Back Country Activity

 

Vocabulary Word Scramble

Review for Chapter Test

Study Notes and Vocabulary

Study Guide

Smartboard

Veteran’s Day Power Point

Standard:   8-1:The student will demonstrate an understanding of the settlement of SC and the US by Native Americans, European and Africans.

 

             Indicator: 8-1.2       Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yamassee; deerskin trading; the Yamassee War; and the Cherokee War. (H, P, E)

 

             Indicator: 8-1.3       Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony. (H, G, P, E)

 

             Indicator: 8-1.5       Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement. (G, P)

 

            Indicator: 8-1.6        Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism. (H, G, E)

 

            Indicator:  8-1.7       Summarize the military and economic involvement of South Carolina in the French-British colonial rivalry. (H, G, P, E)

 

 

Thursday

Bellwork:  Vocabulary Word Scramble. (S) RS WS VAK

Instruction Time: 

1) Review for Chapter Test

Review for Chapter Test

Vocabulary Word Scramble

STUDY FOR TEST

Smart Board

Test Review

Standard:   8-1:The student will demonstrate an understanding of the settlement of SC and the US by Native Americans, European and Africans.

 

             Indicator: 8-1.2       Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yamassee; deerskin trading; the Yamassee War; and the Cherokee War. (H, P, E)

 

             Indicator: 8-1.3       Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony. (H, G, P, E)

 

             Indicator: 8-1.5       Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement. (G, P)

 

            Indicator: 8-1.6        Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism. (H, G, E)

 

            Indicator:  8-1.7       Summarize the military and economic involvement of South Carolina in the French-British colonial rivalry. (H, G, P, E)

 

 

Friday

 

 

 

 

 

 

 

Bellwork:  Study Silently for Test.

 Instruction Time: 

1) Chapters 8 & 9 Test (S) RS WS

2) Read AR Book when test completed.

Chapter Test

Have a Great Weekend.

Chapter Test

AR Book

Abbreviations Key

S=Student                    SB=Smart Board                       V=Visual

T=Teacher                   WS=Writing Activity                A=Auditory

B=Both                         RS=Reading Activity                K=Kinesthetic

 

 

 

 

 

Contact Information

I look forward to working with your child this year.  Please feel free to contact me with any questions or concerns.

Phone:  673-1199

Home:  346-7490   Please do not call after 9 pm

Email:  Jennifer.Powers@fsd1.org