| |
8th Grade Social Studies Syllabus 07-08
Denver School of the Arts American History
Mr. Brian Bowick
Professional
Educator
Brian_Bowick@dpsk12.org
Office Hours: By appointment only, please.
Email is the best way to contact me. No Email? Send me a
note and a number with your kid. I’ll contact you by phone or
with a note.
Expectations for students:
1. Come with an open mind: be prepared to
participate, be prepared to take risks, be prepared to make
mistakes, be
prepared to own your mistakes and be prepared to move into a solution.
2. Be positive.
3. Employ respect in all you do. Respect yourself, respect others, respect our environment.
Rules:
1. No food, candy, snack or fluids other than H2O in my classroom.
2. No put-downs or harassment of any kind. My classroom is a safe environment for all people, always.
3. No whining. Use words to state your needs.
4. Appropriate language only.
Supplies:
1. Have a writing device.
2. Have paper, loose leaf of spiral.
3. Have scissors, and glue for cut and paste
4. Have colored pencils or colored markers
5. Have a sealable water bottle (optional)
Goals
1. To develop an understanding and comprehension of time past, present and future
2. To improve public speaking and presentation skills
3. To develop your various learning styles
4. To employ H.O.T.S. (higher order thinking skills)
5. To refine your study habits, organizational and test taking skills
6. To have fun and work hard
7. To value you as a student, artist and person
Course Overview:
This course is designed to acquaint the student with
American history from the Colonial period to the Civil War. DPS
is rolling out a new curriculum, with updated standards, current text
and approved student materials. Standardized testing dates are
not confirmed and, therefore, not reflected in this syllabus at this
time. I have the ability to
supplement the material as well. Mine is the definitive syllabus
that will be updated on my website every couple of weeks or so.
5/26-5/29 Last Week of School.
5/19-5/23 Begin Civil War Unit
5/12-5/16 Complete FD Monument Presentations and Begin Video Enrichment. "Amistad" by Steven Speilberg. Accurate and important film. It happens to be rated R for violence and nude and partially nude slaves being loaded for middle passage. See my reasoning...and hopefully agree with me. Let me guide your kids through this difficult but important true story. I will give them a copy of this permission slip. Or send your permission with them on a slip of paper. No worries.
5/7&5/8 I've been asked to administer another standardized test for the district. Sometimes you've got to take one for the team. It is for this reason there is such a discrepancy between the dues dates for the FD Project.
PERMISSION SLIP AMISTAD Film Production
Bowick DSA 2008
By signing the blank below, I give my permission for my daughter or son to view the Epic Film Amistad in Mr. Bowick’s American History class. Viewing this “R” rated film is critical enrichment for the Amistad Project within the greater Slavery Unit at large. It’s a historical film that has some adult content consisting of brutality and violence as well as some brief nudity when the slaves are onboard ship during Middle Passage. This film is important because it’s historically accurate and does an excellent job delineating Slavery, State’s Rights and Secession or the 3 ingredients that lead to our American Civil War and our next Unit. . Fine if you don’t want your kid watching. They will be in the LMC with an alternative enrichment activity.
Please 1. Print Your Name, 2. Sign Your Name, 3. Date Your Name.
Parent/Legal Guardian: ________________________________________________________________
Student Name: __________________________________________________________________
FD Monuments due Tues. 5/6 White Day Kids and Wed. 5/14 for Black day kids. Presentations begin on those days. Standardized testing for all DPS students on Tues and Wed. 4/28 &9 Modified DSA schedule. Thrs and Friday FD Project presentations in class.
4/28-5/2 Start Frederick Douglass Project-biography reading in class and the assignment of the Frederick Douglass monument. Directions below. Grading Rubric to follow. Small Presentations. Individual effort and product.
Frederick Douglass Monument 70 pts possible
8 American History Bowick
Create a 3D monument to Frederick Douglass-
1. 6” x 6” no larger – It must fit inside my special box of measure (10pts)
2. It must have a placard of information on it in the form of a 3” x 5” index card
Include on the placard this typed (5pts) information-
a. three aspects of a slave’s life (15 pts)
b. an important event in FD’s life (10 pts)
c. an important contribution by FD (10 pts)
d. explanation of process of monument production (5pts)
3. Monument will be scored on
a. originality (5pts)
b. creativity (5pts)
c. effort (5pts)
Date Assigned: 4/29
Date Due: 5/6 (white) 5/14 (black)
4/21-4/25 Collect Vocab Ch 19 and Cornell notes on 20. Begin doc video Africans in America. Pass out Amistad Permission slips. Students complete 3 questions and 3 observations on slavery. Tom Feelings Slave Ship Activity in class on Tues and Wed. Mrs K celebration Thrs and Friday. Start collecting Amistad Permission slips.
4/14-4/18 Moving into the Slavery Unit - Students do Vocabulary only for Ch. 19 (the hist. context for American Slavery) and complete outline notes for Ch. 20. I will give inclass time for this. Due Friday for blackday kids and Monday for white day kids.
4/7-4/11 Reform Era Speeches and Presentations on Mon & Tues. Student complete ISN pages 126-127 Reading Notes for Text Ch. 18. by Friday and White Monday April 14th. Ch. 18 test on Friday and White Monday 4/14
HELP My classroom is running out of supplies! I need supplies so we can continue to use them for projects, hands-on learning and presentations. Please donate to my cause if you are able. If your last name falls b/n:
A-J colored pencils or markers
K-R colored paper of any and all sizes
S-Z glue and glue sticks
HELP END! Thanks for your support
3/31-4/4 Era of Reform white day research on Do-History Project. Get speech and poster guidelines from your teachers. Speeches and Posters Due Mon/Tues of next week. Class time to work on this project. However, completed posters due Thrs and Friday. Black Monday is "go-time" for speeches, so is White Tues. Everyone must be ready to speak. We will call a random order for presentations.
3/24-3/28 SpringBreak! Enjoy, as you really have earned it.
3/17-3/21 Chapter 18 Cornell Style Outline Notes. Ushering in the Era of Reform. "Do-History" project begins. Partners and research in the LMC. Looking forward to SB (Spring Break)
3/10-3/14 As a product of students learning, groups will hear a pioneer song, about Westward Expansion and then they will create their own Pioneer song after studying the various groups moving west. The ballad they create and perform must be at least four stanzas of four lines, it must have a chorus about hardships, legacies and reasons for moving west. Include art in the delivery...dancers dance, musicians play etc. The group must design a CD cover with lyrics on the back. Note all group participants and their contributions to the product. Performances to follow. 31pts possible. See ISN book pg 116 for details, however, those instructions call for the song to include all groups, I modify this requirement by allowing groups to pick a single settler sect to focus on. Homework!! Student complete ISN pp112-115 using Ch. 16 in Text. Due Friday March 14th for Black Day kids and Monday March 17th for White day kids.
3/3-3/7 Students MUST complete their notes on Andrew Jackson in preparation for the essay assessment on the man. They will then use the notes to create an outline for the essay. Students will then complete the outline to form the basis of their essay including a review of the thesis statement and its construction as well as the adjoining topic sentences and a re-statement of the thesis. Students will turn it the pack of Notes, Outline and Essay (typed, titled and double spaced) is due for Black Day kids on Friday 3/7 and Black day kids Monday 3/10 CSAP limits our time, but not our expectations.
3/3-3/7 CSAP HAPPEN so know they are coming. DSA, in compliance with DPS mandates will administer CSAP testing on Tues, Wed and Thrs for the next two weeks start at 7:35AM. Students are assigned testing teachers and testing rooms listed by the main office. Jrs and Seniors will experience a late start. Block 1 on CSAP testing days will start at 10:35AM and will last 45 minutes till 11:20, Block 2 11:25-12:10, Lunch 12:10-12:50, Block 3 12:50-1:35, Block 4 1:40-2:35.
2/25- 2/29 Manifest Destiny Quizzie on Tues and Wed. Prepare by reviewing Ch 15&16. Know United States' territorial acqusitions, their dates, their names and their significances. Thrs and Friday in the Computer Lab with DSA counselor Tana Knopf for the next servings of MyCaps college investigation.
2/20-2/22 Doing American History prep and presentation
2/11-2/15 Begin Manifest Destiny "Manifestiny" or Americas imminent consumption/acquisition of the land to the Pacific Ocean. Students complete notes on Ch. 15&16, they also complete ISN pp. 105-108. In class we investigate, photos, drawings, art and technologies of the era. Then for Thrs and Friday students "DO" American History. In groups the class respond to the elements of Manifestiny in a play a poem a skit a poster a rap a short-story or other. Elements include, resources, people, movement, displacement, opportunity, violence, patriotism, economics, education and family dynamics. Present next week.
2/4 -2/8 Start immigration assessment. Thesis statements, topic sentences and essay construction are the concern. We are teaching the kids how to write a formal essay as a response vehicle. Our methods include building thesis statements and topic sentences that stress continuity and focussed student writing. Due Wed. and Thrs are the outline, the rough draft and the final draft, stapled together in that order.
Start Westward Expansion Unit-bring your Hist. Alive Texts and ISN books. Complete pg 103 in the ISN and then pp 105-108 which accompany Text Ch 15 pp 197-208. Due Friday 2/8 and White Monday 2/11.
1/28-2/1 Immigration Today - connections to today. Students use our internet computer lab to research two articles on the immigration issues that plague our people and politics. Students cite, author or publisher, title and date. Include/respond to the interrogatives, whowhatwherewhenwhy and how. THEN they answer the following questions for BOTH articles 1. What is the issue? 2. What are the groups involved? 3. What are the arguements? 4. What changes to USA society are discussed? Are the arguements valid in your thinking? Why? / Why not?
Draw a picture or a sketch of an "big picture" immigration issue. (doesn't have to be addressed in your article)
1/22-1/25 Know-Nothing Party primary source investigation and worksheet due at the end of the day. 14 Anti-Irish, Anti-Immigration cartoons from the early parts of the 19th Centuray, with discussion and classification sheet to be completed in class.
JANUARY 21 MONDAY is MLK Jr. DAY!! Thanks for the effort, the success and vision. The Dream is alive: Judge people on the content of their character and nothing else.
1/14-1/19 Immigration for Industrialization, WS Franklin's Quotes due for a grade. Students view transparencies on the Irish Potato famine and it's impact on Irish immigrating to the USA. They produce a product of their learning containing, slide title, observations and key facts. Know-Nothing party: Students examine two primary source documents and answer pertaining questions.
1/8-1/11 Finish Bones and Roses, Exploring American sentiment. Groups answer the question: How cana country be considered romantic? Groups generate 7 different responses. Groups present their products.
12/3-12/5 Begin Industrialization Unit with Mini-units on the component parts of Industrialization : Immigration, Reform, Westward Expansion and Slavery. Students complete graphic organizer based on 14 primary source documents provided by the teacher (me). Penguin Land roll play simulation.
11/26-11/30 Bye Bye November, hello ski season. Tele like it is! Benchmark testing on Wed.& TR. Late start for high schoolers (10AM). Modified schedule for both days. Begin Economics Unit. #1 law of economics is supply and demand. Scarcity is a concept of need, and cost is what you are willing pay in money, time and or sacrifice to get what you want. Nothing is free, there is some cost for everything. For example. That free lunch costs you time and money to imbibe.
Students will learn about the P.A.C.E.D. decision making model. SW apply the PACED model to the fledgling American government and its isolationist foreign policy ideal. John Jay's Treaty and the XYZ Affair examined. Solve Dilemmas 1-4 in Ch 12 of Hist Alive Text using the PACED model.
11/19-11/20 Congressional Hearing Mock Student dress nicely for their hearings, for the Constitution, for the Judges and for this teacher. You're chance to show what you know, what you learned and a chance to use the concepts of the Constitution to answer the impromptu follow-up questions the judges are sure to ask. No jeans, shirts with collar and or buttons, suits and ties ok. Ladies in skirts or dresses or suit. Let it shine. Make me proud.
11/12-11/16 Prep Time for the upcoming Mock Congressional Hearing. Students are grouped, and given questions on various aspects of our Constitution. They research the Constitution to answer the questions. Students need to make connections between the Constitution and current events...our Constitution in action.
Mock Hearing Dates: Black Day Kids Monday 11/19 & White Day Kids Tuesday 11/20. Students need to come prepared with note cards, visual aids, open minds and nice clothes. Dress up! Look Good for our Constitution. No jeans, no T-Shirts please, button up shirts and or shirts with collars. Ladies look great in skirts and dresses. Wow! - me.
11/5-11/9 Judicial Review WTP books pp 181-185 questions 1-6 on 186. Then 187-191 in WTP books and activites 1&2 on pg 194.
Basic Rights pp197-199, and 202-203, class discussion 200-201, then Solve a Problem 204-205 with Lesson Review 1-4 pp206
10/29-11/2 Bill of Rights Collage Piece- Students use their text books to paraphrase our first ten Amendmants, or Bill of Rights starting on page 482. Then, they create a product of their learning in the form of a collage/poster to be on display in DSA's hallowed halls. First, title the poster, add your name, organize the paraphrased amendments in an appropriate manner and add creativity and or some are to make it flashy. The most important piece is the summary piece. Add a statement that encompasses amendments and reflects on why our rights and freedoms come from these documents. ( ie: Natural protection? Yes!)
Posters Due: BlackDay Monday 11/5 at the beginning of the period. WhiteDay kids on Tues.
MyCaps college information with Ms. Knopf on Thrs & Fri (required for all DPS students, completion grade attached to MyCaps in Soc. St.)
10/22-10/23
Student begin study on our three branches of government. Complete pages 54-59 in their ISN (interactive student notebooks) using Chapter Nine in their text books. See me for additional questions for step two where they search our constitution for answer citing Article and Section.
Parent teacher conferences 4-8PM Monday and Tuesday.
10/15-10/19 Declaration of Independence work begins. WTP books Lesson 8 pp 67-72 reading for information. Student complete the activity in their ISN (Interactive Student Notebooks) pp 38-39 Rewrite the excerpt and do a simple sketch of the concept from the excerpt. The students are effectively rewriting the Decl. of Ind. Students need their completed ISN work in preparation for writing and illustrating Declaration of Ind. for children. Introduce the 3 Branches of Govt
10/8-10/12 Town Meeting Activity Prep. and completion. Students are assigned a stance on the impending revolution b/n American Colonists and the British Gov... The stances are: Patriot (favored independence), Loyalist (favored British rule), Neutralist (undecided b/n the sides). Students then choose a historical figure from list and info. provided by Bowick. They "become" this person and then create a Propaganda Poster that includes:
1. their hist. figure's name, and a quote from that person that reflects that person's beliefs
2. a piece of propaganda that furthers there stance/cause (Patriot, Loyalist or Neutralist) ie. "Down with the Crown" or "Integrity and Security Under the Crown" or "War is not the Answer" or the like.
3. 3-5 Points of key information about their Historical Figure to use during the Town Mtg.
4. Team generated questions to use during the debate, an opening statement and performance piece to accompany the opening statement and geared toward persuading the Neutralists to their side.
10/1-10/5 Constitutional Government Ch. 4 We The People Text. Outline notes for open-note quizzie.
Begin Preparations for Town Meeting Activity. Students outline Chapter 5 in their History Alive Texts. Students learn about the causes of the revolution, and master the background necessary for the Town Mtg activity. In class time for this lengthy outlining. Black Day kids complete by Friday 10/5, White Day kids complete by Monday 10/8.
9/24-9/28 Bye Bye September. Hello October and the first days of Fall.
WTP Text Chapt.3 Republican Government. Use your new skills to Cornell Outline the chapter. Open note quizzie.
Cincinnatus: A Model of Civic Virtue in Rome, 460 BCE. Read and answer questions 1-5
The Tragedy of Antigone by Sophocles 442 CE. Power issues activity in-class.
9/17-9/21
Students Learn Cornell style Outline notes. See format on handout.
Practice and Learning Exercise: We the People Text (WPT) Chapt.2 13-18 Learning about Lohn Locke and Natural Rights. Students Outline the chapter. Open note quizzie on Natural Rights.
Constitution Unit Begins
9/10-9/14
Power Vs Authority exploration, lecture and discussion.
Student complete questions on pg 4,5&6 in Foundations of Democracy Texts.
Short Quizzie on Power Vs Authority.
Students learn how to read current grade spreadsheet posted in Bowick's room. Students now have the power to interpret their own grades, and the responsibility to keep legal guardians informed. Legal guardians encouraged to use Parent Portal on Infinite Campus to keep current on student progress.
The States Mini-unit Begins
Each kids is required to
memorize the states(spelling counts), their capitals and the state
nickname.
8/21-24 Meet and Greet, logistics lecture, team building activities
8/24 Create notecards. State name, rough drawing with a star to
indicate the location of the capital on one side, capital and nickname
on the other.
Students learn the 3pile method of notecard study.
Test over states, capitals and nicknames for:
Black day Kids: Friday 8/31
White day kids Monday 9/3
8th Grade Social Studies Syllabus 07-08
Denver School of the Arts American History
Mr. Brian Bowick
Professional
Educator
Brian_Bowick@dpsk12.org
Office Hours: By appointment only, please.
Email is the best way to contact me. No Email? Send me a
note and a number with your kid. I’ll contact you by phone or
with a note.
Expectations for students:
1. Come with an open mind: be prepared to
participate, be prepared to take risks, be prepared to make
mistakes, be
prepared to own your mistakes and be prepared to move into a solution.
2. Be positive.
3. Employ respect in all you do. Respect yourself, respect others, respect our environment.
Rules:
1. No food, candy, snack or fluids other than H2O in my classroom.
2. No put-downs or harassment of any kind. My classroom is a safe environment for all people, always.
3. No whining. Use words to state your needs.
4. Appropriate language only.
Supplies:
1. Have a writing device.
2. Have paper, loose leaf of spiral.
3. Have scissors, and glue for cut and paste
4. Have colored pencils or colored markers
5. Have a sealable water bottle (optional)
Goals
1. To develop an understanding and comprehension of time past, present and future
2. To improve public speaking and presentation skills
3. To develop your various learning styles
4. To employ H.O.T.S. (higher order thinking skills)
5. To refine your study habits, organizational and test taking skills
6. To have fun and work hard
7. To value you as a student, artist and person
Course Overview:
This course is designed to acquaint the student with
American history from the Colonial period to the Civil War. DPS
is rolling out a new curriculum, with updated standards, current text
and approved student materials. Standardized testing dates are
not confirmed and, therefore, not reflected in this syllabus at this
time. I have the ability to
supplement the material as well. Mine is the definitive syllabus
that will be updated on my website every couple of weeks or so.
11/5-11/9 Judicial Review WTP books pp 181-185 questions 1-6 on 186. Then 187-191 in WTP books and activites 1&2 on pg 194.
Basic Rights pp197-199, and 202-203, class discussion 200-201, then Solve a Problem 204-205 with Lesson Review 1-4 pp206
10/29-11/2 Bill of Rights Collage Piece- Students use their text books to paraphrase our first ten Amendmants, or Bill of Rights starting on page 482. Then, they create a product of their learning in the form of a collage/poster to be on display in DSA's hallowed halls. First, title the poster, add your name, organize the paraphrased amendments in an appropriate manner and add creativity and or some are to make it flashy. The most important piece is the summary piece. Add a statement that encompasses amendments and reflects on why our rights and freedoms come from these documents. ( ie: Natural protection? Yes!)
Posters Due: BlackDay Monday 11/5 at the beginning of the period. WhiteDay kids on Tues.
MyCaps college information with Ms. Knopf on Thrs & Fri (required for all DPS students, completion grade attached to MyCaps in Soc. St.)
10/22-10/23
Student begin study on our three branches of government. Complete pages 54-59 in their ISN (interactive student notebooks) using Chapter Nine in their text books. See me for additional questions for step two where they search our constitution for answer citing Article and Section.
Parent teacher conferences 4-8PM Monday and Tuesday.
10/15-10/19 Declaration of Independence work begins. WTP books Lesson 8 pp 67-72 reading for information. Student complete the activity in their ISN (Interactive Student Notebooks) pp 38-39 Rewrite the excerpt and do a simple sketch of the concept from the excerpt. The students are effectively rewriting the Decl. of Ind. Students need their completed ISN work in preparation for writing and illustrating Declaration of Ind. for children. Introduce the 3 Branches of Govt
10/8-10/12 Town Meeting Activity Prep. and completion. Students are assigned a stance on the impending revolution b/n American Colonists and the British Gov... The stances are: Patriot (favored independence), Loyalist (favored British rule), Neutralist (undecided b/n the sides). Students then choose a historical figure from list and info. provided by Bowick. They "become" this person and then create a Propaganda Poster that includes:
1. their hist. figure's name, and a quote from that person that reflects that person's beliefs
2. a piece of propaganda that furthers there stance/cause (Patriot, Loyalist or Neutralist) ie. "Down with the Crown" or "Integrity and Security Under the Crown" or "War is not the Answer" or the like.
3. 3-5 Points of key information about their Historical Figure to use during the Town Mtg.
4. Team generated questions to use during the debate, an opening statement and performance piece to accompany the opening statement and geared toward persuading the Neutralists to their side.
10/1-10/5 Constitutional Government Ch. 4 We The People Text. Outline notes for open-note quizzie.
Begin Preparations for Town Meeting Activity. Students outline Chapter 5 in their History Alive Texts. Students learn about the causes of the revolution, and master the background necessary for the Town Mtg activity. In class time for this lengthy outlining. Black Day kids complete by Friday 10/5, White Day kids complete by Monday 10/8.
9/24-9/28 Bye Bye September. Hello October and the first days of Fall.
WTP Text Chapt.3 Republican Government. Use your new skills to Cornell Outline the chapter. Open note quizzie.
Cincinnatus: A Model of Civic Virtue in Rome, 460 BCE. Read and answer questions 1-5
The Tragedy of Antigone by Sophocles 442 CE. Power issues activity in-class.
9/17-9/21
Students Learn Cornell style Outline notes. See format on handout.
Practice and Learning Exercise: We the People Text (WPT) Chapt.2 13-18 Learning about Lohn Locke and Natural Rights. Students Outline the chapter. Open note quizzie on Natural Rights.
Constitution Unit Begins
9/10-9/14
Power Vs Authority exploration, lecture and discussion.
Student complete questions on pg 4,5&6 in Foundations of Democracy Texts.
Short Quizzie on Power Vs Authority.
Students learn how to read current grade spreadsheet posted in Bowick's room. Students now have the power to interpret their own grades, and the responsibility to keep legal guardians informed. Legal guardians encouraged to use Parent Portal on Infinite Campus to keep current on student progress.
The States Mini-unit Begins
Each kids is required to
memorize the states(spelling counts), their capitals and the state
nickname.
8/21-24 Meet and Greet, logistics lecture, team building activities
8/24 Create notecards. State name, rough drawing with a star to
indicate the location of the capital on one side, capital and nickname
on the other.
Students learn the 3pile method of notecard study.
Test over states, capitals and nicknames for:
Black day Kids: Friday 8/31
White day kids Monday 9/3
|
|
|
