1. Hello: Keep your Chromebooks closed.
Take out your Essay Planning Guide and your Life in the Colonies notes
TONIGHT STUDY SESSION: 4-4:30 PM
Monday, October 3, 2016
Agenda:
Discuss Assessment Format
Continue working on Essay Planning sheet
Vocabulary Review
HOMEWORK: BE PREPARED FOR THE ASSESSMENT. YOU WILL BE TURNING IN YOUR ESSAY PLANNING SHEET AT THE END.
Standards:5.4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
Learning Goal: To identify the major physical features on the eastern part of the United States.

2. How would you describe the development of English colonies?
Consider government, religious, economy, and other factors that emerged in each colonial region (New England, Middle and Southern).

3. CREATING A THESIS STATEMENT
"An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided (Stolley)."
Other things to consider according to Purdue Owl:Tips for Writing Your Thesis Statement
Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.
The thesis statement usually appears at the end of the first paragraph of a paper.
Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

4. Creating your thesis statement:
8th Grade Essential Questions:
How would you judge life in the colonies?
Consider the similarities and differences
Consider religion, economy, social, agriculture
Use specific evidence to support your conclusion
Creating your thesis statement:
Are you answering the essential question: "_______________?"
Is your statement concise?
Will you be able to support this statement with evidence?
Will you be able to have 3 topic sentences to support your thesis statement?

5. Essential Question: How would you judge life in the colonies?
Possible thesis statements:
The colonists had a higher standard of living than British citizens.
The colonists lives varied depending on where they were living.
Possible 3-pronged previews
The 13 colonies overall had more economic mobility, political freedom, and were generally healthier than their British counterparts.
The 13 colonies were extremely different in regards to economy and religious tolerance but shared many commonalities when it came to government.

6. Body Paragraphs- Structure
Topic Sentence: Give your reason and explain through logical thinking how it’s connected to the thesis. ⅓ Evidence (Concrete Detail) ⅔ Your logical thinking(Commentary)
Supporting Evidence (CD) ( 1 (Quote or paraphrase from a source REMEMBER TO cite):
-> Use logical thinking (CM) to connect your evidence back to your reason and claim
Supporting Evidence 2 (CD) (Quote or paraphrase from a source REMEMBER TO cite):
Supporting Evidence 3 (CD) (Quote or paraphrase from a source REMEMBER TO cite):

7. Body Paragraphs- Keep in mind
Body paragraphs that include evidential support.
Each paragraph should be limited to the discussion to ONE general idea/ Reason that your thesis is correct
Each paragraph in the body of the essay should have logical connection to the thesis statement from the opening paragraph
Evidence should support your thesis or explore another point of views
Should show you are well-researched, detailed, and have current information
It is not your job to point out why other positions are wrong, rather explain how other positions may not be well informed or up to date on the topic
(Argumentative Essays, Purdue Owl)

8. In-Text Citation- MLA Format
Refer to this link, this is the packet that helps with work cited
Purdue Owl MLA In-text Citation link
Cornell MLA Citing Source in Text link
Youtube “MLA In-Text Citation” link

9. Cited evidence (or concrete detail) Logical thinking (commentary)
Color code
Cited evidence (or concrete detail)
Logical thinking (commentary)
Vocabulary

10. Hello: Take out your Essay Planning sheet and Chromebooks. Agenda:
Keep Chromebooks CLOSED :-)
Tuesday, September 27, 2016
Agenda:
Ace your “Life in the Colonies” Assessment like champions!
Standards:
5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
8.1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
Learning Goal: To identify keywords that help describing how the colonies developed through government, economy, religion, and their founders.

11. Hello:
First 15 minutes: Finish your essay on the unit assessment.
Go to Google Classroom to unsubmit.
Wednesday, October 4, 2016
Agenda:
Finish your assessment
Reflection on the past 3 geography assessments and retesting.
Preview activity
Standards:
5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Learning Goal:To reflect on your current grade in social studies. Complete the Preview Activity.

12. PREVIEW ACTIVITY
When is it necessary for citizens to rebel against their government?

13. Thursday, October 5, 2016
Agenda:
See, Think, Wonder
Read section 5.1 and 5.2 together, complete reading notes.
Hello:
Cont. debriefing on the Preview activity. Take out your social studies spiral notebook
Standards:
5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Learning Goal:To analyze primary sources from the pre-revolutionary and revolutionary time.

19. Friday, October 6, 2016
Agenda:
Compete the See Think Wonder activity
Read 5.3 and complete reading notes
Prepare to take a ROLE!
Homework: Taking the European Geography assessment retake? STUDY
Hello:
Get out your social studies spiral notebook.
Standards:
5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Learning Goal:To analyze primary sources from the pre-revolutionary and revolutionary time.