PRIMARY AND SECONDARY SOURCES - Benchmark SS.8.2.1 - Differentiate between primary and secondary sources, understanding the potential and limitations of each.
Procedures: On your computers, go into either Google or Yahoo and type in: http://library.ucsc.edu/ref/howto/primarysecondary.html
and then read what primary and secondary sources are.
CLICK HERE TO TAKE THE QUIZ on Primary and Secondary Sources. Submit your test to me. Due date: August 12, 2009.
Friday, August 9, 2013
Wednesday, August 7, 2013
Pre-Test and Explorers
Lesson # 2 - Explorers of the New World (Homework):
Benchmarks: SS.8.2.2 - Historical Perspectives and Interpretations - Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability.
Draw a world map. Use the world map in your planner as a model. Then draw lines with arrows and label these lines with an explorer's last name and the year they explored the New World. Use any Social Studies textbook as a guide. Secondly, use colored pencils/pens to color areas of North America where these people settled: New Netherlands, German settlements, French settlement areas, English, Scandinavia settlements), Spanish settlements, Portuguese settlements, African slave territories. You may also use the Internet sites and type the words:
explorers+Columbus+Spanish Conquistadors+Vikings, etc.
Benchmarks: SS.8.2.2 - Historical Perspectives and Interpretations - Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability.
Draw a world map. Use the world map in your planner as a model. Then draw lines with arrows and label these lines with an explorer's last name and the year they explored the New World. Use any Social Studies textbook as a guide. Secondly, use colored pencils/pens to color areas of North America where these people settled: New Netherlands, German settlements, French settlement areas, English, Scandinavia settlements), Spanish settlements, Portuguese settlements, African slave territories. You may also use the Internet sites and type the words:
explorers+Columbus+Spanish Conquistadors+Vikings, etc.
Thursday, August 1, 2013
Lesson 1 Migration of the First Americans
LESSON ONE - MIGRATION of the FIRST AMERICANS
Benchmarks: SS.8.2.2 -Historical Perspectives and Interpretations - Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability.
Rationale: The benchmarks addressed in this lesson involve historical perspectives. You are to trace the migratory patterns of the very first Americans. Please draw, label the time periods, and also label each native group according to name on a map. You may color code the map.
http://docs.google.com/View?id=dd8bg6c5_1hbhtrzd2
Students: Please write the following summary into your composition SS book on page 4:
Asian hunters became the first Americans when they migrated over the glaciers of Beringia
and into the North and South America 30,000 years ago. These nomadic natives finally settled
into areas where they began to grow crops. This is called agriculture. As the Ice Age ended 10,000 years ago, so did the migration from Asia.
In the year 1,000 Anno Domini (A.D.) during the Fall of the Roman Empire, a barbarian group known as the Vikings sailed from Norway to Iceland, and subsequently migrated to Greenland. From Greenland, the Vikings migrated to an area in north America known as Newfoundland (L'Anse aux Meadows).
Almost 500 years later, in 1492, an Italian seaman named Christopher Columbus persuaded the Spanish monarchy (Queen Isabella and King Ferdinand) that he could find a sea route to China and India. When Columbus reached the island of San Salvador, he mistakenly called them "Indians" (rather than their tribal names) since he thought that he had reached India. When Columbus returned to Spain, the Spanish Queen sent many Conquistadors (Spanish Generals) to the New World and verify if the rumors of gold were true.
Spain found gold in America but also brought back tobacco, indigo, and potatoes which could be sold in Europe. Sir Francis Drake promised Queen Elizabeth I gold if he had her permission to raid and pilfer Spanish ports in Spain , Mexico, and California. The raids by Sir Francis Drake's sea dogs at the Port of Cadiz set up the scenario for the great sea battle for the Spanish Armada to attack England in 1588. After England defeated the Spanish Armada, England envied how the Spanish capitalized on America's natural resources and decided to take advantage of it by establishing a colony called Jamestown, Virginia in 1607.
Benchmarks: SS.8.2.2 -Historical Perspectives and Interpretations - Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability.
Rationale: The benchmarks addressed in this lesson involve historical perspectives. You are to trace the migratory patterns of the very first Americans. Please draw, label the time periods, and also label each native group according to name on a map. You may color code the map.
http://docs.google.com/View?id=dd8bg6c5_1hbhtrzd2
Students: Please write the following summary into your composition SS book on page 4:
Asian hunters became the first Americans when they migrated over the glaciers of Beringia
and into the North and South America 30,000 years ago. These nomadic natives finally settled
into areas where they began to grow crops. This is called agriculture. As the Ice Age ended 10,000 years ago, so did the migration from Asia.
In the year 1,000 Anno Domini (A.D.) during the Fall of the Roman Empire, a barbarian group known as the Vikings sailed from Norway to Iceland, and subsequently migrated to Greenland. From Greenland, the Vikings migrated to an area in north America known as Newfoundland (L'Anse aux Meadows).
Almost 500 years later, in 1492, an Italian seaman named Christopher Columbus persuaded the Spanish monarchy (Queen Isabella and King Ferdinand) that he could find a sea route to China and India. When Columbus reached the island of San Salvador, he mistakenly called them "Indians" (rather than their tribal names) since he thought that he had reached India. When Columbus returned to Spain, the Spanish Queen sent many Conquistadors (Spanish Generals) to the New World and verify if the rumors of gold were true.
Spain found gold in America but also brought back tobacco, indigo, and potatoes which could be sold in Europe. Sir Francis Drake promised Queen Elizabeth I gold if he had her permission to raid and pilfer Spanish ports in Spain , Mexico, and California. The raids by Sir Francis Drake's sea dogs at the Port of Cadiz set up the scenario for the great sea battle for the Spanish Armada to attack England in 1588. After England defeated the Spanish Armada, England envied how the Spanish capitalized on America's natural resources and decided to take advantage of it by establishing a colony called Jamestown, Virginia in 1607.
Friday, August 7, 2009
Saturday, July 25, 2009
Syllabus 2009-2010
SYLLABUS 2009-2010
Welcome to the 2009-2010 school year ! My name is Mr. Gregory Wong and I will be your 8th grade, Social Studies teacher for two semesters. The title of the course is called US History from its colonial period (1607) thru the Reconstruction Era (1877).
Welcome to the 2009-2010 school year ! My name is Mr. Gregory Wong and I will be your 8th grade, Social Studies teacher for two semesters. The title of the course is called US History from its colonial period (1607) thru the Reconstruction Era (1877).
Please read my 2009-2010 Syllabus and Grading Policy.
http://docs.google.com/View?id=dd8bg6c5_0cptzxpgg
Thursday, April 23, 2009
Saturday, April 11, 2009
Assignment: Research Paper - Pacific Nations Studies
Research Paper:
I. Write a 600- word research or term paper on any of the following nations: French Polynesia, Tonga, Fiji,
Samoa, New Zealand, Micronesia, Solomon Islands, New Caledonia,or Papua New Guinea.
II. Choose any one of these topics: History, Economics, Current Issues (includes political and business issues),
Cultural Affairs (includes anthropology).
III. Refer to the rubrics as a guide.
IV.Due May 22, 2009.
V. Must be typed, double-spaced.
VI. .Apply either footnotes or endnotes. You may use (APA), MLA, or Turabian styles of footnoting and
bibliography.
VII I encourage you to write a thesis statement first. Then substantiate it with your evidence in subsequent
paragraphs.
VIII. Use the Reader's Guide to obtain magazine articles of your topic.
IX. Utilize as much information from different resources (texts, magazines, newspapers) and then cull
your material to construct your paper.
Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
Topic: Cultural Diversity and Unity
Benchmark SS.7PI.6.1
Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States
Sample Performance Assessment (SPA)
The student: Investigates economic, social, political, or military conditions that have contributed to conflict, cooperation, and interdependence among the Pacific Islands and/or the United States.
Self-directed Learner (The ability to be responsible for one’s own learning)
Community Contributor (The understanding that it is essential for human beings to work together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (The ability to recognize and produce quality performance and quality products)
Effective Communicator (The ability to communicate effectively)
Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)
I. Write a 600- word research or term paper on any of the following nations: French Polynesia, Tonga, Fiji,
Samoa, New Zealand, Micronesia, Solomon Islands, New Caledonia,or Papua New Guinea.
II. Choose any one of these topics: History, Economics, Current Issues (includes political and business issues),
Cultural Affairs (includes anthropology).
III. Refer to the rubrics as a guide.
IV.Due May 22, 2009.
V. Must be typed, double-spaced.
VI. .Apply either footnotes or endnotes. You may use (APA), MLA, or Turabian styles of footnoting and
bibliography.
VII I encourage you to write a thesis statement first. Then substantiate it with your evidence in subsequent
paragraphs.
VIII. Use the Reader's Guide to obtain magazine articles of your topic.
IX. Utilize as much information from different resources (texts, magazines, newspapers) and then cull
your material to construct your paper.
Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
Topic: Cultural Diversity and Unity
Benchmark SS.7PI.6.1
Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States
Sample Performance Assessment (SPA)
The student: Investigates economic, social, political, or military conditions that have contributed to conflict, cooperation, and interdependence among the Pacific Islands and/or the United States.
Self-directed Learner (The ability to be responsible for one’s own learning)
Community Contributor (The understanding that it is essential for human beings to work together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (The ability to recognize and produce quality performance and quality products)
Effective Communicator (The ability to communicate effectively)
Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)
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