Researching Chicago

Today we begin our newest research project:

As stated in the letter above, our goals are two-fold and simple:

  1. Develop our Research Skills.
  2. Teach the class about a facet of Chicago history and culture.

For general historical information, photos and facts:

For information on skyscrapers, buildings and landmarks:

For information on the 77 different neighborhoods of Chicago:

Detailed Photographs:
or try searching here:

A Timeline of Chicago’s History:

Alphabetical Listing of Landmarks and Skysrapers, Past and Present:


Petitions to the King

We’ve read this week how the Declaration came to be, through a series of events proving peace was no longer an option, and military events that filled the Americans with confidence.  Before we go headlong into the Declaration for the next week, it’s important to know how we got here.   To do that, we’ve read pages 168- 173, completed 1-14 on this Vocab Chart, a Guided Reading WS, and are in the process of completing a newspaper article that explains how these events inspired Revolution.

Today’s homework is simple: write a newspaper article that describes a historical event and explains why that event is so inspiring.  Students should have a 5-7 word headline (something attention grabbing), write at least 200 words, and include a drawn picture (no web pics).  The article should cover the Declaration of Independence, Green Mountain Boys, Lexington and Concord, or the Battle of Bunker Hill.

Before the Revolution Test

Tomorrow (Friday, 3/27), we’ll have a test on the events leading up to the Revolution.  This includes the French and Indian War (where the foundation for conflict was laid), the Boston Massacre, the First Continental Congress, and the events and happenings between.  We “end” with the departure of delegates from the FCC and the dramatic begining of the war with conflict in Concord and Lexington.

As advice to the students, they are best to study the following items:

  1. Textbook Chapter 5
  2. Vocab Chart and Vocab Quiz
  3. Cause & Effect work
  4. Notes from in-class presentations
  5. HBO’s John Adams series – including notes/WS.
  6. Activities and discussions from class (letters, lists, songs, limericks, etc.)
  7. Before the Rev Timeline
  8. Before the Rev Map
  9. Ben Franklin’s “Join, or Die” cartoon
  10. Paul Revere’s “Boston Massacre” pamphlet

For the essay, students should select 1 of the following 5 possibilites, writing between 1-3 paragraphs.  Each answer should clearly, with example and fact, answer the student’s selected essay.  Students have been bringing their essay in for preview and correction all week; hopefully your child took advantage of that!  The choices:

British Colonies in America

As we move towards the Revolution in the next few days, we must first remind ourselves how the colonies grew in America.  Yesterday, students were responsible for reading and outlining a particular section of the text covering this.  Today, they will meet in groups with students that did the same section and “teach” it to the class via skit, song, poster, or other creative measure.  Students will need to complete this worksheet during these presentations.  This is likely to take up not only class today, but a bit tomorrow as well.

Notetaking 101

As we begin the American Revolution, we’re also reviewing how to take notes via outlines.  It’s a very simple process we use, organize information into sections.  Of course, history isn’t so compartmentalized, but this is a good way to basically organize new and old information.  Here is an example of an outline that we created together in class.

For homework – students need to read and outline a particular section.  We’re reviewing the events leading up to the American Revolution, so each group will have a section.  It is as follows:

  1. Group 1 reads and outlines pages 93-97
  2. Group 2 = 102-07
  3. Group 3 = 108-12
  4. Group 4 = 113-19
  5. Group 5 = 125-30