Reminders:
Regular Ed. - The explorers route map is due tomorrow (moved back from today)
PAP/TAG - The explorers project is due this Friday at the beginning of class.
Wednesday, October 31, 2018
Chapter 6 Vocabulary Assigned and Due
The vocabulary terms for Chapter 6 were assigned today. The students were given class time to complete them. The vocabulary assignment is due tomorrow. The vocabulary terms and instructions are attached below.
Reminders:
Regular Ed. - The explorers route map is due tomorrow (moved back from today)
PAP/TAG - The explorers project is due this Friday at the beginning of class.
Reminders:
Regular Ed. - The explorers route map is due tomorrow (moved back from today)
PAP/TAG - The explorers project is due this Friday at the beginning of class.
Monday, October 29, 2018
Sensory Poem/Acrostic Due Tomorrow, Chapter 5 Exam Tomorrow
The students were given an assignment to work on in class today. The breakdown is as follows:
TAG/PAP: Students are to complete a sensory poem about the Age of Exploration. They are to put themselves in the place of a Native American who is having to deal with the consequences of European invasion. Paper should include a definition of the Age of Exploration, an illustration, and a chart with the sentence stem "If I was there, I would have heard..." The categories are heard, seen, tasted, felt, and smelled. See example below.
Regular Ed: Students are to create an acrostic using the letters that make up the name of one of the following explorers: Onate, Lasalle, or Moscoso. Students should write these names/letters in a vertical fashion and then think of a word or phrase that starts with that letter that has something to do with that explorer. The first letter of the letter or phrase (that helps make up the explorer's name) should be written a bit larger than the rest of the letters used in the word or term used to describe that person. See example below.
L ost (because he missed the mouth of the Mississippi River and landed in Texas instead)
A
S
A
L
L
E
TAG/PAP: Students are to complete a sensory poem about the Age of Exploration. They are to put themselves in the place of a Native American who is having to deal with the consequences of European invasion. Paper should include a definition of the Age of Exploration, an illustration, and a chart with the sentence stem "If I was there, I would have heard..." The categories are heard, seen, tasted, felt, and smelled. See example below.
Regular Ed: Students are to create an acrostic using the letters that make up the name of one of the following explorers: Onate, Lasalle, or Moscoso. Students should write these names/letters in a vertical fashion and then think of a word or phrase that starts with that letter that has something to do with that explorer. The first letter of the letter or phrase (that helps make up the explorer's name) should be written a bit larger than the rest of the letters used in the word or term used to describe that person. See example below.
L ost (because he missed the mouth of the Mississippi River and landed in Texas instead)
A
S
A
L
L
E
Thursday, October 25, 2018
Chapter 5 Notes, Explorers Project Assigned
Attached below are the notes from Lessons 2 and 3 of Chapter 5. They may be printed out if you wish. Today, I assigned a project over the early European explorers as well. Full instructions for this project are included below for the TAG/PAP students. Regular Ed. students will be completing the map on regular paper (given to them today) and do not need to do the poster or the reports.
Wednesday, October 17, 2018
Chapter 5 Vocabulary Due, Chapter 5 - Lesson 1 Notes, End of 9 Weeks
The vocabulary assignment for Chapter 5 was due today. If any student failed to turn in the assignment, it must be done prior to the end of the day on Friday.
Today we started work on Chapter 5 - The Explorers. Below is a copy of the notes for Lesson 1.
The end of the first 9 weeks grading period is Friday. Any and all late work, make-up work, or re-tests must be completed prior to the end of the day on Friday. Please check with your students to make sure that they are caught up.
Today we started work on Chapter 5 - The Explorers. Below is a copy of the notes for Lesson 1.
The end of the first 9 weeks grading period is Friday. Any and all late work, make-up work, or re-tests must be completed prior to the end of the day on Friday. Please check with your students to make sure that they are caught up.
Monday, October 15, 2018
9 Weeks Exam Tomorrow and Chapter 5 Vocabulary
The 9 Weeks Exam for Texas History is tomorrow (10/16). Following is a brief summary of what will be covered from Chapters 1-4:
* Primary and Secondary Sources: Know the difference and recognize examples of each
* Latitude and Longitude: Know the difference, be able to plot points on a map using them, and be able to identify the location of the Equator and Prime Meridian
* Political and Physical Maps: Know the difference and what types of features might be found on either
* Relative and Absolute Location: Know the difference and be able to use/recognize examples of each
* Relative and Absolute Chronology: Know the difference and be able to use/recognize examples of each
* The Geographic Regions of TX: Know where they are located, the physical features of each, and the types of severe weather most likely to be encountered in each
* Know how the early peoples who populated the Americas arrived
* Know the various Native American Tribes indigenous to Texas, the types of homes in which they lived, their diet, unique characteristics of each, and the Cultural Region to which they belonged
If students are well versed in the information above, they should do just fine tomorrow.
Below are the vocabulary terms and instructions for Chapter 5 (due Wednesday 10/16)
* Primary and Secondary Sources: Know the difference and recognize examples of each
* Latitude and Longitude: Know the difference, be able to plot points on a map using them, and be able to identify the location of the Equator and Prime Meridian
* Political and Physical Maps: Know the difference and what types of features might be found on either
* Relative and Absolute Location: Know the difference and be able to use/recognize examples of each
* Relative and Absolute Chronology: Know the difference and be able to use/recognize examples of each
* The Geographic Regions of TX: Know where they are located, the physical features of each, and the types of severe weather most likely to be encountered in each
* Know how the early peoples who populated the Americas arrived
* Know the various Native American Tribes indigenous to Texas, the types of homes in which they lived, their diet, unique characteristics of each, and the Cultural Region to which they belonged
If students are well versed in the information above, they should do just fine tomorrow.
Below are the vocabulary terms and instructions for Chapter 5 (due Wednesday 10/16)
Thursday, October 4, 2018
Chapter 4 Supplemental Notes and Mini-Project
Yesterday, the students were assigned a mini-project in my Texas History class. The project is pretty simple and full instructions are found below. This assignment will count as a Summative grade and is due on Wednesday 10/10.
Below the instructions for the mini-project are supplemental notes to help the students prepare for the upcoming exam over Chapter 4 next week. Notes over Lessons 1, 2, and 3 of Chapter 4 are included. Students should consider these supplemental notes as a resource/study guide to help them prepare for their exam.
Below the instructions for the mini-project are supplemental notes to help the students prepare for the upcoming exam over Chapter 4 next week. Notes over Lessons 1, 2, and 3 of Chapter 4 are included. Students should consider these supplemental notes as a resource/study guide to help them prepare for their exam.
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