7th Grade ELA/History

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Hello 8th Graders!  Thanks for visiting this site. During Distance Learning (DL), all lessons will be posted on Google Classroom. Please make sure that you have accepted the class invitation and are enrolled.  If you have any questions feel free to e-mail me at ecobb@laalliance.org

Hello scholars! Here is what you are expected to complete via Google Classroom over the next two weeks. These assignments are simple and should be easy ways to earn a higher grade. If we need to stay closed longer than these two weeks, we will return to doing work that we'd normally do in history class. Lets make sure that we are completing assignments and reaching out to Ms. Cobb (ecobb@laalliance.org) if you need help!  - Makeup work (Posted on Google Classroom Monday 3/16 and 3/23) - Slavery & American Presidents AIM annotations & questions (Posted on Google Classroom 3/17 for odd classes and 3/18 for even)  - Women's History Month Article & TDQs (Posted 3/19 for odd classes, 3/20 for even)  - The 1619 Project AIM annotations & questions (Posted 3/24 for odd classes, 3/25 for even) 

Guiding Question:   What was the character of American slavery?  Objectives: Collaborative:  Students will understand the experience of Solomon Northup by reading portions of 12 Years a Slave and answering text dependent questions with at least 80% accuracy. Independent:  Students will learn about slavery in the South by completing a webquest with at least 80% accuracy. Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). Do Now (Voice Level 0) 5 minutes:  What do you already know about slavery in the south? Whole Group (Voice Level 0) 10 minutes:  The South Notes Independent (Voice Level 0) 45 minutes:   Task 1:   Slavery in the South - Googl

Guiding Question:   What lengths did Abolitionists go through to help fugitives from slavery?  Objectives: Collaborative:  Students will understand the Underground Railroad by reading a primary source, annotating, and answering questions with at least 80% accuracy. Independent:  Students will learn about the experience of Frederick Douglass through slavery and escape by reading and answering questions with at least 80% accruacy. Standards: 8.6 - Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.  W.8.2 - Write arguments to support claims with clear reasons and relevant evidence. Do Now (Voice Level 0) 5 minutes:  What do you already know about the Underground Railroad? If you don't know anything about the Underground Railroad, make a prediction. Based only on its name and what we are currently learning about in class, what do you think it is?