Mrs. Doughty's Aspire Class

I got the following email from our contact at Archive it:

"Hi teachers,

Hope you are all doing well! We just wanted to send along a few program reminders.

As we mentioned in the check-in call last month, the final day of crawling is Friday, April 1. This means that by April 1st you should:

* Finalize your collections - Add and crawl any sites that you would like to capture
* Add descriptions to your sites. For more information on how to add descriptions, please see this help page: https://webarchive.jira.com/wiki/display/ARIH/How+to+Add+Descriptions+to+Your+Seeds

We also wanted to remind you that the preliminary Access Page for the program is available at https://archive-it.org/k12/. From here you can view your school's page and the sites and descriptions that were entered as of February 10, when the site was updated. The site will be updated once more in late April, to reflect your finalized collections. We will send additional information in the coming weeks to help with the final Access page updates, but please let us know if you have any questions."

NOTE FROM MRS. DOUGHTY -> PLEASE GO ON THE ARCHIVE-IT WEBSITE TODAY AND UPDATE THE LINKS. DELETE POSTS THAT LEAD TO NOWHERE AND MAKE SURE THAT THERE ARE DESCRIPTIONS FOR THE LINKS THAT WILL BE REMAINING. SEE YOU GUYS FRIDAY! - Mrs. Doughty

Posted by Mrs. Doughty at 6:29 PM No comments:

Email This BlogThis!Share to X Share to Facebook Share to Pinterest

Friday, February 18, 2011

National Archives Census Records

This might be a great resource for you:

http://www.archives.gov/research/census/publications-microfilm-catalogs-census/1910/index.html

I'd suggest looking through the "Ways to Search Census Records" link.

Posted by Mrs. Doughty at 8:58 AM No comments:

Email This BlogThis!Share to X Share to Facebook Share to Pinterest

Monday, February 14, 2011

Family Tree Websites

http://www.mymcpl.org/genealogy/family-history-forms (This is a good site you can use to enter your information into blank PDF forms.)

http://www.familytreemagazine.com/upload/images/PDF/ancestor.pdf (Another Family Tree Form)

http://www.familytreemagazine.com/info/basicforms (More good forms)

http://c.ancestry.com/pdf/trees/charts/famgrec.pdf (Family Group Record Form)

http://c.ancestry.com/pdf/trees/charts/anchart.pdf (Ancestry.com Family Tree)

Posted by Mrs. Doughty at 9:03 AM No comments:

Email This BlogThis!Share to X Share to Facebook Share to Pinterest

Newer Posts Older Posts Home

Subscribe to: Comments (Atom)

National History Day 2016 Theme

Exploration, Encounter & Exchange in History

Go to http://www.nhd.org/ for more information

Revolution Assignment

Great History Websites!

http://www.gilderlehrman.org/
http://www.monticello.org/
http://www.montpelier.org/

Followers

Blog Archive

▼ 2011 (20)
- ▼ June (1)
  - Hmmm.... interesting new J.K. Rowling website
- ► May (15)
- ► April (1)
  - Archive-it Survey
- ► March (1)
  - Archive-it update
- ► February (2)
  - National Archives Census Records
  - Family Tree Websites

► 2010 (19)
- ► December (1)
- ► November (5)
- ► October (5)
- ► September (8)

About Me

Mrs. Doughty: This is a picture of me and an original letter written by Thomas Jefferson!!!

View my complete profile

8th Grade History Standards (Battle Ground School District, 2010)

2010-2011 Teaching Standards for 8^th Grade Social Studies

US History Integrated with Washington State History

Note: Critical vocabulary should be used to help ELL students and others with difficulty reading access the ideas in social studies; the word definitions will not be part of any district exams. District exams will be developed from the standards.

Semester 1, Part 1:

American Independence (2 Performance Expectations)

Materials: The American Journey, Chapters 5 & 6

q Analyze and evaluate individuals’ rights to life, liberty, and the pursuit of happiness as presented in the Declaration of Independence. (1.1.1.a)

q Analyze the causes of the American Revolution. (4.1.2.a)

-----------------------------------------------------------------

Washington: Geography, Geology & Native Americans (3 Performance Expectations)

Materials: Washington in the Pacific Northwest, Chapters 1, 2 & 3

q Use and analyze maps to describe the relative location and important characteristics of the five regions of Washington State. (3.1.1.a)

q Describe the impact of supply and demand on the development of trade for both the United States and Washington State, providing and explaining specific examples. (2.2.1)

q Analyze social, economic, and cultural differences among Northwest tribal nations. (4.2.2)

Critical vocabulary: Continental Army, parliament, Sons of Liberty, tariff, revenue, resolution, effigy, boycott, repeal, propaganda, militia, petition, neutral, inflation, privateer, ratify, arid, confluence, tributary, aquifer, coulee, decimate, desecrate

Critical individuals:, Patrick Henry, Samuel Adams, Paul Revere, Benjamin Franklin, Thomas Jefferson, George Washington, King George III

Semester 1, Part 2:

Constitution & the New Nation (7 Performance Expectations)

Materials: The American Journey, Chapters 7 & 8

q Discuss the importance and limitations of the Articles of Confederation. (1.1.1.b)

q Explain specific rights guaranteed by the Constitution and how those rights are related to responsibilities. (1.1.2.a)

q Explain how the U.S. government is organized on a federalist model that includes sharing and separation of power, and checks and balances on power. (1.2.2.a)

q Describe the organization, leadership, and powers of the legislative, executive, and judicial branches of government. (1.2.1)

q Analyze the compromises that occurred during the Constitutional Convention. (1.1.2.b)

q Explain the importance of the economic policies and structures of the early American government. (2.3.1.a)

q Discuss the precedents set in launching a new government (though 1800). (1.2.3)

Critical vocabulary: preamble, alien, sedition, impressment, tariff, embargo, duties, tribute, capitalism, textile, Constitutional Convention, Bill of Rights patent

Critical individuals: Thomas Jefferson James Madison, John Adams, Alexander Hamilton, John Jay,

Semester 1, Part 3:

Jefferson Era, Growth & Expansion (5 Performance Expectations)

Materials: The American Journey, Chapters 9 & 10

q Outline initial contacts and interactions with foreign nations, (e.g., the War of 1812). (1.3.1)

q Discuss the Monroe Doctrine, and explain its causes and consequences. (4.2.1.b)

q Analyze how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. (2.3.1.b)

q Describe the relationship between immigration, industrialization, and the tremendous growth of cities in the United States. (4.1.2.b)

q Examine how technological advances (e.g., railroads, steamboats, canals, roads, telegraph) accelerated trade and westward expansion. (4.2.3)

-----------------------------------------------------------------

Washington: Encounter (1 Performance Expectation)

Materials: Washington in the Pacific Northwest, Chapter 4

q Describe the impact of European explorers on Native Americans in the Northwest. (3.2.2)

Critical vocabulary: laissez-faire, secede, tribute, nationalism, capitalism, census, sectionalism, impressments, tariff, embargo, alien, sedition

Critical individuals: Meriwether Lewis, William Clark, James Monroe, Eli Whitney

Semester 2, Part 1:

Jackson Era, Manifest Destiny (4 Performance Expectations)

Materials: The American Journey, Chapters 11 & 12

q Explain how the U.S. expanded, including social, political, cultural impact (3.1.1.b)

q Describe and compare the impact of industrialization in the North on the standard of living (distribution of wealth) of laborers and factory owners. (2.4.1)

q Determine the causes and results of conflict between Native Americans and settlers. (3.3.1)

q Examine how entrepreneurship grew during the Gold Rush. (2.1.1)

-----------------------------------------------------------------

Looking West, Washington Territory, Leaving the Frontier Behind (3 P. Expectations)

Materials: Washington in the Pacific Northwest, Chapters 5, 6 & 7

q Explain the effects of treaty agreements between Native Americans and the US Government. (4.1.2.e)

q Explain the reasons for and modes of migration to the Pacific Northwest. (3.2.3)

q Identify the growth and effects of economic industries in the Washington Territory. (2.2.2)

Critical vocabulary: Manifest Destiny, majority, plurality, caucus, tariff, relocate, veto, depression, rendezvous, emigrant, decree, annex, cede, vigilante, bounty, compromise, immunity, retaliate, coerce, exploit, textile, Trail of Tears, Indian Removal Act

Critical individuals: Andrew Jackson, Daniel Webster, Henry Clay, John C. Calhoon, Steven Austin, Sam Houston, Isaac Stevens, Chief Joseph, Tecumseh

Semester 2, Part 2:

North & South, Age of Reform, Road to the Civil War (5 Performance Expectations)

Materials: The American Journey, Chapters 13, 14 & 15

q Describe how geography, natural resources, climate, and labor supply contributed to divergent economies in the North and the South. (3.2.1)

q Describe the reform movements in the United States during this era and analyze the roles of major reformers. (4.2.1.b)

q Explain compromises and actions regarding slavery before the Civil War (4.3.2.a)

q Distinguish among different political, social, and economic issues leading to secession. (4.3.2.b)

q Distinguish between conflicting views of the reasons for Southern secession. (4.3.1)

Critical vocabulary: telegraph, trade union, capital, tenant farmer, temperance, abolitionist, suffrage, sectionalism, fugitive, secede, abstain

Critical individuals: William Garrison, Frederick Douglass, Dred Scott, Abraham Lincoln, Steven Douglas, Jefferson Davis, Harriet Beecher Stowe, Sojourner Truth, Susan B. Anthony

Semester 2, Part 3:

Civil War; Reconstruction (6 Performance Expectations)

Materials: The American Journey, Chapters 16 & 17

q Identify and describe critical developments, events, and leaders during the Civil War. (4.1.2.c)

q Describe the reasons for and effects of the Emancipation Proclamation. (4.2.1.c)

q Analyze Reconstruction Acts and Amendments as attempts to balance individual rights and the common good. (1.4.1)

q Analyze the social, political, and economic effects of Reconstruction. (4.1.2.d)

Critical vocabulary: emancipate, draft, entrenched, amnesty, radical, override, impeach, corruption, integrate, reconciliation, commission, poll tax, segregation, Jim Crow Laws, 13th, 14th and 15th Amendments, tenant farmer, sharecropper

Critical individuals: Robert E. Lee, George McClellan, Ulysses S. Grant, Jefferson Davis, Andrew Johnson

The following Social Studies Skills should be integrated throughout the year:

GLE 4.1.1: Compare timelines of major events in Washington and U.S. History.

GLE 5.1.1: Understand reasons based on evidence for a position on an issue or event.

GLE 5.1.2: Evaluate the logic of reasons for a position on an issue or event.

GLE 5.2.1: Create and use research questions that are tied to an essential question to focus inquiry on an issue.

GLE 5.2.2: Evaluate the logic of positions in primary and secondary sources to interpret an issue or event.

GLE 5.3.1: Apply key ideals outlined in fundamental documents to clarify and address public issues in the context of a discussion.

GLE 5.4.1: Use sources within the body of the work to support positions in a paper or presentation.

GLE 5.4.2: Use appropriate format to cite sources within an essay or presentation.

Total number of Content Learning Standards: 34

Total number of Skills Learning Standards: 8

8th Grade Reading Standards (Battle Ground School District, 2010)

2010 - 2011 Learning Standards for 8^th Grade Reading

Reading Comprehension.

q Demonstrate understanding of theme, message, or main idea, and give supporting details.. (RC.1)

q Summarize a reading selection with evidence from the text. (RC.2)

q Make or confirm inferences or predictions based on evidence from the text. (RC.3)

q Understand and apply content vocabulary critical to the meaning of the text. (RC.4)

Reading Analysis.

q Demonstrate understanding of genres (RC.1.a); literary elements and devices:

q Plot, foreshadowing, mood, character and setting; (RA1.b)

q Simile, metaphor, alliteration, and personification; (RA.1.c)

q Problem and resolution. (RA.1.d)

q Demonstrate understanding of text features (titles, headings, captions, maps, charts, graphs, and other graphic elements. (RA.2)

q Compare and contrast using elements of the text. (RA.3)

q Make connections (cause and effect) within a text. (RA.4)

q Analyze the usefulness of resources. (RA.5)

Critical Thinking.

q Analyze the author's purpose and evaluate the effectiveness for different audiences; including:

q Author's point of view (CT.1.a), and use of

q Fact and opinion (CT.1.b),

q Tone (CT.1.c),

q Use of persuasive devices (e.g., exaggeration, emotional words, euphemisms, propaganda techniques). (CT.1.d)

q Evaluate reasoning and ideas or themes to draw conclusions and develop insights related to the text. (CT.2)

q Extend information beyond text by making generalizations to a broader idea or by applying information to other texts/situations; and support these generalizations with details from the text. (CT.3)

Goals and Communication.

q Set goals for reading and develop a reading improvement plan. (GC.1)

q Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics, or strategy charts. (GC.2)

q Recommend books to others and explain the reason for the recommendation. (GC.3)

q Discuss responses to literary experiences and/or ideas gleaned from reading with others. (GC.4)

Other Reading Skills.

q Read aloud unpracticed grade-level text with fluency of 140-180 words correct per minute. (RS.1)

q Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences. (RS.2)

q Examine resource materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue. (RS.3)

q Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms (e.g., epic, sonnet, ballad, haiku, free verse). (RS.4)

8th Grade Writing Standards (Battle Ground School District, 2010)

2010 - 2011 Learning Standards for 8^th Grade Writing

Writing Process

q Prewriting: Generate and organize ideas. (WP.1)

q Drafting: Draft according to audience, purpose, and time. (WP.2)

q Revising: Reread work several times for different revision purposes. (WP.3)

q Editing: Identify and correct errors in conventions. (WP.4)

q Publishing: Use technological resources to publish a professional-looking final product. (WP.5)

Writing to Explain

q Identify the intended audience. (E.1)

q Narrow the topic and focus on main idea. (E.2)

q Use well-chosen supporting details (elaboration) which may include description, examples, anecdotes, and/or reasons. (E.3)

q Develop a logical, understandable organizational pattern. (E.4)

q Write an interesting introduction, and a conclusion that is different from the introduction. (E.5)

q Use logical transitions to connect ideas. (E.6)

q Demonstrate commitment to the topic (voice). (E.7)

Writing to Persuade

q Clearly state topic or issue in the introduction. (P.1)

q Ensure that position on topic is clear. (P.2)

q Use more than one argument to support position. (P.3)

q Use reasons, examples, anecdotes, facts or strategies to support arguments. (P.4)

q Take into consideration opposing arguments. (P.5)

q Use logical transitions to connect position, arguments, and evidence. (P.6)

q Demonstrate an awareness of the audience by the choice of words, details, and voice. (P.7)

q Use persuasive language and techniques. (P.8)

q Write an effective persuasive conclusion, such as a call for action. (P.9)

Writing Conventions

q Produce readable printing or cursive handwriting. (C.1)

q Use multiple strategies to spell. (C.2)

q Use commas to enclose titles, for emphasis or clarity, and inside quotation marks. (C.3)

q Use apostrophes to form plurals of letters or numbers, and in possessive compound nouns (C.4)

q Use fewer vs. less correctly. (C.5)

q Use parallel construction when listing infinitive phrases. (C.6)

q Use paragraph conventions. (C.7)

q Cite sources according to prescribed format (e.g., MLA, APA). (C.8)

Other Writing Skills

q Produce a variety of new forms/genres. (WS.1)

q Write from more than one point of view or perspective. (WS.2)

q Select and use literary and sound devices in writing. (WS.3)

q Use transitional phrases between paragraphs to show logical relationships among ideas (WS.4)

q Explain strengths and weaknesses of own writing using criteria. (WS.5)

q Maintain a written log of long-term goals; monitor, evaluate, and adjust goals. (WS.6)

Awesome Inc. theme. Powered by Blogger.