Fever by Laurie Halse Anderson
Historical document film based on the root causes of the fever epidemic
A Virtual Tour of Philadelphia 1793 (then and now)
PBS Philadelphia Historical Information link
Historical document film based on the root causes of the fever epidemic
A Virtual Tour of Philadelphia 1793 (then and now)
PBS Philadelphia Historical Information link
Country Culture Fair Rubric
Which Systems do you fit within?
*How do we define systems?
*How are systems created? How do they change? And with regard to your novel/story?
*Compare the system in your story/novel to another system (school, government, law, travel…).
*How and when do traditions help preserve systems or destroy them? With relation to your novel/story?
*How do laws, rules, regulations, and/or principles effect systems, especially
within your novel/story?
*Are systems important in your novel/story? Explain.
*Grander scale comparison in conclusion: How does the system in your novel/story compare to an event, idea, situation, phenomenon…in the world? Explain.
*How do we define systems?
*How are systems created? How do they change? And with regard to your novel/story?
*Compare the system in your story/novel to another system (school, government, law, travel…).
*How and when do traditions help preserve systems or destroy them? With relation to your novel/story?
*How do laws, rules, regulations, and/or principles effect systems, especially
within your novel/story?
*Are systems important in your novel/story? Explain.
*Grander scale comparison in conclusion: How does the system in your novel/story compare to an event, idea, situation, phenomenon…in the world? Explain.
Conceive the need for Migrating!
Concept: Migration
1. How do we define migration?
2. Why is there a need for migration in your novel study/event and the world, at large? Explain.
3. How does migration affect our society? Explain using details.
4. Where do you see evidence of migration of people, ideas, cultures, traditions, economies...? Explain.
5. How has the migration in your novel affected the characters, environment, town, city, country...? Explain.
6. When have you migrated and what were the affects? How does this compare to the migration in your novel study/event? Explain.
7. Grander scale comparison: How does the migration in your novel study/event compare to another event, idea, situation, phenomenon... in the world? Explain with specific examples. For example, is the migration found in your novel study/event more like the migration of birds in winter or troops in war?
1. How do we define migration?
2. Why is there a need for migration in your novel study/event and the world, at large? Explain.
3. How does migration affect our society? Explain using details.
4. Where do you see evidence of migration of people, ideas, cultures, traditions, economies...? Explain.
5. How has the migration in your novel affected the characters, environment, town, city, country...? Explain.
6. When have you migrated and what were the affects? How does this compare to the migration in your novel study/event? Explain.
7. Grander scale comparison: How does the migration in your novel study/event compare to another event, idea, situation, phenomenon... in the world? Explain with specific examples. For example, is the migration found in your novel study/event more like the migration of birds in winter or troops in war?
Extreme Extinctions!
Concept: Extinction
1. How do we define extinction?
2. What caused the extinction of _______________ in your novel study/event? Explain. Extinction can refer to a tradition, an idea, a family unit, love, friendship...
3. What could be done to prevent the extinction of ____________ in your novel study/event? Explain using specific examples.
4. How has the extinction of __________ in your novel study/event caused environmental/social/economic/political/emotional change? Explain.
5. Instead of a grander scale comparison in conclusion: When has extinction created positive change? What criteria would you propose for allowing extinction? Would these criteria apply to a species as well as to an idea, country, mathematical principle, individual, culture, religion, or technological development? Explain.
1. How do we define extinction?
2. What caused the extinction of _______________ in your novel study/event? Explain. Extinction can refer to a tradition, an idea, a family unit, love, friendship...
3. What could be done to prevent the extinction of ____________ in your novel study/event? Explain using specific examples.
4. How has the extinction of __________ in your novel study/event caused environmental/social/economic/political/emotional change? Explain.
5. Instead of a grander scale comparison in conclusion: When has extinction created positive change? What criteria would you propose for allowing extinction? Would these criteria apply to a species as well as to an idea, country, mathematical principle, individual, culture, religion, or technological development? Explain.
weekly_update_q4_march_21-_25_2016.docx | |
File Size: | 187 kb |
File Type: | docx |
reading_journal_q4_1_graphic_organizer.docx | |
File Size: | 14 kb |
File Type: | docx |
weekly_update_q4_april_4-8_2016.docx | |
File Size: | 190 kb |
File Type: | docx |
weekly_update_q4_april_11-15_2016.docx | |
File Size: | 189 kb |
File Type: | docx |
Exacting Equations:
Students had an opportunity to use mathematics when comparing ideas covered in class novels and historical events. Here are 26 splendid results!
weekly_update_q4_april_18-22_2016.docx | |
File Size: | 190 kb |
File Type: | docx |
Link to Parts of a Story: Plot Elements Resource Page
Storyboard Template #1
Storyboard Template #2
Storyboard Template #3
Storyboard Template #1
Storyboard Template #2
Storyboard Template #3
Earth Day Poetry and Art Work
The War of 1812
(June 18, 1812 to February 16, 1815)
The War of 1812 Video Link
Interactive Timeline of the War of 1812 Link
(June 18, 1812 to February 16, 1815)
The War of 1812 Video Link
Interactive Timeline of the War of 1812 Link
THE INDUSTRIAL REVOLUTION
(In America "around" 1820-1870)
The Industrial Revolution in the U.S. Link
Andrew Carnegie Link
America's Industrialization Link
Mill Times Video Link
(In America "around" 1820-1870)
The Industrial Revolution in the U.S. Link
Andrew Carnegie Link
America's Industrialization Link
Mill Times Video Link
The Battle of the Alamo (February 23 – March 6, 1836)
WESTWARD MOVEMENT/ WESTWARD EXPANSION/ MANIFEST DESTINY
Pioneer Songs Link
Old West Sod Houses Video Link
Elbow Room by Schoolhouse Rock video Link
Manifest Destiny Educational Rap Video Link
The Gold Rush Song Video Link
PBS Gold Rush Video Clip
Photographs of the west
Gold Rush Vocabulary Link
Homesteading 1862+ Video
The Story of Us: Pioneers Video
Lewis and Clark Video
Pioneer Songs Link
Old West Sod Houses Video Link
Elbow Room by Schoolhouse Rock video Link
Manifest Destiny Educational Rap Video Link
The Gold Rush Song Video Link
PBS Gold Rush Video Clip
Photographs of the west
Gold Rush Vocabulary Link
Homesteading 1862+ Video
The Story of Us: Pioneers Video
Lewis and Clark Video
Drawing Comparisons to Novels Read and Manifest Destiny/Gold Rush
"Oh Industry" Lyric Analysis
1800s_folk_art.docx | |
File Size: | 15 kb |
File Type: | docx |
5_advertisements_rubric.doc | |
File Size: | 32 kb |
File Type: | doc |
1800s_newspaper_project_page_outline.docx | |
File Size: | 13 kb |
File Type: | docx |
photos_of_the_1800s_to_present_day.doc | |
File Size: | 4310 kb |
File Type: | doc |
civil_war_propaganda_and_other_photos.doc | |
File Size: | 9363 kb |
File Type: | doc |
bias_and_propaganda.doc | |
File Size: | 30 kb |
File Type: | doc |
1800s_political_cartoons.doc | |
File Size: | 403 kb |
File Type: | doc |
political_cartoon_rubric.doc | |
File Size: | 1736 kb |
File Type: | doc |
5th_informational_writing_rubric.doc | |
File Size: | 54 kb |
File Type: | doc |
feature_story_graphic_organizer.docx | |
File Size: | 13 kb |
File Type: | docx |
1800s_newspaper_horoscope_requirements.docx | |
File Size: | 13 kb |
File Type: | docx |
http://whatkidscando.org/featurestories/2008/08_project_einstein/index.html
http://whatkidscando.org/featurestories/a.html?../archives/NOVEMBER/0_tanzania/index.html
http://whatkidscando.org/featurestories/a.html?../archives/NOVEMBER/0_tanzania/index.html
expository-writing-ideas.pdf | |
File Size: | 37 kb |
File Type: |
5th_grade_opinion_essay_rubric.doc | |
File Size: | 49 kb |
File Type: | doc |
editorial_graphic_organizer.docx | |
File Size: | 13 kb |
File Type: | docx |
http://www.studentnewsdaily.com/editorials-for-students/americas-power-is-under-threat/
http://www.studentnewsdaily.com/editorials-for-students/the-race-hustlers-among-us/
http://www.studentnewsdaily.com/editorials-for-students/the-race-hustlers-among-us/
Tall Tales and Heroes
tall tale: a humorous tale told in a straightforward, believable tone but
relating absolutely impossible events or feats of the characters. These tales
were commonly told of frontier adventures during the settlement of the western
United States.
exaggerate: to represent as greater than is actually the case; to overstate.
hyperbole: a figure of speech in which exaggeration is used for emphasis or
effect.
metaphor: a figure of speech in which a word or phrase that ordinarily refers to
one thing is used to describe another, as in: "The sky was a blank gray slate"
or "Her eyes were deep, blue pools."
simile: a figure of speech in which two unlike things are compared, often in a
phrase introduced by like or as, as in "she swam like a fish" or "his face was
as red as a beet."
http://www.greenville.k12.sc.us/stone/staff/lessons/bennett/tales.asp
tall tale: a humorous tale told in a straightforward, believable tone but
relating absolutely impossible events or feats of the characters. These tales
were commonly told of frontier adventures during the settlement of the western
United States.
exaggerate: to represent as greater than is actually the case; to overstate.
hyperbole: a figure of speech in which exaggeration is used for emphasis or
effect.
metaphor: a figure of speech in which a word or phrase that ordinarily refers to
one thing is used to describe another, as in: "The sky was a blank gray slate"
or "Her eyes were deep, blue pools."
simile: a figure of speech in which two unlike things are compared, often in a
phrase introduced by like or as, as in "she swam like a fish" or "his face was
as red as a beet."
http://www.greenville.k12.sc.us/stone/staff/lessons/bennett/tales.asp
rubric_for_tall_tales.doc | |
File Size: | 37 kb |
File Type: | doc |
weekly_update_q4_may_23-27_2016.docx | |
File Size: | 180 kb |
File Type: | docx |
weekly_update_q4_may_30-june_3_2016.docx | |
File Size: | 179 kb |
File Type: | docx |
The Not-So CIVIL WAR
(1861-1865)
Interactive Civil War Map Link
Crash Course Civil War Part 1 Video Link
Crash Course Battles of the Civil War Video Link
Informational Interactive Civil War Map
Map that Illustrates the War Efforts in the Country Link
"Battle Hymn of the Republic"
"In 1861, after a visit to a Union Army camp, Julia Ward Howe wrote the poem that came to be called "The Battle Hymn of the Republic." It was published in February, 1862, in The Atlantic Monthly.
Howe reported in her autobiography that she wrote the verses to meet a challenge by a friend, Rev. James Freeman Clarke. As an unofficial anthem, Union soldiers sang "John Brown's Body." Confederate soldiers sang it with their own version of the words. But Clarke thought that there should be more uplifting words to the tune.
Howe met Clarke's challenge. The poem has become perhaps the best-known Civil War song of the Union Army, and has come to be a well-loved American patriotic anthem.
First Published Version
Here is "Battle Hymn of the Republic" as written by Julia Ward Howe when she published it in February, 1862, in the Atlantic Monthly:
Mine eyes have seen the glory of the coming of the Lord:
He is trampling out the vintage where the grapes of wrath are stored;
He hath loosed the fateful lightning of His terrible swift sword:
His truth is marching on.
I have seen Him in the watch-fires of a hundred circling camps,
They have builded Him an altar in the evening dews and damps;
I can read His righteous sentence by the dim and flaring lamps:
His day is marching on.
I have read a fiery gospel writ in burnished rows of steel:
"As ye deal with my contemners, so with you my grace shall deal;
Let the Hero, born of woman, crush the serpent with his heel,
Since God is marching on."
He has sounded forth the trumpet that shall never call retreat;
He is sifting out the hearts of men before His judgment-seat:
Oh, be swift, my soul, to answer Him! be jubilant, my feet!
Our God is marching on.
In the beauty of the lilies Christ was born across the sea,
With a glory in his bosom that transfigures you and me:
As he died to make men holy, let us die to make men free,
While God is marching on."
http://womenshistory.about.com/library/etext/bl_howe_battle_hymn.htm
"In 1861, after a visit to a Union Army camp, Julia Ward Howe wrote the poem that came to be called "The Battle Hymn of the Republic." It was published in February, 1862, in The Atlantic Monthly.
Howe reported in her autobiography that she wrote the verses to meet a challenge by a friend, Rev. James Freeman Clarke. As an unofficial anthem, Union soldiers sang "John Brown's Body." Confederate soldiers sang it with their own version of the words. But Clarke thought that there should be more uplifting words to the tune.
Howe met Clarke's challenge. The poem has become perhaps the best-known Civil War song of the Union Army, and has come to be a well-loved American patriotic anthem.
First Published Version
Here is "Battle Hymn of the Republic" as written by Julia Ward Howe when she published it in February, 1862, in the Atlantic Monthly:
Mine eyes have seen the glory of the coming of the Lord:
He is trampling out the vintage where the grapes of wrath are stored;
He hath loosed the fateful lightning of His terrible swift sword:
His truth is marching on.
I have seen Him in the watch-fires of a hundred circling camps,
They have builded Him an altar in the evening dews and damps;
I can read His righteous sentence by the dim and flaring lamps:
His day is marching on.
I have read a fiery gospel writ in burnished rows of steel:
"As ye deal with my contemners, so with you my grace shall deal;
Let the Hero, born of woman, crush the serpent with his heel,
Since God is marching on."
He has sounded forth the trumpet that shall never call retreat;
He is sifting out the hearts of men before His judgment-seat:
Oh, be swift, my soul, to answer Him! be jubilant, my feet!
Our God is marching on.
In the beauty of the lilies Christ was born across the sea,
With a glory in his bosom that transfigures you and me:
As he died to make men holy, let us die to make men free,
While God is marching on."
http://womenshistory.about.com/library/etext/bl_howe_battle_hymn.htm
ECONOMICS
Charlie Chaplin's Assembly Line in Modern Times Video Clip
Charlie Chaplin's Technology in Modern Times Video Clip
Story of Stuff Homepage with video resources
Crash Course Video: The Market Revolution
Crash Course Video: Capitalism and Socialism
Crash Course Video: The Industrial Economy
History: The Industrial Revolution Video Clip
The Assembly Line: Then and Now
Crash Course Video: Globalization Part I
Ghana: Digital Dumping Ground
Charlie Chaplin's Assembly Line in Modern Times Video Clip
Charlie Chaplin's Technology in Modern Times Video Clip
Story of Stuff Homepage with video resources
Crash Course Video: The Market Revolution
Crash Course Video: Capitalism and Socialism
Crash Course Video: The Industrial Economy
History: The Industrial Revolution Video Clip
The Assembly Line: Then and Now
Crash Course Video: Globalization Part I
Ghana: Digital Dumping Ground
poetry_rubric.pdf | |
File Size: | 10 kb |
File Type: |
Geography!
Animaniacs States and Capitals Song Clip
Fifty Nifty Song Lyrics
Tour the States- Official Music Video
Online States & Capitals Quiz
Online States & Capitals Quiz #2
Animaniacs States and Capitals Song Clip
Fifty Nifty Song Lyrics
Tour the States- Official Music Video
Online States & Capitals Quiz
Online States & Capitals Quiz #2