Mr. Polander's social studies class.

Here is a corrected form of the message, I am so sorry for my mistake!

Dear Students and Parent/Guardians, 

Parkside Middle School will begin a transition to Canvas, a student learning management system, beginning on Monday, May 4th.  Canvas will allow students to access each of their unique set of classes and find their course content in one location.  Canvas Student Apps can be downloaded by clicking the following links: download for Apple, download for Android Parent and student resources, as well as direct links to the Canvas webpage, can be found on the PWCS Instructional Technology page by clicking here While we at Parkside are excited about using Canvas, we understand that it will be a learning process for teachers, students, and families.  We are here to help and excited to learn and grow together! 

 

Sincerely, 

Parkside Middle School Staff  

Spanish Version
Estimados estudiantes y padres / tutores,

La Escuela Parkside Middle comenzará una transición a Canvas, un sistema de gestión de aprendizaje estudiantil, a partir del lunes 4 de mayo. Canvas permitirá a los estudiantes acceder a cada una de sus clases  y encontrar el contenido de su curso en una ubicación. Las aplicaciones para estudiantes de Canvas se pueden descargar haciendo clic en los siguientes enlaces: descargar para Apple, descargar para Android. Los recursos para padres y estudiantes, así como los enlaces directos a la página web de Canvas, se pueden encontrar en la página de Tecnología Educativa de PWCS haciendo clic aquí. Si bien en Parkside estamos entusiasmados con el uso de Canvas, entendemos que será un proceso de aprendizaje para maestros, estudiantes y familias. ¡Estamos aquí para ayudar y emocionados de aprender y crecer juntos!

Sinceramente,

Personal de Parkside Middle School


Class hours: Tuesdays 10:30am-12:15pm, or on your own anytime this week
Office hours: Mondays 1:00-2:45pm. I am available day of the week, please feel free to email me at any time.

April 27- May 3 lesson plan
4a 
I can describe the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.

1. Read pages 46-55 in Our America www.fivepondspress.com
2. Complete vocabulary. Link in calendar date 4/27

2. Watch this link on Cortez's conquest
https://www.youtube.com/watch?v=BFDRL-iojHA
3. Answer review questions 2,4,6 on page 63, turn in for feedback.
4. Complete the graphic organizers on page 63, turn in for feedback. Link for graphic organizer is on the calendar, or you can recreate it on paper. 
5. Do the quiz on quizizz about Explorers  (14 questions)
https://quizizz.com/join/quiz/58ad78e34be65a7f706ae098/start
6. Extension activity: Write two journal entries: one from the point of view of a European explorer and one from the point of view of an American Indian. In each entry discuss how the relationship between the explorers and the Indians changed over time.


April 20-26 lesson plan
3a, 3b
I can describe how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. I can locate where the American Indians lived, with emphasis on the Inuit, Kwakiutl, Lakota, Pueblo, and Iroquois.

1. Read pages 30-33 in Our America www.fivepondspress.com
2. Watch this link on Cactus Hill
https://www.youtube.com/watch?v=I9ZufQDYEJE
3. Answer archaeology questions 1-4 on page 45, turn in for feedback.
4. Complete the graphic organizer on page 45 (use page 44), turn in for feedback. Link for graphic organizer is on the calendar, or you can recreate it on paper. 
5. Do the quiz on quizizz about Native Americans (15 questions)
https://quizizz.com/join/quiz/57d9e834691f580c7c12e5a4/start
6. Extension activity: Create a map of North America showing where the tribes were located OR write a paragraph about which tribe you would like to be a part of if you lived in North America at that time and why. 

April 13-19 lesson plan
2c I can locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado Ricer, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

1. Read pages 22-25 in Our America www.fivepondspress.com (20 minutes)
2. Complete the graphic organizer on page 27, turn in for feedback. (30 minutes)
3. Do the quizz on Seterra (20 minutes)   https://online.seterra.com/en/vgp/3452
4. Watch this link on waterways on (5 minutes) youtube: https://www.youtube.com/watch?v=gBRcOLcEwF0
5. Complete or create your own map including all the water features found on pages 22-25 (20 minutes). Turn in for feedback.
There is a link for a map on my calendar. 

Read and response activity for Wednesday, Thursday, and Friday. March 31- April 3


We are going to use our Textbooks online! Here is the website: https://www.fivepondspress.com/

I am emailing you all with your username and password. If you don't get it, or need it sent again, let me know!

September:
Geography

USI.2      The student will use maps, globes, photographs, pictures, or tables to

a)   locate the seven continents and five oceans;

b)   locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;

c)   locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;

d)   recognize key geographic features on maps, diagrams, and/or photographs.

October:

Exploration to Revolution: Pre-Columbian Times to the 1770s

USI.3      The student will demonstrate knowledge of how early cultures developed in North America by

a)   describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.

b)   locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois);

c)   describing how the American Indians used the resources in their environment.

USI.4      The student will demonstrate knowledge of European exploration in North America and West Africa by

a)   describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;

b)   describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land;

c)   identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

November:

USI.5      The student will demonstrate knowledge of the factors that shaped colonial America by

a)   describing the religious and economic events and conditions that led to the colonization of America;

b)   describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence;

c)   describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans;

d)   identifying the political and economic relationships between the colonies and Great Britain.

December and January:

Revolution and the New Nation: 1770s to the Early 1800s

USI.6      The student will demonstrate knowledge of the causes and results of the American Revolution by

a)   identifying the issues of dissatisfaction that led to the American Revolution;

b)   identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;

c)   describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;

d)   explaining reasons why the colonies were able to defeat Great Britain.

February, March, and April:

USI.7      The student will demonstrate knowledge of the challenges faced by the new nation by

a)   identifying the weaknesses of the government established by the Articles of Confederation;

b)   describing the historical development of the Constitution of the United States;

c)   describing the major accomplishments of the first five presidents of the United States.