• Next "5-WEEK TEST" scheduled for on or near Wednesday, December 12.

    Binder check & Plymouth- Friday, Nov. 2, 2018

    We had a binder check today which counts as a quiz grade and will be the last grade of the first marking period.

    We took more notes in Plymouth in the First English Settlements in America, which noted the differences between Jamestown and Plymouth.  (All classes have a little more to go on the Plymouth notes, and we will finish these notes on Monday.

    For homework, students should create a Venn diagram on their own sheet of paper that compares Jamestown and Plymouth.  This work will be checked on Monday and used to help our discussion.

    NOTE: TODAY IS THE LAST DAY OF THE FIRST MARKING PERIOD.

    First English Settlements- Jamestown and Plymouth- Thursday, Nov. 1, 2018

    We continued notes on the First English Settlements in America, which included the settlement at Jamestown.  We saw how John Smith instituted new rules to get the colonists farming, how tobacco became the plant that made Virginia successful, how slavery was first introduced to the English colonies, and how the House of Burgesses became the first representative government in the English colonies.  For Plymouth, we defined what a Pilgrim was and we looked at the way Christians were split between Catholics and Protestants.  We will continue with these notes tomorrow after the binder check.

    The last day for any redos, retakes or late work is Friday, Nov. 2, because that is the day that the marking period closes.  Also on Friday, we will have a binder check.

    First English Settlements- Roanoke and Jamestown, Oct. 31, 2018

    We went over the test that students took yesterday.  Students had a chance to see their tests but Mr. Frank collected them again because some students on the team had not finished them yet.

    We started notes on the First English Settlements in America, which included the "Lost Colony" of Roanoke and the Virginia Company's attempt at a settlement at Jamestown.  Since it is also Halloween, our notes also included the "spooky" stories of the disappearance of the settlers of Roanoke with only the mysterious word "CROATOAN" left behind, and the gruesome story of the "Starving Time" in Jamestown, when one settler was accused of pickling his wife in order to cannibalize her later.

    The last day for any redos, retakes or late work is Friday, Nov. 2, because that is the day that the marking period closes.  Also on Friday, we will have a binder check.

    (Mr. Frank's Halloween costume was of the Frankenstein monster, since this year is the 200th anniversary of the publication of Mary Shelley's novel, Frankensteinin 1818.)

    "5-Week" Test- Tuesday, Oct. 30, 2018

    All of our class time was spent on the 5-week test.  It covered material on the causes of European exploration, Columbus, New Spain, New France, New Netherland, and the effects of European exploration.  This material is covered starting with page #16 in the student binders.  A study guide and review materials can also be found here.

    The last day for any redos, retakes or late work is Friday, Nov. 2, because that is the day that the marking period closes.  Also on Friday, we will have a binder check.

    Review for Test- Monday, Oct. 29, 2018

    First, we went over the answers to the quiz that students took last Friday, which included questions about New France, New Netherland and the Effects of Exploration.  Then we played "Kahoot" to help students review for the test tomorrow.

    The last big test of the marking period is tomorrow, Tuesday, October 30.  It will cover material on the causes of European exploration, Columbus, New Spain, New France, New Netherland, and the effects of European exploration.  This material is covered starting with page #16 in the student binders.  A study guide and review materials can also be found here.

    The last day for any redos, retakes or late work is Friday, Nov. 2, because that is the day that the marking period closes.  Also on Friday, we will have a binder check.

    Quiz and Effects of Exploration- Friday, Oct. 26, 2018

    We started with the quiz about this week's topics- New France, New Netherlands, and the Effects of Exploration.

    Students had a chance to ask questions about the packet titled, "Exploring New York."  It had been done previously as homework and was handed back to students yesterday, but we hadn't had a chance to go over questions that students had about it until now.

    We then finished up the notes/questions about The Effects of European Exploration and Colonization.  In most classes that meant talking about the Doctrine of Discovery again, the way the Europeans tended to wipe out native cultures, and the start of the African slave trade.

    Students note that the last big test of the marking period is on Tuesday, October 30.  In addition to the notes in student binders, review materials can be found here.

    The Effect of European Exploration- Thursday, Oct. 25, 2018

    Mr. Frank collected the homework questions from the packet called New Netherlands- the Dutch in New York which was due today.

    Students received a packet in their mailbox titled, The Effects of European Exploration and Colonization.  Since we have a quiz tomorrow, Mr. Frank started with page three of this packet in most classes.   We started by discussing the "Columbian Exchange" and looked at examples of animals, plants, diseases and other things from one hemisphere to the other.  When we finished looking at examples of the Columbian Exchange, most classes then went back to the start of the packet and looked at the effects of diseases on Native American populations.  We didn't finish this packet, but we will return to it tomorrow, after the quiz.

    Students should also note that a quiz is coming tomorrow, and the last big test of the marking period is on Tuesday, October 30.

    The Dutch in New York- Wednesday, Oct. 24, 2018

    We continued reading the New Netherlands- the Dutch in New York packet.  We examined how the patroon system was supposed to work and the governorship of Peter Stuyvesant.  We saw how the English eventually took over.  

    For homework, students should do the ten questions on the back of the packet called New Netherlands- the Dutch in New York.  Their answers should be on a separate sheet of paper and are due on Thursday.

    Students should also note that a quiz is coming on Friday, and the last big test of the marking period is on Tuesday, October 30.

    New Netherlands- The Dutch in New York- Tuesday, Oct. 23, 2018

    All classes had at least some of the video on New France left to finish today.  We watched those segments and discussed the corresponding questions in the New Spain/ New France packet. 

    Together, we started reading in the New Netherlands- the Dutch in New York packet.  We looked at how Henry Hudson returned to the Netherlands with news of the rich land around the Hudson River and the Dutch formed the Dutch West India Company to try to make money there.  The main settlement there was New Amsterdam (modern New York City) and it became a very diverse place.  If time allowed, we looked at a few maps of New Amsterdam and compared them to images from Google Earth today.

    For homework, students should do the ten questions on the back of the packet called New Netherlands- the Dutch in New York.  Their answers should be on a separate sheet of paper and are due on Thursday.

    Students should also note that a quiz is coming on Friday, and the last big test of the marking period is a week from today, on Tuesday, October 30.

    New France- video- Monday, Oct.22, 2018 

    First, Mr. Frank answered any questions that students might have had about the quiz that we had on Friday and the homework that was handed back today (Textbook questions: New Spain.)  Mr. Frank also answered any questions that students might have had about the homework due today-  the packet titled, "Exploring New York." (Note the last page of the packet is here.)

    If we had any notes on New France (in the New Spain/ New France packet) that were still left to do, we finished those up.  Then we started watching a video clip about the French and the Huron Indians in what is now Ontario.  The clips came from a video called, "Missions to America," which was produced by Colonial Williamsburg.  No classes were able to finish the video today.

    New France- Friday, Oct. 19, 2018

    First, we went over any questions that students might have had about the packet titled, "Exploring New York."   It is due on Monday.

    We started taking notes on New France (in the New Spain/ New France packet).  We looked at the first explorers to come in from France, including the Sieur de LaSalle who came through our area looking for a Northwest Passage.  We saw how the French settled Quebec as a trading post, and Fort Niagara was built as part of a system of forts to protect France's claim on the interior of the continent.   We looked at the importance of the fur trade and why beaver was the most important.

    For homework, students should finish the packet titled, "Exploring New York." (Note the last page of the packet is here.)  Students should complete that packet for homework, due on Monday.

    No School- Thursday, Oct. 18, 2018

    Today was a day set aside as a "Superintendent Conference Day."  There is no school for students today.

    New Spain- Wednesday, Oct. 17, 2018

    Mr. Frank collected the homework,  "Textbook questions: New Spain."

    We continued  watching a video called, "Missions to America," which was produced by Colonial Williamsburg.  The first segment looks at the relationship between the Spanish settlers and the Pueblo near what is now Sante Fe, New Mexico.  We emphasized things that the Natives got from the Spanish as well as the things that the Spanish got from the Natives.  Guiding questions about the video are included in the notes on New Spain packet.  All classes finished watching the video today.

    For homework, students received a packet titled, "Exploring New York." (Note the last page of the packet is here.)  Students should complete that packet for homework, due on Monday.  Most classes had time in class after the video to get started on this assignment.  There will be time in class on Friday to ask questions about the assignment, if any should arise.

    Students should also remember that we will be having our weekly quiz on Friday.  This week's quiz will cover topics from New Spain.

    New Spain- Tuesday, Oct 16, 2018

    We continued with notes on New Spain.  Today's notes included the three kinds of settlements allowed by the Laws of the Indies- the pueblos, the presidios and the missions.  We also looked at the start of slavery in New Spain.  Native Americans were put to work in mines and on plantations.  Spain was getting a lot of money from these two activities.

    When time allowed, we also began watching a video called, "Missions to America," which was produced by Colonial Williamsburg.  The first segment looks at the relationship between the Spanish settlers and the Pueblo near what is now Sante Fe, New Mexico.  Guiding questions about the video are included in the notes on New Spain packet.  No class finished with this video, however, and we will continue with it on Wednesday.

    For homework, students should use their textbooks at home (i.e., American History: Beginnings through Reconstruction) to first read section 2.1 (which is found on pages 46-55), and then answer the questions in the sheets called "Textbook questions: New Spain."  These answers will be due on Wednesday, Oct. 17.

    New Spain- Monday, Oct 15, 2018

    We went over the questions that students had from the quiz on Friday, and also from the "Reading Further: Columbus" sheets, which took a while.

    We continued with notes on New Spain.  Today's notes included the Spanish conquering of the Aztecs and the Incas, and the devastating effects of European disease on the Native American populations.

    For homework, students should use their textbooks at home (i.e., American History: Beginnings through Reconstruction) to first read section 2.1 (which is found on pages 46-55), and then answer the questions in the sheets called "Textbook questions: New Spain."  These answers will be due on Wednesday, Oct. 17.

    Spanish Exploration- Friday, Oct. 12, 2018

    If there was any of the video left from yesterday, classes began by watching that.  A few classes still had the last scene to watch.

    Students then took the quiz for the week, which covered the causes of European exploration and Columbus.

    After the quiz, students started taking notes on New Spain.  Today's notes included the Doctrine of Discovery and the Treaty of Tordesillas for most classes.  We will continue with these notes on Monday.

    For homework, students should use their textbooks at home (i.e., American History: Beginnings through Reconstruction) to first read section 2.1 (which is found on pages 46-55), and then answer the questions in the sheets called "Textbook questions: New Spain."  These answers will be due on Wednesday, Oct. 17.

    1492: Conquest of Paradise- Thursday, Oct 11, 2018

    First, Mr. Frank collected the "Reading Further: Columbus" sheets that were due today from anyone who had not hand it in previously.

    We then watched selected scenes from the movie, 1492: Conquest of Paradise, starring Gerard Depardieu as Columbus.  As we watched, students looked for the answers to guiding questions, found in our Causes of European Exploration packet.  After each scene we stopped, shared answers, and discussed the significance of what was said and shown.  Most classes got through most of the scenes.  If there is anything left to finish up, we will do so tomorrow.

    Students should remember that there is a quiz tomorrow.  It will include topics from the Causes of European Exploration notes and on Columbus.

    Causes of Exploration, Day 2- Wednesday, Oct. 10, 2018

    We continued taking notes on the causes of European Exploration.  We looked at how the Renaissance gave Europeans the technical ability to be able to explore, with the printing press spreading ideas, and navigational advances like the caravel, the magnetic compass, the astrolab (or quadrant), and the Mercator projection allowing sailors to go outside of the site of land.

    Since most students didn't finish it yesterday, more time was allowed for them to work on the worksheet titled "Reading Further: Columbus."  (For students who were not here, or for students who would like to read the passage again, the material for the worksheet can be found here. )

     Students should remember that there will be a quiz again this week on Friday.

    Columbus: Historians Views- Tuesday, Oct. 9, 2018

    Students read "Reading Further: Columbus" on pages 42-45 of the History Alive textbooks.  (For students who were not here, or for students who would like to read the passage again, the material can be found here. ) Students then answered questions on a worksheet titled "Reading Further: Columbus," which had them examine what the sources said about Columbus and his interactions with the Native Americans, as well as the very different views of three historians about Columbus and his effects.  The worksheet could be handed in at the end of class.  If it was not ready then, students can hand it in on Thursday.

    Note: Mr. Frank was absent today due to illness.

    Columbus Day- No School- Monday, Oct. 8, 2018 

    Causes of Exploration- Friday, Oct. 5, 2018

    We started taking notes on the causes of European Exploration.  We looked at how the Crusades helped give Europeans a desire to explore and how the new national governments helped give Europeans the money to explore.  If time allowed, we also looked at how the Renaissance helped give Europeans the technical ability to explore.  We will continue with these notes on Tuesday.

    Before Columbus- Thursday, Oct. 4, 2018

    First, we went over the test that students took yesterday.  Mr. Frank had them corrected and gave students the opportunity to ask questions about anything that they might have missed.  (Note: The tests were recollected again because there are still some students who have not taken it yet.   Students will get them back again to keep when all of the team has taken it.)

    We started our look at European Exploration.  Students received a packet titled, "Causes of European Exploration" which we will be using for the next week.  Within the packet was a set of questions for a video called, "America Before Columbus" which was made by National Geographic.  We watched the first few minutes of this video, and answered the questions on this page to give us a look at what Europe was like before the people there had contact with America.

     There is no quiz tomorrow because we had the big test this week.

    Test- Wednesday, Oct. 3, 2018

    Students took the first big test of the year today. If covered all of the topics that we've had since the start of the year, including: the social sciences, the geographic features of North America, the cultural regions of the Native Americans, and the Haudenosaunee.  The score from it counts for 50% of the current marking period grade and will eventually be 25% of the grade for the first marking period.  It is not able to be retaken.

    Review for Test- Tuesday, October 2. 2018

    If classes needed to finish the video from yesterday, we started with that.  Otherwise, all of the time today was spent playing a review game on the website called, "Kahoot.it."  The game reviewed many different topics that could be on tomorrow's test, including the social sciences, the geographic features of North America, the cultural regions of the Native Americans, and the Haudenosaunee.

    A review page has been set up with several tools that may be useful to prepare for tomorrow's test.  Remember that the test cannot be retaken.

    Video: Nations of the Northeast- Monday, October 1, 2018

    First, Mr. Frank pointed out the review page that he set up on his website to help students prepare for the big test coming on Wednesday.   The page contains links to several sources that students might find helpful, including links to a Study Guide with both a blank version and one with answers.

    We took time to go over the quiz that students took on Friday.  We also went over the five homework questions from the Haudenosaunee packet, which students handed in on Friday and got back today.

    We then watched a video called Native Americans: Nations of the Northeast, which is from TBS Productions.  We had a sheet of guiding questions and watched short segments of the video to find answers.  After students had a chance to write their answers down, we discussed their answers.  Most classes finished the video today.

    Quiz & Haudenosaunee- Friday, Sept. 28, 2018

     Students handed in the homework that was due today- the five homework questions from the Haudenosaunee packet.  They also took this week's quiz which covered details from last week's "Culture Regions" notes (like what is "adobe", etc.) as well as new material on the Haudenosaunee.

    Classes finished taking notes in the Haudenosaunee packet.  We emphasized that British colonists like Ben Franklin were inspired to make the United States, in part, because of the strength of the Iroquois Confederacy.  We looked at a painting that illustrates this in an allegory, using symbols.  We saw where the original land of the five nations in the Confederacy were located and how the Haudenosaunee saw what is now New York as one big longhouse.  We also saw an example of a gustoweh (a ceremonial headdress) and if time allowed, we looked at the "Indian" on the sign of West Seneca West High School and discussed why he looks the way he does.

    Students should remember that the first big 5-week test of the year is coming on Wednesday, Oct. 3, and it will cover everything since the beginning of the year.

    Haudenosaunee (Iroquois)- Thursday, Sept. 27. 2018

    Students continued taking notes on the Haudenosaunee (i.e. the Iroquois) today.  We read about the Great Peacemaker and the founding of the Iroquois Confederacy.  We defined several important words that we will use throughout 7th grade, including "confederacy," "constitution," and "representative government."  We will continue these notes after the quiz tomorrow.

    Students should remember that we have a quiz tomorrow, which will cover some details from last week's "Culture Regions" notes (like what is "adobe", etc.) as well as new material on the Haudenosaunee.  They should also remember that one week from today, Wednesday Oct. 3, is our first 5-week test.

    Haudenosaunee (Iroquois)- Wednesday, Sept. 26. 2018

    First, Mr. Frank collected the annotated diagram which was due today.

    Students started notes on the Haudenosaunee (i.e. the Iroquois) today.  We started by asking students to list what they already knew about the Iroquois from other places.  We spent some time talking about what they knew.  We started taking notes, and noted that they lived in longhouses and that Haudenosaunee means "People of the Longhouse."  In most classes, we started to read about the Great Peacemaker and the founding of the Iroquois Confederacy.  We will continue these notes tomorrow.

    Students should remember that we have a quiz coming on Friday, which will cover some details from last week's "Culture Regions" notes (like what is "adobe", etc.) as well as new material on the Haudenosaunee.  They should also remember that one week from today, Wednesday Oct. 3, is our first 5-week test.

    Annotated Diagram- Tuesday, Sept. 25, 2018

    Students worked to create an Annotated Diagram that shows how Native Americans adapted to live in one of the culture regions that we discussed.  Students may pick any one of the culture regions, except for the Northwest Coast because that was already done for an example.  Students need to illustrate at least two things about the environment, the land and climate.  They also need to illustrate at least three adaptions that Native Americans made in order to live in that region.  Their diagrams need at least five labels to help explain what is being shown, and need to be in color.  We had some time to work in class on these today, and some students finished and handed them in.  If the diagrams were not finished today, they are homework, due on Wednesday.

    Native American Culture Regions, Day 4- Monday, Sept. 24, 2018

    We started by going over the answers that students might have missed on last Friday's quiz.  After that, we finished taking notes on the Native American Culture Regions

    Students then were assigned to create an Annotated Diagram that shows how Native Americans adapted to live in one of the culture regions that we discussed.  Students may pick any one of the culture regions, except for the Northwest Coast because that was already done for an example.  Students need to illustrate at least two things about the environment, the land and climate.  They also need to illustrate at least three adaptions that Native Americans made in order to live in that region.  Their diagrams need at least five labels to help explain what is being shown, and need to be in color.  We had some time to work in class on these today, and will have more time in class tomorrow.  The diagrams are due on Wednesday.

    Native American Culture Regions, Day 3- Friday, Sept. 21, 2018

     First, students took the weekly quiz.  When that was finished, we continued taking notes in the packet on the Native American Culture Regions.  We talked about most of the remaining regions, though some will still have to be covered on Monday in each class.  Of course the major idea is that the environments that Native Americans lived in made huge impacts on their cultures.

    Native American Culture Regions, Day 2- Thursday, Sept. 20, 2018

    First, we went over the correct answers for the questions from the Origins of Native Americans packet, which were handed back today.

    Mr. Frank started going over the packet called, Native American Culture Regions.  He started with information about the Eastern Woodlands, whose peoples would have lived all around where we are here in Western New York.  We talked about its environment, as well as the food and homes that were used by the people here.  We then started looking at other regions that had been researched by the students yesterday, starting with the Northwest Coast.  We got as far as we could in the packet, with students taking notes in both the graphic organizer and the "Main Ideas" pages.  We will continue with these regions tomorrow after the quiz.

    Tomorrow is Friday so we have our regular weekly quiz.  There will be some questions about the Origins of Native Americans and some about the Culture Regions, but the biggest portion of the quiz will be the map sections.  Students should study the study guide called, "Setting the Stage with Geography," that they received earlier this week.

    Native American Culture Regions, Day 1- Wednesday, Sept. 19, 2018

    Mr. Frank collected the homework that was due today-- the three questions from the back of the Origins of Native Americans packet.

    Students received a new packet called, Native American Culture Regions. Within the packet we noted the main idea of the next few days-- American Indians lived in a variety of places, from snowy forests to dry deserts and vast grasslands.  Groups of American Indians survived by adapting, or changing their style of living to suit each environment, its climate, and its natural resources.  Over generations, groups of American Indians developed their own cultures, or ways of life.

    To find evidence for this idea, students were split into small groups, and each group was assigned two culture regions.  Students used the classroom set of History Alive textbooks to investigate those groups and complete a graphic organizer of information.  They had most of the period to work on this activity.  Tomorrow, we will share the information that the small groups found.

    Students should remember that there is a quiz coming this Friday, which will cover material from "Setting the Stage with Geography," the "Origins of Native Americans" packet, and the material from the Native American Culture regions we started today.

    Setting the Stage: Geography of North America- Tuesday, Sept. 18, 2018

    To begin with, we finished the notes on the Origins of Native Americans.  If students had enough time, we also watched a short video from Science Magazine.  The 3-minute clip was made in 2017 and shows what evidence archeologists are continuing to find to support a coastal migration route for the first people who came to North America. 

    In their mailboxes today, students received a study guide called, "Setting the Stage with Geography."  It lists specific features that students will be expected to locate on Friday's quiz this week.  We went over the study guide together, as well as the questions from the Geography Challenge from last week (including the set of directions and the map) as a way to emphasize what students will need to know.

    For homework, students should read the two articles in the Origins of Native Americans packet.  Using a separate sheet of paper they should answer the three homework questions at the end of that packet.  These answers were assigned on Monday and are due on Wednesday.

    Origins of Native Americans- Monday, Sept. 17, 2018

    First, we went over the answers to the quiz that students took on Friday.  Students also had an opportunity to hand in the Geography Challenge from last week (including the set of directions and the map) if they had not done so already.

    We then examined theories of the Origins of Native Americans.  We began by reading two myths that the Seneca people have told about their own origins.  We then looked at archeological theories.  We learned what Clovis points are and what they were used for.   We then looked at the theory that a land bridge was used during the Ice Age to cross from Asia to North America, about 10,000 or more years ago.  We also started to look at competing theories like the Northern Coastal Route and the Southern Coastal Routes, which have gained more supporters in recent years.

    For homework, students should read the two articles in the Origins of Native Americans packet.  Using a separate sheet of paper they should answer the three homework questions at the end of that packet.  These answers are due on Wednesday.

    Quiz, Binder Check, and Geography Challenge- Friday, Sept. 14, 2018

    We began today by having a short quiz about the social sciences.  While students took the quiz, Mr. Frank came around and checked binders.  The binder check counts as a small quiz grade.

    When students were done with the quiz, they continued working on the "Geography Challenge" that they started yesterday.   They used the set of directions and the map from yesterday and continued to work on it, using the History Alive textbooks that we have in class.  If they finished, they handed both pages in to Mr. Frank.  

    If the students did not finish the Geography Challenge in class today, it is homework, due on Monday.  In order to do the homework at home, students will have to use the following: First map is here.  Second map is here.  The reading passage that accompanied the maps is here.  (These maps are different than the ones in the American History textbook that students have been issued.)

    Geography Challenge- Setting the Stage- Thursday, Sept. 13, 2018

    In class, students received a set of directions and a map for an activity called "Geography Challenge: Setting the Stage."  Mr. Frank went over the directions and had colored pencils available for students to use.  They were then given the rest of class to work on the activity.  If students finished the activity, they were invited to hand in their work.  If they did not finish, there will be some time for them to work on it after the quiz tomorrow.  For the activity, we used the following History Alive textbook maps: First map is here.  Second map is here.  The reading passage that accompanied the maps is here.  (These maps are different than the ones in the American History textbook that students have been issued.)

    Students will have a quiz on the social sciences tomorrow (Friday, Sept. 14) and will also have a binder check which will count for a second quiz grade.

    Reminder: The Open House for East Middle's grades 5 and 7 is tonight.

    Social Sciences- Wednesday, Sept. 12, 2018

    We reviewed what we had covered on the sheet titled, "Social Sciences."  Then we finished taking the notes on that sheet.  We defined the social sciences of archeology, geography, economics and political science, and also the terms "artifact" and "culture."  We watched videos that Mr. Frank had made about "archeology" and "culture" (and others, if there was time).  

    Students have a quiz coming on Friday that they should be reviewing for.  We will also a have a binder check on Friday, which will count as a small quiz itself.

    "Consider the Source- Tuesday, Sept. 11, 2018

    Last night, students did  the sheet called "Consider the Source" for homework.  Mr. Frank checked it to see if students had completed the assignment.  We reviewed examples of things that are primary sources and things that are not, and discussed each one.  Then, students exchanged papers.  We went over the answers to the "Consider the Source" sheet, and students graded a classmate's page as we went over it. 

    History & Primary Sources- Monday, Sept. 10, 2018

    We started today by going over the quiz from last week.  

    We reviewed the differences between Natural Science and Social Science.  We then took a closer look at the social science that is probably most familiar to students- the study of history.  To prove a hypothesis, historians use primary sources.  Primary sources are sources that came from the time that is being studies.  We began taking notes on the sheet titled, "Social Sciences."  We went through a few examples of sources that are primary and sources that are secondary.  

    For homework, students should answer the questions on the sheet called "Consider the Source."  We will be going over this sheet tomorrow, and it will count for a grade.

    Natural Science v. Social Science- Friday, Sept. 7, 2018

    We started today with a quiz that covered our classroom procedures and the Course Expectations sheet.  

    Most students also had a textbook assigned to them and should now keep those textbooks at home.  They will be returned in June.

    If there was time in class, students used the Promethean Board to view "icons" representing different things that we study, and dragged them to a t-chart to show if they are something from natural science of from social science.  In those classes, we briefly discussed the difference between natural science and social science.   

    All students did receive binder page 3, "The Social Sciences", in their mailbox today, but we didn't get a chance to write anything on it in any of the classes.  We will come back to it on Monday.  

    Students had not handed in the signed portion of the Course Expectations sheet should have done so today.

    NOTE: We missed almost all of 3rd period today (and a large portion of 4th).  Students in 3rd period have to take the quiz as a "Take Home" quiz, and it will count as a homework assignment for those students. 

    Course Expectations- Thursday, Sept. 6, 2018

    To begin with, students filled out cards to tell Mr. Frank a few things about themselves, like the name that they prefer to be called, interests they have, how they did in social studies before, etc.  

    We reviewed the four things that students need to do as the enter Mr. Frank's classroom.  Then we discussed the remaining parts of the Course Expectations sheet, and emphasized things like Mr. Frank's Redo/Retake policy.

    Some students handed in the signed portion of the Course Expectations sheet today.  If they were not able to get it signed yet, it is due on Friday (tomorrow!).

    There will be a short quiz tomorrow about the Course Expectations sheet and classroom procedures we've talked about this week.\

    First Day- Wednesday, Sept. 5, 2018

    Today, students learned the four things they should do when entering Mr. Frank's classroom. 

    1. Check the white board for materials needed for today
    2. Get material from the mailboxes and grab your social studies binder
    3. Write the homework in your planner (even if it's "none".)
    4. Do the warm-up

     We also began discussing the Course Expectations sheet.  

    For homework, students should read the Course Expectations sheet and get it signed by Friday.