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Assignments for 1st Semester 2010-2011
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   WA ST HISTORY    February 1-3, 2012
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
NO SCHOOL
 NO
SCHOOL
 1. Welcome
2. Attendance
3. Focus Question:
Where is your favorite to
visit in WA State?  WHY?
a) FQ model
b) directions
c) complete F.Q.
    and response
d) pair, table, class share
4. Course Syllabus
5. Activity:
List everything you know
about Washington State.
a) individual
b) share list with table
c) add to own list new info

ASSIGNMENT:
Review Syllabus w/ parents
and complete, sign and date
Info Sheet
Return Info Sheet to class

DUE TOMORROW
 1. F. Question:
On a scale of 1 to 10,
rate your level of prior
knowledge on WA. State.
Explain your rating.

scale:  1 = almost nothing
         10 = you should be the
                 teacher

- table share/class share

2. Collect Info Slip

3. CH. 1 Introduction &
    How to pre-read a textbook

4. Learning Targets:

5. Ch. 1, Lesson 1&2
- key ideas
- key terms

6. ASSMT:
CH. 1, Lesson 1&2 reading
and vocab ( 14 terms )
p. 8 - 20





      
1. F. Question: Explain
the difference between
the terms "physical charac-
teristics" and "cultural
characteristics."
Give examples of each in
your response

2. Collect Info Slips
- last day for 10 pts
- Tuesday they are 5 pts
  ( except 6th period )

3. WA STATE MAP
-Task Analysis
-in sm. group:
a) read/discuss map directions
b) write down all questions
c) Each table gets to ask
    their questions about the
   directions
 - NO DUPLICATE QUESTIONS

4. Finish reading p. 8 - 20
- do the 14 vocab terms as
  you read

5. When Finished:
Begin map work
   


 FRONTIER CRAFTS    February 1-3, 2012
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
last two days of
moccasin work
 last day of
moccasin work

 1. Welcome
2. Attendance
3. Focus Question:
In a wilderness/survival
situation, what do you
think is the most
important item to have
with you?
a) F.Q.  format
b) directions
c) complete F.Q. / response
d) class share
4. Course Syllabus
5. Activity:
Disaster in the Wilderness
a) ind. rate/rank (#1-#20) 20
items for usefulness in a
scenario survival situation.

ASSMT:
 1. Finish ranking at home
 2. Review syllabus w/ parents
 3. fill out, sign. date Info Sheet
 4. Return Info Sheet to class
   DUE TOMORROW

 WITH OUTDOOR
 ED. TEACHER


 W/ Outdoor Ed.
teacher
  WA. STATE HISTORY     February 6-10, 2012
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. QUESTION:
Explain the diff-
erence between the terms "headwaters" and
"tributary".
- table/class share

2. Collect Info Slips
- last day for 10 pts
  except 6th per

3. Check off
    CH. 1, Lesson 1&2
    Vocab  Terms
- 14 points: must have
   all 3 parts completed to
   get the point

4. Work on:
WA. STATE MAP
- rivers
- mountains
- cities
- bays, sounds. inlets, etc.

 1. F. Question:
Why does Wash-
ington have what
is called a "temperate"
climate?

2. Collect Info Slips
 5 pts today except
for 6th period

3. Add a River:
Chehalis River

4. Notice: POP QUIZ tomorrow
- vocab
- map items

5. Continue work on
WA STATE MAP

Due: Friday
except 6th per. (MON)
 1. F. Question:
What human influence do you think has had the
greatest impact on the
land and resources of
Washington State? WHY?

- table/class share

2. Collect: Info Slips
   5 pts. thru Friday

3. POP Quiz
- vocab
- map items

4. Correct / collect POP Quiz

5. Add a Map Item:
Long Beach Peninsula

6. WA STATE MAP
- rivers, mtns, cities,
  borders
  Due Friday
6th per. due Monday

 1. F. Question:
  Explain the impact
the Cascade Mtns. Range have on our
state's environment and your life.
- table/class share

2. Collect Info Sheet
- 5 pts today & Friday

4. Last call for CH. 1,
Lesson #1&2
vocab check off

3. Work on WA STATE MAP
   
1. F. Question:
Why is the
Columbia
River called
an engine-
ered river and what does this
engineering
provide?
see p. 11 for help

2, Collect: Info
   Sheets

3. Check Off:
CH. 1, Lesson #1&#2 vocab
(14 terms )

4. WA STATE
 Map
- Due at end of
  class or before

 FRONTIER CRAFTS  February 6-10,2012
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain the diffi-
culties you had
as you ranked
each survival
item on the list.
BE SPECIFIC
IN YOUR
RESPONSE
- table/class share

2. Collect Info
    Slips
- 10 pt thru WED
- 5 pts TH/FR

3. Wilderness
Survival Act.
Part B
- table groups
  select top 10
  items
- group must agree
- must justify group's choices
on paper

4. Poster:
- make poster w/ 11 boxes
a) ident. group's choices
- draw/color pic of each item chosen
- include group ranking
 number for each choice
(chronological )
b) justification sentence(s)
   for each item
c) Box # 11?
 - do a & b for an item you
wanted on your group's
final list, but did not make it
- also include where you
would have liked it ranked.

 1. F. Question:
Which item(s) on
your group's survival list do you think will receive
the most and least criticism?
WHY?

2. Collect Info Slips
- 10 pts. thru WED.
- 5 pts TH/FRI

3.Wilderness Survival
Posters
a) in groups write
justifications for your
chosen survival items
and why you ranked
them as you did

b) all group members
should have these written
on their pwn paper

4. Teacher reveal own top 10
list w/ justifications

4. Begin:
Wilderness Survival Poster
- review directions
   
1. F. Question:
Which other two
items from your
group list would
you have
wanted to add
to your top ten
items?  WHY?

2. Collect Info
    Sheets
- 10 pts thru
   today
- 5 pts thru
  Monday

3. Wilderness
Survival Poster
- review
 directions and
 requirements
- pass out all
  materials

4. Begin work
on Survival
      Poster
 1. F. Question:
Discuss how
your group's
top ten list
might change
if you were
stranded in a
desert envi-
ronment.
- table /class
   share

2. Review:
  Wilder. Sur.
101 poster
- directions
- requirements

3. Work on
    poster
 1. F. Question:
How would
your group's
top ten list
change if you
were
stranded in a
tropical
environment?

-review/collect

2. Collect:
Student  Info
 Sheet
( 5 pts )

3. Wilderness
Survival 101
Poster
- questions
- concerns

4. DUE DATE:

Tuesday
Feb. 14
SEPTEMBER 12 - 16, 2011 WA. STATE HISTORY
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. QUES:
What do you
think is the
dominant geographic
feature of our state?
WHY?

2. Finish:
Phys. Geog. / Cities
Map/turn in

3. If/When Finished:
a) pick up "Regions of
   WA State Investigation"
b) read all directions
    carefully first
c) Investigate/discover
   the 5 regions of WA ST
 - read text first
- then, reread and take notes
  per directions requirements
 1. F. QUES.:
- Read p. 14 in textbook
& respond to the following
question:

Why is WA. State part of
the Pacific Northwest and
Pacific Rim regions?

2. ALL MAPS MUST
BE DONE TODAY

3. Review:
"Regions of WA ST
  Investigation" activity
- make sure all have
  directions

4. Introduce:
At Home?Online Investigation
-jobs/hobbies available in state
- directions
- questions
- randomly select job and hobby

5. Begin/continue work on
Regions research/notes
 1. F. Question:
What do you think would
happen to La Center if 500
families moved because
they could not find work?

2.  6th period only:
- Introduce:
"At Home/Online Job &
  Occupation Investigation"
in WA State
- directions
- "?"'s
- choose job/hobby

3. Work on:
"Regions of WA State
  Investigation" in class

4. HOMEWORK:
Online research @ home
on chosen job/hobby
 1. F. Question:
based on my region,
job and hobby
investigation so far,
which region of our
state do I think is the
best choice?  WHY?

2. Advisory Announcement

3. Work on:
- Regions of WA ST
  Investigation

4. If Done w/ #3:
- work on "Occupation
  and Hobby Investigation


 1/2 Day

1. 8th Advisory

2. Tug of War
 Competition

3. Assembly
 

SEPTEMBER 12 - 16, 2011 FRONTIER CRAFTS
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. Finish video:
"Lost in the Snow"

2. Complete list of survival
   techniques used in video

3. Class Discussion:
Which techniques worked,
which did not?  WHY

4. F. Question:
How do you define the
goal/purpose of first aid
and list the five most impor-
tant items you would place
in a first aid kit?
- table / class share

5. Read: Wilderness First Aid
- read / discuss

6. ASSMT:
Do 1 - 5 questions

DUE: Tomorrow

 1. F. Question:
Other than getting injured
or ill, what do you think is
the most common fear/concern
among those who venture into
the woods?
- table/class share

2.Wilderness First Aid
 Questions 1-5
- correct/discuss/collect

3.  New Topic:
 - How to keep from getting
   lost
- Lost and alone
- Lost in a group
- Fear/panic when lost

a) read / discuss handout
b) create poster

 1. F. Question:
If lost in the woods, why
do you think you should
not eat food on the first day
and begin rationing the food
you have?

2. "If You Get Lost" activity
- table group activity

a) read "If You Get Lost" text
b) decide which items from each
category are most important

c) create informational poster
w/ 5 items per category:
- Lost and alone
- Lost in a Group
- Intestinal Illness
- Fear and Panic
- Imagination & Improvisation

4. Present ot class
- each group member must
 present at least one
 category

5 What remains incomplete
becomes tomorrow's work
 1. F. Question:
Explain the
importance of
choosing a
leader if a group
is lost/stranded
in the wilderness?

2. Continue "Lost" activity
a) read "Lost" text
b) create web/chart w/
top five items from
each category

- In a group
- Alone
- Intestinal illesses
- Fear/Panic
- Use Imagination &
  Improvise

3. In Group:
- read text
- make item decisions

4. Create poster
- be prepared to present to
class
 1. Focus Question:
Identify the two elements that helped the
Coastal and Plateau Indian cultures to develop and
thrive?  WHY?

2. Announcement:
Extra Credit Activities @ Ft. Vancouver Nat'l Historic Site

          Lantern Tours:
   10/1/11           11/19/11
   10/15/11         12/3/11
   11/5/11           12/17/11

RESERVATIONS NEEDED
Call Visitor Center @
360-816-6230   

                 OR

        Christmas at the Fort

               12/10/11

call the above phone number for
times and information

3.Native American artifacts

4. Generate T-Chart categories
     ( class activity )

5. ReRead p. 36-42
- w/ partner create T-Chart
  on Coastal/Plateau Peoples
SEPTEMBER 19 - 23, 2011  WA. STATE HISTORY
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Evaluate your
progress and
remaining work to do on
your regions/jobs
investigation which
is due on WED. @
beginning of class.

2. Pass back work

3. Work on:
Regions Of WA. ST.
Job/Hobby Investigation
- complete regions research
  ( should be done )
- work on job/hobby research
- write r. draft summary

 1. F. Question:
- No question
- Review:
Job/Hobby Summary
Requirements/Format

2. Work on:
Regions of WA ST
Job/Hobby Investigation
- regions research
  ( should be done )
- job/hobby research
- rough/second draft of
  summary

DUE TOMORROW:
- FINAL DRAFT SUMMARY
- REGIONS RESEARCH
 


1. F. Question: Identify
and explain the least and
most difficult parts of the
regions/Job/Hobby Invest-
igation activity.  WHY?

2. COLLECT:
-summary
-regions info
-CH. 1, Lesson 1& 2 vocab

3. Activity:
"Details About My Life"
a) fill out sheet individually
b)in pairs, make Venn Diagram
  discovering your similarities
  and differences

4. 5 Minute Write:
What do I have in common
or different with this person?
WHY?
Be ready to share your
findings tomorrow

 1. F. Question:
Why do you think you had much or very little in
common with your activity
partner yesterday?

- table/class share

2. Intro: CH. 2, Lesson 1
Native Americans p. 36-42

- read short intro p. 36 together

3. Extra Vocab: pass out vocab
   sheet
- culture area
- culture type
a) define/discuss
b) add to vocab sheet

4. Read p. 36 - 42
 a) as you read, add highlighted
    key terms to vocab sheet
    ( 7 terms )
 1. F. Question:
Explain the two elements that enabled the Coastal and Plateau Indian cultures to develop and thrive.

- table /class share
- collect

2. last chance to turn in
Regions/Job/Hobby
Investigation Summary

3. Grade Enhancement
  Opportunities @ Ft.
Vancouver National Historic
 Site
- see handout for programs, times,
  credit requirements

4. Native American Artifacts
    ( Plateau Region )
    a) parfleche bag
    b) leather war shirt
    c) Modoc bow/arrow

- discussion/ class questions &
  comments

SEPTEMBER 19 - 23, 2010  FRONTIER CRAFTS
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain what you could
do to prevent intestinal
sickness in the wilderness.

2. Pass Back Work

3. Finish "Lost" Activity
  posters

4. If done:
- select who is presenting
 which categories
- practice presentation:
    a) info
    b) presentation style
 1. F. Question:
How can your
imagination and ability
to improvise help save you
if you are lost in the woods?

2. 10 minutes to finish
  posters

3. "Lost" poster presentations

4. When finished:
-work on questions 1-8
 as table group
 1. F. Question:
Identify several behaviors
and actions you should not
do during a presentation in
front of class.  WHY?

2. Finish Poster
Presentations
- last 3 or 4 groups

3. Group Work:
- Do "Lost" questions 1-8
a) at table create group
   responses
b) all group members must
   have group response on
  own paper

- Correct/Review & turn in
  tomorrow
 1. F. Question:
Why do you think different parts of the world present different survival problems?

2. Review: Survival & First Aid kits

3. Climates of the Globe
- read/review each

4. Table group activity:

a) Reread each climate zone of the world
b) discuss the location.environmental
  elements included

5. Creare a specialized Survival & First Aid kit
    for each
- take out items not needed; add items needed
  for each survival in each specific global climate

6
 1. F. Question:
 No Question today
- collect F. Questions

2. Jaws of Death - video.

- take notes on
 survival decisions made
- determine if
decisions were good/bad/no effect on outcome

3. When completed;
Write summary on the overall positive/negative
of survivors decisions and consequences.

- Finish video on Monday
SEPTEMBER 26 - 30,  2011 WA. STATE HISTORY
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Identify the factors
that helped the
Coastal and Plateau
culture areas to emerge
and survive.  WHY?

2. Finish vocab p. 36-42
- change "longhouse" to
"plankhouse"
( more accurate term )

3. When vocab completed:
a) create T-Chart on
  Coastal & Plateau cultures
b) see whiteboard for sample
c) see screen for T-Chart categoties

4. Reread p. 36-42
- as you reread, complete
  T-Chart for the 2 cultures
 1. F. Question:
How do you think our
culture transmits personal
social status or self-worth
to others?
Include specific examples
in your response.
- table/class share/discussion

2. P. 38, p. 40
- read sections
- discuss
- vocab term:
wealth redistribution

3. Continue work on:
a) reread p. 36-42
b) work on Coastal/Plateau
    T-Chart

 1. F. Question: Describe
the term "wealth redis-
tribution" and explain how
and why potlatch celebrations
accomplished this cultural
feature.
- table/class share

2. Continue/Finish:
Coastal / Plateau culture areas
T-Chart investigation
a) reread p. 36 - 42
b) create T-Chart
  ( sample on whiteboard )
c) work on T-Chart
   ( investigation categories
      on screen )




  1. F. Question:
Compare/analyze
the impact that the
introduction the
horse had on the Coastal
and Plateau Indians.

2. Introduce:
"Which Would
You Want to Be?"
- a one page
  summary utilizing
  the investigation
  info from the
   T-Chart research
SEE HANDOUT
- directions
- requirements
- questions

3. Finish T-Charts
- get checked off
  for completion
  when done

4. When Finished
    w/ T-Chart:
- begin work on
"Which Would
  You Want to Be?"

DUE: Tues. Oct. 4
@ beginning of class
 
 1. F. Question:
Explain your plan for completing the
T-Chart and the
summary due on Tuesday.

2. Complete T-Charts
- get checked off for
   completion

3. Work on r. draft of
    summary
- summary due on
  Tuesday, Oct. 4
SEPTEMBER 26 - 30, 2011 FRONTIER CRAFTS
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. Finish:
"Jaws of Death"
video
- class discussion

2. 5 minute write:
What did the ranger
do right & wrong?
Explain
- turn in

3. F. Question:
Identify one item
you would delete and
another you would add
to your survival kit if
stranded in a tropical
environment?   WHY?

4. "Climates of the Globe"
      Activity: continued

a) review each climate &
special problems for a
survivor
b) delete/add items to basic
  survival & first aid kits to
make them climate specific

5. Create presentation
illustrating kit changes by
climate




 1. F. Question:
Which global climate do
you think would be the
most difficult to create a
specialized survival kit for?

WHY?

2. Review "Climates of the
    Globe"
- 5 types

3. Activity continued:
Climates of the Globe

a) review each climate
    specifics
b) special problems for the
    survivor
c) Delete/Add items to basic
    survival & first aid kits
    to make them climate specific

4. When finished w/ review:

- create a presentation illustrating
  kit changes by climate
 1. F. Question: Identify the
problems for a survivor in a
tropical environment and which
do you think is the greatest
issue?  WHY?

2. "Climates of the Globe"
    continued investigation

3. Review each climate and
   environment elements and
  special problems for the
  survivor

4. Delete and Add items to
  basic survival and first aid
  kits to make them more
  climate specialized
( at least 2 adds/deletes for
   each kit per each climate )

5. Create presentation to class
- poster
- ??
- ??
 1. F. Question:
Which three items
do you think are
the most important
in the basic survival
and first sid kits?
  WHY?

2. "Climates of the
Globe" investigation
a) review each
   climate & prob-
  lems for the
  survivor
b) delete & add at
   least 2 items to
   basic survival &
   first aid kits to
  make the kits
  more climate
  specific
c)justify/defend your
   choices

3. Create a
 presentation to class
- poster
- ??
- ??


  No Class today
- 5th/6th Period times switched
- last hr of day
  devoted to
  Advisory work

October 3 - 7, 2011     WA STATE HISTORY
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain three facts
you know about the
European/American
discovery and early
exploration of the
Pacific Northwest?

2. Reminder:
"Which Would You
 Want to Be?" summary
is due tomorrow

3. Read . 43 - 47 in textbook
  "Age of Exploration"

4. Do: vocab terms for
   p. 43 - 47  (7)

5. Reread p. 43 - 47
- on own papge w/ 4 -Part
  Heading
a) write the questions on
    screen
b) respond to above
   qyestions in complete
  sentence/paragraph
  form
b) respond to the above

1. F. Question:
What impact do you
think European and
American explorers had
on Native Americans in
Washington State?

2. Collect:
"Which Would You Want
  to Be?" summary

3. Reread p. 43-47
   as a class
- early discovery/exploration
- Lewis and Clark

4. Review yesterday's
    questions  1- 5
- in sm. groups
- add to / correct responses

5. Collect Questions 1 - 5
 1. F. Question:
What would you/your
family do if someone
who was very unfriendly
wanted to buy the property
next to yours?

2. Louisiana Purchase/
Corps of Discovery
background info
- read/discuss

3. Video:
Lewis and Clark
Expedition
- view
- take notes

4. Exit Response:
Writer down at least three
new things you learned
about the Louisiana
Purchase and/or the Lewis
and Clark Expedition.

- turn in @ end of class
 1. F. Question: Identify
the event that changed France's
mind to sell the Louisiana
territory to the USA and explain
the terms of sale.

2. Finish L&C video

3. Post video discussion

4. Homework:

L & C Video Response:

Explain the impact that
Native Americans had
on the completion and
success of the Lewis and Clark Expedition.

Give specific examples
in your response

Due Tomorrow
 1. F. Question:
Explain at least one positive and one negative impact the Lewis and Clark Expedition
had on Native Americans?

- table share/class share

2. Read :  "Corps of Discovery"
 handout
-  from paragraph #5 to the end
- discuss

3. L&C artifacts/items

4. Exit Response:
October 3 - 7, 2011 FRONTIER CRAFTS
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
F. Question:
No question today

2. Video:
"Lost in the
African Bush"

3. Take notes on
 survival decisions
 made (good/bad)

4. Homework:
Write a summary
evaluating their
decisions
( defend or criticize )
 1. F. Question:
Which survival decisions
do you think were the
best and worst ones
made in yesterday's video?
Evplain.

2. Discuss video
- good/bad decisions

3. Collect video summary

4. Survival/1st Aid kits
a) finish poster
b) practice presentations
   defense of delete/add
   choices

5. Begin presentations &
  defense of choices

 1. F. Question:
What are some tips
to help others be
successful with their
Survival/1st Aid Kits
presentations?

2. Presentations
Continued:
- 4 groups completed

3. 3 group presentations left
- finish tomorrow

 1. F. Question:
If ypou were lost in
the wilderness, which
two items from the survival
kit do you think are most
important?   WHY?

2. Finish presentations
of modified survival/1st Aid
 kits
 1. Finish last presentation

2. Reflection Writing:

After hearing all the presentations and critiques, what changes
would you make to your group's
presentation chart?   WHY?

- write
- discuss
-turn in

3.Focus Question:
What three elements do you think must be present to starting a fire?

- table share/class share

4. F&S demo

5.  Read: History of Fire-Making
- as a class

6. Do: Follow Up items 1-7
- What does not get finished in class
  becomes homework to be
completed for Monday
October 10 -14, 2011     WA STATE HISTORY
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1.  F.Question:
What do you
think were the
two greatest
accomplishments
of the Lewis &
Clark Expedition?
WHY?

2. Work/Catch-Up Day
- Finish:
a) CH. 2, Lesson 1&2
    Vocabulary

-Finish/Turn In:
a) CH. 2, Lesson 2 ?'s 1-6

3. If/When Finished:
a) read "Righting a Wrong?"
b) respond to items 1-4
c) if you do not finish
  in class, becomes homework

 1. F. Question: Was
the canoe gift by the
William Clark family
to the Chinook Nation
a good thing to do?
WHY?/WHY NOT?

2. Pass back work

3. "Right a Wrong?"
- review story/issues

4. Correct/Turn In:
Right a Wrong?
questions 1-4
  1. F. Question: What
do you think motivates
people to move from one
place to another AND
why do you think people
moved in the past?

2. Pre-reading activity
- What do you already
   know?
- fur traders
- missionaries
a) list on web
b) share w/ table partner
c) class share/discussion

3. CH. 2, Lesson 3:
Fur Traders & Missionaries
- review map p. 48
  a) size of orig.
      Oregon Country
4. Vocab CH. 2. Les. 3
    ( 8 terms )

 1. F. Question:
What do you think
could be some
positive & negative
effects of the fur
trade on the following:
- the animals
- fur traders/trappers
- native people
- development of our
  state

2. Read: p. 48 - 50
- "Amertican Fur Trade"
- British Fur Trade"
- "Popularity of Fur"

3. Discussion:
- the Astorians
- HBCo.
- furs/fur trade
- trapping technique

4. Exit Response:
Explain what you have
learned about the fur
trade in our state's history.
 NO SCHOOL
October 10 - 14, 2011    FRONTIER CRAFTS
MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. Focus Question:
How many ways
can you think of
starting a fire without
modern items?  Explain.

2. Video Clip: 2 minutes
"Jeremiah Johnson"
 firestarting

3. History of Firemaking
   handout
a) read as a class
b) discuss

4. Do Questions 1-7
- what is not finished
in class, is homework
 1. F. Question: Explain
the ways you might
acquire and keep fire in
the wilderness if you
could not produce it
yourself.

2. Pass back work

3. Flint/Steel Demo
- outside

4. Correct/Review:
History of Firemaking
questions 1-7

5. Turn in Q. 1-7
 1. F. Question: Explain
the impact you think fire
can have on your ability
to survive in the wilderness.

2. "Fire-Making" handout

3. Read ' Fire and Survival"
& "Site for a Fire" sections
- read/discuss

4.  "Fire-Making & Survival"
    presentation project
- directions
- requirements
- visual presentations
 a) poster
 b) slide
 c) ?

 1. F. Question:
Why is it a good idea
to have a small piece
of candle in your
fire-making kit?

2. Review:
"Fire-making and
  Survival"
presentation project

- poster?
- power-point?
- ???
- working model
  for demonstration

3. Make project
   decisions
- which elements to include
- which model to
  replicate/demonstrate

4. Begin work on project
NO SCHOOL
WA STATE HISTORY       OCTOBER 17-21, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1/2 days all week
Today: 4,5,6
     schedule
1. F. Question:
How does it make you
feel when someone
tries to change what
you think or feel about
something?

2. Finish CH. 2 vocab
- lesson 2 = 7 terms
- lesson 3 = 8 terms
will  collect on Wed.

3. Read/discuss p. 51-55
"Christian Missionaries"
a) read ind. or in sm. groups
b) discuss text/questions 1-5
c) collaborate on responses
   for ?'s 1-5





 Today's Schedule:
Periods 1, 2, 3

SEE MONDAY
CLASS SCHEDULE




      

FRONTIER CRAFTS    OCTOBER 17-21, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain the steps/
process of starting
fire with flint and
steel.

2. Fire-Making
 Competition
(w/ flint/steel)
- groups compete
- best times win
 1st, 2nd, 3rd

3.  3 groups competed
- finish on Wednesday

4. Back in classroom
- What were groups
doing to prevent them
from starting the fire
w/ flint/steel?
- discussion
- review steps
- note fine points
 of process
 No Class
today
No Class
today

WA. STATE HISTORY  OCTOBER 24 - 28, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. No F. Question

2. Finish / turn in:
- p. 51 - 55 ?'s 1-5

3. Read CH. 3, Les. #1
a) do vocab
b) reread lesson; take notes
on text
c) do questions @ end of
   lesson


 1. No F. Question

2. Finish if needed:
CH.  3, Lesson #1
- vocab, reading notes
   questions 1-4
- turn in questions 1-4

3. Read CH. 3, Les. #2
a) do vocab
b) reread lesson; take
   notes on text
c) do ?'s @ end of lesson

 1. No F. Question

2. Finish if needed:
CH. 3, Lesson #2
- vocab, reading notes,
   questions @ end of
   lesson
- turn in questions

3. Read CH. 3, Les. #3
a) do vocab
b) reread lesson, take notes
    on text
c) do ?'s @ end of lesson
  


1. F. Question:
If you were to write a
summary of your life,
what topics/events
would you include?

2. What is a summary?
- sm. group discussion
- class discussion
- definition

3. Narrative Letter
    Home
a) task analysis
- read scenario/directions
  @ table
- discuss activity requirements
- write down all questions
  group has
b) Q / A:
- each table asks clarification
  questions; listen to other
  group's questions
- no repeat questions

4. Begin work on Narrative
   Letter Home
DUE:  Nov. 2



 1, F. Question:
Explain how you could claim land in the Oregon Country?

-see p. 63 for help

2. If not done:
Finish notes, vocab, and
 questions for CH. 3,
Lessons #1 & #2

3. Begin/Continue
work on Narrative Letter Home:
- gather needed info
- write r. draft


FRONTIER CRAFTS  OCTOBER 24 - 28, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
 
  
 






1. F. Question:
What do you need
to work on to
finish your "Fire-
starting and Survival"
presentations?

2. Work day:
- work on presentations
posters, models

  1. F. Question:
Explain what you still
must do to finish your
"Fire-starting and Survival"
presentation and 3-D model?

2. Continue work on
presentation and / or 3-D
model
-poster?
-presentation"
- 3-D model

3. presentations begin
Monday


WA STATE HISTORY        OCTOBER 31 - NOVEMBER 4





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question: Explain
how location and
environment
determined how you
might earn a living in
the early days in our
territory / state.

2. Review:
Narrative Letter Home
directions/requirements

3. Work on Narrative
Letter Home
- gather needed info
- work on r. draft
- edit
- revise

DUE: Wed. Nov. 2

 1. F. Question: Explain
how you would solve of
two people wanting the
same thing for the same
reasons.

2. Ch. 3, Lesson 3
p. 73 - 76

- read
- discuss

3. If we finish:

- work on Ch. 3, Lesson 3
   vocab/ end of reading
   questions 1-3
 1. F. Question: Explain
how specific treaties
allowed the Oregon
Country to come under
American ownership?

2. Collect:
"Narrative Letter Home"

3. Veterans Day Assembly
- helpers sign ups
a) job descriptions
b) responsibilities
c) requirements

4. Contunue:
CH. 3, Lesson 3 (p. 73 - 76)
-creation of WA Territory
- What is a territory?
 1. F. Question:
a) Read p. 76
"The Pig War"
b) discuss the reading
    w/ your table group
c)
write a short paragraph
    summarizing the event
    including:
  - intro sentence
  - explain event/situation
    ( cause, reactions, etc.)
  - explain solution & outcome
  - evaluation of how
     problem was solved.
     Good? Bad?
           Explain.

2. Read sample summaries

3. Finish all Chapter 3
    Vocab / notes

4. Write summary of
    Ch. 3, lesson 3
  - use CH. 3, Lesson 3
  vocab in summary/underline

DUE:  Monday Nov. 7


 1. F. Question: Explain how you would have
solved the problem
known as "The Pig War".
- table & class discussion
- collect

2. ALL CH. 3 VOCAB
AND READING NOTES
MUST BE DONE TODAY!
- vocab and notes will be needed to write 1 page
summary ( typed ) which
is due on Monday.
- If summary is hand-written,
must be 2 pages long and in
black or blue ink

3. If done w/ CH. 3 vocab and reading notes:

- work on r. draft of chapter
  summary

CH. 3 vocab and summary is
due on Monday, Nov. 7

FRONTIER CRAFTS         OCTOBER 31 - NOVEMBER 4





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question: How
might you improve or
increase the amount of
light produced by a tin
can lantern?
- class discussion

2. "Firestarting and
 Survival" presentations
- posters
- powerpoints
- 3-D models & demos

3. Begin with 3-D demos
   outside


 1. F. Question:: The ground is
very wet, muddy, and snowy.
Explain what you need to do
to get a fire started with these
ground conditions?

2. Firestarting 3-D models
   demos
outside for some

3. Begin poster &
  powerpoint presentations

 1. F. Question:
Identify and describe
the characteristic that
produce the most
effective/successful
tin can light.

2. Finish 3-D model
   demonstrations

3. Continue:
"Firestarting and Survival"
presentations
-posters
-powerpoints
 1. F. Question: Which
 3 - D model demon-
strations do you think were
the most effective? WHY?
- table discussion
- class discussion

2. Continue:
"Firestarting & Survival"
presentations
 1. F. Question: Explain the elements of a quality
presentation to the class.
- collect

2. Continue class presentations
"Firestarting and Survival"

WA STATE HISTORY     NOVEMBER 7 -11, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. Collect:
- CH. 3, Less. 3
   summary
- CH. 3 vocab
   ( 19 terms )

2. F. Question:
Explain the factors
for choosing your
friends and those
you "hang out" with.
- table disc.
- class disc.

3. What does it mean?
(birds of a feather, flock
     together)
- table/class discussion

4. Survey:
What Kind of Party
Animal Are You?
- complete survey
- results
- divide by scores

5. Discuss/Debate
   survey issues
- retake survey
- note any changes
- discuss reason(s) for
  changes

6. Read:
Life of the Party &
Election Action
For homework:
write a paragraph response:
Why do we have political
parties in our nation and
explain some benefits and
drawbacks to our two-party
political system.


  
1. F. Question:
How do you think most
citizens of the US can
participate in the process
of government?

- table/class share

2. Voters pamphlet:
Initiative 1183
- read initiative to self
- discuss & debate for/against
  arguments at table

- La Center Mayorial Race
- review candidates

3. Review of Initiative 1183
   for understanding

4. Voters Ballot
- fill out
- fold in half
- place in ballot box

5. Count ballots
- review class results
- review/compare other
  classes results

6. Prediction:
- adult results on Initiative 1183
  and mayor's race



 1. F. Question: Explain
what you enjoyed and/or
did not enjoy in the Veterans
Day program.  Why?/Why not?
- class share views

2. Read:  CH. 9, Lesson #1
Essential Question: p. 214
How do government and civic
responsibility affect the way
we live?

3.  CH. 9 Introduction p. 215
- read together/discuss

4. Read: p. 216 - 223
- do vocab for CH. 9, Les. #1
   ( 12 terms ) all three parts

5. If complete vocab:
a) reread p. 216 - 223
b) take notes on lesson #1
 1. F. Question: Describe the ways in
which you think government
has a role/factor in your life?

2. Intro: CH. 9
p. 214-215

3. Read: CH. 9,
 Lesson #1
p. 216-223

4. As you read:
- complete vocab
  terms
( all 3 parts)

5. When Finished:

- do
"Connecting Key
  Terms" handout
  p. 81

 No school

FRONTIER CRAFTS     NOVEMBER 7 - 11, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
 1. F.Question:
Explain the criteria for a
quality class presentation.

2. Continue w/
Firestarting and Survival
presentations



  1. F. Question: Explain
the sttrengths and
weaknesses of your
presentation.

If you have not presented yet,
explain the elements of
presentation you plan to focus
on.

2.  Fire-starting and Survival
   presentations
 1. No F. Question
today

2. I Shouldn't be Alive:
 "Ice Cave Survivor"

- take notes on video
- write summary of story
  and results
- include:
a) evaluations of major
    survivsal decisions made
? What would you do
differently after the initial
problem occurred?
 1. F. Question:
From ysterday's video
and notes, explain what
you think were the best
and worst decisions
made by the skiers?
- sm. group
- class discussion

2.  Final presentations

3. Write summary of
  video
include:
a) summary of the situa-
   tion that crearted the
   crisis
b) major survival deci-
    sions made by skiers
c) evaluation of those
    decisions
-  What would you have
    done differently after
    the initial problem
    occurred?  WHY?

- Summary Final Draft
  is Due  11- 15 - 11



 
 No School
   




WA STATE HISTORY       NOVEMBER 14 - 18, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. QUESTION:
Explain the concept
of "separation of power?"

- Schoolhouse Rock
a) 3-Ring Gov't
b) I'm Just a Bill

2. Finish CH. 9
 Lesson #1 vocab
( 12 terms )

3. If done w/ vocab:
- complete
"Connecting Key Terms"

4. IF Done w/ "C. Key Terms",
- take notes on CH. 9, L. #1
- do notes in the form of
T- Charts, webs, etc.
 1. F. Question: Identify the six
governing principles in the
U.S. Constitution and explain
two of them.

- table discussion
- class discussion

2. Review:
"Connecting Key Terms"
- class share responses
- collect

3. Finish CH. 9, Lesson #1
    notes

4. Recognizing Point of View
 - reread Ch. 9, Less.#1
- discover various points of
view of diff. people/groups
on the Constitution/Bill of
Rights

Due: Tomorrow 11/16/11



 1. F. Question: Why would
the King of England have a
different point of view than
the Founding Fathers on the
Constitution?
-table/class discusssion

2. Review: "Recognizing
   Point of View" activity
- discuss
- collect

3. Ch. 9, Lesson #2
"State and Local Gov't"
p. 224-230
- introduce key ideas/terms
- preview headings/topics

4. Read p. 224-230
- do vocab terms ( 9 terms )


 1. F. Question: Explain the lawmaking
process and identify any step
you think is unnecessary? WHY?
- table/class discusssion
- collect

2. Re-collect:
"Recognizing Points of View"
- partial credit

3. Reread CH. 9, Lesson #2
  - p. 224 - 230 in textbook

4. Group responses to
 Lesson #2 questions
- work w/ one other person
- read/discuss questions
- read textbook sections
- discuss complete responses
  to items
- jointly decide what info and
  details create thorough
  response to each question

- WILL FINISH ON MONDAY

    
Half Day
1. Empathy Assembly

2. Advisory:
Empathy/anti-bullying
activities
a) "Step Up If You . .
      activity
- share/discuss scenarios

b) identify:
- passive, aggressive,
  assertive
- target, bystander,
   bully

c) Problem-Solving
     Quiz
- What would you do?
- Is your response . . .
  passive, aggressive,
  assertive

3. Create Anti-Bullying Poster
- groups of 2 or 3
- create a neat and
  colorful poster that
inspires/motivates students to identify and stop school
bullying

FRONTIER CRAFTS     NOVEMBER 14-18, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question: What
do you think the following
"old saying" means?
"... you can use every part
of a pig but the squeal."

2. Final presentation

3. Plant usage
a) read/ examine info
b) do questions 1 - 8
c) on back of paper:
creatre a visual that shows
 the uses of the mystery
plant ( the cattail ) at the
various seasons of the year
 1. F. Question: In which
season(s) of the year is
the cattail most useful?
  Why?

2. Review:
The Cattail
- review/correct ques./ responses
- collect

3. Read:
Bow and Arrow / Archery
- discuss text

4. Do Follow Up items

Due: Tomorrow 11/16/11

  1. F. Question: Compare/
contrast the bow/arrow and
the atlatl.
- table / class discussion

2. Review: "Bows/Arrows and
       Archery" reading
- review / correct
- collect

3. Read/Discuss:  "Parts of a
  Bow and Arrow"

4. Label archery pics
-  use bow/arrow live example
 1. F. Question:  Describe why the arrow
is critical to being successful and
accurate w/ archery equipment.
- table/class share
- collect

2. Review:
"Parts of a Bow/Arrow"
- discussion

3. Do Follow Up items 1-5
- work w/ table group
- will discuss/correct in class
- hand in at end of class
 SEE WA STATE HISTORY
FOR TODAY'S
ACTIVITIES

WA STATE HISTORY     NOVEMBER 21 - 25, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Identify a school rule
or policy you think
needs to be changed or
eliminated.  WHY?
- class share/discussion

2. Complete CH. 9,
    Lesson #2 Group
    Responses 1- 6

3. If  already completed:
    Do CH. 9, Lesson #3
   vocabulary

4. Correct/collect
   CH. 9. Lesson #2
  Group Responses 1- 6

Introduce Persuasive
Paragraph

5. Write a persuasive
paragraph identifying a
school policy/rule you
think should be changed
or eliminated.
Paragraph must include:
a) Intro sentence
- identify school rule/policy
  and your position on issue
b) 3 reasons/arguments in
   support of your position
c) a statement of opposition's
   main argument and your
  refutation of the argument
d) Conclusion statement
- restate your school policy
  change/position
- call to action: the asking of those
   who read your paragraph to
  join you in voting/siding with
  your position/arguments

 1. F. Question:
What are your plans
over Thanksgiving
Break?
- class discuss

2. Complete CH. 9,
Lesson #2 questions

3. Finish CH. 9,
Lesson #3 Vocabulary

4. Work on:

a) completing all of
   CH. 9 vocab
b)begin rough draft to
  persuasive paragraph

 NO SCHOOL
 

   NO SCHOOL
 NO SCHOOL


 

FRONTIER CRAFTS        NOVERMBER 21 - 25, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Identify the parts of
a bow and arrow and
explain what you 
think are the most
important elements or
items.  WHY

2. Read:
"Indian Ways to
Bowhunting Skills:
- read together
- discuss

3. Create poster
 

 1. No F. Question

2. Work on:
Indian Bowhunting
Skills poster

a) finish reading text
b) begin highlight
  of info and categories
  of info
   NO SCHOOL

 NO SCHOOL
 NO SCHOOL

WA STATE HISTORY      November 28 - December 2, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
How would you
select one person
as a leader from a
choice of 5 or 6
people?

2. Turn in any
   CH. 9, Lesson #2
    questions/responses

3. Leader/President
  selection for mock
  Congress

- discussion of task
- nominations
- voting

4. Exit Response:
Identify and explain at
least three things you learned
today about electing a
leader from among 5 or
6 candidates.

DUE TOMORROW

 1. F. Question: Explain
the difference, in purpose,
between primary  and
general election voting.
- table/class share

2. Turn in CH. 9,
   Lesson #2 questions 1- 6

3. Exit Response Discussion
- small group
- whole class
- collect

4. Solidify Seating Chart

5. Create Congress
a) number students off
    1 - 5
b) 1, 2, 3's are H. of Reps.
c) 4 & 5's  are Senate

House must elect
a speaker/leader

Senate must elect
pres. pro tempore in case
V. Pres. is absent

6. Begin bill deliberations
a) read bill
b) discuss issue/arguments
c) vote, if passes goes to
other house
d) if bill passes both, bill
  goes to president for
  signing or veto
 1. F. Question: In your
respective legislative body,
what went well and not so
well yesterday?   WHY?
- table share
- class share

2. TURN IN:
- CH. 9, Lesson #2 Ques.
   1 - 6
- Exit Response ( P. 3 only )

3. Pass Back Work

4. Re-Form Student Congress
- House of Reps. / Senate
- review bill/voting process
( see whiteboard )

5. Continue Congressional
   Deliberations w/ student
   persuasive paragraphs


 1. F. Question: 
Compare/contrast your
first day in Congress
to yesterday's exper-
ience.  Why the difference?

2. See Yesterday's
  Schedule
except #3


 1. F. Question:
What struggles
do you still
see taking
place in your
class's version
of Congress?
Explain.
Solution(s)?
-  collect

2. Reform
Congress
- tables/chairs

3. Continue
Deliberations
on bills

4. If finish all
  bills:

- introduce
  special bill
 written by
Mr. P
- read
- deliberate
- vote

FRONTIER CRAFTS            November 28 - December 2, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain the reason(s)
for flu-flu fletchings on
Native American arrows.

2. Indian Bowhunting
   Skills  poster

- read text
- underline/highlight impt.
info and categories
- organize info into
  categories/groups
- create poster design/layout
  ( mock poster- small)

3. Begin poster design &
   construction
 1. F. Question: Explain
the advantages and dis-
advantages of instinctive
aiming/shooting by Native
American bowhunters.
- table/class discussion

2. Continue work on
"Indian Bowhunting Skills"
  poster 

DUE END OF CLASS ON
 FRIDAY
 1. F. Question: In detail,
describe Ishi's archery
equipment and explain why
he was a successful hunter
with primitive, homemade
gear?
- table share
- class share

2. Pass Back Work

3. Continue work on:
"Indian Bowhunting Skills"
  poster
- read text
- create categories of info
- design/layout poster
- consult requirements posted
  on screen

4. DUE DATE: END OF
    CLASS ON FRIDAY
   

1. F. Question:
Explain how
Indian bowmen
protected and
preserved their
valuable bow
and arrows.

2.. Continue work on
"Indian Bowhunting
  Skills" poster

DUE @ end of class
Tomorrow



 1. F. Question:
Write "No
 question today, working on
Indian Bowhunting
poster

- collect

2. Finish poster today

due @ end of class
 

WA STATE HISTORY     December 5 - 9. 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Rate your class'
performance in their
Congress last Friday.
WHY?
Scale: 5, 4, 3, 2, 1
- table share
- class share

2. INTRODUCE:
"Special Bill from "Mr. P"
- each student own copy
- read aloud to class

3. 7 to 10 min. discussion
- small group
- whole class

4. Congress Reconvene:
 Special Sesssion ( 7 - 8 min.)
- discuss special bill
- vote on bill

5. Exit Response:
Did the class and Congress
discussions change your
opinion/view on the issue of
abortion?
- due tomorrow

 1. F. Question:
Should the rich and/or
millionaires pay a higher
rate of taxes?
WHY/WHY NOT?
- sm.group discussion
-whole class discussion

2. Share Exit Response
    from yesterday
- table group
- whole class
- COLLECT

3. Complete CH. 9,
 Lesson #3 Vocabulary
  ( 7 terms )

4. Read CH. 9, Lesson #3
    ( p. 231 - 237 )
- create 3 questions and
  complete responses for
each section
a) Government Services
b) Tax Policy
c) Our Civic Duties
- only 1 identify, list, name
   question/response
- 2 higher-thinking questions
    and responses
(see screen for example words)


 1. F. Question: What
important event in U.S.
History took place 70
years ago today? Explain
how you think this event
affected Washington State.
- table group
- class discussion
- Pearl Harbor pics

2. To Complete:
- CH. 9. Lesson #3 vocab
   ( 7 terms )
- Read CH. 9. Lesson #3
 p. 231-237
- create 3 questions/responses
 for each section. 9 total
a) 1 lower-level question/resp.
b) 2 higher-level ques./resp.
( see list on screen for examples)

3. If Finished w/ ALL in #2:
DO activities:
a) Define & Write
b) Opinion/Proof


 
Eventually did a
lesson on Pearl
Harbor and how it
and the war affect-
ed our state yesterday
- the attack
- development of
  new industries
  and state econo-
  my
- relocation of
  Japanese Ameri-
  cans

For Today:
1. F. Question:
 Read insert on
page 232 in textbook.

-Why do you think
voters in our state
approved using tax
dollars to  help build
a new stadium for
Seattle's  sports
teams?
- sm. agroup
- class discuss

2. See #2 & #3 from
  Wednesday

 . F. Question:
Summarize
the three
main civic
rights and
responsibili-
ties as a citi-
zen of our
state/nation.
- table share
- class share
- collect

2. Finish:
- creating 3
  questions &
  responses
for each
section in
CH. 9, L. 3
( 9 ?'s total)
a) one lower
   level ?
b) 2 higher
    level ?'s

3. If Finished
 w/ :
- CH. 9 vocab
- CH. 9, L.3
   questions &
   responses
DO ACTIVITIES:
a) Define & Write
b) Opinion /
    Proof

4. When finished
w/ #3:
- go back through
all of CH. 9 &
take notes on the
info yo think will
or could be on a
quiz/test.
Preparing for
CH. 9 Quiz on
12/15/11

FRONTIER CRAFTS   December 5 - 9, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Why do you think
people hunt for deer,
elk, etc. today?
- discuss responses

2. FINISH:
"Indian Bowhunting
  Skills" poster

3. DEER: More Than
Venison on the Table
- read beginning together

4. Do Questions 1-5
- small group
a) read together
b) respond to question items
    1-5

5. Questions #1 - 5 due tomorrow
 1. Focus Question: How
do you think the eyeball
of and elk/deer could be
utilized by a Native
American hunter/warrior?

2. Collect:
"Deer: More Than Venison
  on the Table"
questions 1 - 5
( will correct/discuss tomorrow)

3. Read:
"Uses of Deerskins. Ears,
Tails, and Eyes

4. In table groups:
-read and complete questions
  1 - 10
 1. F. Question: Identify
the element that turns
rawhide into soft buck-
skin and explain the basic
process?
- sm. group
- whole class

2. Correct: "Deer: More
More Than Venison on
the Table" questions 1-5
- collect when finished

3. Finish: "Uses of
Deerskins, Ears, Tails,
and Eyes" questions 1-10

4. If All Are Finished:
- correct/collect #3 above
 1. F. Question:
What do you think
is the first step in
tanning an animal
hide to make
clothing?  WHY?
- sm.  group share
- class share

2. Correct/Collect:
Uses of Deerskin,
ears, Tails & Eyes
questions 1-10

3. Introduce:
Hide Tanning
a) video:  3:30
b) in table group:
 list the steps you
remember in order
c) class discuss/
   make class list


 1. F. Question:
Relate, in
order, the
main steps in
the hide tan-
ning process
to create
busckskin
clothing.
- table share
- class discuss

2. Types of
Leather and
Footwear
Uses
- examine chart
- examine
leather samples

3. Read:
Tanning
Animal Skins
- create "chart" of tanning steps

4. If time:
 Complete questions 1-5
on reading in #3 above

WA STATE HISTORY   December 12 - 16, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1, No Focus
  Question

2. FINISH:
a) creating 3
questions/responses for
each CH. 9,
Lesson #3 section
(9 total)
b) Complete:
"Define & Write" &
"Opinion/Proof"
  activities

3. "What CH. 9 info
 and concepts do
you think are important
enough to be on the quiz?
a) reread & take notes
   on CH. 9, lessons # 1-3
( a self-review )
BE THOROUGH
QUIZ ON THURSDAY



   
1.  No Focus
 Question
- 8th graders to
"Real Life" exhibit

2. FINISH:
a) creating 3 questions &
  responses for CH. 9, L.#3
b) Complete:
"Define & Write"  &
"Opinion/Proof"
   activities

3. CH. 9 Self-Review
- reread CH. 9,
  Lessons #1-3
- take notes answering
  the question:
"What CH. 9 info and
concepts do you think are
important enough to be on
the quiz?"
BE THOROUGH
QUIZ ON THURSDAY







 1. No Focus
 Question:

2. Announcement:
- CH. 9 Quiz
  rescheduled to
  1/ 4 / 12

3. Today:

a) complete CH. 9
questions/responses

b) "Define & Write"
    "Opinion/Proof"
      activities

c) Self-Review of
    CH. 9
- reread chapter
- take notes answering
  the following question:

What info, ideas, concepts
 do you think are important
enough to be on the CH. 9
quiz?


 1. No Focus
Question:

2. CH. 9 Quiz
Rescheduled to
1/4/12

3. Today:
a, b, c on
yesterday's
schedule must be
completed today
   
Assembly, Band,
and Choir Concert
today.

Winter Celebration
Kick-off assembly
- super homeroom
  teams competiotions


FRONTIER CRAFTS     Dedember 12 - 16, 2011





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Explain the two
processes that
create a tanned
leather suitable
for clothing.
- class discuss

2. Using completed
"Skin" chart
- create a written
 summary of the
 tanning process
- review steps
- decide most impt.
  steps
- write summary

3. Moccasins
- read/discuss
-rereasd at home to
be ready to use to-
morrow in class
 

1. F. Question:
Why do you think
moccasins were the
first choice of foot-
wear by fur trappers
and mountaineers
of the 1830's?
- use "Moccasins"
 handout for help

2.  Moccasin styles
- two types

3. Do:
"Moccasins" questions
   1-10
- done by end of class
 1. F. Question:
Explain what information
you think you can
determine by looking at
the footprint of a Native
American in moccasins
and the decorations on the
moccasin?

2. Correct/Collect:
"Moccasins" questions 1-8

3.  Video:
Making side seam moccasin
 pattern directions
sewing techniques
- discussion

4. Do sample moc
pattern layout
 1. F. Question:  Identify,
in order, the basic steps in
creating a pair of sideseam
moccasins AND why do you
need a piec of string?
- table share
- class share/discussion
- review of steps

2. Collect F. Questions

3. List of Steps/Directions
   on screen
- review

4. Pass out materials
5. Partner Up
for making moc pattern
6. Create pattern for one
  partner
7. Create pattern for
    second partner
 

No Class Today

WA STATE HISTORY      January 2 - 6, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
No
School

  
1. F. Ques.:
Write down the
ideas, concepts,
and/or processes
you think will
appear on the
CH. 9 Quiz

2. Review F.Q.
   Results

3. Formal CH. 9
    Review
- Lessons #1 - #3
- What might be on
the quiz?
- resources that can
  be used w/ quiz
 Quiz rescheduled
for tomorrow

1. F. Question:
What do you think
is the difference
between equality
and equity?
Are they both fair?

WHY?WHY NOT?

2. Do:
CH. 9 Review
Questions 1-8
p. 239

3. As students work,
teacher will call
each student up to
review and get
Chapter 9 vocab
checked off for
completion.
 1. Focus Question:
Write "No focus
question today.
CH. 9 Quiz"

2. Any last minute
    questions

3. Distribute quiz
materials
a) file folder dividers
b) quiz

4. Go over general
    directions

Students have all
period if needed.

If more time is needed
student can:
a) finish in study hall
    after school, or
b) finish in my room
  before/after school

must arrange time/place
w/ teacher for either
choice.
 1. F. Question:
Write " Finishing
Ch. 9 Quiz today."

2. Collect F. Questions
3. Pass out quiz

4. When finished:
a) hand quiz in
b) do other work or
    read a book
c) get CH. 9 vocab
   checked off for
   completion

FRONTIER CRAFTS     January 2 - 6, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
No
School

 1. F. Ques.:
Describe what you
remember from the
video on sewing
moccasins?

2. Read/Discuss
"Sewing Leather"

3. Examples:
previous student mocs
- focus on stitch quality
and what happens
when stitches are
unsatisfactory

4. Needle threading
    demo

5. Do "Sewing Leather:
   ?'s 1-6

Due Tomorrow




 1. No Focus Question
Combine F. Crafts &
Outdoor Ed classes

2. Special Demo today

- demonstration on the
steps to make a lami-
nated recurve bow
a) materials
b) steps
c) Q/A throughout
   process

 1. No F. Question

2. Special Speaker

Basics to Mastering
Archery/Bow and
Arrow shooting
by technique of
How to get out of
the way of yourself
 1. F. Question:
Identify and explain
one element you can use
from yesterday's
presentation

- group discussion
- collect

2. Finish "Sewing
    Leather" questions
     1-6

3. Correct/Collect
Sewing Leather ?'s

4. prepare moccasin
  packets

WA STATE HISTORY    January 9-13, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
 1. No Focus
  Question today

2. New Seating
    Chart

3. CH. 10
The Economy of
Wa State

- Do:
a) CH. 10, Les. #1
   vocabulary
  - word
  - definition
  - what it's like or
    an example

4. When finished:
   a) read CH. 10,
      Lesson #1
   b) take notes

 1. F. Question:
  Explain how you are
affected by the
availability of a
product.

2. Finish:
CH. 10, Lesson #1
- vocab ( 8 terms )
- reading notes

3. If/When Finished
w/ Lesson #1:
- do vocab, reading,
and reading  notes
on CH. 10, Les. #2

 
 1. F. Quest.: Explain
what the term
"economics" means.
- small group
- whole class discuss.

2. Complete:
- Ch. 10, Lesson 1
a) vocab ( 8 terms )
b) reading
c) reading notes

3. Do:
- Ch. 10, Lesson 2
a) vocab ( 7 terms )
b) reading
c) reading notes

4. Check off/Completion:
- CH. 10. Lesson 1 Vocab


  1. F. Question:
Compare/contrast
 the following
methods of making
purchases: cash, personal
check, debit card, and
credit card.
- table/class discussion

2. Finish CH. 10,
Lesson 1 & 2
- vocab
- reading
- reading notes

3. If done:
- Do "Compare a Pair"
   activity

4. Next: "Needs and
   Wants" chart

5. Continue to check off
CH. 10 vocabulary
( 22 terms )

 1. F. Question:
Describe how the
economic terms
"minimum wage"
and "opportunity
costs" might be
related.
- table/class share
- collect

2. Review/Collect:
"Compare a Pair"
 activity

3. Complete the
    Following:
a) CH. 10 vocab
 - 22 terms
 - get checked off
  for completion
b) CH. 10 Lesson
 1&2 Reading
 Notes

4. Do:
"Wants and Needs"
   activity
- will need to finish
  @ home
- MUST be com-
 pleted for Tuesday
 

FRONTIER CRAFTS    January 9-13, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. No F. Question

2. New Seating
    Chart

3. "I Shouldn't Be
   Alive" video
- "Trapped in a Volcano"

- as video is viewed
  take notes on survival
 strategies/techniques
 performed

 1. F. Question: Explain
the strengths/weaknesses
of the harness stitch.
-consult back page of
your handout "Sewing
Leather" for help

2. Pass out rest of  moc
    sets

3. Review sewing
    stitches needed

4. Pass out sewing
    materials
( needle, thread,
  awl,leather pieces)
- needle/awl warning

5. Sewing Practice:
- whip stitch
- harness stitch

6. Clean Up:
last 5-6 minutes

 1. F. Ques.: Identify
some things you must
always attend to while
sewing leather.

2. Evaluation of
  Day 1 sewing practice:
- what went well?
- what did not go well?
- problems/successes?

3. Get Moc Packets
- pass out awls/other
   needed items

4. AWL / NEEDLE
  WARNING

5. Continue sewing
    practice
- whip stitch
- harness stitch

6. Clean Up:
last 5-6 minutes
 1. F. Question:
Which type of stitch
you practiced
yesterday is the
easiest to do? WHY?

2. Evaluation of Day 2
 sewing practice

3. Get moccasin packets

4. Review stitches and
special techniques

5. Whip/harness stitch
    practice

6. Clean Up:
last 5 minutes
 1. F. Question:
What are some
things to watch
for when sewing leather?
-collect

2. Get Moc Packets

3. Get new thread
a) twist one end
b) knot the end as
    shown
c) twist thread to
    round shape
d) thread needle

4. Demo on how to
  begin moc stitches

5. Begin sewing mocs

6. Clean Up
- last 5 minutes

WA STATE HISTORY  January 16 - 20, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
NO SCHOOL
 SNOW DAY
NO SCHOOL
 SNOW DAY
NO SCHOOL

 1. Review/Collect:
"Wants & Needs"
  activity

2. Work/Catch Up Day:

a) Finish / check off for
   completion:
- CH. 10 vocab (22 terms)

b) CH. 10, lesson #1&2
    reading notes

3. If Done w/ #2 above:

- Do:
"Sketch Key Terms/
Places of Work" activity
( all except boxes on back)

Due Monday 1/23/12
   

1/2 DAY
- assembly
- advisory
No classes

FRONTIER CRAFTS   January 16 - 20, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
NO SCHOOL

  SNOW DAY

 SNOW DAY
 1. CONTINUE
SEWING
MOCCASINS

2. Review for
  sewing:
a)stitches
- close together
- keep tight
-  only punch
   2 to 3 holes
   at a time

b) leather:
continually keep
edges even / lined
up together

3. Get moc packet
   and awl
- begin sewing

3. Clean Up
- last 5 minutes
  1/2 Day
- assembly
-advisory
no classes

WA STATE HISTORY  January 23 - 27, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Describe what you
think the results are of
American businesses
moving to other nations?

2. Sketch Key
Terms/Places of
 Work" activity
- share ind. lists
  w/ table partners

3. Using boxes
 on back:
- categorize group's
 collective list of jobs
 using the boxes

4. Class Activity:
   group all jobs
- Which jobs listed
  appeal to you the
  most?  WHY?

5. DO:
CH. 10, Lesson #2
Questions 1-3

 1. Explain how the
Columbia Basin
Reclamation Project
changed agriculture
in our state.
- How has it has
impacted/affected
your life.

2. Describe what a
"wind farm" is and
explain their
contribution to our
state's economy.

3. Explain how
entrepreneurs have
enhanced or improved
our state's economy.
( use specific examples
  to support your points)

 1. F. Question: In what
ways do you think
globalization impacts
or affects you?

2. Review/Collect:
CH. 10, Lesson 2
questions 1-3

3. Activity:
WA ST Economics
and the World
- w/ partner
- examine tags on
 clothes/school supplies
- on sm. world map:
label item, locate nation
of manufacture, color
nation

3. Where Did That Come
    From?  activity
- do at home
- DUE Tomorrow

 1. F. Question: Summarize
the impact/effect
globalization has on your
life.
- table share/class share

2. Where Did That Come
     From?
- table discussion of
  individual results
- summarize/share w/ class

3. Write:
In a paragraph, summarize
the findings from
the at home activity

- turn in

4. DO:
Global Economics
activity
- begin in class
- finish at home if needed
DUE TOMORROW

 1. F. Question: Explain
the situation that led to
the Pacific Salmon
Treaty of the 1980's.
- collect

2. Last check of
Chapter 10 vocab for
completion

3. Delay reviewing
"Global Economics"
activity until 1/30/12

4. Read/Discuss:
CH. 10, Lesson 3

- globalization
- imports/tariffs
- trade agreements
   (NAFTA)
- salmon
 NO SCHOOL
- day between
  semesters

FRONTIER CRAFTS   January 23 - 27, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. Review leather-
sewing points and
tips
- stitches
- leather

- See January 19th
  lesson plan for specifics

2. Clean Up:
- last 5 minutes
  Same schedule
all week.
Trying to finish
sewing of
moccasins
  Same as yesterday
 Same as yesterday
 NO SCHOOL
- day between
  semesters
- Teacher Work
    Day

 

WA STATE HISTORY        January 30 - 31, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
1. F. Question:
Is it better to have
more imports than
exports or the
other way around?
WHY?

2. Pass Back Work

3. CH. 10. vocab
    checkoff

4. Review/Collect:
"Global Economics"
  activity

5. S.S. Skills:
Reading Graphs &
Interpreting the Data
p. 262
a) review criteria
b) in groups analyze &
 compare 3 graphs & the
 data from each
c) in sm. groups respond
to items 1-6 on p. 262

6. Review Results &
   collect group paper
 1. F. Question:
What has been your
favorite activity in
WA ST HISTORY
this semester? WHY?

2. Final call for
  CH. 10 vocab

3. Final Quiz
- independent first
- use textbook for last
  5 minutes

4. Correct/Collect
 Final Quiz



FRONTIER CRAFTS    January 30 - 31, 2012





MONDAY TUESDAY
 WEDNESDAY
 THURSDAY
 FRIDAY
Finishing
moccasins
 Finishing
Moccasins

Last day of
Semester 1
grading period



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