home

= = Tuesday, April 2, 2012 = =

= = = = [|PropagandaChart.doc] = =

= = [|Propaganda Posters] = =

= = Monday April 1, 2012 = =

= = Today's lesson will introduce you to World War I. = =

= = The goal of the lesson is to understand how WORLD WAR I started and how the US got involved. = =

= = You make work with a partner. = =

= =

= = [|World War I Timelien Activity.doc] = =

= = Each Website will help you with a certain question: = =

= = [|Assassination of Ferdinand]

[|Great Britain Declares War on Germany]

[|Sinking of Lusitania]

[|Zimmerman Telegram]

[|United States Declares War on Germany] = =

= = Only Answer Questions 1,2,4 for part 2: = =

= = [|Question 1 Link] = =

= = [|Question 2 Link] = =

= = [|Question 4 Link] = = = Thursday March 22, 2012 = Your group is going to be choosing an inventor to recommend for the World's Greatest Inventor of the Industrial Revolution Award. This award is given to the inventor whose inventions have meant the most to society over the past 100 years. To do this you will not only have to evaluate the inventors inventions but also the inventor himself. Each member of your group will have a specific job. Together you will be presenting to the class and Mrs. Woods. These presentations will be evaluated and the best presentation will win. Here are the steps you need to complete this task:

Step 1: Complete Inventor Worksheet, make sure to find out what each inventor invented and also what the significance was?

Step 2: Discuss with your group and rank all 15 inventors 1 being the inventor who has made the most impact on society 15 being the least.

Step 3: Approach Mrs. Woods with your decision to see make sure it is approved.

Step 4: Within your group, you will now plan your presentation. Each member of the group will be responsible for a different part of the presentation: a letter recommending the innovator for the award, a model and explanation of the innovator's invention, and background information on the innovator. Choose which job each member should do.

Step 5: Refer to the the Resources page for instructions on how to go about each job. Make sure you refer to the Rubrics to see how each product will be assessed.

Step 6: Present to class.

Inventors List (click each name to see site with info on inventor)

[|Eli Whitney]

[|Henry Ford]

[|Wright Brothers]

[|Thomas Edison]

[|Alexander Graham Bell]

[|James Watt]

[|George Eastman]

[|Henry Bessemer]

[|George Stephenson]

[|Robert Fulton]

[|Samuel Colt]

[|John Deere]

[|Cyrus McCormick]

[|Samuel Morse]

[|Issac Singer]

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 19.5px; text-align: center;">GUIDE To Help you Get Started:

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 19.5px; text-align: center;"> [|InventorsWorksheet.doc]

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 19.5px; text-align: center;">To Begin INVENTORS PROJECT Click Here

Wednesday, March 21

[|Child Labor] Tuesday March 20, 2012

Horrible Histories: Industrial Revolution Quiz

1 .Where did the industrial revolution begin?

2. Great Britain was the first country to use machines to make?

3. During the Industrial Revolution the steam engine?

4. Who were the Luddites?

5. During the Industrial Revolution, who were most likely to be injured on the job?

6. During the Industrial Revolution what caused for sewage to be a problem?

7. Name one job that a child could get during this time?

8. Which invention helpedEnglandbecome the leader in transportation?

9.What is a reformer?

10. Name one well-known reformer during this time?

[|Industrialization in NC.doc]

[|Industrialization in NC]

March 5, 2012

Today students will be placed in groups of 3-4 for a culminating project on the Civil Rights Movement. Each group will be assigned an event. They will be a news crew from Haywood County, who travels to the event to give a report. They will compare and contrast the event to Haywood County, noting how it differs from the events of Haywood County. They will have a series of questions to answer and a project to create

Criteria: Each group will produce some sort of multimedia presentation Presentation should be 3-5 minutes long Presentation must include: Name of Event, When and Where it took place, significance to the Civil Rights Movement, the key individuals involved in the event, what was the outcome of the event, how the area the event took place it was similar or different to Haywood County, how the event showed people being leaders in a society, how the event showed courage and determination.

EVENTS

Children's March Birmingham, AL

[|Children 1]

[|Children 2]

Montgomery Bus Boycott

[|Bus 1]

[|Bus 2]

Freedom Riders

[|Riders 1]

[|Riders 2]

The Little Rock Nine

[|Nine 1]

[|Nine 2]

Greensboro Sit In

[|Sit In 1]

[|Sit In 2]

March on Washington

[|Washington 1]

[|Washington 2]

Selma to Montgomery March

[|Selma 1]

[|Selma 2]

Violence in the South

[|16th Street Church Bombing]

[|Murder of Emmett Till]

[|Murder of Mississippi Civil Rights Workers]

February 29, 2012 Nonviolence SNCC Statement of Purpose

[|Core Rules for Action]

How does this add to your understanding of nonviolence during the Civil Rights Movements?

[|Workshops in Nonviolence]

What is the purpose of this document?

Why did CORE believe it was important to train people in nonviolence?

What if anything surprises you about this document?

February 29, 2012 The Civil Rights Movement 1. What did you find most striking about the civil rights movement?

2. What surprised or confused you about the civil rights movement?

3. What were the goals of the civil rights movement?

4. What were the strategies of the movement’s participants?

5. In what ways did the civil rights movement succeed? What made those successes possible?

6. What remains to be done to create a truly just and equitable society?

7. What questions do you still have about the civil rights movement?

Thursday, February 9, 2012 Voting Rights for African Americans and the North Carolina Constitution WEB Quest for African American Voting Rights [|NC Constitution of 1776]

[|NC Constitution of 1835]

[|NC Constitution of 1868]

[|15th Amendment to the United States Constitution]

[|North Carolina Constitutional Amendments of 1900]

Guinn v United States (see Simmons for sheet)

[|Voting Rights of 1965]

[|NC Constitution of 1971]

Wednesday, February 8, 2011

[|Civil War and Reconstruction Study Guide.doc]

Monday, February 6, 2012

Tenant Farming and Share Cropping

Essential Questions

• What is sharecropping and tenant farming and when did these systems develop?

• What were the advantages and disadvantages of sharecropping?

• What were conditions like for sharecropping families?

• Describe the relationship between landowners and sharecroppers.

• What similarities and differences existed between sharecropping and slavery? Questions to answer: 1. Summarize the system of tenant farming and share cropping. Why did these systems develop? 2. Why did many freed slaves become sharecroppers? What do you think would be at risk for a freed slave to become a sharecropper on his former master’s plantation? 3. If you had to choose between being a tenant farmer or a sharecropper, which would you choose and why? 4. How would you characterize the life of a sharecropper? 5. What were the risks involved in tenant farming and share cropping? 6. In what ways were sharecroppers often taken advantage of?

[|Tenant Farming and Sharecropping in North Carolina.doc]

Monday, January 30, 2012

[|A Female Raid]

[|A Female Raid Group Sheet.doc]

[|A Female Raid Group Sheet 2.doc]

Wednesday, January 25, 2012

What was it like to live through the Civil War? This is the question that students will be focusing on for the next few days in class.

Students will be partnered up and write 2 different letters. One student will be a soldier and one student will be someone left at home.

These letters must be a page in length each. The first letter will be telling about the conditions you are facing the second will be responding to the letter you receive.

All letters must include:

Date Location Be 1 page in length Understanding of Civil War circumstances

Use list of websites below to help provide details

Letters will be graded on content accuracy

List of Sites

[|On the Front]

[|AT HOME]

Thursday, January 5, 2011

Today students will be exploring the state of NC and looking at Crops and Livestock. They will look at maps from different years to see how our state has changed overtime.

[|Crops and Livestock Maps]

[|Questions for Crops and Livestock in NC from 1860.doc]

Tuesday, November 29, 2011 Today students will be learning about the Louisiana Purchase. The importance of this event and how it affected our country. Also students will explore the Lewis and Clark Expedition. They will read about how Lewis and Clark made it to the West Coast and also where they stopped along their journey. [|Louisiana Purchase Reading]

After reading about the Louisiana Purchase students will then explore the Lewis and Clark expeditions. They will map the territory acquired by the Louisiana Purchase and then map Lewis and Clark's route to the West. Along the route they must star 10 significant events on the Lewis and Clark journey. [|Lewis and Clark Overview]

[|Lewis and Clark Encounters]

[|Lewis and Clark Expedition]

[|Exploring with Lewis and Clark]



Welcome to Mrs. Early's History Happenings Wiki Space Thursday November 17th

Today's Assignment

[|Today's Reading]

[|NCGoldRush Assignments.doc]

Study Guide [|Study Guide-Revolution, Key Docs.doc]

=Monday, November 14, 2011=

The Rip Van Winkle State

[|Rip Van Winkle Summary.doc]

NC in the 1800s

[|NC in the 1800s Reading]

[|North Carolina in the 1800s.doc]

October 27, 2011 Students will use Go Animate to create a presentation on one of the 27 Ammendments.

[|List of Amendments]

Today students will be getting an understanding of the American Revolution. They will be making a timeline of the following events using ReadWriteThink: Student Timeline Maker

[|Timeline Maker]

1. Boston Massacre 2. First Continental Congress 3. Second Continental Congress 4. Declaration of Independence 5. One Tax/Act6. Battle of Alamance7. Lexington and Concord8. Boston Tea Party9. Edenton Tea Party 10. Battle of Moore's Creek Bridge 11. Battle of Kings Mountain12. Battle of Yorktown13. Constitutional Convention14. Articles of Confederation15. Constitution 16. Halifax Resolves17. Mecklenberg Resolves18. Treaty of Paris19. Washington Elected as First President20. Battle of Guilord County Courthouse

Tuesday October 11, 2011

Today students will be working with a partner to interview a Revolutionary Star.

One partner will take the role of a T.V. host and the other the role of a Revolutionary star. The partners will work together to create a 10 minute interview. The host will give a 2 minute introduction. Then there will be a 3-5 minute question section and then the host will give 2 minutes of closing thoughts.

Students will be assigned their Revolutionary Star from the list below. Samuel AdamsJohn Adams John Hancock Paul Revere Ben Franklin Patrick Henry Thomas Jefferson Betsy Ross King George III Deborah Sampson George Washington General Cornwallis James MadisonBenedict Arnold Crispus Attucks Revolutionary War Pathfinder

Rubric for Interviews [|RevolutionStarsRubric.doc]
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://cmsjsimmons.wikispaces.com/file/view/RevolutionStarsRubric.doc"]] ||
 * external image msword.png ||

Monday, October 10, 2011

Today students will be learning about the regulation movement in colonial North Carolina.They will be reading material about the Regulators and their movement. We will cover who the regulators were, why they were unsatisfied with colonial rule and government officials, and key events that happened during the movement. Students will also view a power point on the regulation period in North Carolina and will be asked to write a letter from the perspective of a regulator complaining about colonial rule and public officials.

<span class="wiki_link_ext"> [|Reading GuideRR.docx] [|regulationPP.pptx]

<span class="wiki_link_ext">[|reading the Regulators]

Wednesday Oct. 5

Today students will be learning about the Key Events that led to the American Revolution. They will be assigned an event, with a partner they will complete a fact sheet, then share to the class. As students share they will all fill in the Causes of the Revolution Chart.

[|Causes of Revolution Chart.doc]

[|timeline of Revolutionary events]

Tuesday Oct. 4

Today students will be learning about the Culpepper Rebellion

They will need the following reading

[|Culpeper's Rebellion]

They will also need this story outline

[|Culpeper's Rebellion Story Outline.doc]

Monday Oct. 3rd Students will be learning about Cary's Rebellion.

[|Cary's Rebellion Reading]

They will need the following graphic organizer for today's class [|Cary Rebellion Graphic Organizer.d]

Today students will be researching what it was like to be a colonist, they will be presenting the daily life of a colonist. Students will be given many different options to present each presentation will be slightly different because each student will focus on how a colonist daily life compares to their daily life. Today students will begin compiling research on daily life as a colonist. Below is a list of sites about Colonial Life students will compile information on their research guide. You may choose any type of colonist for example you could be a slave in South Carolina, A landowner in NC, A yeomen in NC, a trader, a blacksmith, a silversmith, whatever you choose, those are just a few examples. All research guides must be complete before you start your powerpoint. All presentations must be power points.

Sites for You to use for research:

[|Religion in Colonial America]

[|Outline of Colonial Period]

[|List of Essays]

[|Colonial Life]

[|Daily Life in a Colony]

[|A Day on a Colonial Plantation]

[|Life of a Child During the Colonial Period,]

[|Colonial Trades]

[|Colonial Life for African Americans]

[|Family Life]

[|INFO ON COLONIAL LIFE]

[|Daily Life and Work]

Research Guide: [|2011 Daily Colonial Life Project Research Guide .doc]

Rubric:
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://cmsjsimmons.wikispaces.com/file/view/DailyColonialLifeRubric.doc"]] ||

Today students will learn about early explorers. They will complete a fact sheet about an explorer.

[|Early Explorers]

[|Early Explorers 2]

[|Early Explorers 3]

[|Early Explorers Map]

Thursday, September 1, 2011

Today you will be responsible for helping your classmates learn about the Native American's who lived in our NC Regions. Each student will become an expert on a regions people, and share with their classmates.

[|Piedmont Reading]

[|Piedmont Notes.doc]

[|Mountain Reading]

[|Mountain notes.doc]

[|Coastal Reading]

[|Coastal Plain Notes.doc]

Today students will be learning about the regions in more detail. They will be using the following reading

[|NC Regions]

To complete this chart

[|Regions of NC Chart.doc]

Tuesday, August 23, 2011

Today students will learn how to use voicethread. We will be making a voice thread that represents who we are, each student must have at least 5- 7 pictures each with comments.

Click on the Link below and wait for Mrs. Early's instructions.

[|VOICETHREAD]

Sites to use to find photos

http://www.public-domain-image.com

@http://www.awesomeclipartforeducators.com/

@http://www.freefoto.com/index.jsp

[|Lifetime of Chang]e Rebecca Clark - Life Time

[|Rebecca Clark - Life Time.doc] Wednesday, March 30, 2011 Today students will take practice map quiz first. On [|QUIA] We will then look at POSTWAR NC. Students will be assigned one of the following [|GI Bill] [|Interstate Highway System] [|Changes in Agriculture] [|Influence of Radio] [|Tourism] [|Cherokee] [|Heritage and Games] [|POST WWII LIFE NC.doc]

Great Depression NOTES Wednesday, March 16, 2011 After students record their letter on their voice thread. Students will then be looking at how World War II effected people at home in the state of NC. They will be looking at 5 different areas: [|Rationing]

[|War Bonds]

[|POWs in NC]

[|NC Beaches]

[|NC Miracle]

Students will take notes from each reading and present to the class. War at Home Notes [|World war II at home.doc]

Tuesday, March 15, 2011 Today we will be talking about tolerance and intolerance. Students will be listening to video interview of individuals who were sent to interment camps during WWII. While listening to interviews students will make a wordle. These wordles will be the picture students use as their voicethread picture. Students will then write a letter as if they were in an internment camp to someone who was not in the camp. [|WORDLE] Monday, March 14, 2011 [|Home Was a Horse Stall] Thursday, March 10, 2011 WORLD WAR II Introduction [|TIMELINE] [|TIMELINE 2] Timeline must start with Dec. 7, 1941, Japanese Attack on Pearl Harbor and end with September 2, 1945 Japan's Surrender. You need between 12-15 events. Must include D-DayAtomic Bomb Dates You may either make the time line on paper or create a time line on [|TimeToast.]

[|The Great Depression Notes.doc]

Monday, February 28, 2011 Today students will be learning about the Causes of the Great Depression. We will look at power point [|Great Depression Power Point]

[|FlappersvsModernYouth.doc]

[|QUIA LINK] Wednesday, February 16, 2011 Today's lesson is about propaganda. Students will learn definition of the word and also how it was used during WWI. Students will also get the opportunity to create their own propaganda posters. [|Group 1] [|Group 2] [|Group 3] [|Group 4]

[|Posters from WWI]

[|PropagandaChart.doc]

Download this document finish all that you can for discussion when I returnSave document as World War 1 Timeline [|World War I Timelien Activity.doc]

Websites for Part 1 [|Assassination of Archduke Ferdinand] [|Assassination of Archduke Ferdinand 2] [|Great Britain Declares War on Germany] [|Great Britain Declares War on Germany 2] [|Sinking of the Lusitania] [|Zimmerman Telegram Intercepted by Britain] [|United States declares War on Germany] Websites for Part 2 [|Question 1] [|Question 2] [|Question 3] [|Question 4]Click View Set to see posters After class presentations are complete students need to answer the following questions on paper and turn in toMr. Simmons. Answers Yes or No for all questions, except last one. 1. I participated in all group conversations and felt like I was apart of the group. 2. I did my part to make this presentation a success. 3. I thought our group worked well together. 4. We were organized and on task during presentation. 5. We were professional at all times during the presentation. 6. I believe my grade for this presentation should be __.

Wednesday February 2, 2011 Today students will be starting a group project where they will become teachers for a day. Each group will plan a topic and a 20-30 lesson. Each lesson must include a short presentation, class assignment, and assessment. [|Politics]

[|Politics 2]

[|Agriculture Economy]

[|Industry Economy]

[|Industry Economy 2]

[|Technology]

[|Social]

[|Social 2]

<span style="font-family: 'Comic Sans MS',cursive;">Monday, January 31, 2011
===<span style="font-family: 'Comic Sans MS',cursive;">Today we will be looking at the NC Constitution and African American Voting Rights. We will start with a vocabulary activity and then complete a webquest. African American Voting Rights and NC Constitution Webquest ===

<span style="font-family: 'Comic Sans MS',cursive;">Tuesday, January 25-26, 2011
===Today students will work on a graphic oranizer.They will read about NC in the Civil War[|Tar Heels in the Civil War]We will then be participating in some content reading about Sherman's March throught NC and how someone in NC reacted to it[|Sherman's March in NC]=== === [|Reading Journal.doc]=== January 20, 2011 Today students will work on a mini project that lets them explore what it was like to live during the American Civil War. Each student will either be given the role of a soldier or someone on the home front during the American Civil War. They will be partnered with someone who is assigned a different role. They will spend time learning about what life was like during the war. Then they will write a letter. Soldiers will write letters to someone back home and people at home will write letters to soldiers. After this is complete each person will respond to the letter they were written. To research what life was like for a soldier click here [|A SOLDIERS EXPERIENCE]

To research what life was like on the home front click here [|Life on the Home front]

Criteria for the letters: Each letter must be a page in length. Each letter must include details to show that you have an understanding of what life was like during the American Civil War. All letters must be legible if hand written. If typed they must be in 12 pt font Times New Roman double spaced. Grammar and spelling will be checked.

What you will do:


 * Record the events and facts of a Civil War battle
 * Organize information into a newspaper article about the battle.

The steps to follow Note: For Appomattox, examine the events leading up to the Confederate surrender.
 * 1) Mr. Simmons will assign you one of the following battles:
 * ** Fort Sumter
 * Shiloh
 * Second Bull Run
 * Chancellorsville
 * Vicksburg
 * Petersburg || ** First Bull Run
 * The Seven Days
 * Antietam
 * Gettysburg
 * Wilderness
 * Fort Fisher ||


 * 1) Using the web sites provided (and any other available resources), investigate your assigned battle, paying particular attention to the following points:
 * Geographic location
 * Commanders
 * Forces involved
 * Strategies and goals
 * Outcome and casualties
 * Significance
 * 1) After researching your battle create a fact sheet. The fact sheet needs to include key facts and key points of the battle. Make sure you include Date, Commanders, Geography, it may also include any other facts you find about the battle you have.


 * Here are a list of websites that will help you research your battle:**
 * [|Civil War Battle Site 1]**
 * [|Civil War Battle Site 2]**
 * [|Civil War Battle Site 3]**
 * [|Civil War Battle Site 4]**

Friday, December 3, 2010 Mexican American War How did the feeling of Manifest Destiny change our country forever? Today we will read about the Mexican and American War also how Texas became a state.

[|Reading for Mexican-American War]

Common Assessment Study Guide [|Study Guide-Common Assessment 2.doc]

Thursday, December 2, 2010 Wild West Viewing Guide [|Horrible Histories Wild West.doc]

Tuesday, November 30, 2010 How did the Louisiana Purchase affect our country? [|Louisana Purchase] Students will be exploring the Lewis and Clark Expedition. They will be using research and guided reading to compile information on Lewis and Clark. [|SAS]

Tuesday, November 16, 2010 EQ: How did the Trail of Tears effect the United States? [|Reading for Trail of Tears] Using Quia students will explore the Trail of Tears. November 3 & 4th In what ways did North Carolina fail to progress during the early 1800s?Today we will be looking at NC during the early 1800s. We will be talking about nicknames, and reading the legend of Rip Van Winkle. [|Rip Van Winkle Summary.doc]

[|North Carolina in the 1800s.doc]

Readings for North Carolina in the 1800s

NC Blue Book Page 193-203 American Journey pg. 5-1(its first page after 431) [|Digital Text] October 29, 2010 After completing and checking textbook questions from page 227, students will work on the study guide.



[|Study Guide Revolutionary Quiz.doc]

WEDNESDAY, October 27, 2010 Today students will be completing an amendment project. Each student will be assigned an amendment. They will research this amendment and come up with an understanding of the reason the amendment was passed. They need to know when the amendment was passed and what the amendment did. They will use domoanimate to create a cartoon. Each student can use the textbook or internet search for information on their amendment. [|DomoAnimate]

TUESDAY, October 26, 2010 Today students will be looking at the Bill of Rights.

[|THE BILL OF RIGHTS]

10-7 thru 10-11 One partner will take the role of a T.V. host and the other the role of a Revolutionary star. The partners will work together to create a 10 minute interview. The host will give a 2 minute introduction. Then there will be a 3-5 minute question section and then the host will give 2 minutes of closing thoughts. Today students will be assigned their Revolutionary Star today. Samuel Adams John Adams John Hancock Paul Revere Ben Franklin Patrick Henry Thomas Jefferson Betsy Ross King George III Deborah Sampson George Washington General Cornwallis James Madison Benedict Arnold Revolutionary War Pathfinder

Rubric for Interviews [|RevolutionStarsRubric.doc]

Students need to fill out chart on the causes of the Revolution. Each pair can present on their fact sheet to help class. If they can't find one of rows on chart look in book on page numbers below if still unable leave blank until tomorrow. After chart watch Horrible Histories: Revolting Revolution. [|Causes of Revolution Chart.doc] answers 1. DECLARATORY ACT (pg. 134)

2. TOWNSHEND ACTS(pg. 135)

3. BOSTON MASSACRE (pg. 136-137)

4. TEA ACT (pg. 138)

5. BOSTON TEA PARTY (pg. 138-139)

6. COERCIVE ACTS (pg. 139)

7. 1st CONTINENTAL CONGRESS (pg. 141-142)

8. PROCLAMATION OF 1763(pg. 125) 9. SUGAR ACT (pg. 133)

10. STAMP ACT (pg. 134)

11. TAXATION WITHOUT REPRESENTATION (pg. 132)

Today 9/16 & 17 students will finish discussion about the Colony of NC. They will then look at the other 13 American Colonies and see how they are different. If time allows students will discuss upcoming project on daily life in the colonies. Use this site to help fill out information about 13 Colonies: [|American Colonies Site]

[|13ColonyChart.doc]

Today students will finish discussion about the Colony of NC. They will then look at the other 13 American Colonies and see how they are different. If time allows students will discuss upcoming project on daily life in the colonies. Use this site to help fill out information about 13 Colonies: [|American Colonies Site]

[|13ColonyChart.doc]

Today students will look at the lives of Early European Explorers and see how they lived and what they discovered. Each student will have an explorer they are responsible for researching and they will use this data in math class.

Here is a list of explorers you will be assigned one of the following:

Vasco de Gama Prince Henry the Navigator Bartolomeu Dias Christopher Columbus Francisco Pizarro Juan Ponce de Leon Hernan Cortes Hernando de Soto Francisco Vasquez de Coronado Jacques Cartier Samuel de Champlain Ferdinand Magellan

[|Explorers Data.doc]

Websites to Help in your research:

[|Explorer Site 1]

[|Explorer Site 2]

Today students will looking at NC Pre-Contact Cultures. We will read about how people came to America and most importantly how they arrived in NC. Students will then fill out a chart and discuss the differences between the 4 periods.

[|Today's Reading]

Today's Group Assignment

[|Pre-Contact Cultures.doc]

Today's Individual Assignment

[|PreContactCulturesAssignments.doc]