Mr. B.'s Blog - my email address is buttigliej@duvalschools.org

Unit 7

2012-01-25T07:59:00.000-08:00

19JAN-31JAN - Chapter 10 activities include completion of the following for each group:
1) self and peer evaluation daily for every day working in groups
2) graphic organizer
3) Prezi or powerpoint presentation
4) 5 test questions and answers per section developed by students

1/2FEB - Chapter 10 test. Review just prior to test, students will then complete the test. Upon completion of the test will begin work on chapter 11.

3/6FEB -
11.1 Early Industry and Inventions
You may work with a partner, but each must submit their own work for all activities.
ACTIVITY 1
1. How did the Industrial Revolution change the way people worked?
2. What caused Americans to industrialize and what was the effect of industrialization on the region?
3. What were the reasons New England was a primary place to set up factories?
4. What are the differences between the Slater Mill and the Lowell Mill? Complete the chart below as you progress through sections one and two.
Slater’s Mill Lowell’s mill
Types of Employees
Types of machinery
Item produced

ACTIVITY 2
1. How did the Lowell mills change the textile industry in the United States?
2. Looking at the chart you constructed above, was the labor force the same or different. Explain.
3. Explain what interchangeable parts are and how they changed industry and management?
ACTIVITY 3
1. Why was the steamboat an improvement over earlier forms of river transportation?
2. Explain the telegraph process and how it revolutionized long-distance communication?
3. The inventions of the telegraph and steamboat brought what people closer and what effect did this have on Americans?
ACTIVITY 4
1. Why was John Deere’s new plow an important development?
2. What two other inventions improved agriculture?
3. Construct a flow chart for the following: Midwest, Northeast, South Grain, factory goods, cotton, and factory goods
ACTIVITY 5—Refer to the chart on page 345
With your partner, complete the two challenges on pages 346 and 347; one challenge per person (you may not do the same challenge).
CHALLENGE A
1. Taking the position of a company manager, write a speech (no more than the front of one 8 ½ by 11 piece of paper) to your workers outlining the company’s safety measures.
2. Design a sign (8 ½ x11) for each floor of the mill that reflects the company’s safety rules for each floor, keeping in mind that the work on each floor is different.
CHALLENGE B
1. As the CEO of your company, your must give frequent reports to your investors justifying the decisions you make with their money. Write a report to your investors with job descriptions for each position listed under the Positions heading of the DATA FILE on page 347.
2. Design a “help wanted” poster aimed at the types of workers you are looking for.

7/8FEB
11.2 Plantations and Slavery Spread
DIRECTIONS: Activities 1-4 require you to complete the essential questions individually. Activity 5 is a team effort.
ACTIVITY 1
1. What were the four important ways the invention of the cotton gin changed Southern life?
2. How did the rise in cotton production affect slavery? Make sure you connect work force needs, cotton production before and after the invention of the cotton gin and whether there was an increase or decrease in the need for slaves.
3. Cotton production guaranteed what form of economy would develop in the south and west?
ACTIVITY 2
1. What percentages of white families owned slaves in the south? Did a majority of southern whites support slavery – yes or no and WHY?
2. Compare life as a slave on a farm and in the city.
3. What were the problems facing free blacks?
ACTIVITY 3
1. African-Americans relied on a culture that developed on plantations. What were the three main principles of this culture?
2. Write a paragraph explaining how you would feel if you were sold at an auction at age 13 or 14 while your mother was holding you in her arms.
ACTIVITY 4
1. What were five important facts about Nat Turner?
2. What were the two effects of Turner’s rebellion?
ACTIVITY 5—Team Activity
As a team, create a mini-poster (8.5 by 11 piece of paper; no exceptions) comparing and contrasting the north’s and south’s reaction to Turner’s rebellion. Please note these answers are not in your book. You will be basing your predictions on prior knowledge. Your poster should clearly show how each side:
1) Viewed the rebellion
2) What they were currently doing about the rebellion
3) What they feared most about the effects that the rebellion may have on their future.
ACTIVITY 6—Team Activity/Extra Credit
In most instances, the African-American slaves were not allowed to read, write or even speak to each other during the work day. They relied on song to communicate emotions, warnings, or even safety in their every day life. Read excerpts from the attached story to understand the coded communication link they established. You and your partner will develop your own coded communication link using the lyrics of a song will have a duel meaning that only the two of you will understand. You will share this with the class so make sure it is appropriate.

9/10FEB
11.3 Nationalism and Sectionalism
As a team, your will answer the six questions in Activity 1 and 2. Then, based on the answers transfer the information gathered onto a graphic organizer/learning strategy that best fits the information. Your grade will be based on the following criteria:
• 25 points –all the information is correctly placed within the organizer and fits on an 8.5 x 11 piece of paper.
• 25 points –You must include a rationale for why you choose that particular learning strategy. Why it is the logical choice? You must justify your choice beyond answers like: it is the easiest to do; it is my favorite, etc. For example, if you choose a sequencing chart for a war your answer could be: We choose the sequencing chart as a graphic organizer because the war had a chronological order to it and a sequencing chart displayed the dates of significant events in a clear and concise manner.
• 50 points – All six questions answered correctly and completely.
ACTIVITY 1
1. What were the main points of the American System? State the points and explain each of them.
2. What were the two main systems of transportation that were developed to improve the nation’s transportation system?
3. What transportation system would end the canal system of transportation and how did this system grow?
ACTIVITY 2
1. Why was Monroe’s administration known as the “Era of Good Feelings”?
2. What two Supreme Court decisions promoted national unity and explain how these two decisions directly impacted a stronger national government.
3. How did the United States settle disputes with Britain and Spain in the early 1800s?
ACTIVITY 3
Answer the following question on the back of the learning strategy.
The Monroe Doctrine basically stated that colonization in the Americas was no longer an option for European countries. In return the Monroe Doctrine further stated that the United States would not get involved in European affairs. This doctrine is basically considered an isolationist policy. Meaning we stay on our side of the Atlantic Ocean and European countries stay on their side of the Atlantic Ocean.
Based on this information, write to explain if you think we should have an isolationist policy in today’s global environment? Why or why not? Your answer must follow the criteria below:
•One paragraph that is not less than 5 sentences, but not more than 10 sentences.
•Opening sentence stating your clear position on whether you are for or against isolation.
• The body of the paragraph containing a minimum of 3 but not more than 5 points to support your position.
• A conclusion sentence that provides a clear ending to the paragraph (DO NOT SIMPLY RESTATE THE OPENING SENTENCE).

History fair FINAL project deadline is 27JAN2012

2011-10-20T03:42:00.000-07:00

Grades are posted to on course and final effective 16JAN

2011-09-06T05:36:00.000-07:00

Please note: There are some students that can still turn in work based on being absent last week. Also, those that did not complete a test will be required prior to 19JAN

Curriculum

2009-08-26T11:29:00.000-07:00

Course Title: 8th Grade United States Social Studies

Teacher: Mr. Buttiglieri

Mission Statement: Our mission at the Julia Landon College Preparatory and Leadership Development School is to create college bound students with a deep commitment to public service and a true understanding of their leadership skills within the global community.

Course Overview: Throughout the year we will be enhancing and developing critical thinking, cin cepts and knowledge of United States History that are vital to the 21st century student. I will utilize a variety of text and assist my students in constructing meaning and interpreting information. In addition, we will focus on reading and writing processes effectively to communicate ideas through a variety of communication venues. We will explore the nature and power of social studies that shapes reactions, perceptions, and beliefs of the world around us from a United States Historical perspective.

Course Outline: I plan to cover the learning schedule in the prescribed time with supplemental assignments to enrich the student experience to meet the expectations of a magnet school curriculum.

Student Evaluation: A variety of assessments will be utilized to asses every student’s mastery of the standards. Included in the grading process are: homework, class work, projects, mini assessments, FCAT practice materials, grammar exercises, common assignments, quarterly exams, journal writings, and class participation. I will ensure every student is provided the necessary skill level to move their mastery in a positive direction. If you feel there is something I need to know about your child that will assist me in creating a deeper understanding of the specific needs of your child, please contact me.

Educational Materials: Textbook, FCAT Preparation Workbook, newspapers, various periodicals, a variety of supplemental materials, and workbooks.

Homework/late Work Policy: The only week that later work will be accepted is on the 8th week of every 9 week reporting cycle. All late work will be given a deduction depending on the quality of the work. Each justified late assignment will be graded on a sliding scale and can never earn better than a B.

Make-Up Work Policy: I will support the Duval County Public School System Policy that indicates each child will receive the same number of days to turn in his/her work as they were absent. If they were absent one day that gives them one day to get it to me.

Grade Recovery: Students are required to attempt recovery of any grade that is D or F. Students will report to Compass Odyssey to master the skills necessary to earn a posing grade and will not earn more than a C.

Parent/Teacher Conferences: Please contact Ms. Cameron in the guidance office to arrange a parent conference. We will meet as a team, which means you will have an opportunity to meet all of your child’s core subject teachers at one meeting. Please plan a day that you can schedule your appointment between 12:45-1:00 or1:15 – 1:30.

Tutoring Schedule: I currently do not have a schedule for tutoring. Tutoring will be provided through after school programs, Team Up, on Tuesdays and Thursdays. If the program does not meet the specific needs of your child, please contact me for further assistance regarding your child.

Grading Scale: Students will be evaluated in accordance with the standard Duval County Public School’s grading scale.

Progress Reports: They will be sent out every quarter at mid-term of every reporting period. Students receiving a grade of “D” or “F” on a progress report will be required to return the progress report signed by the parent/guardian within two days.

Other information: I will keep you informed of upcoming events, field trips, projects, and assignments through my blog. I look forward to your postings!