“History is furious debate informed by evidence and reason “History is furious debate informed by evidence and reason. Textbooks encourage students to believe that history is facts to be learned...Because textbooks employ such a godlike tone, it never occurs to most students to question them. ‘In retrospect I ask myself, why didn't I think to ask, for example, who were the original inhabitants of the Americas, what was their life like, and how did it change when Columbus arrived,’ wrote a student of mine in 1991. ‘However, back then everything was presented as if it were the full picture,” she continued, “so ] never thought to doubt that it was.’” ~James W. Loewen

5.9 Students know the location of the current 50 states. Hello: <-Look at what your Chromebook number will be. We will start using assigned Chromebooks tomorrow. Make sure you placed your blue stick into the cup in the front. Monday, August 22, 2016 Agenda: Chromebook and technology rules and procedures (get your assigned Chromebook) Join Google Classroom: cgiw33 Geography Pre-Assessment Geography games: World and U.S. States HOMEWORK: Get your parent questionnaire/ syllabus receipt turned-in by WED. AUGUST 24 Standards: 5.9 Students know the location of the current 50 states. Learning Goal: To show what you remember on both basic geography and how lateral thinking will be used this year.

Why might lateral thinking be important as a Social Scientist? ENTRANCE CARD Why might lateral thinking be important as a Social Scientist?

Tuesday, August 23, 2016 Standards: Hello: Take an interactive notebook from the center of your desk. In the upper-right hand corner right your first and last name (under the picture). Use the Chromebook on your desk DO NOT OPEN IT YET. Find your NEW assigned seat :-) Tuesday, August 23, 2016 Agenda: Organize your Google Drive. Make a copy of your Rubric for Chapter 1&2- TEXT-CODE THE VOCABULARY Set-up social studies notebook- work on Anchor Activity: Frayer Models HOMEWORK: Get your parent questionnaire/ syllabus receipt turned-in by WED. AUGUST 24 (TOMORROW) Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To understand what you will be expected to know in the first unit.

Text-coding your rubric Red- I don't know this word. Yellow- I could explain 1-2 aspects about this term. Green- I could teach the class about this term.

Wednesday, August 24, 2016 Standards: Hello: Your parent questionnaire/ syllabus receipt is due! Make sure it is turned-in. Have your social studies spiral notebook out with something to write with. Chromebooks should be out and CLOSED. Wednesday, August 24, 2016 Agenda: 1. Learn how to make a Frayer Model 2.Time to work on Frayer Models Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To understand how to use Frayer models to develop a better understanding of key vocabulary.

Hello: Add in your Planner: Tuesday, August 30=Formative assessment on Chapter 1 vocabulary Retriever your INTERACTIVE notebook from in front of the Smart Board. Fetch your Chromebook. Thursday, August 25, 2016 Agenda: 1. 5-10 minutes to work on Frayer models 2. Preview Activity: Canadian Forest 3. Globe reading 1.1-1.2 while completing page 6 of your ISN -Finish reading 1.3-1.4 Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To be able to describe and identify the environmental factors that promoted cultural diversity among the Native American groups.

Friday, August 26, 2016 Hello: Standards: Take 5 minutes to work on your Frayer models using only your textbook as a reference. Friday, August 26, 2016 Agenda: 1. Finish reading 1.2-1.4 while completing the reading notes in your ISN (p.6-7) 2. Introduction to the Gallery walk Standards: 5.1.3 Students describe the major pre-Columbian settlements, including explaining their varied economies and systems of government. Learning Goal: To gain a better understanding of the culture in Pre- Columbian America.

Directions for the Gallery Walk Go to a station and examine the artifact shown on the placard. Using the fours maps on pages 4 and 5 in History Alive! The United States, pairs try to determine the Native American cultural region from which the artifact came. Once determined write the letter of the pacard in the appropriate box in your reading notes. Pairs will fill in three features of the environment of the cultural region, using only the artifacts as clues. Read the corresponding section in your book. Please correct any misinformation you filled in concerning the environment. .

Example of a journal entry Example: Ojibwa When I woke up, I heard my mother pounding the seeds that we collected from the forest yesterday. It was cold in our birchbark wigwam. I was glad to have my fur cape, made from the skins of beavers my father trapped. Today, he’s going to take me fishing on Lake Huron in our birchbark canoe.