P5 Zangara Hist 8 Assignments

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Due:

Star Spangled Banner and IN pg 64 in Google Classroom

Star Spangled Banner and IN pg 64

1. Create a Found Poem of two stanzas, 4 to 6 lines per stanza using phrases taken from the Star Spangled Banner.
2. Give your poem a creative title, NOT the Star Spangled Banner Found Poem.
3. Your poem mixes up the phrases, uses partial lines and does not need to be in the sequence or order of the original lines of each stanza.
4. Select phrases that resonate with you and communicate the main idea of what Francis Scott Key witnessed and captured in his words.
5. Prepare a two stanza minimum, three stanza maximum, length poem to communicate how proud Key was to see the U.S. flag standing after a night of bombardment on Ft. McHenry in Baltimore, during the War of 1812 as he watched from aboard a ship in the harbor.
6. Prepare a T Chart for the characteristics of War Hawks and Doves from the War of 1812 era on IN pg 64. Add to the chart in your IN with details from the lecture and class discussion.
Created by Francesca Zangara-Mason: Thursday, January 21 12:34 PM

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New Nation Shared Folder in Google Classroom

New Nation Shared Folder

Prepare New Nation folder, share folder of completed documents properly in GC.
Created by Francesca Zangara-Mason: Tuesday, January 19 11:53 AM

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First Semester Assessment with IN open book in Google Classroom

First Semester Assessment with IN open book

1. Assessment of Semester 1 content is based on content of classwork, shared folders and interactive notebook activities.
2. For this assessment, read and answer each of the 50 multiple choice questions in class today.
3. Use your notebook, with guidance to IN pages included throughout assessment, and submit completed Gform. This is classwork not to be done outside of class without approval.
Created by Francesca Zangara-Mason: Thursday, January 21 12:34 PM

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Steve Jobs Article in Google Classroom

Steve Jobs Article

1. Read Steve Jobs Article, annotate answers to questions in comment boxes and complete writing response.
Created by Francesca Zangara-Mason: Thursday, January 21 12:34 PM

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Social Media Political Cartoon in Google Classroom

Social Media Political Cartoon

1. Complete Social Media Political cartoon analysis. Compare cartoon to original painting, Lunching of the Boating Party, by Pierre Auguste Renoir.
2. Make a copy, save to GC New Nation folder.
Created by Francesca Zangara-Mason: Tuesday, January 19 11:53 AM

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Cotton as King; IN pg 61& 62 in Google Classroom

Cotton as King; IN pg 61& 62

1. View videos, Cotton Mill Girl 3 min, and Eli Whitney 3 min with links below.
2. Complete Cotton as King art analysis. Make a copy, save to GC New Nation folder (Document #10 in New Nation folder)
3. Copy Industrial Revolution Flow chart to IN pg 62
4. View GSlides final lecture of first semester, record lecture notes in outline format for Age of Industry and War of 1812 IN pg 61
Created by Francesca Zangara-Mason: Tuesday, January 19 11:53 AM

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Age of Industry and War of 1812 lecture and IN pgs 61 & 62 in Google Classroom

Age of Industry and War of 1812 lecture and IN pgs 61 & 62

1. Open Age of Industry and War of 1812 GSlide lecture in New Nation folder, in GC.
2. Listen to GSlides lecture and record lecture in outline format on IN pg 61 .
3. Copy Industrial Revolution Flow Chart on IN pg 62
Created by Francesca Zangara-Mason: Tuesday, January 19 11:53 AM

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Tecumseh Speech in Google Classroom

Tecumseh Speech

Close Reading Activity
1. Read text and annotate answers to each question in comment boxes in GC document.
2. Annotations are created in margins of text read, NOT as answers to questions below the text. Writing response belongs below end of text read NOT in margin comment box used for annotations.
3. Complete questions and writing response before you submit in GC, make a copy and save to New Nation GC folder
Created by Francesca Zangara-Mason: Friday, January 15 2:50 PM

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Age of Jefferson and Conflict with Native Americans  lecture and IN pg 60 in Google Classroom

Age of Jefferson and Conflict with Native Americans lecture and IN pg 60

1. Listen to GSlides lecture and record lecture in outline format on IN pg 59 .
2. Complete IN pg 60 by following directions provided below for completing Achievements of Lewis and Clark
Created by Francesca Zangara-Mason: Friday, January 15 2:50 PM

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Louisiana Purchase and IN pg 58 in Google Classroom

Louisiana Purchase and IN pg 58

1. View video of L and C Expedition
2. Read the letters that discuss different points of views with reasons to understand conflicting viewpoints with the Louisiana Purchase.
3.. Complete the graphic overview to demonstrate understanding of text read and to communicate ideas clearly.
4. Complete IN pg 58 Analyzing Primary Sources chart, directions for this page are below
Created by Francesca Zangara-Mason: Thursday, January 14 1:17 PM

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Adams and Jefferson Power Struggle lecture in Google Classroom

Adams and Jefferson Power Struggle lecture

1. Open Adams and Jefferson Power Struggle lecture in New Nation folder, in GC.
2. Listen to GSlides lecture and record lecture in outline format on IN pg 55 .
Created by Francesca Zangara-Mason: Thursday, January 14 2:23 AM

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Sedition Act Political Cartoon and Legal Brief Analysis IN pg 57 in Google Classroom

Sedition Act Political Cartoon and Legal Brief Analysis IN pg 57

1. Review the videos (links are in Agenda) then on IN pg 57, analyze two cases that involved the Sedition Act. For each case, write the Case name including both parties, then write a brief summary of facts, then decide and explain how you would have decided the case and on what grounds.
2. Examine the political cartoon. Answer all questions with supporting evidence from class discussion and lecture notes. Complete, make a copy, save New Nation folder.
3. Be prepared to discuss both cases in next class period.
Created by Francesca Zangara-Mason: Thursday, January 14 2:23 AM

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The Parties Begin in Google Classroom

The Parties Begin

1. Annotate the document entitled "The Parties Begin". Create 5 to 8 annotations, paraphrase or respond to the text in comment boxes.
2. Go to StudentNewsDaily.com to read about multiple issues confronting our nation today. Select three issues (excluding death penalty and abortion).
3. Write the three issues you selected, circle the word choice that describes your political beliefs, then briefly explain information you find persuasive or agree with for EACH of the issues you selected, in the space provided.
4. Submit completed annotated doc and activity from StudentNewsDaily in GC, make a copy and save to New Nation folder.
5. CCSS 8.3 Student understand the foundation of the American political system and the ways in which citizens participate in it. (supporting political views and issues by being informed, seeking information not affirmation, and voting = citizen participation)
Created by Francesca Zangara-Mason: Tuesday, January 12 5:02 PM

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GC Constitution Shared Folder in Google Classroom

GC Constitution Shared Folder

Organize folder to submit with completed activities
Submit folder properly after completing BOTH reflective questions
Created by Francesca Zangara-Mason: Thursday, January 7 3:14 PM

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Hamilton and Jefferson; IN pg 51 in Google Classroom

Hamilton and Jefferson; IN pg 51

1. View video to learn about Jefferson v Hamilton https://www.youtube.com/watch?v=ZHlbHkIEgQ8 4:21 min
2. Read Opposite Sides of a Penny, complete Comparing Ideals of Hamilton and Jefferson recognizing these two men had opposite viewpoints on what type of government was best
3. Create a Venn Diagram on IN pg 51, page title: H and J Ideals - fill in circles and shared area of Venn diagram using information from Comparing Ideals chart, video and poem.
4. Complete Ideals of H and J, make a copy and save to New Nation Folder
Created by Francesca Zangara-Mason: Tuesday, January 12 5:02 PM

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Launching the New Nation lecture, IN pg 53 in Google Classroom

Launching the New Nation lecture, IN pg 53

1. Listen to lecture and write lecture notes in outline format on IN pg 53
Created by Francesca Zangara-Mason: Friday, January 8 1:08 PM

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Electoral College and Quadrant IN pg 49 in Google Classroom

Electoral College and Quadrant IN pg 49

1.View videos (see links below) on the Electoral College. What is the Electoral College? 2:02 min, Electoral College Schoolhouse Rock 3:15
2. Analyze the documents in the Electoral College packet.
3. Writing response directions require you to state your answer to the question, Should the Electoral College be abolished? in the first sentence of your writing response, support your answer with 3 reasons interpreted (paraphrased not copied and pasted) from 3 separate documents. 1 to 3 paragraph response required.
4. Submit completed packet with writing response in GC, and make a copy to save to GC Constitution folder.
5. Create a Quadrant on IN pg 49 to record different perspectives, arguments pro and con and compare EC in the late 1700s and arguments that apply in 2021
Created by Francesca Zangara-Mason: Friday, January 8 1:08 PM

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Power of One and Letter to Congressional Representative in Google Classroom

Power of One and Letter to Congressional Representative

1. View Wake Up , https://www.youtube.com/watch?v=3ZPusIeehQo 5:27 min video
2. Listen to words and write down key words about taking action for the good of ALL.
3. Your voice and thoughts are important, as are everyone's voice and thoughts, complete the document activity entitled Power of One to express your ideas.
4. Follow directions in Agenda found in today's Stream, to write a letter to your Congressional Representative. Find their name and address by entering your zip code.
5. Use business letter format. Send completed letter to your congressional representative, via email is fine - you will receive a response before we meet in second semester!
6. Create a GDoc, blank Gdoc provided, submit copy of letter in GC. Complete letter by tomorrow Thurs. Jan 7, 2020 at 3 PM.
Created by Francesca Zangara-Mason: Wednesday, January 6 2:53 PM

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January 6, 2021 in Google Classroom

January 6, 2021

1. View Gslide show to see images of the historical events that occurred on Jan. 6, 2021.
2. Read the text excerpts to complete the answer document.
3. View video Pro Trump mob breaks into U.S. Capitol https://www.cnn.com/videos/politics/2021/01/06/us-capitol-building-pro-trump-protestors-js-orig.cnn/video/playlists/congress-certifies-electoral-college-vote/ 2:11min
4. Submit answer document before leaving class today, this is your exit slip.
Created by Francesca Zangara-Mason: Thursday, January 7 3:14 PM

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Democracy - What is republican government?; IN pg 50 in Google Classroom

Democracy - What is republican government?; IN pg 50

1. Set up a T Chart on IN pg 50 , writePage Title: Founders Adapt to Idea of Republican Government
2. Write Column headings: Direct Democracy AND Republican Government/Representative Democracy
3. Read What is Republican government and prepare to list characteristics of both gov types on pg 50, Include the advantages and disadvantages of each gov type
4. Answer two questions on pg 50 below your T chart: 1: Does America have a direct democracy or a Representative Democracy? Explain AND 2. Describe a person you know of a leader in our nation, alive or not, who you think model(ed) civic virtue. Give reasons for your opinion based on the person’s life, choices and actions.
Created by Francesca Zangara-Mason: Tuesday, January 5 11:14 AM

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Ratification of the U.S. Constitution in Google Classroom

Ratification of the U.S. Constitution

1. Listen to Gslideshow lecture and write lecture in outline format on IN pg 47.
Created by Francesca Zangara-Mason: Tuesday, January 5 11:15 AM

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So you think you can vote? in Google Classroom

So you think you can vote?

1. View So you think you can vote? https://ca.pbslearningmedia.org/resource/so-you-think-you-can-vote-video/we-the-voters/
2. After viewing this 5:23 min video, complete the activity by answering all questions in full, submit in GC.

Created by Francesca Zangara-Mason: Tuesday, January 5 11:15 AM

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Case Studies - Public Schools and the First Amendment, IN pg 48 in Google Classroom

Case Studies - Public Schools and the First Amendment, IN pg 48

1. Title your IN pg 48 Legal Brief Analysis for the activity ahead which is to analyze two Supreme Court cases. After completing this activity in your notebook, complete the GC doc, edit your work and submit in GC.
2. Your analysis of each case should identify the case, copy the case name onto your page, summarize the facts of the case and answer the following question beneath each case.
- If you were a Supreme Court justice, how would you have ruled in Tinker vs. Des Moines School District? On what grounds would your decision be made be based?
- How would you have ruled in Bethel School District vs Fraser? On what grounds would your decision be based.
Created by Francesca Zangara-Mason: Tuesday, January 5 11:15 AM

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Federalists and Anti-Federalists and IN pg 44 Talking Heads in Google Classroom

Federalists and Anti-Federalists and IN pg 44 Talking Heads

1. Read and analyze the Federalists and Anti-Federalists POV using the Graphic organizer provided. Complete, save and copy to GC Constitution folder
2. Talking Heads: View Talking Head Figures and chart, create two Colonial Male Head figures and 4 or 5 bulleted idea for each Talking Heads: Draw sketch and label each speaker on IN pg 44.
3. Communicate in first person different perspectives of a Federalist and Ant Federalist viewpoints. Use accurate historical details to create adequate and accurate historical context.
Created by Francesca Zangara-Mason: Thursday, December 17 7:11 PM

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Preamble to the United States Constitution IN pg 40 in Google Classroom

Preamble to the United States Constitution IN pg 40

1. Fold your notebook page vertically to create two columns for this activity, write a page title, IN pg 40
2. Copy the phrases from column 1 onto your notebook page skipping a line in between each phrase.
3. Interpret the words of the first sentence of the U.S. Constitution.
Created by Francesca Zangara-Mason: Thursday, December 17 7:11 PM

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U.S. Constitution Scavenger Hunt in Google Classroom

U.S. Constitution Scavenger Hunt

1. Open the U.S. History textbook to the Preamble on pg. 150 .
2. The pages following the Preamble contain the articles of the U.S. Constitution.
3. Using the pages of the U.S. Constitution, answer the questions in this U.S. Constitution Scavenger hunt activity.
Created by Francesca Zangara-Mason: Thursday, December 17 7:11 PM

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U.S. Constitution Lecture in Google Classroom

U.S. Constitution Lecture

1. This lecture is long, two pages are dedicated to writing the notes in outline format in the IN pgs 41 and 43. Lecture notes are typically written on right side odd numbered pages in IN.
2. Open, listen and write lecture notes on IN pgs 41 and 43
Created by Francesca Zangara-Mason: Thursday, December 17 7:11 PM

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American Revolutionary Era Critical Thinking Project in Google Classroom

American Revolutionary Era Critical Thinking Project

1. Read through project guidelines, there are 3 choices for this project. Each choice has two parts, essay and chart.
2. Be clear on required components of the choice you select, all choices require an essay with critical thinking demonstrated, and either a T chart, KWL chart or Cause and Effect chart.
3. Review writing guidelines and acknowledge this is a critical thinking activity, not a facts only project.
4. Select a topic, read the documents and manage your time wisely to turn project in on time, by Wed., Dec. 16, 2020 before the winter break that begins on Fri., Dec. 18, 2020.
5. Communicate by verbal interaction NOT ONLINE, if and why you are unable to submit completed project by due date time.
6. Fate of DOI Signers and Two Patriots are documents for choice #1below, Link to Battle of Saratoga sites for Choice #2 and Articles of Confederation for choice #3 are below
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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Slavery and Racism IV and IN pg 39 Then and Now in Google Classroom

Slavery and Racism IV and IN pg 39 Then and Now

1. Introducing Anthony Bogues - view 41 second video, followed by Why is it important for students to learn about slavery? 1:11 min.
2. Read Slavery and Racism in American History IV
3. Answer close reading questions with annotations in margins of document text. Complete writing response and annotations, make a copy, save to Constitution folder.
4. Title IN pg 39 Slavery and Racism IV, create a T chart with column headings are Then - late 1700's and Now 2020. Reflect on perspectives about slavery covered in class to create entries for Then, use information from class discussions and text read and analyzed including but not limited to today to create entries for Now.
Created by Francesca Zangara-Mason: Tuesday, December 15 5:23 PM

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Articles of Confederation Lead to Constitutional Convention in Google Classroom

Articles of Confederation Lead to Constitutional Convention

Articles of Confederation Lead to Constitutional Convention IN pg 37
Created by Francesca Zangara-Mason: Tuesday, December 15 5:23 PM

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Perspectives on Slavery and Compromises IN pg 38 in Google Classroom

Perspectives on Slavery and Compromises IN pg 38

Why did the Constitution allow slavery to continue, if the Declaration of Independence claimed, "All men are created equal"?
1. Read the Perspectives on Slavery, Pg 1 then Pg2
2. Interpret the attitudes, bias and perspectives of men who were at the Philadelphia Convention in 1787.
3. Complete the answer document and submit in Googleclassroom, make a copy and save to Constitution folder.
4. For IN pg 38 copy the diagram of Compromises at Constitutional Convention information
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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Share GC Folder - American Revolution in Google Classroom

Share GC Folder - American Revolution

1. Organize sight documents in the GC Shared folder for the American Revolution unit.
2. Answer reflection questions throughtfully and completely, submit completed folder properly.
3. Share American Revolution folder only, and be sure to click Change command in your GC drive, where your folder is located with documents organized, before populating link, share link in Gdoc
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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Articles of Confederation Political Cartoon Analysis in Google Classroom

Articles of Confederation Political Cartoon Analysis

1. Analyze the political cartoon.
2. Interpret the caption, symbolism, and artists's message using historical context to bring historical accurate meaning to this cartoon.
3. When completed, make a copy, save to GC Constitution folder.
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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American Revolution Ends lecture in Google Classroom

American Revolution Ends lecture

Listen and write lecture notes in outline format on IN pg 33
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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 Liberty! Road to Revolution in Google Classroom

Liberty! Road to Revolution

1. Open link and Play Liberty! Road to Revolution Game to review how the Patriots paved the road to the American Revolution.
2. Identify two new and most important facts that you had not known before playing the Road to Revolution today on the answer Document in GC.
3. Open Chronicles of the Revolution - 1st Tab in Liberty!. Road to Revolution and read some of the headlines that existed in America in the American Revolutionary Era.
4. Select two headlines to interpret, identify and explain the historical context and whether bias exists or not in each headline.
5. Open Military Perspectives to compare differences between American and British soldiers in the American Revolutionary War. Identify two differences that existed on answer document.
6. Complete activity, make a copy, save to Am Rev folder - last document to complete Am Rev folder
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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Articles of Confederation Matrix AND Cluster in Google Classroom

Articles of Confederation Matrix AND Cluster

1. Review What were the Articles of Confederation? video: https://www.youtube.com/watch?v=-8_3HOh7d_4
2. Read the features that were included in the Articles of Confederation in column 1. Using the detail given in the second and third column, fill in the missing cause or effect.
3. Complete the 2 page matrix for analyzing the features of the Articles of Confederation.
4. Create Articles of Confederation Fact Cluster in IN pg 36
5. Use your knowledge about how Americans during the American Revolution felt about leadership and government to complete this matrix.
Created by Francesca Zangara-Mason: Friday, December 11 6:41 PM

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Common Sense in Google Classroom

Common Sense

1. Interpret the excerpts from Thomas Paine's pamphlet entitled Common Sense.
2.Complete the matrix, make a copy, save to American Revolution folder, submit in GC
Created by Francesca Zangara-Mason: Saturday, December 5 1:52 PM

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Causes of Am Rev Matrix in Google Classroom

Causes of Am Rev Matrix

1. Open Understanding Colonial Unrest Matrix to open Hyperlinks to short videos for each of 9 causes of the American Revolution
2. Understanding Colonial Unrest Summaries are available to provide additional information for completing Matrix, complete column 1 BEFORE ranking events in COLUMN 2, then COLUMN 3
3. Complete three columns of Matrix, make a copy, save to Am Rev folder, submit in GC
Created by Francesca Zangara-Mason: Tuesday, December 8 5:25 PM

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Declaration of Independence Excerpts and Grievances in Google Classroom

Declaration of Independence Excerpts and Grievances

1. Read and interpret the excerpts from the Declaration of Independence. Avoid using phrases and identical words you are attempting to interpret if possible.
2. The DOI Meanings document contains the interpretations of the excerpts but are not in the order of the excerpts. Read the meanings, match to excerpts, complete excerpts interpretations.
3. Before turning in your completed activity, make a copy, save to American Revolution folder in your Gdrive
4. Open and read the Declaration of Grievances from the Declaration of Independence. Read the Directions to respond each of the grievances with O, A or ?. Make a copy, save to Am Rev folder.
Created by Francesca Zangara-Mason: Wednesday, December 9 5:51 PM

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American Revolution Begins lecture in Google Classroom

American Revolution Begins lecture

Listen and write lecture notes in outline format on IN pg 31
Created by Francesca Zangara-Mason: Tuesday, December 8 5:25 PM

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Ben Franklin Tribute in Google Classroom

Ben Franklin Tribute

1. Learn about the vast accomplishments and contributions of Ben Franklin in colonial America before, during and after the American Revolution.
2. Read the poem Franklin from A to Z and view the short video of his life to gather information for your Franklin tribute activity. Video time 2:02
3. Select one of the activities for the Ben Franklin Tribute to be created by you on your IN pg 29. Create an ACROSTIC poem using 'FRANKLIN' to describe this American genius.
4. Be creative in your activity content and complete this activity today.
Created by Francesca Zangara-Mason: Tuesday, December 8 4:52 AM

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Quotation Analysis in Google Classroom

Quotation Analysis

1. Select one quote to analyze using the 3 steps for quotation analysis used and found on IN pg 6.
2. For this quotation activity, explain who spoke the words and who would be the likely intended audience, what does this quote mean, when and where were these words spoken and why
3. Incorporate historical context in your quotation analysis to support your interpretation.
Created by Francesca Zangara-Mason: Tuesday, December 8 4:52 AM

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Wisdom of Ben Franklin in Google Classroom

Wisdom of Ben Franklin

1. Interpret the wisdom from Ben Franklin.
2. Use your own words to interpret the message Franklin is communicating to his audience.
3. Many famous Franklin sayings were published in Franklin's Poor Richard's Almanac. The almanac was published for the year of 1733 and was published once a year for the next 25 years.
Created by Francesca Zangara-Mason: Tuesday, December 8 4:52 AM

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Patrick Henry Art Interpretation in Google Classroom

Patrick Henry Art Interpretation

1. Open Patrick Henry Art document to examine artwork.
2. Complete answers to all questions using evidence from the artwork details and incorporate the historical context in your answer document.
3. Make a copy of completed doc, save to Am Rev folder.
Created by Francesca Zangara-Mason: Saturday, December 5 1:52 PM

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Boston Massacre Poster in Google Classroom

Boston Massacre Poster

1. Create a T chart on IN pg 27, title of page is Boston Massacre Poster, Column Headings are Fact and Exaggeration
2.Below the pate title write the vocabulary word and definition: Propaganda - intentional or biased information used to influence, promote or publicize a political cause or point of view.
3. List the facts surrounding Paul Revere's poster of the massacre on Boston's King's Street on March 5, 1775. British soldiers opened fire on unarmed colonists in front of the Customs House.
4. Examine and write the elements of exaggeration you see in this image. Does the amount of smoke,, lighting on either side of the street, placement of people, injuries, any details look exaggerated?
5. Write the message Paul Revere intended his audience to understand with this piece of art.
Created by Francesca Zangara-Mason: Saturday, December 5 1:52 PM

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Slavery and Rebellion Lecture in Google Classroom

Slavery and Rebellion Lecture

Listen to Slavery and Rebellion Lecture, record in outline format on IN pg 21
Created by Francesca Zangara-Mason: Saturday, December 5 1:52 PM

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Share Colonial America GC Folder in Google Classroom

Share Colonial America GC Folder

1. Copy Colonial America folder, create a shareable link, copy and paste this link to Colonial America folder into the document below.
2. Answer the two questions below the text box where you pasted the shareable link to your folder.
3. For future folder contents, complete the assignment, copy the completed document, save and file to current unit folder, then submit in GC.
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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Crisis over Tea 1773 in Google Classroom

Crisis over Tea 1773

1. Open, read and answer the questions based on primary sources for the Crisis Over Tea 1773 document.
2. Complete, make a copy, save to GC American Revolution folder.
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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Join or Die Political Cartoon Analysis in Google Classroom

Join or Die Political Cartoon Analysis

1. Analyze Ben Franklin's political cartoon.
2. Examine the image details to identify label meanings, artist's message and to interpret the caption.
3. Correct answers will reflect understanding of events surrounding the publication of this cartoon in the Pennsylvania Gazette in 1754 . You are incorporating historical context into your answers.
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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A Taxing King in Google Classroom

A Taxing King

1. On IN pg. 25, write the title for a fact cluster you will create with page entitled, 'A Taxing King."
2. Read the text and determine what facts are important to know and add to your 'fact cluster'?
3. The fact cluster was begun in class, complete this activity before our next class meeting.
4. Create a circle in the middle of your notebook page, write the title, "A Taxing King".
5. Write facts about the historical context of this pre American Revolutionary Era, about 1 fact per excerpt.
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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Loyalists and Patriots in Google Classroom

Loyalists and Patriots

1. Set up a T chart on IN pg. 26.
2. Write the title of the page Loyalists and Patriots, and the two columns of your T chart with labels of Loyalist and Patriot.
3. Sort the characteristics from this list as describing the Loyalists who were loyal to the mother country of England, or as Patriots who were not happy with the King of England.
4. Bearing in mind that not all colonists took sides, these two groups because increasingly polarized as the unrest spread throughout the colonies leading to the war for independence from England.
Created by Francesca Zangara-Mason: Thursday, December 3 10:19 AM

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French and Indian War  in Google Classroom

French and Indian War

1. Create 4 quadrants on IN page 20(? see your TOC) for this activity.
2. Title of page activity is French and Indian War, title of each quadrant is provided on template, copy quadrants with quadrant titles on IN page 20 prior to beginning this activity.
3. Label Quadrants with titles as shown on Template of French and indian War Chart template below
4. Read the Rivalry between France and England text to complete the quadrant, indicate a minimum of 3 entries per quadrant,
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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Slavery and Racism III in Google Classroom

Slavery and Racism III

1. Read the text, answer questions in margins with annotations in comment boxes.
2. Select ONE writing prompt and write writing response BELOW end of close reading text.
3. Make a copy of completed annotated text with writing response, save to Colonial America GC file, submit in GC (This is the 4th doc for the Colonial American folder)
4. For the Slavery and Racism III, IN pg. 22 chart, review Googleslideshow to see some who chose to make America a more perfect Union for us today.
Created by Francesca Zangara-Mason: Thursday, December 3 10:18 AM

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The Middle Passage  in Google Classroom

The Middle Passage

Read each document to complete Answer Document
Created by Francesca Zangara-Mason: Tuesday, December 1 10:05 AM

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13 English Colonies lecture in Google Classroom

13 English Colonies lecture

Listen to the Googleslideshow on the 13 English Colonies.
Write the slide content in outline format as seen on each slide in IN pg 19.
Created by Francesca Zangara-Mason: Tuesday, December 1 10:05 AM

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Dissenter Sensory Figure in Google Classroom

Dissenter Sensory Figure

1. Read the Dissenters text to learn about two famous colonists known for dissenting from the English Colonial Powers, in America, that restricted their voice and actions.
2. View videos - Anne Hutchinson https://www.youtube.com/watch?v=1fZtjeij2K4 (2:54 min) & Roger Williams https://www.youtube.com/watch?v=WTS66iG-bCQ&list=PL15SSVd-6UMz8pc5qtpnZ3Y9jgAlku7GN&index=26&t=0s (2:26 min)
3. Create a Sensory Figure on IN pg 18 of Williams or Hutchinson - create an image of a colonial man or woman on pg 18 (large image - see models of colonial figures below)
4. Using the 5 senses, of touch, smell, hearing, feeling and taste, express their feelings and actions with a hand drawn image of a colonist. Using figurative language is encouraged and demands creative effort. (e.g. I feel like I am choking with colonial leaders demanding how I practice my religion)
5. 5 sentences each using one of the 5 senses is required to communicate accurate historical context of the colonial period and spirit of dissenters.
6. On the bottom of your sensory figure on IN pg 18, answer this question to complete activity: Do you think dissenters get into what John Lewis would have considered, "good trouble"? Why or why not?
Created by Francesca Zangara-Mason: Monday, November 30 10:52 AM

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50 States Interactive Activities  in Google Classroom

50 States Interactive Activities

1. Practice and increase knowledge of the 50 United States names and accurate locations.
2. No sign in or saving of scores is needed. Record the practice activity on your map Activity Practice Log in your notebook.
3. Play frequently to increase your ability to identify state names in the United States.
4. The Lizardpoint quiz activity is a drag and click activity many students like best.
5. This assigned activity requires independent play which is not graded = formative assessment
6. Nov. 20, Friday Summative assessment - 15 minutes provided to demonstrate knowledge of location and name of the 50 United States of America
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

A Critical Look at Geography in Google Classroom

A Critical Look at Geography

1. Select a topic.
2. Gather information from multiple reliable sources, summarize in bulleted format on worksheet. 2 sources minimum.
3. Examine different points of view for human interaction with the environment.
4. Complete worksheet, 3 paragraph report and include two captioned visuals with your project.
5. Wrap text around images or create a separate document for images, attach worksheet and submit 3 paragraph report.
6. Paragraph recommendation: P1 - Historical context, P2 - Summarize Contrasting POV's, P3 Reflective critical thinking.
7. Historical writing rules: Use best word choice, omit pronouns, past verb tense, last names not first names alone ever.
Created by Francesca Zangara-Mason: Monday, November 16 10:22 AM

Due:

Summative Assessment: The 50 States in Google Classroom

Summative Assessment: The 50 States

1. Open the 50 State Abbreviations document. Drag tab to open separate window. Note the directions at the top of the page!
2. Press caps lock (if possible) to capitalize two letter Postal Code abbreviations necessary to input as answers for 50 State summative assessment.
3. You have 15 minutes to complete this assessment, video camera must be on, when you are satisfied with your responses, submit.
Created by Francesca Zangara-Mason: Saturday, November 21 3:58 AM

Due:

Early English Colonies Lecture in Google Classroom

Early English Colonies Lecture

Listen to Early English Colonies Googleslides lecture, copy lecture in outline format to IN pg 17
Created by Francesca Zangara-Mason: Saturday, November 21 3:58 AM

Due:

Thurgood Marshall in Google Classroom

Thurgood Marshall

1. view video: https://www.youtube.com/watch?v=H599Gqto-0M 2:06 min
2. Close Reading - answer questions annotating text, use light colored highlighter/comment boxes to answer questions = annotations.
3. Write writing response on document NOT in text box.
4. Use two pieces of evidence from the text and class discussions to support your answer. Make a copy, Save to GC Colonial Era folder, Submit in GC
Created by Francesca Zangara-Mason: Saturday, November 21 3:58 AM

Due:

The Mercantilist Argument for Colonial Expansion in Google Classroom

The Mercantilist Argument for Colonial Expansion

1. View video on Mercantilism https://www.youtube.com/watch?v=b4pnutYN97U 2 min
2. When activity is completed, make a copy, save to Colonial America folder in GC
3. Complete the Political cartoon to demonstrate understanding of mercantilism - Mother Country benefits by controlling economic activity in and from the 13 Colonies.
4. Define Mercantilism and enter this word and definition on pg. 4 of IN Vocab
Created by Francesca Zangara-Mason: Saturday, November 21 3:58 AM

Due:

Colonial Workers Chart in Google Classroom

Colonial Workers Chart

1. Copy the Colonial Workers Chart onto IN pg. 15, label your page: Colonial Workers
2. View videos to complete the colonial workers chart.
https://www.youtube.com/watch?v=bPPN9m5uFOg Indentured servants 1:26
https://www.youtube.com/watch?v=UYqllZ3kdrc Plantation life 2:09
3. Colonial Workers chart contains primary source documents to support video content and may help you to complete the colonial workers chart with accurate details.
4. When chart is completed, please indicate your work is complete by clicking submitted for this assignment in GC
Created by Francesca Zangara-Mason: Saturday, November 21 3:58 AM

Due:

Signing Mayflower Compact Art Analysis in Google Classroom

Signing Mayflower Compact Art Analysis

1. Examine the photograph.
2. View video https://www.youtube.com/watch?v=TXB8HUBXSRY 1:17 min
3. Use evidence from the text, video and class discussion to answer questions.
4. Communicate thoughtful answers to demonstrate individual critical thinking in art analysis.
5. Make a copy, save to Colonial America folder, Submit in GC by 3 PM today
Created by Francesca Zangara-Mason: Thursday, November 19 9:12 AM

Due:

Seeds of Democracy in Google Classroom

Seeds of Democracy

1. Set up IN pg 16 write 'Seeds of Democracy' in created bubble in the middle of the page.
2. In each of four quadrants, copy the headings from the worksheet below.
3. Open Seeds of Democracy document.
4. Enter bulleted facts in each quadrant for seeds of democracy developed in the English colonies.
Created by Francesca Zangara-Mason: Thursday, November 19 9:12 AM

Due:

Q2 Geog and Early Exp Folder Shareable Link in Google Classroom

Q2 Geog and Early Exp Folder Shareable Link

1. Make a copy of 5 required docs, save each to Geog and Early Exp folder
2. Go to GDrive and open Geog and Early Exp folder that contains the 5 required savced docs
3. Open the folder, click File in left column, click Share which is first option in drop down menu
4. In bottom window, below and before you Get Link, click blue letters to "Change link to anyone in San Diego Unified School District".
5. Copy and paste shareable link that has no restriction into window of this activity document, submit in GC.
Created by Francesca Zangara-Mason: Monday, November 16 10:22 AM

Due:

News Literacy Project  in Google Classroom

News Literacy Project

1. View the Googleslide show to examine mobile news alerts. How can you determine if a news source is reliable, accurate or not?
2. Complete the answer document, submit in GC.
Created by Francesca Zangara-Mason: Tuesday, November 17 5:22 PM

Due:

Map Assignment #3 Monuments Map in Google Classroom

Map Assignment #3 Monuments Map

1. Drag and drop the labels for each park or monument provided, in the appropriate state on your map.
2. Use the information provided to place your labels accurately on your map.
3. Label the state names with two letter abbreviations that are EAST of the Mississippi River to complete this map. Turn in.
Created by Francesca Zangara-Mason: Monday, November 16 10:22 AM

Due:

Who Really Discovered the Americas? in Google Classroom

Who Really Discovered the Americas?

1. Read Who Really Discovered the Americas?
2. Reflect on activities covered in class and lecture content listened to. Complete the View different perspectives answer document.
3. Decide how you will answer the question, who really discovered America? 2 to 5 sentences needed for a successful written response.
4. Support every answer communicated with evidence from the text AND end with a thoughtful reflective. comment.
Created by Francesca Zangara-Mason: Saturday, November 14 12:07 AM

Due:

Columbian Exchange Lecture in Google Classroom

Columbian Exchange Lecture

1. Listen to the Columbian Exchange Goolgeslides..
2. Copy the lecture in outline format from the slides onto P 13 in your interactive notebook.
3. Outline format does not skip lines and does not begin every line at the left margin.
Created by Francesca Zangara-Mason: Saturday, November 14 12:07 AM

Due:

10 Things Everyone Should Know About Race in Google Classroom

10 Things Everyone Should Know About Race

1. Read TEN THINGS EVERYONE SHOULD KNOW ABOUT RACE
2. Complete Answer document, make a copy, save to History 8 folder, move to Geog and Early Exp folder, submit in GC
Created by Francesca Zangara-Mason: Saturday, November 14 12:07 AM

Due:

Columbus Letter Analysis in Google Classroom

Columbus Letter Analysis

Open First Americans Day. Text to be read aloud, class discussion will follow and will focus on the two questions below the text.
1. Read the Journal Entry by Christopher Columbus.
2. Complete DATA MATTERS ANALYSIS document to communicate comprehension of document content, follow directions accurately.
3. Use evidence from the text, preferably in bullet point format, be specific and complete each line.
4. Review Historical Thinking Chart: review sourcing, contextualization, and corroboration skills (chart in GC Resources).
Created by Francesca Zangara-Mason: Saturday, November 14 12:07 AM

Due:

Rival Claims Lecture in Google Classroom

Rival Claims Lecture

1. Open Rival Claims Googleslides, listen to each slide by clicking on Audio icon on each slide
2. Copy black text of lecture content in outline format onto IN page 11
Created by Francesca Zangara-Mason: Tuesday, November 10 4:21 PM

Due:

Encounter - Taino and European Explorer in Google Classroom

Encounter - Taino and European Explorer

1. View Encounter, a picture book by Jane Yolen read aloud for you.
2. Listen to the detailed different responses and thoughts from Christopher Columbus and the Taino Native Americans.
3. This book tells the story of the first encounter between Columbus, the European explorer and the Taino Natives who lived on an island in the Caribbean. Columbus named this island San Salvador that is present day Haiti and the Dominican Republic.
4. Follow directions to complete the Taino and Explorer Encounter activity, submit in Google Classroom.
Created by Francesca Zangara-Mason: Tuesday, November 10 4:21 PM

Due:

'Discovery' Text in Google Classroom

'Discovery' Text

1. Learning objective: to define 'discovery'
2. Priority standard: Critical thinking practice
3. Read the text to answer the questions. Complete the 3 questions and submit in GC.
Created by Francesca Zangara-Mason: Tuesday, November 10 4:21 PM

Due:

Map Assignment #2 U.S. Physiographic Features in Google Classroom

Map Assignment #2 U.S. Physiographic Features

1. Label the following 10 physical features on your map.
2. Drag and drop the fourteen labels of physiographic features of the U.S. Map
3. Open the U.S. Rivers map and U.S. Physiographic map provided to complete this activity, when completed, submit in GC
Created by Francesca Zangara-Mason: Monday, November 9 4:53 PM

Due:

Why Study History Ranking in Google Classroom

Why Study History Ranking

1. Practice critical thinking by ranking ten reasons history is studied.
2. Autonomously, which means independently, rank the ten reasons from least to most, or most to least importance from your POV.
3. Do you agree that studying history helps us to appreciate and understand multiple perspectives? Is the answer important? to whom?
Created by Francesca Zangara-Mason: Monday, November 9 4:54 PM

Due:

Slavery and Racism in America II  in Google Classroom

Slavery and Racism in America II

Read each statement in activity to evaluate if each statement is fact or opinion. Explain answer. What word(s)influenced your answer?
Created by Francesca Zangara-Mason: Monday, November 9 4:54 PM

Due:

'Who Are You' Exit Question in Google Classroom

'Who Are You' Exit Question

Select ONE person from our 'Who Are You' activity and briefly explain how the work and efforts in THEIR life has impacted your life today.
Created by Francesca Zangara-Mason: Monday, November 9 4:54 PM

Due:

Quotation Assignment Classwork AND Quote Analysis Assignment #1 in Google Classroom

Quotation Assignment Classwork AND Quote Analysis Assignment #1

1. Select a Quote you find interesting (from a poster, internet, inspiring person but not one of five quotes from class activity)
2. Copy the quote and author of the quote onto a Google document, when assignment is completed, submit.
3. Follow the three step quotation analysis (written on p 6 of notebook) to complete your assignment.
4. Include an image of yourself and the person quoted, each with a caption that indicates the name of the person in the image.
Created by Francesca Zangara-Mason: Thursday, November 5 4:28 AM

Due:

John Lewis Opinion in Google Classroom

John Lewis Opinion

1. Read the John Lewis Opinion article written by Congressman John Lewis who died on July 17, 2020.
Mr. Lewis, the civil rights leader who died on July 17, wrote this essay shortly before his death, to be published upon the day of his funeral.
2. Annotate the text - questions are in Googleslide show.
3. Respond thoughtfully to the writing prompt and be sure to support your writing response with evidence from the text.
Created by Francesca Zangara-Mason: Friday, November 6 10:04 AM

Due:

Five Themes of Geography in Google Classroom

Five Themes of Geography

1. Open Five Themes of Geography Googleslides (GC Classwork Tab, Geography and Early Exploration folder, Five Themes of Geog Lecture)
2. Write title of lecture on top of IN pg 9. (reminder IN = Interactive Notebook)
3. Click on Audio icon on each slide to listen to slide content and copy black text of lecture slide, in outline format, onto pg 9.
4. Outline format does not skip lines and does not begin every line at the left margin.
5. When your outline has been completed on IN pg 9, you may indicate assignment is completed by clicking Submit on assignment in GC.
Created by Francesca Zangara-Mason: Saturday, November 7 8:34 PM

Due:

Map Assignment #1 Label 50 states in Google Classroom

Map Assignment #1 Label 50 states

1. Open the U.S. Map with state Labels and 50 state Abbreviations
2. Use the 2 letter state abbreviations on sticky notes to drag and drop the labels onto the blank Map of the U.S.
2. Open the Map Assignment - drag and drop the sticky note labels onto the map
Created by Francesca Zangara-Mason: Friday, November 6 10:04 AM

Due:

Hummingbird: Do you think that this little bird may have felt useless and yet did it act uselessly, or not?  in Google Classroom

Hummingbird: Do you think that this little bird may have felt useless and yet did it act uselessly, or not?

The small hummingbird in our story did its best to put out the fire. Other animals told the little bird it was useless.

Please complete this short answer question by 1 PM today. This answer will be used for the purpose of taking attendance today.
Created by Francesca Zangara-Mason: Tuesday, November 3 5:13 PM

Due:

Coca Cola Commercial

What message was Coca Cola trying to send with their Superbowl commercial beyond selling Coca Cola? There was another message about people.  What do you think was the intended message?  What do you think about the message?  (support critical thinking with short explanation) in Google Classroom

Coca Cola Commercial What message was Coca Cola trying to send with their Superbowl commercial beyond selling Coca Cola? There was another message about people. What do you think was the intended message? What do you think about the message? (support critical thinking with short explanation)

View videos. Answer exit questions with explanation, or evidence from videos viewed and class discussion, supporting your response.
Created by Francesca Zangara-Mason: Thursday, November 5 4:28 AM

Due:

Recognizing Bias - Classwork in Google Classroom

Recognizing Bias - Classwork

1. Open the document, read the text to review the definition of bias.
2. Answer the questions on this document, submit when completed
3. Fold p 4 in half vertically. On the right side of the page, write the Column Title: Vocabulary
4. Add the word 'bias' under the Vocabulary column on p 4 - write the definition of this word taken from the text in this activity
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

Why Study History Reflection in Google Classroom

Why Study History Reflection

1. Answer the first question in the Why Study History Reflection document - why study history?
2. View the Why Study History video (3:24 ) minhttps://www.youtube.com/watch?v=vgmNkYUL_Cw
3. Answer the second question in the Why Study History Reflection document.
4. View the History of the World in 2 minutes video (2 min) 1. https://www.youtube.com/watch?v=MrqqD_Tsy4Q
5. Below the bold faced typed word Analysis, read the 3 quotes in each of the boxes below ANALYSIS
6. Indicate if you agree, disagree, like or dislike each of the quotes, and interpret just ONE. Responses may be in Bulleted format.
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

Basic Geography Lecture  in Google Classroom

Basic Geography Lecture

1. Listen to the Basic Geography Googleslides.
2. Copy the lecture in outline format from the slides onto P 7 in your interactive notebook. by Friday before 9 AM.
3. Outline format does not skip lines and does not begin every line at the left margin.
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

Q2 FZ Syllabus and Information form in Google Classroom

Q2 FZ Syllabus and Information form

Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

50 States Formative Assessment  in Google Classroom

50 States Formative Assessment

1. Do you know the name and location of the 50 United States? This is a practice, or a formative activity, that does NOT count for grading purposes.
2. Use the two Capital Letter state abbreviation to answer the 50 questions.
3. Open the 2 Letter State Abbreviation document for the 50 states.
4. Drag state abbreviation tab Right to split screen view - you should have one screen of state abbreviations, other screen this assessment
5. Capitalize state abbreviations or answer will be marked incorrect. Use caps lock feature on keyboard.
6. You will have the opportunity to demonstrate your knowledge of the 50 U.S. state names in 3 weeks with a similar assessment.
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM

Due:

Google Classroom Scavenger Hunt in Google Classroom

Google Classroom Scavenger Hunt

1. Distance learning will require motivation to learn, responsibility to manage time wisely and knowing where to find needed information in our Google Classroom.
2. Find the answers to this Google Classroom scavenger hunt to review, or become familiar with, the platform content.
Created by Francesca Zangara-Mason: Tuesday, November 3 12:05 PM