Ms. Victor:
6th Grade: Complete and submit work on Google Classroom by the end of the day
6th Grade: Complete and submit work on Google Classroom by the end of the day
| greek_culture_1__1_.docx |
Mr. Bruning:
7th Grade: Complete and submit work on Google Classroom by the end of the day
I CAN: DESCRIBE THE FOUR LEVELS OF SOUTHERN AGRICULTURAL SOCIETY
Focus Question: Why was cotton referred to as "king cotton" in the South during the 1800s? Put the answer to the focus question on the stream page!
Good morning, scholars! I really enjoyed YESTERDAY'S GOOGLE MEET SESSION. There was so much great discussion and critical thinking-truly awesome! I'm already looking forward to tomorrow's session.
Yesterday, we discussed the important distinctions between the economies of the North and South. We established that the Northern economy was industrial and the South was agricultural.
Cotton was so important to the economy of the South. This cotton was sold to Northern and European textile factory owners.
We also discussed the fact that some Southerners were concerned that their economy was too focused on agriculture, with no emphasis on industry (factories). Some attempts were made to industrialize the South, but it remained mostly agricultural.
Transportation was also much different in the North and South. The North relied on railroads and the south local waterways.
Today, we will focus on the four different classifications of Southern farmers. Remember to answer the focus question and then read the text very carefully. Be sure to use complete sentences and provided detailed responses for your answers. You can do it--I'm proud of you! Mr. Bruning
7th Grade: Complete and submit work on Google Classroom by the end of the day
I CAN: DESCRIBE THE FOUR LEVELS OF SOUTHERN AGRICULTURAL SOCIETY
Focus Question: Why was cotton referred to as "king cotton" in the South during the 1800s? Put the answer to the focus question on the stream page!
Good morning, scholars! I really enjoyed YESTERDAY'S GOOGLE MEET SESSION. There was so much great discussion and critical thinking-truly awesome! I'm already looking forward to tomorrow's session.
Yesterday, we discussed the important distinctions between the economies of the North and South. We established that the Northern economy was industrial and the South was agricultural.
Cotton was so important to the economy of the South. This cotton was sold to Northern and European textile factory owners.
We also discussed the fact that some Southerners were concerned that their economy was too focused on agriculture, with no emphasis on industry (factories). Some attempts were made to industrialize the South, but it remained mostly agricultural.
Transportation was also much different in the North and South. The North relied on railroads and the south local waterways.
Today, we will focus on the four different classifications of Southern farmers. Remember to answer the focus question and then read the text very carefully. Be sure to use complete sentences and provided detailed responses for your answers. You can do it--I'm proud of you! Mr. Bruning
| lesson_3-may_13_pages_391-92.pdf |
Mr. Dayan:
8th Grade:
I Can: Create a timeline of the superpower rivalry between the U.S. and the USSR
Historical Background:
Topic: Cold War
Historical Background:
After World War II, the United States, and the Soviet Union became the two main world powers.
Both created alliances to support their worldviews. NATO was the alliance that supported the United States, and the Warsaw Pact was the alliance that supported the Soviet Union.
The USSR and the U.S.A. emerged from World War II as superpower rivals.
This rivalry took various forms over the next 45 years during the Cold War, encompassing technology, both positive (space race) and negative (arms race); consumer culture (Kitchen Debate); and sports (Olympics).
Due to Mutual Assured Destruction, or the threat of Nuclear Annihilation, the United States and the Soviet Union fought and competed against each other in many ways.
Instructions:
Read and annotate Cold War documents to acquire a deeper understanding of the text (PDF.)
Complete: Superpower "Clashes of Culture" Worksheet on attached Google Document
1. Record the Dates of each Event/Document
2. Record a brief Description or Main Idea of each Event/Document
3. Record how the Text made the Rivalry Evident or Clear
https://docs.google.com/document/d/1mBZNBlSBk8CQaB-yoc7NaR02Q1DJo9WFd6QsJlPbuzY/edit?usp=sharing
8th Grade:
I Can: Create a timeline of the superpower rivalry between the U.S. and the USSR
Historical Background:
Topic: Cold War
Historical Background:
After World War II, the United States, and the Soviet Union became the two main world powers.
Both created alliances to support their worldviews. NATO was the alliance that supported the United States, and the Warsaw Pact was the alliance that supported the Soviet Union.
The USSR and the U.S.A. emerged from World War II as superpower rivals.
This rivalry took various forms over the next 45 years during the Cold War, encompassing technology, both positive (space race) and negative (arms race); consumer culture (Kitchen Debate); and sports (Olympics).
Due to Mutual Assured Destruction, or the threat of Nuclear Annihilation, the United States and the Soviet Union fought and competed against each other in many ways.
Instructions:
Read and annotate Cold War documents to acquire a deeper understanding of the text (PDF.)
Complete: Superpower "Clashes of Culture" Worksheet on attached Google Document
1. Record the Dates of each Event/Document
2. Record a brief Description or Main Idea of each Event/Document
3. Record how the Text made the Rivalry Evident or Clear
https://docs.google.com/document/d/1mBZNBlSBk8CQaB-yoc7NaR02Q1DJo9WFd6QsJlPbuzY/edit?usp=sharing
| cold_war_culture.pdf |
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