Week of June 11-15Half-days this week
Monday, June 11
Finals week!
Tuesday, June 12
Finals week!
Wednesday, June 13
Finals week!
Thursday, June 14
Finals week!
Friday, June 15
Make-ups for finals
Week of June 4-8Monday, June 4
Objectives: Students should be able to:
1. Discuss how Southerner's resisted Reconstruction
Procedure:
1. **Smartboard**
2. PowerPoint
3. Confederate Flag: Southern heritage or racism?
4. Confederate Flag: http://www.youtube.com/watch?v=bRDILxECRjw
5. Confederate Flag Reading: http://politic365.com/2010/11/26/the-confederate-flag-heritage-or-racism/
:6. Summative Review
HW:
1. Study for quiz, Tuesday, June 5.
2. Study guide due Wednesday, June 6
Tuesday, June 5
Objectives: Students should be able to:
1. Discuss how African-Americans were still tied to the land during Reconstruction
Procedure:
1. Smartboard
2. PowerPoint
3. Open Notebook Quiz
HW: Study guide due Wednesday, June 6
Wednesday, June 6
Objectives: Students should be able to:
1. Discuss the rise of the Ku Klux Klan and their role in hindering Reconstruction
2. Evaluate the success and failures of Reconstruction
Procedure:
1. Do Now: Literacy Tests: http://www.ccle.fourh.umn.edu/literacy.pdf (http://webaim.org/simulations/dyslexia-sim.html)
2. PowerPoint (distribute notes both day 1 & day 2)
3. Reading: http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html
4. Mississippi Burning: http://www.youtube.com/watch?v=J4-d3VBr1b8
5. Summative Review
HW: Study for final!
Thursday, June 7
Objectives: Students should be able to:
1. Review for final
Procedure:
1. Study guide
HW: Study for final!
Friday, June 8
Objectives: Students should be able to:
1. Review for final
Procedure:
1. Study guide
HW: Study for final!
Week of May 28-June 1
Monday, May 28
No School!
Tuesday, May 29
Objectives: Students should be able to:
1. Demonstrate research and analytical skills through their class presentations
Procedure:
1. Student presentations
HW:
1. Work on presentations.
Wednesday, May 30
Objectives: Students should be able to:
1. Discuss legislation that helped to improve the position of African-Americans on paper.
2. Describe the role of the Freedmen's Bureau during the Reconstruction Era
Procedure:
1. Do Now: Imagine that you are a slave who has just been set free. Describe how you are feeling, what you will do next, where you will go, and any challenges you think you might face.”
2. **Black Codes**
3. **PowerPoint**
4. Freedom School:
5. Closing Question: In a minimum of five sentences, explain whether you believe the Freedmen's Bureau was necessary in the South. Explain and support your answer.
HW: None.
Thursday, May 31
Objectives: Students should be able to:
1. Discuss how Reconstruction was overhauled by Congress
2. Describe how the 14th and 15th Amendments affected African-Americans
Procedure:
1. Do Now: What does the word impeach mena? Which two presidents have been impeached?
2. **PowerPoint**
3. Impeachment of Clinton: http://www.youtube.com/watch?v=4GgPo2cHFq0
4. Graphic Organizer of Amendments
5. Summative Review
HW: None.
Friday, June 1
Work on**study guides**
Week of May 21-25
Monday, May 21
Objectives: Students should be able to:
1. Compare and contrast the North and South economically and politically after the Civil War
Procedure:
1. Smartboard
2. PowerPoint
3.
Lincoln
Kennedy
Lincoln was elected to Congress in 1846
Kennedy was elected to Congress in 1946
He was elected President in 1860
He was elected President in 1960
His wife lost a child while living in the White House
His wife lost a child while living in the White House
He was directly concerned with Civil Rights
He was directly concerned with Civil Rights
Lincoln had a secretary named Kennedy who told him not to go to the theater
Kennedy had a secretary named Lincoln who told him not to go to Dallas
Lincoln was shot in the back of the head in the presence of his wife
Kennedy was shot in the back of the head in the presence of his wife
Lincoln shot in the Ford Theatre
Kennedy shot in a Lincoln, made by Ford
He was shot on a Friday
He was shot on a Friday
The assassin, John Wilkes Booth, was known by three names, comprised of fifteen letters
The assassin, Lee Harvey Oswald, was known by three names, comprised of fifteen letters
Booth shot Lincoln in a theater and fled to a warehouse
Oswald shot Kennedy from a warehouse and fled to a theater
Booth was killed before being brought to trial
Oswald was killed before being brought to trial
There were theories that Booth was part of a greater conspiracy
There were theories that Oswald was part of a greater conspiracy
Lincoln's successor was Andrew Johnson, born in 1808
Kennedy's successor was Lyndon Johnson, born in 1908
4. Lincoln's Assassination: http://www.youtube.com/watch?v=K_nB4ZepqMM
5. Summative Review:
File:Boston Massacre, 03-05-1770 - NARA - 518262.tif
Crispus Attucks in this image to fight for abolition.
HW:
1. Study for Test, Wednesday, May 23.
Tuesday, May 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to the Civil War.
Procedure:
1. **Study Guide**
2. Test
HW:
1. Study for TEST
2. Complete **Study Guide**. Due Wedneday, May 23.
Wednesday, May 23
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to the Civil War.
Procedure:
1. Test
HW: None.
Thursday, May 24
Objectives: Students should be able to:
1. Compare and contrast plans of reconstruction in the South
Procedure:
1. Do Now: “Imaginethat you have two sons. Your older son has been bullying and fighting your youngerson. The older son says he is upset because the younger son gets more attention. Youpunish your son, and he responds by running away from home. Before he leaves, hesteals $500 from you. What would you do when your son returns? Would you punishhim harshly so he won’t do it again, or be lenient with him if he promises not to do itagain? Explain your choice.”
2. Smartboard Pictures/Notes
3. Fredrick Douglas and/or Stevens on Voting
4. Summative Review
HW: Enjoy your enlogated weekened!
Friday, May 25
No school!
Week of May 14-18
Monday, May 14
Objectives: Students should be able to:
1. Discuss the role of African-Americans in the Union and Confederacy
Procedure:
1. Do Now: Do you think the Confederacy would allow slaves to fight in the war? Why or why not?
2. Smartboard
3. PowerPoint Income Tax: http://www.completetax.com/income-tax/calculators/federal.asp
4. Confederacy's Response to the Emancipation Proclamation
5. Glory: http://www.youtube.com/watch?v=5BrlqD5lkP8&feature=channel (6:09-14:55) and http://www.youtube.com/watch?v=gr3sGt9L3Hw&feature=channel (up to 3:20)
6. Summative Review
HW:
Tuesday, May 15
Objectives: Students should be able to:
1. Discuss the decriped conditions that both Union and Confederate soldiers endured
2. Describe how sanitary improvements were made in the Union Army
Procedure:
1. Smartboard Review
2. PowerPoint
3. POW Reading
4. POW Camps:
[Graphic] Map 1 with link to higher quality map.
5. Andersonville Prisoner of War Camp: http://www.youtube.com/watch?v=1edqOerpiC8 (5:21)
6. Summative Review
HW:
1. Prepare for Quiz (chapter 11, sections 1-3), Friday, May 18
Wednesday, May 16
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the early events of the Civil War, role of African-Americans, the Emancipation Proclamation, and war-time strategies employed by the Union and Confederacy
2. Explain why the Battle of Gettysburg was a disaster for the Confederacy
Procedure:
1. PowerPoint
2. Summative Review
HW:
1. Read pages 357-365. Answer questions 1-5. Due Friday, May 18.
2. Quiz on Friday on sections 1-3, Chapter 11.
Thursday, May 17
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
Procedure:
1. Smartboard Review
2. Gettysburg Address: http://my.hrw.com/SocialStudies/ss_2010/student/hs_american_survey/bookpages/library/videos/video.html?shortvid=http://bcove.me/0tt5sotm&longvid=http://bcove.me/0tt5sotm_long&title=Gettysburg Address
3. Gettysburg Address Text
4. Deconstructing the Gettysburg Address & Notes
5. Group/Individual Assignment
6. Summative Review
HW:
1. Read pages 357-365. Answer questions 1-5. Due Friday, May 18.
2. Quiz on Friday on sections 1-3, Chapter 11.
Friday, May 18
Objectives: Students should be able to:
1. Discuss the events that helped to end the Civil War
Procedure:
1. Smartboard Review
2. PowerPoint
3. Sherman's March: http://www.youtube.com/watch?v=46tDrVMlGpY
4. Sherman's March Song: http://www.civilwarpoetry.org/union/songs/marchga.html & Song: http://www.youtube.com/watch?v=O-dzCt2xeSo
5. Closing: Write a 2-paragraph response: Was total war a humane or inhumane tactic used by Sherman? Is it acceptable/unacceptable to use today? Explain.
HW: Work on research projects.
Week of May 7-11
Monday, May 7
Objectives: Students should be able to:
1.Evaluate whether the North or the South had the major advantage in the Civil War
Procedure:
1. Smartboard Review
2. __**PowerPoint**__
3. **North or South? 3-paragraph response**
4. Summative Review
HW:
Tuesday, May 8
Objectives: Students should be able to:
1. Compare and contrast the Union's and Confederacy's plan in the Civil War
Procedure:
1. Do Now: Using this map, draw your war strategy for the Union and/or Confederacy.
2. Smartboard Review
3. __**PowerPoint**__
4. Conflicts in the family and the Civil War
5. Summative Review
HW:
Wednesday, May 9
Objectives: Students should be able to:
1. Discuss how emerging technology partially changed the landscape of war
Procedure:
1. Do Now: Make a list of goals of the Civil War. Rank them in order of importance.
2. Smartboard Review
3. __**PowerPoint**__
4. Discussion: Is technology always a beneficial thing?
5. Graphic Organizer
HW: Finish graphic organizer. This should include your notes from Monday (5/7) through Wednesday (5/9). Due Thursday, May 10.
Thursday, May 10
Objectives: Students should be able to:
1. Evaluate the priorities of Lincoln during the Civil War through primary sources
2. Discuss the major tenets of the Emancipation Proclamation
Procedure:
1. Do Now: What is Lincoln's priority?: “If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone, I would do that.”
2. Smartboard Review
3. PowerPoint
4. Emancipation Proclamation: **Anne Davis Letter**Transcript Activity
5. Lincoln’s positions on slavery: http://www.gilderlehrman.org/historynow/12_2005/lp1b.php
6. Monument picture: Does Lincoln deserve a monument?
HW:
Friday, May 11
Objectives: Students should be able to:
1. Discuss the rise of dissent in the Confederacy and the Union over conscription
2. Analyze reactions to Emancipation by slaves and free African-Americans
Procedure:
1. Do Now: Which picture represents the North and which one represents the South? How do you know?
http://mrlincolnshightechwar.com/chapter_files/chap04.htmlhttp://historymatters.gmu.edu/d/6741
2. PowerPoint
3. Around the Room: http://www.polk-fl.net/staff/teachers/tah/documents/turningpoints/documentquestions/d-Robertson-Emancipation.pdf
4. Review/Discussion
HW: None
Week of April 30-May 4
Monday, April 30Objectives: Students should be able to:
1. Discuss how the decisive issue of slavery splintered political parties
Procedure:
1. Do Now: Why do you think that racism still exists in our country today?
2. Smartboard Review
3. __**PowerPoint**__
4. __**Lyrics and Nativism**__**Accompanying Questions**
5. Nativism today? What would YOU do?: http://www.youtube.com/watch?v=IX5oxxv9Q1E
6. Summative Review
HW:
1. Study for TEST, Friday, May 4.
Tuesday, May 1
Objectives: Students should be able to:
1. Describe how the Dred Scott decision further splintered the nation
2. Discuss the rise of Abraham Lincoln during the Lincoln-Douglas debates
Procedure:
1. Do Now: What does the Supreme Court do? http://www.youtube.com/watch?v=hFCxpudprkU
2. Smartboard Review
3. __**PowerPoint**__
4. Lincoln-Douglas Debates: http://www.scribd.com/doc/22086495/Lincoln-Douglas-Debates-Lesson-Plan**Background**Handout
5. Summative Review
HW:
1. Study for TEST, Friday, May 4.
Wednesday, May 2
Objectives: Students should be able to:
1. Describe how the raid on Harpers Ferry and Lincoln's election were the final catalysts to the South's secession
2. Evaluate whether John Brown's actions exemplified a hero or a villain.
Procedure:
1. Do Now:
2. Smartboard Review
3. __**PowerPoint**__
4. __**John Brown: Hero or Villain?**__
5. Summative Review
HW:
1. Study for TEST, Friday, May 4. **Study guide**
Thursday, May 3
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the buildup to the Civil War
Procedure:
1. **Study guide**
2. Jeopardy
HW:
1. Study for TEST, Friday, May 4.
2. Complete **Study guide**. Due Friday, May 4.
Friday, May 4
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the buildup to the Civil War
Procedure:
1. Test
HW: None
Week of April 23-27
Monday, April 23
Objectives: Students should be able to:
1. Evaluate the extent to which the Compromise of 1850 was an effective solution
2. Analyze whether the North or the South benefited more as a result of the Compromise of 1850.
Procedure:
1. Do Now: Why did slavery exist? Come up with a minimum of three reasons.
2. __**Smartboard Review**__
3. __**PowerPoint**__
4. __**Compromise of 1850**__: Did the North or the South benefit more from the Compromise of 1850? Explain why this was or was not an effective compromise. Write 3 paragraphs and SUPPORT your evidence using the text. Due at the end of class.
5. Summative Review
HW:
1. Read pages 310-317. Answer questions 1-4. Due Thursday, April 26.
Tuesday, April 24
Objectives: Students should be able to:
1. Describe methods of resistance utilized by abolitionists
2. Analyze excerpts of abolitionist literature, Uncle Tom's Cabin to gain insight into the anti-slavery movement
Procedure:
1. Do Now: Review North or South better?
2. __**PowerPoint**__
3. Youtube Video Slavery: http://www.youtube.com/watch?v=M5KTKrvErko
4. __**Uncle Tom's Cabin**__ Code Text of Underground Railroad: http://www.osblackhistory.com/glossary.php
5. Summative Review
HW:
1.Read pages 310-317. Answer questions 1-4. Due Thursday, April 26.
Wednesday, April 25
Objectives: Students should be able to:
1. Discuss how the Kansas-Nebraska Act contributed to rising tensions between the North and the South
Procedure:
1. Do Now: Why is popular sovereignty risky for both a slave or non-slave state?
2. Smartboard Review
3. __**PowerPoint**__
4. __**Kansas-Nebraska**__ Act
5. Summative Review
HW:
Thursday, April 26
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the precursors to the Civil War
Procedure:
1. CrosswordAnswers
2. Review Yesterday's Classwork
3. Graphic Organizer
4. Summative Review
HW:
1. Study for quiz on Chapter 10, sections 1 & 2, for Friday, April 27.
Friday, April 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the precursors to the Civil War
Procedure:
1. Quiz
2. Current Events
HW: None.
Week of April 16-20
Monday, April 16
Objectives: Students should be able to:
1. Compose a working thesis based on a Manifest Destiny DBQ
Procedure:
1. DBQ
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com at 11:59 PM EST.
2. Complete study guide. Due Wednesday, April 18.
3. Study for TEST, Wednesday, April 18
Tuesday, April 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to Manifest Destiny
Procedure:
1. Study Guide
2. Jeopardy
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com at 11:59 PM EST.
2. Study for TEST, Wednesday, April 18
3. Complete study guide. Due Wednesday, April 18.
Wednesday, April 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to Manifest Destiny
Procedure:
1. Test
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Thursday, April 19
Objectives: Students should be able to:
1. Discuss the political and economic differences between the North and South
2. Identify harbingers of the Civil War
Procedure:
1. Do Now: Make a list of differences (economic, political, cultural, religious) between the North and the South.
2. __**PowerPoint**__
3. Two Political Parties: http://lincoln.lib.niu.edu/teachers/politics-lesson1.html
4. Summative Review.
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Friday, April 20
Falkowski absent :(
John Brown article: Read and answer questions 1-3
http://my.hrw.com/SocialStudies/ss_2010/teacher/hs_american_survey/tabpages/teacher/data/unit03/chap10/sec04/indepth.pdf
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Week of April 2-5
Monday, April 2
Objectives: Students should be able to:
1. Detail the major events of the Mexican-American War
2. Discuss how Manifest Destiny contributed to the Mexican-American War
Procedure:
1. Smartboard Review
2. **__PowerPoint__**
3. **__Primary Sources__**
4. Summative Review
HW: None.
Tuesday, April 3
Objectives: Students should be able to:
1. Describe the detrimental impact of the California Gold Rush on Native Americans
2. Analyze the hardships incurred by miners in California
Procedure:
1. Do Now: **__Flow Chart__**
2. **__PowerPoint__**
3. Video #1: Miners' Hard Life
4. Primary Source
5. Summative Review
6. **Newspaper Project**
HW:
1. Bring in flash drive to save newspaper project.
Wednesday, April 4
Objectives: Students should be able to:
1. Analyze primary and secondary sources to publish a newspaper on the positive and negative aspects of the California Gold Rush
Procedure:
1. **Newspaper Project**
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com.
Thursday, April 5
Objectives: Students should be able to:
1. Analyze primary and secondary sources to publish a newspaper on the positive and negative aspects of the California Gold Rush
Procedure:
1. **Newspaper Project**
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com.
2. Enjoy your Spring Break!
Week of March 26-30Monday, March 26
Objectives: Students should be able to:
1. Explain why Mexico encouraged settlement in Texas.
Procedure:
1. Smartboard
2. PowerPoint
3. Immigration
4. Review
Tuesday, March 27
Objectives: Students should be able to:
1. Explain why Mexico encouraged settlement in Texas.
2. Describe how Texas gained its independence.
Procedure:
1. Smartboard
2. PowerPoint
3. Case for Annexation
4. Summative Oral Review
HW:
1. Read chapter 9, section 3. Answer questions 1-5. Due Thursday, March 29
2. Study for quiz, Friday, March 30
Wednesday, March 28
Objectives: Students should be able to:
1. Describe how Texas gaining its independence was in line with Manifest Destiny.
Procedure:
1. Smartboard
2. PowerPoint
3. Alamo Deconstructed: http://www.youtube.com/watch?v=9dxGZhv4u8Y&feature=related
4. Remember the Alamo! Lyrics and video: http://www.youtube.com/watch?v=3amU4FqKCqw
5. Primary Source
6. Sentences
HW:
1. Read chapter 9, section 3. Answer questions 1-5. Due Thursday, March 29
2. Study for quiz, Friday, March 30
Thursday, March 29
Objectives: Students should be able to:
1. Describe how Texas gaining its independence was in line with Manifest Destiny.
Procedure:
1. Do Now: CrosswordAnswers
2. Smartboard Review
3. PowerPoint
4. Summative Review Worksheet
5. Summative Review
HW:
1. Study for quiz, Friday, March 30.
Friday, March 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny and expansion into Texas.
Procedure:
1. Quiz
2. Current Events: AZ Law: http://www.youtube.com/watch?v=7rnJbBQCHi4
Week of March 19-23
Monday, March 19
Objectives: Students should be able to:
1. Discuss to what extent Native Americans hindered Manifest Destiny
Procedure:
1. Do Now: What concept does this image reinforce? Explain how this picture embodies this concept:
2. Smartboard Review
3. PowerPoint
4. Primary Source
5. Sioux Nation: http://www.youtube.com/watch?v=dq0Joi1ELps
6. Oral Summative Review
HW:
1. Research papers (research paper assignment) due Thursday, March 22 through **www.turnitin.com** AND in-class with a hard copy.
Tuesday, March 20
Objectives: Students should be able to:
1. Examine the harsh realities of the Oregon Trail through primary sources
Procedure:
1. Work on primary source reading
HW:
1. **Primary source reading and assignment** due Wednesday, March 21.
2. Research papers (research paper assignment) due Thursday, March 22 through http://www.turnitin.com/ AND in-class with a hard copy.
Wednesday, March 21
Objectives: Students should be able to:
1. Examine the harsh realities of the Oregon Trail through primary sources
Procedure:
1. Do Now: You are about to embark on a 700-mile trip. You can only take 3 items, what would they be?
2. Smartboard Review
3. PowerPoint
4. Review: primary source reading
5. Summative Review
HW:
1. Research papers (research paper assignment) due Thursday, March 22 through http://www.turnitin.com/ AND in-class with a hard copy.
2. Study for quiz, Friday, March 23.
Thursday, March 22
Objectives: Students should be able to:
1. Examine the role of the Oregon Trail for Mormons
2. Discuss Polk's role in acquiring the Oregon Territory
Procedure:
1. **__Smartboard Review__**
2. PowerPoint
3. Brigham Young University: http://www.youtube.com/watch?v=qngByMggw-A
4. Review Questions
HW:
1. Study for quiz, Friday, March 23.
Friday, March 23
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny and expansion into the West.
Procedure:
1. Quiz
2. Current Events
HW: None.
Week of March 12-16Monday, March 12
No School!
Tuesday, March 13
Mr. Falkowski absent :(
In-class assignment: Students are to individually read the papers the substitute has provided. Answer questions 1-5 (chapter 9, section 1) at the end of the reading. In addition, complete the guided reading. Remember that annotated bibliographies are due Thursday and outlines are due Friday.
Wednesday, March 14
Mr. Falkowski absent :(
In-class assignment: Students are to individually read the papers the substitute has provided. Answer questions 1-5 (chapter 9, section 1) at the end of the reading. In addition, complete the guided reading. Remember that annotated bibliographies are due Thursday and outlines are due Friday.
Thursday, March 15
Objectives: Students should be able to:
1. Describe the factors that contributed to the rise of the Market Revolution
Procedure:
1. **__Smartboard Activity__**
2. Do Now: What you eat at this restaurant? http://www.youtube.com/watch?v=OKv__kCUofg What type of economy is the United States?
3. **__PowerPoint__**
4. What should be the role of government in the economy at this time? As economic advisors, you will advise Andrew Jackson as to whether the government should set any laws on businesses (such as child labor laws, health laws, inspection laws, etc.). Explain why you believe this should be.
5. Time Tables: http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2images/act9/time_tbl.html
6. Closing Question: How did the Industrial Revolution lead to the Market Revolution? Explain.
HW:
1. Outline due Friday, March 16.
Friday, March 16
Objectives: Students should be able to:
1. Analyze how Manifest Destiny influenced foreign policy in the United States
Procedure:
1.What are the components of capitalism?
2. Smartboard Activity
3. PowerPoint
4. **Primary Source**
5. Oral Summative Review
HW:
1. Work on research papers!
Week of March 5-9
Monday, March 5
Objectives: Students should be able to:
1. Analyze primary sources to determine whether the American Industrial Revolution was beneficial or detrimental to society
Procedure:
1. Review research paper assignment
2. Primary Sources of the American Industrial Revolution
HW: Thesis Statements due Thursday, March 8
Tuesday, March 6
Objectives: Students should be able to:
1. Debate the legacy of Andrew Jackson
Procedure:
1. Below, download the Twitter template and example. Write tweets from Andrew Jackson throughout his life. Be sure to include ideas such as the war general he was during the Battle of New Orleans, common citizen, spoils system, Indian Removal Act, etc. An entire page of tweets should be completed. Include pictures as well where appropriate.
2. **Twitter Template**& Twitter Example
HW:
1. Thesis Statements due Thursday, March 8
2. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
Wednesday, March 7
Objectives: Students should be able to:
1. Debate the legacy of Andrew Jackson
Procedure:
1. **__Eulogy__** of Andrew Jackson from the following perspectives: John Quincy Adams, John C. Calhoun, Daniel Webster, Robert Hayne, A Common Citizen, Federal Employee under Jackson, Southern Congressmen
2. Present eulogies
HW:
1. Thesis Statements due Thursday, March 8
2. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
Thursday, March 8
Objectives: Students should be able to:
1. Write a sound and compelling thesis statement
2. Discuss the components of an effective thesis statement
Procedure:
1. Do Now: What is the purpose of a thesis statement?
2. **Worksheet**
3. Thesis Statements: Around the room we go!
HW:
1. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
2. Annotated bibliography due Thursday, March 15
3. Outline due Friday, March 16.
4. Paper due Wednesday, 22
Friday, March 9
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review **research paper assignment**
2. Library
HW:
1. Annotated bibliography due Thursday, March 15
2. Outline due Friday, March 16.
3. Paper due Wednesday, 22
Week of February 27-March 2Monday, February 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. What is nullification? Which side did the national government take? State government? Can states use nullification today? Why or why not?
2. Form thesis statement based on DBQ Round the Room:
File Not Found
HW:
1. Prepare for TEST on Wednesday, February 29.
2. Complete the **Study Guide**. Due Tuesday, February 28.
Tuesday, February 28
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. Review Study Guide
2. Jeopardy
HW:
1. Prepare for TEST on Wednesday, February 29.
Wednesday, February 29
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. Test
HW: None.
Thursday, March 1
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review research paper assignment
2. Library
HW:
1. Thesis statement due Monday, March 5
2. Annotated bibliography due Tuesday, March 6
Friday, March 2
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review research paper assignment
2. Library
HW:
1. Thesis statement due Monday, March 5
2. Annotated bibliography due Tuesday, March 6
Week of February 20-24Monday, February 20
No school!
Tuesday, February 21
No school!
Wednesday, February 22
Objectives: Students should be able to:
1.Analyze the debate over nullification
Procedure:
1. Do Now: **Crossword****Answers**
2. Brief PowerPoint
3. Debates
4. Discussion
5. Summative Oral Review
HW: None
Thursday, February 23
Objectives: Students should be able to:
1. Describe the debate over the Second Bank of the United States
Procedure:
1. Do Now: Who is portrayed? In what way? What is the message?
2. Review
3. PowerPoint
4. Worksheet Review
5. Homework Review
6. Closing Question: How does this relate to some Americans' views of Jackson?
HW:
1. Complete the **Study Guide**. Due Wednesday, February 29.
Friday, February 24
Objectives: Students should be able to:
1. Debate how "democratic" Andrew Jackson was in his actions as president.
Procedure:
1. Form thesis statement based on DBQ Round the Room:
File Not Found
2. Review/Current Events
HW:
1. Prepare for TEST on Wednesday, February 29.
2. Complete the **Study Guide**. Due Wednesday, February 29.
Week of February 13-17
Monday, February 13
Objectives: Student should be able to:
1. Discuss how Jackson represented the "common citizen"
Procedure:
1. Do Now: Why would President Obama and former President Bush pose with babies? Make a list of reasons.
2. PowerPoint
3. Jackson: The Common Man? http://www.history.com/topics/andrew-jackson/videos#jacksons-personality-and-legacy
4. List of aspects that make a good candidate for president.
5. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
6. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
7. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
8. Summative Review: Sentences
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 16.
Tuesday, February 14
Objectives: Students should be able to:
1.Describe the effects of the Indian Removal Act
Procedure:
1. Do Now: What is the relationship between the following two pictures? Explain.
Did you know that... Jackson was the first president to be born in a log cabin? He was also the first president to ride on a railroad train? During his burial service in June of 1845, his pet parrot, Poll, had to be removed from the scene for screeching swear words?
2. PowerPoint
3. **Indian Removal Act Activty**
4. Review of Act
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
Wednesday, February 15
Objectives: Students should be able to:
1.Describe the effects of the Trail of Tears
Procedure:
1. Do Now: How does this relate to the Indian Removal Act? Explain.
2. Review:
3. PowerPoint
4. Video: http://www.youtube.com/watch?v=Nfo_LnuDJ1c
5. Trail of Tears Handout
6. Review
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
3. Study for quiz on Chapter 7, Section 3 for Friday, February 17.
Thursday, February 16
Objectives: Students should be able to:
1.Discuss how Jackson expanded the powers of the executive branch
2.Describe the effects of the Indian Removal Act
Procedure
1. Do Now: What event does this represent? Why does this reveal about the Trail of Tears?
2. Smartboard Review
3. PowerPoint
4. Spoil System: http://www.youtube.com/watch?v=88fn2n8Om_w (3:00)
5. Civil Service Exam: http://www.pse-net.com/CivilServiceTestEnglish.htm Crossword Answers
6. Review for quiz: Smartboard Responders
7. Exit Slip Question (PP)
HW:
1. Study for quiz on Chapter 7, Section 3 for Friday, February 17.
Friday, February 17
Objectives: Students should be able to:
1.Apply and demonstrate analytical skills and mastery of content concerning the presidency under Andrew Jackson.
Procedure:
1. Quiz
2. Current Events
HW:
1. Answer questions for Chapter 7, Section 4 for Friday, February 24.
Week of February 6-10
Monday, February 6
Objectives: Students should be able to:
1.Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1.**__Do Now: Chronology Event__** (Silent)
2.Brief PowerPoint
3.Summative Review Question
4.Political Cartoons
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 9.
Tuesday, February 7
Objectives: Students should be able to:
1. Discuss the provisions of the Missouri Compromise
Procedure:
1. Do Now: Set up netbook.
2. Brief PowerPoint
3. Webquest
4. Oral Summative Review (Closing Question): Looking at this map, how is it evident that the issue of slave vs. non-slave states will be debated again?
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 9.
Wednesday, February 8
Objectives: Students should be able to:
1. Discuss the use of the Interstate Commerce Clause
Procedure:
1. Do Now: Crossword
2. "Commerce Clause: 1:05" http://www.youtube.com/watch?v=kMFVPCe6ncU
3. Gibbons v. Ogden and student worksheet
4. Misuse of the Commerce Clause? http://www.youtube.com/watch?v=5dwrAFXEEN8
5. Strong or weak link to the Interstate Commerce Clause?
6. Oral Summative Review
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 9.
Thursday, February 9
Objectives: Students should be able to:
1. Explain how John Marshall increased the power of the nation over the states
Procedure:
1. Do Now: Analyze this picture and relate thsi to the Missouri Compromise:
2. Review
3. Brief PowerPoint
4. Summative Review Question
5. **Review for Quiz** (Answers: 1. True 2. Adams-Onis Treaty 3. Monroe Doctrine 4. Escape debt, escape the law, & get cheap land 5. Slave
6. False 7. Interstate Commerce 8. National Gov't 9. State of New York 10. Can the state of Maryland tax the National Gov't? 11. The Constitution is the supreme law of the land 12. Congrss has the power to make all laws which shall be necessary and proper
HW:
1. Study for Chapter 7, Section 2 quiz for Friday, February 10
2. Guided Reading for students who received an 84 or lower. Due Friday, February 10.
Friday, February 10
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and foreign policy
Procedure:
1. Quiz
2. Current Events
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
Week of January 30-February 3
Monday, January 30
Objectives: Students should be able to:
1. Explain the root causes of the American Industrial Revolution
2. Analyze to what extent technology is replacing humans today
Procedure:
1. Do Now: List jobs replaced by technology
2. Review
3. **__PowerPoint__**
4. Technology Replacing Humans? http://www.converge.org.nz/pirm/nutech.htm (list examples: checkout at the supermarket)
5. 10 best jobs: http://www.forbes.com/2011/01/07/best-worst-jobs-2011-leadership-careers-employment-best_slide.html
6. 10 dead jobs: http://www.forbes.com/2011/01/18/jobs-outlook-decline-forbes-woman-leadership-careers_slide.html
7. Chinese Factory: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
8. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
Tuesday, January 31
Objectives: Students should be able to:
1. Describe the rise of large-scale factories
2. Analyze the conditions of the Lowell Factories through primary sources
Procedure:
1. Do Now: Where do sweatshops exist in the world? What do you think the conditions would be like?
2. Review
3. **__PowerPoint__**
4. Lowell System Primary Source
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
Wednesday, February 1
Objectives: Students should be able to:
1. Explain the social and economic differences between the North and the South that develop due to the Industrial Revolution
Procedure:
1. Review
2. **__PowerPoint__**
3. **Simulation**
4. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
3. Study for quiz, Friday, February 3.
Thursday, February 2
Objectives: Students should be able to:
1. Discuss the transportation improvements in the early 1800s
2. Explain why the early 1800s ushered in an "era of good feelings"
Procedure:
1. Do Now: What are some ways to travel in the U.S.? Why is having a good transportation network important in society today?
2. Review
3. **__PowerPoint__**
4. Review homework
5. **__Worksheet__**
6. Oral Summative Review
HW:
1. Study for quiz, Friday, February 3.
Friday, February 3
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning economic differences in the United States as a result of industrialization
Procedure:
1. Quiz
2. Current Event
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
Week of January 23-27Monday, January 23
Objectives: Students should be able to:
1. Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
Period 5: Study for Midterm!
Period 6: Study for Mid-term!
Tuesday, January 24
Objectives: Students should be able to:
1. Research one current event in politics and write a two-paragraph description
Procedure:
1. Library
HW: None.
Wednesday, January 25
Objectives: Students should be able to:
1. Discuss the causes of the War of 1812
2. Analyze symbols of the United States including "Uncle Sam"
Procedure:
1. Do Now: Name at least three symbols of the United States
2. Review
3. PowerPoint
4. Symbols: http://www.classroomhelp.com/lessons/cdv/cdv_patriotism.html
5. WWI Recruiting Poster:
6. Uncle Sam Political Cartoon
7. Summative Oral Review
HW: None.
Thursday, January 26Objectives: Students should be able to:
1. Discuss the events and aftermath of the War of 1812
2. Explain the historic nature and meaning of the National Anthem
Procedure:
1. Do Now: Who wrote the National Anthem? Why does the U.S.have one?
2. Review
3. **PowerPoint**
4. Star Spangled Banner: http://www.youtube.com/watch?v=YO_l90JvegE&feature=related
5. Meaning of the Anthem: http://moranmustangs.org/chrisd/2010/01/13/the-meaning-of-the-american-national-anthem/OR http://voices.yahoo.com/the-meaning-our-national-anthem-look-the-3695680.html?cat=37
6. Oral Summative Review
HW: None.
Friday, January 27
Objectives: Students should be able to:
1. Explain the effects of the Industrial Revolution
Procedure:
1. Do Now: What are some advantages and disadvantages of factories?
2. Review
3. Simulation: http://campus.lakeforest.edu/mcrah/institute/projects/indust-5.pdf
4. Nike Sweatshops: http://www.youtube.com/watch?v=M5uYCWVfuPQ
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
Week of January 16-20
Monday, January 16
No School!
Tuesday, January 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation.
Procedure:
1. Review for Test: Chapter questions at the end of the book
2. Jeopardy
HW:
1. Study for test, Wednesday, January 18.
2. Webquest report due Wednesday, January 18.
Wednesday, January 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation.
Procedure:
1. Test
HW:
1. Prepare for mid-term. Complete the study guide for the mid-term.
Thursday, January 19
Objectives: Students should be able to:
1.Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
1. Prepare for mid-term. Complete the study guide.
Friday, January 20
Objectives: Students should be able to:
1. Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
1. Prepare for mid-term. Complete the study guide.
Week of January 9-13Monday, January 9
Objectives: Students should be able to:
1. Discuss the contentious nature of the Election of 1800
Procedure:
1. Do Now: Watch this video: http://www.youtube.com/watch?v=bWdyf9eSkqQ . Do you like "Taliban Dan Webster?"
Webster's response: http://www.youtube.com/watch?v=EFhmFHvOflg&feature=related
2. **Review**
3. PowerPoint
4. Attack Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
5. More Attack Ads: http://www.youtube.com/watch?v=KaPRnsgFxOU&feature=player_embedded
6. More Attack Ads: http://www.youtube.com/watch?v=Hsj8Y_8PZyg
7. Hamilton v. Burr: http://www.youtube.com/watch?v=BfeuU0NB5lg
8. Election 2000: http://www.findingdulcinea.com/news/politics/2008/November/Controversial-Presidential-Elections-in-American-History.html
9. Interactive Map: http://uselectionatlas.org/RESULTS/national.php?year=2000
10. Summative Oral Review
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Tuesday, January 10
Objectives: Students should be able to:
1. Explain how John Marshall was instrumental in expanding the Supreme Court's powers
Procedure:
1. Do Now: Which branch of government has the most power in your opinion? Why?
2. Review
3. Judicial Review Simulation: "How old were you during the second part of your third grade year?"
4. PowerPoint
5. Judicial Review: http://www.youtube.com/watch?v=LwVzEl0Rqas
6. Youtube Video: http://www.youtube.com/watch?v=fsHA4Di9z8E
7. Closing Question: What concept does this illustrate? Explain how you know:
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Wednesday, January 11
Objectives: Students should be able to:
1. Discuss the expansion of the United States under Thomas Jefferson
Procedure:
1. Do Now:
1.What do you see in the cartoon? Make a list. Include objects, people, and any characteristics that seem to be exaggerated.
2.Which of the items on the list from Question 1 are symbols? What does each symbol stand for?
3.What is happening in the cartoon?
4.What is the cartoonist's message?
5.Do you agree or disagree with the message? Explain your answer.
2. Review
3. At the time Thomas Jefferson was living… True or False
5. Lewis & Clark Video: http://my.hrw.com/ss_2012/mmc/lewis_and_clark/
6. Purchase: https://docs.google.com/open?id=0B01upkp27gthYTRlMzAzNzktZWEwMi00YzhlLWI5OGEtOGRmZTgxNzRjNDdj
8. Oral Summative Review
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Thursday, January 12
Objectives: Students should be able to:
1. Analyze the Lewis and Clark expedition in the Louisiana Territory
Procedure:
1. **Webquest**
HW:
1. Study for Quiz, Friday, January 13.
2. Complete **Study Guide** for 5 extra points on your quiz. Due Friday, January 13.
3. Webquest report due Wednesday, January 18.
Friday, January 13
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning John Marshall and the Supreme Court as wella s Jefferson and the expansion of the United States.
Procedure:
1. Quiz
2. Current Events
HW:
1. Webquest report due Tuesday, January 17. This will be worth a small test grade.
2. Webquest report due Wednesday, January 18.
Week of January 2-6Monday, January 2
No school!
Tuesday, January 3
Objectives: Students should be able to:
1. Discuss how foreign policy impacted Washington's presidency and the nation
Procedure:
1. Do Now: Provide three issues overseas that the President is currently dealing with or might be dealing with in the future.
2. Review
3. **PowerPoint**
4. Foreign Policy: Syria: http://www.youtube.com/watch?v=k-U_l5lzWJg
5. Foreign Policy: Afghanistan: http://www.youtube.com/watch?v=GrHm4phj5RQ
6. Summative Review
HW:
1. Students with an average 84 & below: **Guided Reading**. Due Thursday, January 5.
2. Complete chapter questions 1-5 in chapter 6, section 2. Due Thursday, January 5.
3. Study for Quiz, Friday, January 5.
Wednesday, January 4
Objectives: Students should be able to:
1. Describe the causes and aftermath of the XYZ Affair
2. Analyze the role of sectionalism under Adams's presidency
Procedure:
1. Do Now: Aside from Middle-Eastern countries, which country in the world do you believe the United States dislikes? Why?
2. Review
3. **PowerPoint**
4. Freedom Fries: http://articles.cnn.com/2003-03-11/politics/sprj.irq.fries_1_freedom-toast-french-fries-and-french-freedom-fries?_s=PM:ALLPOLITICS
5. Oral Summative Review
HW:
1. Students with an average 84 & below: Guided Reading. Due Thursday, January 5.
2. Complete chapter questions 1-5 in chapter 6, section 2. Due Thursday, January 5.
3. Quiz, Friday, January 5.
Thursday, January 5
Objectives: Students should be able to:
1. Discuss the purpose and reaction to the Alien and Sedition Acts
Procedure:
1. Do Now: What are some limits on speech? Are these limits important?
2. Review
3. **PowerPoint**
4. Review Sheet
5. Review for Quiz
HW:
1. Study for quiz, Friday, January 5.
Friday, January 6
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation under John Adams
Procedure:
1. Quiz
2. Eulogy of Washington: POV: King George III, British Citizen, John Adams, Loyalist, Soldier in the American Revolution
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
Week of December 19-23Monday, December 19
Objectives: Students should be able to:
1. Discuss the controversial debt plan proposed by Alexander Hamilton
Procedure:
1. Do Now: The U.S. is in debt. What programs would you cut? Explain.
2. Review
3. Brief PowerPoint
4. http://www.youtube.com/watch?v=sI1-P-emWkc
5. You fix the budget!: http://www.nytimes.com/interactive/2010/11/13/weekinreview/deficits-graphic.html
6. Oral Summative Review
HW:
1. Bring two completed copies of your research paper to class on Wednesday, December 21.
2. Read pages 181-187. Answer questions 1-5. Due Wednesday, December 21.
Tuesday, December 20
Objectives: Students should be able to:
1. Discuss the rise of the two-party political system
2. Explain the causes and aftermath of the Whiskey Rebellion
Procedure:
1. Do Now: What political party do you belong to? What political beliefs have led you to identify with this party?
2. Review
3. Brief PowerPoint
4. Canada's Election
5. 2008 Election http://elections.nytimes.com/2008/results/president/map.html
6. Political Spectrum: http://www.gotoquiz.com/politics/political-spectrum-quiz.html
7. Oral Summative Review
HW:
1. Bring two completed copies of your research paper to class on Wednesday, December 21.
2. Read pages 181-187. Answer questions 1-5. Due Wednesday, December 21.
3. Study for quiz, Thursday, December 22.
Wednesday, December 21
Objectives: Students should be able to:
1. Peer-edit other students' papers
Procedure:
1. Review
2. Peer Editing
3. Review: **http://thedifferencesbetweendemocratandrepublican.blogspot.com/**
4.
5.
HW:
1. Research paper due via **http://www.turnitin.com/** and hard copy due in class on Thursday, December 22.
2. Study for quiz. Thursday, December 22.
Thursday, December 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation under George Washington
Procedure:
1. Quiz
2. Third Political Party Handout
HW: None.
Friday, December 23
Objectives: Students should be able to:
1. Draw a political cartoon displaying the status of a third political party in the U.S.
Procedure:
1. Political Cartoon of Third Parties
HW: Have a safe, happy, relaxing, and fun-filled holiday vacation!
Week of December 12-16Monday, December 12
Objectives: Students should be able to:
1. Locate sources for their research projects
2. Write an annotated bibliography
Procedure:
1. Lower Library: Locate sources
HW:
1. Annotated bibliography due Wednesday, December 14. Worth 20% of your research paper.
2. Thesis due Wednesday, December 14.
3. Outline due Friday, December 16. Worth 10% of your research paper.
Tuesday, December 13
Objectives: Students should be able to:
1. Examine the role of cabinets in the executive branch
Procedure:
1. Do Now: What people make up the executive branch? (Hint: Cabinet)
2. Review
3. **__Brief PowerPoint__**
4. Cabinets http://en.wikipedia.org/wiki/United_States_Cabinet
5. http://www.youtube.com/watch?v=xxSvi6JCCfk
6. https://docs.google.com/open?id=0B01upkp27gthOTRmN2MwMjYtNTZkMS00OWExLTkyNDktYzlhMDdjNDhlOTRi
7. Sentences
HW:
1. Annotated bibliography due Wednesday, December 14. Worth 20% of your research paper.
2. Thesis due Wednesday, December 14.
3. Outline due Friday, December 16. Worth 10% of your research paper.
Wednesday, December 14
Objectives: Students should be able to:
1. Compose a working thesis for their own research paper
2. Evaluate strong and weak theses
Procedure:
1. Do Now: What is the purpose of a thesis?
2. Working Groups: **Thesis Worksheet**
3. Evaluate each other's theses
4. Oral Summative Review
HW:
1. Outline due Friday, December 16. Worth 10% of your research paper.
2. Paper due Wednesday, December 21.
Thursday, December 15
Objectives: Students should be able to:
1. Discuss the issues concerning the Hamilton-Jefferson debates.
Procedure:
1. Do Now: What are the divisions in our own country today about? What side do you take?
2. **__Brief PowerPoint__**
3. **Webquest**: Put the webquest online via http://www.turnitin.com/.
4. Summative Oral Review
HW:
1. Paper due Wednesday, December 21.
2. Outline due Friday, December 16. Worth 10% of your research paper.
Friday, December 16
Objectives: Students should be able to:
1. Write a compelling paper based on student-conducted research
Procedure:
1. Lower Library: Write Paper
HW:
1. Research paper due Wednesday, December 21.
Week of December 5-9Monday, December 5
Objectives: Students should be able to:
1. Examine the eighth amendment.
Procedure:
1. Do Now: Is the death penalty "cruel and unusual punishment?" Explain.
2. Review
3. Eighth Amendment: "Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted."
4. Map:
5. Lethal Injection: http://www.youtube.com/watch?v=SfEwxhOn0Iw&feature=related
6. Death Penalty Case: http://www.youtube.com/watch?v=v5MlsBlLhxQ
7. Life in Prison: http://www.youtube.com/watch?v=XQJL6gx6_VE&feature=related
8. **Case**
9. Opinion: Is it constitutional? Debate: Tomorrow.
HW:
1. Prepare for debate. This debate will be worth a quiz grade. Due Tuesday, December 6.
2. Study for test, December 9.
3. Read pages 145-149. Answer questions 1-5. Due Wednesday, December 7.
Tuesday, December 6
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Prepare for debate
2. Debate!
4. Oral Summative Review
5. **Research Paper**
HW:
1. Read pages 145-149. Answer questions 1-5. Due Wednesday, December 7.
2. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
3. Study for test, December 9.
Wednesday, December 7
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Do Now: Aside from the First Amendment, which amendment do you find to be the most compelling and valuable?
2. **Review**
3. Ratification and **Federalists/Anti-Federalists** Handouts
4. Exit Slip
HW:
1. Study for test, December 9.
2. Answer Terms & Names: 1-10; Main Ideas 10; Critical Thinking: #1 on page 150
3. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Thursday, December 8
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Textbook Review
2. Jeopardy Review
HW:
1. Study for test, December 9.
2. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Friday, December 9
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Foundations of the United States.
Procedure:
1. Test
2. Survey
HW:
1. Annotated bibliography due Wednesday, December 14.
2. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Week of Nov. 28-Dec. 2Monday, November 28
Objectives: Students should be able to:
1. Discuss and relate the Bill of Rights to today.
2. Apply the Bill of Rights to case studies.
Procedure:
1. Do Now: Bill of Rights: True or False (8 minutes)
2. Review (4 minutes)
3. **Distribute Bill of Rights:** Students will read and rank them from 1 to 10 in groups. (7 minutes)
4. Bill of Rights Rap: 1:30: http://www.youtube.com/watch?v=qSA8LX0xNLg (2 minutes)
5. **Bill of Rights Handout** (Student A & B, read separately; then summarize)
6. Summative Oral Review
HW: None.
Tuesday, November 29
Objectives: Students should be able to:
1. Examine the role of the First Amendment in American contemporary and past history.
Procedure:
1. Do Now: Formulate sentences
2. __Review__
3. **Bill of Rights Handout** (Student A & B, read separately; then summarize; write down three most important points)
4. First Amendment Case Studies
5. Summative Oral Review
HW: None
Wednesday, November 30
Objectives: Students should be able to:
1. Examine the role of the First Amendment in American contemporary and past history.
2. Discuss the limits of the First Amendment.
Procedure:
1. Do Now: List the five freedoms guaranteed in the First Amendment. Provide two examples how you can utilize these freedoms everyday.
2. __Review__
3. Limits of Free Speech
4. **__First Amendment Case Studies__**
5. http://www.youtube.com/watch?v=2tHiKuRuiqU
6. Summative Oral Review
HW: None
Thursday, December 1
Objectives: Students should be able to:
1. Apply the amendments relating to criminal law to a mock case
Procedure:
1. Do Now: Are there limits on speech? If so, what?
2. __Review__
3. Trial of Goldie Locks http://education.occourts.org/people_vs_goldielocks.asp and http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=8&ved=0CGwQFjAH&url=http%3A%2F%2Feducation.occourts.org%2Fgoldielockstrial.pdf&ei=YrDJTsHzC8Xq0gHGvdka&usg=AFQjCNGK8SZnjYizhxekALmGRBjfVFkVpQ&sig2=4LIJ8rFJSnR-G56styVEew
4. Summative Oral Review
HW:
1. Study for quiz: Friday, December 2.
Friday, December 2
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Articles of Confederation, Northwest Ordinance of 1787, and status of women and minorities in the New Republic.
Procedure:
1. Quiz.
2. Distribute Research Paper
3. Current Events
HW: None
Week of November 21-23
Monday, November 21
Objectives: Students should be able to:
1. Describe the causes of Shays's Rebellion
2. Discuss why the Constitutional Convention convened againProcedure:
1.Do Now: Is there anything that would make you rebel? Explain, why or why not.
2.Review
3.**Brief PowerPoint**
4.States' Rights
5.Oral Summative Review
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Wednesday, November 23.
Tuesday, November 22
Objectives: Students should be able to:
1. Distinguish between the New Jersey, Virginia, and Connecticut Plans concerning the issue of representation
2. Explain why the Articles of Confederation as a form of government was abolished.
Procedure:
1.Do Now: Are politicans comprising today? Is it good to compromise or stick to your ideals?
2.**__Review__**
3.**Brief PowerPoint**
4.Political Cartoon Activity
5. Oral Summative Review
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Wednesday, November 23.
2. Finish political cartoon. Due Wednesday, November 23.
3. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Wednesday, November 23
Objectives: Students should be able to:
1. Discuss how slavery complicated the issue of representation in Congress
2. Describe the key conflicts in the Constitutional Convention
Procedure:
1.Do Now: Should slaves be counted? Why or why not?
2.**__Review__**
3.Share Political Cartoons
4.**Brief PowerPoint**
5. Oral Summative Review
6. Give back DBQs
HW:
1. Enjoy your Thanksgiving!
Week of November 14-18Monday, November 14
Objectives: Students should be able to:
1. Explain the reasons a republic over a true democracy was chosen
2. Describe the status of women following the American Revolutionary War
Procedure:
1.Do Now: Should there be a law that prohibits people without a bachelor's degree or lower from voting? Why or why not?
2.Review
3.Discuss last-minute concerns about the **DBQ**
4.Brief PowerPoint
5.Republican Motherhood Primary Source
6.Oral Summative Review
HW:
1. **DBQ**. Four-paragraph (intro, 2 body paragraphs, and conclusion) due Tuesday, November 15.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Tuesday, November 15
Objectives: Students should be able to:
1. Explain the structure of the Articles of Confederation
2. Discuss the similiarities and differences among early state constitutions
Procedure:
1.Do Now: Should each state have the same number of representatives in Congress today? Explain.
2.Review
3.Brief PowerPoint
4.**New Government Activity**
5.Oral Summative Review
HW:
1. Read chapter 5, section 1. Answer questions 1-5. Due Thursday, November 17.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Wednesday, November 16
Objectives: Students should be able to:
1. Describe the provisions of the Northwest Ordinance of 1787
2. Discuss some problems encountered by the Articles of Confederation
Procedure:
1.Do Now: What might be some weaknesses in the Articles of Confederation?
2.Review
3.Activity/Simulation
4.Brief PowerPoint
5.**Northwest Ordinance Activity**
6.Oral Summative Review
HW:
1. Read chapter 5, section 1. Answer questions 1-5. Due Thursday, November 17.
2. Answer questions 1-13 on the Northwest Ordinance Treaty of 1787. Due Thursday, November 17.
3. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Thursday, November 17
Objectives: Students should be able to:
1. Evaluate the strength of the Articles of Confederation
Procedure:
1.Do Now: Predict what the Founding Fathers might do with the Articles of Confederation. Explain.
2.Review
3.Brief PowerPoint
4.Quiz Review
5.Oral Summative Review
HW:
1. Study for quiz on chapter 5, section 1. Quiz on Friday, November 18.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Friday, November 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Articles of Confederation, Northwest Ordinance of 1787, and status of women and minorities in the New Republic.
Procedure:
1.Quiz
2.Current Event
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Tuesday, November 22.
Week of November 7-9Monday, November 7
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: Now that the country has been recognized, what problems might a new country face?
2.Review Tests
3.Distribute DBQ
HW:
1. **DBQ**
Tuesday, November 8
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: What is the purpose of a DBQ? What is the student's responsibility in writing a DBQ?
2.Distribute **DBQ**
HW:
1. **DBQ**: Answer document #4. Due Wednesday, November 9.
Wednesday, November 9
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: What issues or concerns do you have about this DBQ? What is troubling you the most?
2. Finish **DBQ**
HW:
1. **DBQ**:
Week of Oct. 31-Nov. 4Marking period ends November 4
Monday, October 31
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. **Example DBQ**
HW:
1. Prepare for test, Friday, November 4.
Tuesday/Wednesday, November 1 & 2
Objectives: Students should be able to:
1.Describe the war contributions of European allies.
2. Trace the Revolution in the Southern colonies.Summarize the British surrender at Yorktown.
3. Recognize the symbolic value of the Revolution.
Procedure:
1. Do Now: Evaluate this statement: It is thanks to men that the American Revolutionary War was won
2. Brief PowerPoint
3. Abigail Adams Primary Source
4. Oral Summative Review
HW:
1. Prepare for test, Friday, November 4.
2. Read chapter 4, section 4 and answer questiosn 1-5.
3. **Study Guide**
Week of October 24-28Monday, October 24
Objectives: Students should be able to:
1. Describe the difficulties the Continental Army was facing before and after the Battle of New York
2. Discuss the decisive Battle of Trenton and its cause in raising morale for the Continental Army
Procedure:
1.Do Now: Why is high morale important for an army? List factors that would boost as well as lower morale.
2. **__Review__**
3. Brief PowerPoint
4. Trenton Map:
5. Cooperative Learning: Photograph Analysis
A. What is your overall impression of the photograph?
B. Divide the photograph into quadrants and study in depth each quadrant.
C. What new details become visible?
D. List all the people, objects, and activities that you see in the photograph.
E. Based on your observations, draw inferences from the photograph.
F. List a few questions that are raised in your mind relative to the photograph.
G. Where might you find answers to those questions?
6. NPR Article: http://www.npr.org/programs/morning/features/patc/georgewashington/index.html
A. Does it matter that there are historical inaccuracies?
B. Does it detract from the overall message?
C. Does this still happen today and is it okay to do so?
7. Primary Source: **__John Greenwood__** & **Accompanying Worksheet**
8. Oral Summative Assessment
Homework:
1. Work on two-page research paper. Due Monday, October 31.
2. Period 5: Finish worksheet. Due Tuesday, October 25.
Tuesday, October 25
Objectives: Students should be able to:
1. Discuss why the Battle of Saratoga is considered a turning point in the American Revolutionary War
2. Analyze the strengths and weaknesses of the Continental Army and the British Army
Procedure:
1. Do Now: List the strengths and weaknesses of both the British and Americans in the American Revolutionary War
2. Review
3. Brief PowerPoint
4. Battle of Saratoga (2:33) Video: http://www.youtube.com/watch?v=txeNC-zG34w
A. What was his plan?
B. Why did it fail?
C. Why is this called Saratoga?
D. How was this war important diplomatically?
5. Saratoga Game
6. Oral Summative Assessment: Analyze this statement: The Battle of Saratoga was problematic for the Americans because it dragged the French into the American Revolutionary War.
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
Wednesday, October 26
Objectives: Students should be able to:
1. Draft a two-page paper for their research paper.
2. Utilize proper MLA citations
Procedure:
1. Library/Social Studies Computer Lab
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Prepare for test, Wednesday, November 2.
3. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Thursday, October 27
Objectives: Students should be able to:
1. Describe the contributions of non-elite people during the American Revolutionary War through primary source analysis.
Procedure:
1. Do Now: Compare and contrast the amount of involvement from average people (men, women, children) in the wars being fought today with the American Revolutionary War.
2. Review
3. Brief PowerPoint
4. Jigsaw Activity (Cooperative Learning)
5. Oral Summative Assessment
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Study for quiz, Friday, October 28.
3. Prepare for test, Wednesday, November 2.
4. Bring in a current event relating to the 2012 election. You can write a paragraph about the current event. Due Friday, October 28.
5. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Friday, October 28
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Battle of Trenton, Battle of Saratoga,and the role of non-elite people in the American Revolutionary War.
Procedure:
1. Quiz
2. Current Event
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Prepare for test, Wednesday, November 2.
3. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Week of October 17-21Monday, October 17
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library
HW:
1. Locate resources for your annotated bibliography.There should be 3 online and 2 book sources. Annotated bibliography (suggestion: use http://www.easybib.com/) due in class on Wednesday, October 19. Here is a sample annotated bibliography: http://wordsworth2.net/images/annotbib.jpg
2. Prepare for quiz on Friday, October 21.
Tuesday, October 18
Objectives: Students should be able to:
1. Describe the role of the Second Continental Congress
2. Discuss the events of the Battle of Bunker Hill
3. Explain the significance of Thomas Paine's Common Sense
Procedure:
1. Do Now: Why might a colonist side with the British in the war?
2. **Review**
3. **Battle of Bunker Hill PowerPoint**
4. Battle of Bunker Hill Poetry: http://www.loc.gov/teachers/lyrical/poems/bunker_hill.html#
HW:
1. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Read pages 113-117. Answer questions 1-4. Due Thursday, October 20.
3. Prepare for quiz on Friday, October 21.
Wednesday, October 19
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
2. Explain what Jefferson meant by "All men are created equal"
3. Distinguish between Patriots and Loyalists
Procedure:
1. Do Now: Why might it be risky for the colonies to become independent from Britain?
Advantages
Possibility of foreign aid from France
Legitimacy in the world community
Captured soldiers treated as POWs not spies or rebels
Independence might unite different areas of the colonies
Stating for the world the ideological basis of this new country
Freedom from subservience to the King
Disadvantages
Might lose friends in England who supported cause of colonists in regard to representation in Parliament but not independence
Might cause division within the colonies
If Revolution failed, the and leaders might be tried and executed as traitors.
Colonies were poorly prepared for war; fighting the largest military power in the world.
No weapons nor manufacturing to make them
Dependent on England for elements needed to fight a
war. Chances of winning the war were slim.
Colonists would be cutting themselves off from the
biggest, freest empire in the world.
Sentimental attachment to
homeland.
2. Review
3. Declaration of Independence PowerPoint
4. Jefferson's Rough Draft: http://www.ushistory.org/declaration/document/rough.htm
5. Declaration of Independence: Plain English OR check textbook on page 109-111
6. Youtube Video (first 4 minutes): http://www.youtube.com/watch?v=jYyttEu_NLU OR Book Video
HW:
1. Begin writing the outline for the two-page paper. This is due in class on Monday, October 24. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Prepare for quiz on Friday, October 21.
3. Read pages 113-117. Answer questions 1-4. Due Thursday, October 20.
Thursday, October 20
Objectives: Students should be able to:
1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.
2. Examine the colonial economy and civilian life during the Revolution.
Procedure:
1. Chapter 4, Section 3 Reading Guide
2. Haym Salomon
HW:
1. Begin writing the outline for the two-page paper. This is due in class on Monday, October 24. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Prepare for quiz (Study Guide for Quiz: 10/21)on Friday, October 21.
3. Bring in a current event relating to the 2012 presidential race. This can be a hand-written summary
Friday, October 21
Objectives: Students should be able to:
1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.
2. Examine the colonial economy and civilian life during the Revolution.
Procedure:
1. Quiz
2. Review: **Chapter 4, Section 3 Reading Guide**
3. Review: **Haym Salomon**
4. Current Event
HW:
1. Begin writing the outline for the two-page paper. Due in class on Monday, October 24.
Week of October 10-14Monday, October 11
No school! Enjoy the day off.
Tuesday, October 12
Objectives: Students should be able to:
1. Discuss how the Boston Massacre furthered opposition toward the British
2. Describe the events of the Boston Tea Party
3. Analyze the use of propaganda to unite the colonies as one
Procedure:
1. Do Now: Is there bias in the media (newspapers, televisions)? Explain how you know.
2. Quick Review
3. __**Boston Massacre PowerPoint**__
4. "Revolution in Boston" Video (3:00): http://www.youtube.com/watch?v=LsDY5yywvUk
5. Boston Massacre Art
A. What is your overall impression of the photograph?
B. Divide the photograph into quadrants and study in depth each quadrant.
C. What new details become visible?
D. List all the people, objects, and activities that you see in the photograph.
E. Based on your observations, draw inferences from the photograph.
F. List a few questions that are raised in your mind relative to the photograph.
G. Where might you find answers to those questions?
6. __**Boston Tea Party PowerPoint**__
7. __**Primary Source of the Boston Tea Party**__
8. Closing Question: The TEA Party (Taxed Enough Already) Party has become a popular movement, especially among conservatives, desiring for fewer and lower taxes. Would acts of vandalism such as the Boston Tea Party be appropriate or tolerated today? If so, give a hypothetical example; if not, state why not?
Homework:
1. Read pages 96-102. Answer questions 1-5. Due Wednesday, October 12.
Wednesday, October 12
Objectives: Students should be able to:
1. Discuss the reaction of King George III in response to the Boston Tea Party.
2. Describe the Battles of Lexington and Concord.
3. Analyze primary sources to determine who fired the first shot heard " round the world"
Procedure:
1. Do Now: What would be an appropriate response to punish the colonists for the Tea Party? Should the colonists be punished? Why?
2. Review
3. **Intolerable Acts PowerPoint**
4. Youtube Video (1:21): "Washington on the Intolerable Acts" http://www.youtube.com/watch?v=oI9vPxjd2pk&feature=related
5. Battles of Lexington and Concord PowerPoint
6. History Investigation
Homework:
1. Read pages 103-108. Answer questions 1-4 on page 108. Due Friday, October 14.
Thursday, October 13
Objectives: Students should be able to:
1. Analyze primary sources to determine who fired the first shot heard "round the world"
Procedure:
1. Review
2. History Investigation
Homework:
1. Finish History Investigation. Due Friday, October 14.
2. Bring in a current event relating to the 2012 presidential race. This can be a hand-written summary. Due Friday, October 14.
3. Read pages 103-108. Answer questions 1-4. Due Friday, October 14.
Friday, October 14Objectives: Students should be able to:
1. Analyze primary sources to determine who fired the first shot heard " round the world"
2. Discuss the events during the 2012 presidential race
Procedure:
1. Do Now: Who fired the first shot heard 'round the world'?
2. **Review:**Timeline
3. Chapter 4, Section 1 Reading Guide
4. Research Project
5. Current Event
Homework:
1. Locate sources for marking period research project. Annotated bibliography due Wednesday, October, 19.
Week of October 3-7Monday, October 3
Objectives:
1. Trace the development of a varied and thriving economy in the North.
2. Explain the diverse society of the North and the tensions that led to witchcraft trials in Salem.
3. Summarize the influence of the Enlightenment and the Great Awakening.
Content:
1. DO NOW: What factors led to a thriving economy in the North?
2. Chapter 3, Section 3 Reading Guide
3. Salem Witch Trials Primary Source
4. Map: http://www2.iath.virginia.edu/salem/bcr/salem/salem.html
5. The Crucible Movie Trailer :http://www.youtube.com/watch?v=N358aoK_V0E
HW:
1. Read and take notes on pages 85-89. Answer questions 1-5. Due Tuesday, October 4.
2. QUIZ Wednesday, October 5 on the three regions: New England/Middle/Southern Colonies (Sections 1-3 from Chapter 3)
Tuesday, October 4
Objectives:
1. Trace the development of the French-British colonial rivalry.
2. Summarize the French and Indian War.
Content:
1. DO NOW: What were the main causes of the French and Indian War? Who won? What were the consequences/results?
2. **Reading Guide**
3. European Nations in the Americas Map:
4. Political Cartoon
A. Why are there only eight segments of the snake?
B. Why do you thinkthe snake is shaped like this?
C. What is the message of this political cartoon?
D. Why do you think this image was so persuasive to colonists who may never have thought of the separate colonies as parts of a whole?
HW:
1. Study. QUIZ Wednesday, October 5 on the three regions: New England/Middle/Southern Colonies (Sections 1-3 from Chapter 3)
Wednesday, October 5
Objectives:
1.Explain the war’s effects on the relationship between Britain and its colonies.
2.Analyze the French-Indian War from varying points of view.
Content:
1. Quiz
2. DO NOW: What were some problems that were ripping apart the Colonies from Britain?
3. **Point of View: French-Indian War**
HW: None.
Thursday, October 6
Objectives: Students should be able to:
1.Summarize colonial resistance to the Stamp Act.
2. Analyze political cartoons to interpret colonists' attitudes toward the British.
3. Trace the mounting tension in Massachusetts.
Content:
1. DO NOW: Explain how you would feel and what you would do in the following scenario: A five cent stamp is required for each handout and page of homework collected. This revenue would be used to enhance technology in the classroom.
2. Stamp Act PowerPoint
3. Political Cartoons:
A. From who's point of view is this political cartoon likely from? How do you know?
B. Why is their a skull head and bones? What does this symbolize?
C. How might the British have reacted to this?
A. What is going on in this political cartoon? Who is getting "tarred and feathered?" Why might this be?
B. Who are the ones tarring and feathering this man?
C. What does the noose represent (#3)?
D. What is going on in #7?
E. What is the significance of #3? Why is it upside down?
4. Write a letter from the following point of view: (British tax collector, British Merchant, OR Member of Parliament): Explain your position to King George III on the Stamp Act. Write whether you support or do not support this tax and why. Be sure to provide support your answer. This letter should be approximately 2 paragraphs (5 sentences per paragraph), hand-written. You may need to consult your book. Due Friday, October 7.
HW:
1. Letter to Parliament (See above for assignment details). Due Friday, October, 7.
2. Bring in a current event relating to U.S. politics (preferably about the presidential race). This can be an online or paper source. Magazines and newspapers are readily available in the library. You may also print an online article in the library too. Read the article and be prepared to discuss. Due Friday, October 7.
Friday, October 7
Objectives: Students should be able to:
1.Summarize colonial resistance to the Townshend Act.
2. Trace the mounting tension in Massachusetts.
Content:
1. DO NOW: Are taxes a good thing? Do we need them? Do you, as a teenager, pay any tax?
2. **Townshend Act PowerPoint**
3. **Townshend Act Activity** ($0.03 = $1.70) http://www.halfhill.com/inflation.html
4. Current event.
HW: Enjoy the extended weekend. :)
Week of September 26-30
Monday, September 26 Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning primary/secondary sources, Native Americans, Columbus's effect on Europe, Africa, and the New World, Jamestown, Middle Colonies, and New England.
Content:
1. DO NOW: Identify the significance of the following figures: John Rolfe, William Penn, Nathaniel Bacon, Anne Hutchinson, Duke of York
2. Preparation for Test.
HW:
1. Study for Test. **Study Guide**. Test Tuesday, September 27.
Tuesday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning primary/secondary sources, Native Americans, Columbus's effect on Europe, Africa, and the New World, Jamestown, Middle Colonies, and New England.
Content: All material discussed the past three weeks.
HW: Read and take notes of pages 66-71. Answer questions 1-5 on page 71. Due Wednesday, September 28.
Wednesday, September 28
Objectives: Students should be able to:
1.Explain the economic relationship between England and its American colonies.
2. Describe how tensions arose between England and the colonies.
3. Summarize how salutary neglect of the colonies after 1688 planted the seeds of self-government.
Content: England and its Colonies
1. DO NOW: Describe how the New England, Middle, and Southern Colonies differed from one another economically.
2. **Reading Guide for Chapter 3, Section 1**
3. Map of England's Colonies:
4. Navigation Acts
HW:
1.Read and take notes on pages 72-78. Answer questions 1-5. Due Thursday, September 29.
2. Answer part B on the in-class worksheet distributed. Due Thursday, September 29.
Thursday, September 29
Objectives: Students should be able to:
1. Trace the development of a plantation economy in the American South.
2. Explain the way of life in the Southern colonies.
3. Describe the slave trade and the role of slavery in the plantation economy.
4. Describe life for colonial slaves.
Content:
1. DO NOW: What was the effect of the plantation economy on the American South?
2.**Reading Guide for Chapter 3, Section 2**
3. **Triangular Trade**
4. Triangular Trade Map:
HW:
1. Finish worksheet.
2. Locate, read, and bring in a news article (print or online) relating to 2012 presidential election. Be prepared to discuss in class. Due Friday, September 30. Please note that print articles are available in the library.
Friday, September 30
Objectives:
1. Trace the development of a plantation economy in the American South.
2. Explain the way of life in the Southern colonies.
3. Describe the slave trade and the role of slavery in the plantation economy.
4. Describe life for colonial slaves.Content:
Content:
1. DO NOW: How did triangular trade work? What was transported, where?
2. Review homework.
3. Middle Passage WS.
4. Current Event.
HW:
1. Read and take notes on pages 79-84. Answer questions 1-5. Due Monday, October 3.
Week of September 19-23All bold and underlined words contain a link
Monday, September 19
Objectives: Students should be able to:
1. Apply and demonstrate their knowledge and analytical skills concerning primary/secondary sources, Native Americans, and Columbus's effect on Europe, Africa, and the New World.
Content: QUIZ; Work on Projects
HW:
1. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
2. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Tuesday, September 20
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies..
Content:
1. Map:
2. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
3. Puritan Primary Source
4. Some Puritan Laws: Which laws do you think were the most important to Puritans?
1. Eating between meals not allowed.
2. As children they are to be in bed by 8 p.m.
3. They are required to take medicine without complaining.
4. Subdue self- will in a child, and those working together with God to save the child's soul.
5. To teach a child to pray as soon as he can speak.
6. Require all to be still during Family Worship.
7. Give them nothing that they cry for, and only that when asked for politely.
8. To prevent lying, punish no fault which is first confessed and repented of.
9. Never allow a sinful act to go unpunished.
10. Never punish a child twice for a single offense.
11. Comment and reward good behavior.
12. Any attempt to please, even if poorly performed, should be commended.
13. Preserve property rights, even in smallest matters.
14. Strictly observe all promises.
15. Require no daughter to work before she can read well.
16. Teach children to fear the rod.
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
2. Read and take thorough notes on pages 55-59. Due Friday, September 24.
3. Prepare for TEST on Tuesday, September 27. Study Guide
Wednesday, September 21
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies.
Content: Group Projects, Colonies
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY/THURSDAY, SEPTEMBER 9-21/22**
2. Read and take thorough notes on pages 55-59. Due Friday, September 24.
3. Prepare for TEST on Tuesday, September 27. Study Guide
Thursday, September 22
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies.
Content: Group projects, Colonies
Handout: Compare/Contrast 3 Colonies
HW:
1. Read and take thorough notes on pages 55-59. Due Friday, September 24.
2. Prepare for TEST on Tuesday, September 27. Study Guide
Friday, September 23
Objectives: Students should be able to:
1. Describe daily life in New Netherlands.
2. Explain the reasons for the social and religious diversity of colonial Pennsylvania.
Content: Middle Colonies
1. Guided Reading
2. Map:
HW:
1. Answer Questions #4-10 under Terms & Names on page 62 as well as questions #3-10 under Main Ideas on page 62. Due Monday, September 27.
2. Prepare for TEST on Tuesday, September 27. Study Guide
Week of September 12-16
Monday, September 12Objectives: Students should be able to:
1. Analyze and evaluate the impact (political, social, and world) of September 11.
2. Discuss the differences between the pre and post-September 11 world.
3. Explain the root causes of September 11.
Content:
1. Bush's "Address to the Nation" on 9/11 Attacks (watch from 0:38 to 5:15):
Think about the following questions:
A. The U.S. has fought numerous wars before. What makes this terrorist attack so different?
B. What do you think was Al Qaeda’s objective(s)?
C. According to Bush, are these attacks indicative of Islam?
D. What was Bush’s message to the Taliban? – (Note: The Taliban was a militaristic/Islamic regime that ruled Afghanistan and was accused of harboring terrorists in the country)
2. Controversial Provisions in the Patriot Act: http://www.npr.org/news/specials/patriotact/patriotactprovisions.html
3. New York Times: "Portraits of Grief": http://www.nytimes.com/interactive/us/sept-11-reckoning/portraits-of-grief.html?ref=sept112001#/portraits-of-grief/N/1469
HW:
1. Read pages 8-13. Be sure to take notes of each page, especially the common characteristics Native Americans shared. (Due Tuesday, September 13.)
2. **Syllabus**
Tuesday, September 13
Objectives: Students should be able to:
1) Explain the losses that Native Americans incurred as a result of Europeans.
2) Identify some of the common aspects of Native American cultures in North America.
3) Analyze the similarities and differences between the Iroquois Constitution and the U.S. Constitution.
Content: Native Americans
1. Graphic Organizer
2. Iroquois Constitution
3. Video:
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
2. Read and take thorough notes on pages 26-31.
3. Study for QUIZ on Monday, September 19.
Wednesday, September 14
Objectives: Students should be able to:
1) Describe the significance of the Columbian Exchange between Europe, Africa, and the Americas.
2) Debate different points of view on Columbus.
3) Evaluate the impact of Columbus upon the Native Americans, Slave Trade, and Europeans.
Content:
1. Columbian Exchange
2. Columbian Exchange: http://schlafly.glogster.com/columbian-exchange/
3. Organizer
HW:
1.Read and take thorough notes on pages 42-48.
2. Study for **QUIZ** on Monday, September 19.
3. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Thursday, September 15
Objectives: Students should be able to:
1) Discuss the difficulties that the English encountered at Jamestown.
2) Analyze the effect of tobacco on Jamestown.
3) Describe the purpose of the headright system and indentured servants.
4) Explain the economic differences that drove a division between Virginia.
Content:
1. Jamestown Colony: http://www.youtube.com/watch?v=SP_bH9FrySs
2. **__John Smith__**
3. Primary Source - Tobacco in Jamestown
HW:
1. Study for **QUIZ** for Monday, September 19.
2. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
3. Answer the John Smith Primary Source questions. Due Friday, September 16.
4. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Friday, September 16
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
Content: Work on projects
HW:
1. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
2. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Week of September 6-9All bold and underlined words contain a link
COLONIAL AMERICA UNIT (3 Weeks)
Tuesday, September 6
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2011-2012 school year for US I CP.
2. Understand the goals for this course and classroom procedures.
Content: Syllabus
Handout:**Syllabus**
HW:
1. Student and parent signature for syllabus: Due Friday, September 9.
Wednesday, September 7
Objectives: Students should be able to:
1. Define and distinguish between a primary and secondary source.
2. Explain why primary and secondary sources are readily utilized by historians.
3. Evaluate for a source’s validity, bias, and point of view.
Content: Primary vs. Secondary Sources
Handout:
1. Primary or Secondary Source
2. PowerPoint
3. Document Analysis
HW:
1. Student and parent signature for syllabus: Due Friday, September 9.
2. Read the online textbook pages 27-30. Be sure to take notes of each page. Due Thursday, September 8.
Thursday, September 8:
No School!
HW: None.
Friday, September 9:
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents
2. Explain the losses that Native Americans incurred as a result of Europeans.
3. Evaluate the heroic status of Christopher Columbus in today’s society.
4. Identify and discuss the causes for European exploration of the Americas.
Content: Spanish coming to the New World
1 On the Destruction of the Indies
2. Columbus (Pages 17 and 18 only)
HW:
1. Find, read, and bring in an article about September 11. Suggested newspapers/websites include, but are not limited to The New York Times, CNN, FOX News, NJ Herald, NJ Star Ledger, etc. Be ready to discuss in class. Due Monday, September 12.
2. Finish readings and answer questions. Due Monday, September 12.
3. Log into your online textbook. Usernames
Monday, June 11
Finals week!
Tuesday, June 12
Finals week!
Wednesday, June 13
Finals week!
Thursday, June 14
Finals week!
Friday, June 15
Make-ups for finals
Week of June 4-8Monday, June 4
Objectives: Students should be able to:
1. Discuss how Southerner's resisted Reconstruction
Procedure:
1. **Smartboard**
2. PowerPoint
3. Confederate Flag: Southern heritage or racism?
4. Confederate Flag: http://www.youtube.com/watch?v=bRDILxECRjw
5. Confederate Flag Reading: http://politic365.com/2010/11/26/the-confederate-flag-heritage-or-racism/
:6. Summative Review
HW:
1. Study for quiz, Tuesday, June 5.
2. Study guide due Wednesday, June 6
Tuesday, June 5
Objectives: Students should be able to:
1. Discuss how African-Americans were still tied to the land during Reconstruction
Procedure:
1. Smartboard
2. PowerPoint
3. Open Notebook Quiz
HW: Study guide due Wednesday, June 6
Wednesday, June 6
Objectives: Students should be able to:
1. Discuss the rise of the Ku Klux Klan and their role in hindering Reconstruction
2. Evaluate the success and failures of Reconstruction
Procedure:
1. Do Now: Literacy Tests: http://www.ccle.fourh.umn.edu/literacy.pdf (http://webaim.org/simulations/dyslexia-sim.html)
2. PowerPoint (distribute notes both day 1 & day 2)
3. Reading: http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html
4. Mississippi Burning: http://www.youtube.com/watch?v=J4-d3VBr1b8
5. Summative Review
HW: Study for final!
Thursday, June 7
Objectives: Students should be able to:
1. Review for final
Procedure:
1. Study guide
HW: Study for final!
Friday, June 8
Objectives: Students should be able to:
1. Review for final
Procedure:
1. Study guide
HW: Study for final!
Week of May 28-June 1
Monday, May 28
No School!
Tuesday, May 29
Objectives: Students should be able to:
1. Demonstrate research and analytical skills through their class presentations
Procedure:
1. Student presentations
HW:
1. Work on presentations.
Wednesday, May 30
Objectives: Students should be able to:
1. Discuss legislation that helped to improve the position of African-Americans on paper.
2. Describe the role of the Freedmen's Bureau during the Reconstruction Era
Procedure:
1. Do Now: Imagine that you are a slave who has just been set free. Describe how you are feeling, what you will do next, where you will go, and any challenges you think you might face.”
2. **Black Codes**
3. **PowerPoint**
4. Freedom School:
5. Closing Question: In a minimum of five sentences, explain whether you believe the Freedmen's Bureau was necessary in the South. Explain and support your answer.
HW: None.
Thursday, May 31
Objectives: Students should be able to:
1. Discuss how Reconstruction was overhauled by Congress
2. Describe how the 14th and 15th Amendments affected African-Americans
Procedure:
1. Do Now: What does the word impeach mena? Which two presidents have been impeached?
2. **PowerPoint**
3. Impeachment of Clinton: http://www.youtube.com/watch?v=4GgPo2cHFq0
4. Graphic Organizer of Amendments
5. Summative Review
HW: None.
Friday, June 1
Work on**study guides**
Week of May 21-25
Monday, May 21
Objectives: Students should be able to:
1. Compare and contrast the North and South economically and politically after the Civil War
Procedure:
1. Smartboard
2. PowerPoint
3.
Lincoln
Kennedy
Lincoln was elected to Congress in 1846
Kennedy was elected to Congress in 1946
He was elected President in 1860
He was elected President in 1960
His wife lost a child while living in the White House
His wife lost a child while living in the White House
He was directly concerned with Civil Rights
He was directly concerned with Civil Rights
Lincoln had a secretary named Kennedy who told him not to go to the theater
Kennedy had a secretary named Lincoln who told him not to go to Dallas
Lincoln was shot in the back of the head in the presence of his wife
Kennedy was shot in the back of the head in the presence of his wife
Lincoln shot in the Ford Theatre
Kennedy shot in a Lincoln, made by Ford
He was shot on a Friday
He was shot on a Friday
The assassin, John Wilkes Booth, was known by three names, comprised of fifteen letters
The assassin, Lee Harvey Oswald, was known by three names, comprised of fifteen letters
Booth shot Lincoln in a theater and fled to a warehouse
Oswald shot Kennedy from a warehouse and fled to a theater
Booth was killed before being brought to trial
Oswald was killed before being brought to trial
There were theories that Booth was part of a greater conspiracy
There were theories that Oswald was part of a greater conspiracy
Lincoln's successor was Andrew Johnson, born in 1808
Kennedy's successor was Lyndon Johnson, born in 1908
4. Lincoln's Assassination: http://www.youtube.com/watch?v=K_nB4ZepqMM
5. Summative Review:
File:Boston Massacre, 03-05-1770 - NARA - 518262.tif
Crispus Attucks in this image to fight for abolition.
HW:
1. Study for Test, Wednesday, May 23.
Tuesday, May 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to the Civil War.
Procedure:
1. **Study Guide**
2. Test
HW:
1. Study for TEST
2. Complete **Study Guide**. Due Wedneday, May 23.
Wednesday, May 23
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to the Civil War.
Procedure:
1. Test
HW: None.
Thursday, May 24
Objectives: Students should be able to:
1. Compare and contrast plans of reconstruction in the South
Procedure:
1. Do Now: “Imaginethat you have two sons. Your older son has been bullying and fighting your youngerson. The older son says he is upset because the younger son gets more attention. Youpunish your son, and he responds by running away from home. Before he leaves, hesteals $500 from you. What would you do when your son returns? Would you punishhim harshly so he won’t do it again, or be lenient with him if he promises not to do itagain? Explain your choice.”
2. Smartboard Pictures/Notes
3. Fredrick Douglas and/or Stevens on Voting
4. Summative Review
HW: Enjoy your enlogated weekened!
Friday, May 25
No school!
Week of May 14-18
Monday, May 14
Objectives: Students should be able to:
1. Discuss the role of African-Americans in the Union and Confederacy
Procedure:
1. Do Now: Do you think the Confederacy would allow slaves to fight in the war? Why or why not?
2. Smartboard
3. PowerPoint Income Tax: http://www.completetax.com/income-tax/calculators/federal.asp
4. Confederacy's Response to the Emancipation Proclamation
5. Glory: http://www.youtube.com/watch?v=5BrlqD5lkP8&feature=channel (6:09-14:55) and http://www.youtube.com/watch?v=gr3sGt9L3Hw&feature=channel (up to 3:20)
6. Summative Review
HW:
Tuesday, May 15
Objectives: Students should be able to:
1. Discuss the decriped conditions that both Union and Confederate soldiers endured
2. Describe how sanitary improvements were made in the Union Army
Procedure:
1. Smartboard Review
2. PowerPoint
3. POW Reading
4. POW Camps:
[Graphic] Map 1 with link to higher quality map.
5. Andersonville Prisoner of War Camp: http://www.youtube.com/watch?v=1edqOerpiC8 (5:21)
6. Summative Review
HW:
1. Prepare for Quiz (chapter 11, sections 1-3), Friday, May 18
Wednesday, May 16
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the early events of the Civil War, role of African-Americans, the Emancipation Proclamation, and war-time strategies employed by the Union and Confederacy
2. Explain why the Battle of Gettysburg was a disaster for the Confederacy
Procedure:
1. PowerPoint
2. Summative Review
HW:
1. Read pages 357-365. Answer questions 1-5. Due Friday, May 18.
2. Quiz on Friday on sections 1-3, Chapter 11.
Thursday, May 17
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
Procedure:
1. Smartboard Review
2. Gettysburg Address: http://my.hrw.com/SocialStudies/ss_2010/student/hs_american_survey/bookpages/library/videos/video.html?shortvid=http://bcove.me/0tt5sotm&longvid=http://bcove.me/0tt5sotm_long&title=Gettysburg Address
3. Gettysburg Address Text
4. Deconstructing the Gettysburg Address & Notes
5. Group/Individual Assignment
6. Summative Review
HW:
1. Read pages 357-365. Answer questions 1-5. Due Friday, May 18.
2. Quiz on Friday on sections 1-3, Chapter 11.
Friday, May 18
Objectives: Students should be able to:
1. Discuss the events that helped to end the Civil War
Procedure:
1. Smartboard Review
2. PowerPoint
3. Sherman's March: http://www.youtube.com/watch?v=46tDrVMlGpY
4. Sherman's March Song: http://www.civilwarpoetry.org/union/songs/marchga.html & Song: http://www.youtube.com/watch?v=O-dzCt2xeSo
5. Closing: Write a 2-paragraph response: Was total war a humane or inhumane tactic used by Sherman? Is it acceptable/unacceptable to use today? Explain.
HW: Work on research projects.
Week of May 7-11
Monday, May 7
Objectives: Students should be able to:
1.Evaluate whether the North or the South had the major advantage in the Civil War
Procedure:
1. Smartboard Review
2. __**PowerPoint**__
3. **North or South? 3-paragraph response**
4. Summative Review
HW:
Tuesday, May 8
Objectives: Students should be able to:
1. Compare and contrast the Union's and Confederacy's plan in the Civil War
Procedure:
1. Do Now: Using this map, draw your war strategy for the Union and/or Confederacy.
2. Smartboard Review
3. __**PowerPoint**__
4. Conflicts in the family and the Civil War
5. Summative Review
HW:
Wednesday, May 9
Objectives: Students should be able to:
1. Discuss how emerging technology partially changed the landscape of war
Procedure:
1. Do Now: Make a list of goals of the Civil War. Rank them in order of importance.
2. Smartboard Review
3. __**PowerPoint**__
4. Discussion: Is technology always a beneficial thing?
5. Graphic Organizer
HW: Finish graphic organizer. This should include your notes from Monday (5/7) through Wednesday (5/9). Due Thursday, May 10.
Thursday, May 10
Objectives: Students should be able to:
1. Evaluate the priorities of Lincoln during the Civil War through primary sources
2. Discuss the major tenets of the Emancipation Proclamation
Procedure:
1. Do Now: What is Lincoln's priority?: “If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone, I would do that.”
2. Smartboard Review
3. PowerPoint
4. Emancipation Proclamation: **Anne Davis Letter**Transcript Activity
5. Lincoln’s positions on slavery: http://www.gilderlehrman.org/historynow/12_2005/lp1b.php
6. Monument picture: Does Lincoln deserve a monument?
HW:
Friday, May 11
Objectives: Students should be able to:
1. Discuss the rise of dissent in the Confederacy and the Union over conscription
2. Analyze reactions to Emancipation by slaves and free African-Americans
Procedure:
1. Do Now: Which picture represents the North and which one represents the South? How do you know?
http://mrlincolnshightechwar.com/chapter_files/chap04.htmlhttp://historymatters.gmu.edu/d/6741
2. PowerPoint
3. Around the Room: http://www.polk-fl.net/staff/teachers/tah/documents/turningpoints/documentquestions/d-Robertson-Emancipation.pdf
4. Review/Discussion
HW: None
Week of April 30-May 4
Monday, April 30Objectives: Students should be able to:
1. Discuss how the decisive issue of slavery splintered political parties
Procedure:
1. Do Now: Why do you think that racism still exists in our country today?
2. Smartboard Review
3. __**PowerPoint**__
4. __**Lyrics and Nativism**__**Accompanying Questions**
5. Nativism today? What would YOU do?: http://www.youtube.com/watch?v=IX5oxxv9Q1E
6. Summative Review
HW:
1. Study for TEST, Friday, May 4.
Tuesday, May 1
Objectives: Students should be able to:
1. Describe how the Dred Scott decision further splintered the nation
2. Discuss the rise of Abraham Lincoln during the Lincoln-Douglas debates
Procedure:
1. Do Now: What does the Supreme Court do? http://www.youtube.com/watch?v=hFCxpudprkU
2. Smartboard Review
3. __**PowerPoint**__
4. Lincoln-Douglas Debates: http://www.scribd.com/doc/22086495/Lincoln-Douglas-Debates-Lesson-Plan**Background**Handout
5. Summative Review
HW:
1. Study for TEST, Friday, May 4.
Wednesday, May 2
Objectives: Students should be able to:
1. Describe how the raid on Harpers Ferry and Lincoln's election were the final catalysts to the South's secession
2. Evaluate whether John Brown's actions exemplified a hero or a villain.
Procedure:
1. Do Now:
2. Smartboard Review
3. __**PowerPoint**__
4. __**John Brown: Hero or Villain?**__
5. Summative Review
HW:
1. Study for TEST, Friday, May 4. **Study guide**
Thursday, May 3
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the buildup to the Civil War
Procedure:
1. **Study guide**
2. Jeopardy
HW:
1. Study for TEST, Friday, May 4.
2. Complete **Study guide**. Due Friday, May 4.
Friday, May 4
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of the buildup to the Civil War
Procedure:
1. Test
HW: None
Week of April 23-27
Monday, April 23
Objectives: Students should be able to:
1. Evaluate the extent to which the Compromise of 1850 was an effective solution
2. Analyze whether the North or the South benefited more as a result of the Compromise of 1850.
Procedure:
1. Do Now: Why did slavery exist? Come up with a minimum of three reasons.
2. __**Smartboard Review**__
3. __**PowerPoint**__
4. __**Compromise of 1850**__: Did the North or the South benefit more from the Compromise of 1850? Explain why this was or was not an effective compromise. Write 3 paragraphs and SUPPORT your evidence using the text. Due at the end of class.
5. Summative Review
HW:
1. Read pages 310-317. Answer questions 1-4. Due Thursday, April 26.
Tuesday, April 24
Objectives: Students should be able to:
1. Describe methods of resistance utilized by abolitionists
2. Analyze excerpts of abolitionist literature, Uncle Tom's Cabin to gain insight into the anti-slavery movement
Procedure:
1. Do Now: Review North or South better?
2. __**PowerPoint**__
3. Youtube Video Slavery: http://www.youtube.com/watch?v=M5KTKrvErko
4. __**Uncle Tom's Cabin**__ Code Text of Underground Railroad: http://www.osblackhistory.com/glossary.php
5. Summative Review
HW:
1.Read pages 310-317. Answer questions 1-4. Due Thursday, April 26.
Wednesday, April 25
Objectives: Students should be able to:
1. Discuss how the Kansas-Nebraska Act contributed to rising tensions between the North and the South
Procedure:
1. Do Now: Why is popular sovereignty risky for both a slave or non-slave state?
2. Smartboard Review
3. __**PowerPoint**__
4. __**Kansas-Nebraska**__ Act
5. Summative Review
HW:
Thursday, April 26
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the precursors to the Civil War
Procedure:
1. CrosswordAnswers
2. Review Yesterday's Classwork
3. Graphic Organizer
4. Summative Review
HW:
1. Study for quiz on Chapter 10, sections 1 & 2, for Friday, April 27.
Friday, April 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the precursors to the Civil War
Procedure:
1. Quiz
2. Current Events
HW: None.
Week of April 16-20
Monday, April 16
Objectives: Students should be able to:
1. Compose a working thesis based on a Manifest Destiny DBQ
Procedure:
1. DBQ
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com at 11:59 PM EST.
2. Complete study guide. Due Wednesday, April 18.
3. Study for TEST, Wednesday, April 18
Tuesday, April 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to Manifest Destiny
Procedure:
1. Study Guide
2. Jeopardy
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com at 11:59 PM EST.
2. Study for TEST, Wednesday, April 18
3. Complete study guide. Due Wednesday, April 18.
Wednesday, April 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of causes and events related to Manifest Destiny
Procedure:
1. Test
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Thursday, April 19
Objectives: Students should be able to:
1. Discuss the political and economic differences between the North and South
2. Identify harbingers of the Civil War
Procedure:
1. Do Now: Make a list of differences (economic, political, cultural, religious) between the North and the South.
2. __**PowerPoint**__
3. Two Political Parties: http://lincoln.lib.niu.edu/teachers/politics-lesson1.html
4. Summative Review.
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Friday, April 20
Falkowski absent :(
John Brown article: Read and answer questions 1-3
http://my.hrw.com/SocialStudies/ss_2010/teacher/hs_american_survey/tabpages/teacher/data/unit03/chap10/sec04/indepth.pdf
HW:
1. Read pages 304-309. Answer questions 1-5. Due Monday, April 23.
Week of April 2-5
Monday, April 2
Objectives: Students should be able to:
1. Detail the major events of the Mexican-American War
2. Discuss how Manifest Destiny contributed to the Mexican-American War
Procedure:
1. Smartboard Review
2. **__PowerPoint__**
3. **__Primary Sources__**
4. Summative Review
HW: None.
Tuesday, April 3
Objectives: Students should be able to:
1. Describe the detrimental impact of the California Gold Rush on Native Americans
2. Analyze the hardships incurred by miners in California
Procedure:
1. Do Now: **__Flow Chart__**
2. **__PowerPoint__**
3. Video #1: Miners' Hard Life
4. Primary Source
5. Summative Review
6. **Newspaper Project**
HW:
1. Bring in flash drive to save newspaper project.
Wednesday, April 4
Objectives: Students should be able to:
1. Analyze primary and secondary sources to publish a newspaper on the positive and negative aspects of the California Gold Rush
Procedure:
1. **Newspaper Project**
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com.
Thursday, April 5
Objectives: Students should be able to:
1. Analyze primary and secondary sources to publish a newspaper on the positive and negative aspects of the California Gold Rush
Procedure:
1. **Newspaper Project**
HW:
1. Work on **Newspaper Project**. Due Tuesday, April 17 via turnitin.com.
2. Enjoy your Spring Break!
Week of March 26-30Monday, March 26
Objectives: Students should be able to:
1. Explain why Mexico encouraged settlement in Texas.
Procedure:
1. Smartboard
2. PowerPoint
3. Immigration
4. Review
Tuesday, March 27
Objectives: Students should be able to:
1. Explain why Mexico encouraged settlement in Texas.
2. Describe how Texas gained its independence.
Procedure:
1. Smartboard
2. PowerPoint
3. Case for Annexation
4. Summative Oral Review
HW:
1. Read chapter 9, section 3. Answer questions 1-5. Due Thursday, March 29
2. Study for quiz, Friday, March 30
Wednesday, March 28
Objectives: Students should be able to:
1. Describe how Texas gaining its independence was in line with Manifest Destiny.
Procedure:
1. Smartboard
2. PowerPoint
3. Alamo Deconstructed: http://www.youtube.com/watch?v=9dxGZhv4u8Y&feature=related
4. Remember the Alamo! Lyrics and video: http://www.youtube.com/watch?v=3amU4FqKCqw
5. Primary Source
6. Sentences
HW:
1. Read chapter 9, section 3. Answer questions 1-5. Due Thursday, March 29
2. Study for quiz, Friday, March 30
Thursday, March 29
Objectives: Students should be able to:
1. Describe how Texas gaining its independence was in line with Manifest Destiny.
Procedure:
1. Do Now: CrosswordAnswers
2. Smartboard Review
3. PowerPoint
4. Summative Review Worksheet
5. Summative Review
HW:
1. Study for quiz, Friday, March 30.
Friday, March 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny and expansion into Texas.
Procedure:
1. Quiz
2. Current Events: AZ Law: http://www.youtube.com/watch?v=7rnJbBQCHi4
Week of March 19-23
Monday, March 19
Objectives: Students should be able to:
1. Discuss to what extent Native Americans hindered Manifest Destiny
Procedure:
1. Do Now: What concept does this image reinforce? Explain how this picture embodies this concept:
2. Smartboard Review
3. PowerPoint
4. Primary Source
5. Sioux Nation: http://www.youtube.com/watch?v=dq0Joi1ELps
6. Oral Summative Review
HW:
1. Research papers (research paper assignment) due Thursday, March 22 through **www.turnitin.com** AND in-class with a hard copy.
Tuesday, March 20
Objectives: Students should be able to:
1. Examine the harsh realities of the Oregon Trail through primary sources
Procedure:
1. Work on primary source reading
HW:
1. **Primary source reading and assignment** due Wednesday, March 21.
2. Research papers (research paper assignment) due Thursday, March 22 through http://www.turnitin.com/ AND in-class with a hard copy.
Wednesday, March 21
Objectives: Students should be able to:
1. Examine the harsh realities of the Oregon Trail through primary sources
Procedure:
1. Do Now: You are about to embark on a 700-mile trip. You can only take 3 items, what would they be?
2. Smartboard Review
3. PowerPoint
4. Review: primary source reading
5. Summative Review
HW:
1. Research papers (research paper assignment) due Thursday, March 22 through http://www.turnitin.com/ AND in-class with a hard copy.
2. Study for quiz, Friday, March 23.
Thursday, March 22
Objectives: Students should be able to:
1. Examine the role of the Oregon Trail for Mormons
2. Discuss Polk's role in acquiring the Oregon Territory
Procedure:
1. **__Smartboard Review__**
2. PowerPoint
3. Brigham Young University: http://www.youtube.com/watch?v=qngByMggw-A
4. Review Questions
HW:
1. Study for quiz, Friday, March 23.
Friday, March 23
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny and expansion into the West.
Procedure:
1. Quiz
2. Current Events
HW: None.
Week of March 12-16Monday, March 12
No School!
Tuesday, March 13
Mr. Falkowski absent :(
In-class assignment: Students are to individually read the papers the substitute has provided. Answer questions 1-5 (chapter 9, section 1) at the end of the reading. In addition, complete the guided reading. Remember that annotated bibliographies are due Thursday and outlines are due Friday.
Wednesday, March 14
Mr. Falkowski absent :(
In-class assignment: Students are to individually read the papers the substitute has provided. Answer questions 1-5 (chapter 9, section 1) at the end of the reading. In addition, complete the guided reading. Remember that annotated bibliographies are due Thursday and outlines are due Friday.
Thursday, March 15
Objectives: Students should be able to:
1. Describe the factors that contributed to the rise of the Market Revolution
Procedure:
1. **__Smartboard Activity__**
2. Do Now: What you eat at this restaurant? http://www.youtube.com/watch?v=OKv__kCUofg What type of economy is the United States?
3. **__PowerPoint__**
4. What should be the role of government in the economy at this time? As economic advisors, you will advise Andrew Jackson as to whether the government should set any laws on businesses (such as child labor laws, health laws, inspection laws, etc.). Explain why you believe this should be.
5. Time Tables: http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2images/act9/time_tbl.html
6. Closing Question: How did the Industrial Revolution lead to the Market Revolution? Explain.
HW:
1. Outline due Friday, March 16.
Friday, March 16
Objectives: Students should be able to:
1. Analyze how Manifest Destiny influenced foreign policy in the United States
Procedure:
1.What are the components of capitalism?
2. Smartboard Activity
3. PowerPoint
4. **Primary Source**
5. Oral Summative Review
HW:
1. Work on research papers!
Week of March 5-9
Monday, March 5
Objectives: Students should be able to:
1. Analyze primary sources to determine whether the American Industrial Revolution was beneficial or detrimental to society
Procedure:
1. Review research paper assignment
2. Primary Sources of the American Industrial Revolution
HW: Thesis Statements due Thursday, March 8
Tuesday, March 6
Objectives: Students should be able to:
1. Debate the legacy of Andrew Jackson
Procedure:
1. Below, download the Twitter template and example. Write tweets from Andrew Jackson throughout his life. Be sure to include ideas such as the war general he was during the Battle of New Orleans, common citizen, spoils system, Indian Removal Act, etc. An entire page of tweets should be completed. Include pictures as well where appropriate.
2. **Twitter Template**& Twitter Example
HW:
1. Thesis Statements due Thursday, March 8
2. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
Wednesday, March 7
Objectives: Students should be able to:
1. Debate the legacy of Andrew Jackson
Procedure:
1. **__Eulogy__** of Andrew Jackson from the following perspectives: John Quincy Adams, John C. Calhoun, Daniel Webster, Robert Hayne, A Common Citizen, Federal Employee under Jackson, Southern Congressmen
2. Present eulogies
HW:
1. Thesis Statements due Thursday, March 8
2. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
Thursday, March 8
Objectives: Students should be able to:
1. Write a sound and compelling thesis statement
2. Discuss the components of an effective thesis statement
Procedure:
1. Do Now: What is the purpose of a thesis statement?
2. **Worksheet**
3. Thesis Statements: Around the room we go!
HW:
1. Twitter Assignment due Friday before 12:00PM, March 9. E-mail to [email protected]
2. Annotated bibliography due Thursday, March 15
3. Outline due Friday, March 16.
4. Paper due Wednesday, 22
Friday, March 9
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review **research paper assignment**
2. Library
HW:
1. Annotated bibliography due Thursday, March 15
2. Outline due Friday, March 16.
3. Paper due Wednesday, 22
Week of February 27-March 2Monday, February 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. What is nullification? Which side did the national government take? State government? Can states use nullification today? Why or why not?
2. Form thesis statement based on DBQ Round the Room:
File Not Found
HW:
1. Prepare for TEST on Wednesday, February 29.
2. Complete the **Study Guide**. Due Tuesday, February 28.
Tuesday, February 28
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. Review Study Guide
2. Jeopardy
HW:
1. Prepare for TEST on Wednesday, February 29.
Wednesday, February 29
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and sectionalism
Procedure:
1. Test
HW: None.
Thursday, March 1
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review research paper assignment
2. Library
HW:
1. Thesis statement due Monday, March 5
2. Annotated bibliography due Tuesday, March 6
Friday, March 2
Objectives: Students should be able to:
1. Employ research skills to acquire sound sources for their research projects
Procedure:
1. Review research paper assignment
2. Library
HW:
1. Thesis statement due Monday, March 5
2. Annotated bibliography due Tuesday, March 6
Week of February 20-24Monday, February 20
No school!
Tuesday, February 21
No school!
Wednesday, February 22
Objectives: Students should be able to:
1.Analyze the debate over nullification
Procedure:
1. Do Now: **Crossword****Answers**
2. Brief PowerPoint
3. Debates
4. Discussion
5. Summative Oral Review
HW: None
Thursday, February 23
Objectives: Students should be able to:
1. Describe the debate over the Second Bank of the United States
Procedure:
1. Do Now: Who is portrayed? In what way? What is the message?
2. Review
3. PowerPoint
4. Worksheet Review
5. Homework Review
6. Closing Question: How does this relate to some Americans' views of Jackson?
HW:
1. Complete the **Study Guide**. Due Wednesday, February 29.
Friday, February 24
Objectives: Students should be able to:
1. Debate how "democratic" Andrew Jackson was in his actions as president.
Procedure:
1. Form thesis statement based on DBQ Round the Room:
File Not Found
2. Review/Current Events
HW:
1. Prepare for TEST on Wednesday, February 29.
2. Complete the **Study Guide**. Due Wednesday, February 29.
Week of February 13-17
Monday, February 13
Objectives: Student should be able to:
1. Discuss how Jackson represented the "common citizen"
Procedure:
1. Do Now: Why would President Obama and former President Bush pose with babies? Make a list of reasons.
2. PowerPoint
3. Jackson: The Common Man? http://www.history.com/topics/andrew-jackson/videos#jacksons-personality-and-legacy
4. List of aspects that make a good candidate for president.
5. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
6. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
7. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
8. Summative Review: Sentences
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 16.
Tuesday, February 14
Objectives: Students should be able to:
1.Describe the effects of the Indian Removal Act
Procedure:
1. Do Now: What is the relationship between the following two pictures? Explain.
Did you know that... Jackson was the first president to be born in a log cabin? He was also the first president to ride on a railroad train? During his burial service in June of 1845, his pet parrot, Poll, had to be removed from the scene for screeching swear words?
2. PowerPoint
3. **Indian Removal Act Activty**
4. Review of Act
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
Wednesday, February 15
Objectives: Students should be able to:
1.Describe the effects of the Trail of Tears
Procedure:
1. Do Now: How does this relate to the Indian Removal Act? Explain.
2. Review:
3. PowerPoint
4. Video: http://www.youtube.com/watch?v=Nfo_LnuDJ1c
5. Trail of Tears Handout
6. Review
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
3. Study for quiz on Chapter 7, Section 3 for Friday, February 17.
Thursday, February 16
Objectives: Students should be able to:
1.Discuss how Jackson expanded the powers of the executive branch
2.Describe the effects of the Indian Removal Act
Procedure
1. Do Now: What event does this represent? Why does this reveal about the Trail of Tears?
2. Smartboard Review
3. PowerPoint
4. Spoil System: http://www.youtube.com/watch?v=88fn2n8Om_w (3:00)
5. Civil Service Exam: http://www.pse-net.com/CivilServiceTestEnglish.htm Crossword Answers
6. Review for quiz: Smartboard Responders
7. Exit Slip Question (PP)
HW:
1. Study for quiz on Chapter 7, Section 3 for Friday, February 17.
Friday, February 17
Objectives: Students should be able to:
1.Apply and demonstrate analytical skills and mastery of content concerning the presidency under Andrew Jackson.
Procedure:
1. Quiz
2. Current Events
HW:
1. Answer questions for Chapter 7, Section 4 for Friday, February 24.
Week of February 6-10
Monday, February 6
Objectives: Students should be able to:
1.Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1.**__Do Now: Chronology Event__** (Silent)
2.Brief PowerPoint
3.Summative Review Question
4.Political Cartoons
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 9.
Tuesday, February 7
Objectives: Students should be able to:
1. Discuss the provisions of the Missouri Compromise
Procedure:
1. Do Now: Set up netbook.
2. Brief PowerPoint
3. Webquest
4. Oral Summative Review (Closing Question): Looking at this map, how is it evident that the issue of slave vs. non-slave states will be debated again?
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete **Guided Reading**. Due Thursday, February 9.
Wednesday, February 8
Objectives: Students should be able to:
1. Discuss the use of the Interstate Commerce Clause
Procedure:
1. Do Now: Crossword
2. "Commerce Clause: 1:05" http://www.youtube.com/watch?v=kMFVPCe6ncU
3. Gibbons v. Ogden and student worksheet
4. Misuse of the Commerce Clause? http://www.youtube.com/watch?v=5dwrAFXEEN8
5. Strong or weak link to the Interstate Commerce Clause?
6. Oral Summative Review
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 9.
Thursday, February 9
Objectives: Students should be able to:
1. Explain how John Marshall increased the power of the nation over the states
Procedure:
1. Do Now: Analyze this picture and relate thsi to the Missouri Compromise:
2. Review
3. Brief PowerPoint
4. Summative Review Question
5. **Review for Quiz** (Answers: 1. True 2. Adams-Onis Treaty 3. Monroe Doctrine 4. Escape debt, escape the law, & get cheap land 5. Slave
6. False 7. Interstate Commerce 8. National Gov't 9. State of New York 10. Can the state of Maryland tax the National Gov't? 11. The Constitution is the supreme law of the land 12. Congrss has the power to make all laws which shall be necessary and proper
HW:
1. Study for Chapter 7, Section 2 quiz for Friday, February 10
2. Guided Reading for students who received an 84 or lower. Due Friday, February 10.
Friday, February 10
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning nationalism and foreign policy
Procedure:
1. Quiz
2. Current Events
HW:
1. Read Chapter 7, Section 3. Answer questions 1-5. Due Thursday, February 16.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 16.
Week of January 30-February 3
Monday, January 30
Objectives: Students should be able to:
1. Explain the root causes of the American Industrial Revolution
2. Analyze to what extent technology is replacing humans today
Procedure:
1. Do Now: List jobs replaced by technology
2. Review
3. **__PowerPoint__**
4. Technology Replacing Humans? http://www.converge.org.nz/pirm/nutech.htm (list examples: checkout at the supermarket)
5. 10 best jobs: http://www.forbes.com/2011/01/07/best-worst-jobs-2011-leadership-careers-employment-best_slide.html
6. 10 dead jobs: http://www.forbes.com/2011/01/18/jobs-outlook-decline-forbes-woman-leadership-careers_slide.html
7. Chinese Factory: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
8. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
Tuesday, January 31
Objectives: Students should be able to:
1. Describe the rise of large-scale factories
2. Analyze the conditions of the Lowell Factories through primary sources
Procedure:
1. Do Now: Where do sweatshops exist in the world? What do you think the conditions would be like?
2. Review
3. **__PowerPoint__**
4. Lowell System Primary Source
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
Wednesday, February 1
Objectives: Students should be able to:
1. Explain the social and economic differences between the North and the South that develop due to the Industrial Revolution
Procedure:
1. Review
2. **__PowerPoint__**
3. **Simulation**
4. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
2. Students with a 84 & below, complete Guided Reading. Due Thursday, February 2.
3. Study for quiz, Friday, February 3.
Thursday, February 2
Objectives: Students should be able to:
1. Discuss the transportation improvements in the early 1800s
2. Explain why the early 1800s ushered in an "era of good feelings"
Procedure:
1. Do Now: What are some ways to travel in the U.S.? Why is having a good transportation network important in society today?
2. Review
3. **__PowerPoint__**
4. Review homework
5. **__Worksheet__**
6. Oral Summative Review
HW:
1. Study for quiz, Friday, February 3.
Friday, February 3
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning economic differences in the United States as a result of industrialization
Procedure:
1. Quiz
2. Current Event
HW:
1. Read Chapter 7, Section 2. Answer questions 1-5. Due Thursday, February 9.
Week of January 23-27Monday, January 23
Objectives: Students should be able to:
1. Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
Period 5: Study for Midterm!
Period 6: Study for Mid-term!
Tuesday, January 24
Objectives: Students should be able to:
1. Research one current event in politics and write a two-paragraph description
Procedure:
1. Library
HW: None.
Wednesday, January 25
Objectives: Students should be able to:
1. Discuss the causes of the War of 1812
2. Analyze symbols of the United States including "Uncle Sam"
Procedure:
1. Do Now: Name at least three symbols of the United States
2. Review
3. PowerPoint
4. Symbols: http://www.classroomhelp.com/lessons/cdv/cdv_patriotism.html
5. WWI Recruiting Poster:
6. Uncle Sam Political Cartoon
7. Summative Oral Review
HW: None.
Thursday, January 26Objectives: Students should be able to:
1. Discuss the events and aftermath of the War of 1812
2. Explain the historic nature and meaning of the National Anthem
Procedure:
1. Do Now: Who wrote the National Anthem? Why does the U.S.have one?
2. Review
3. **PowerPoint**
4. Star Spangled Banner: http://www.youtube.com/watch?v=YO_l90JvegE&feature=related
5. Meaning of the Anthem: http://moranmustangs.org/chrisd/2010/01/13/the-meaning-of-the-american-national-anthem/OR http://voices.yahoo.com/the-meaning-our-national-anthem-look-the-3695680.html?cat=37
6. Oral Summative Review
HW: None.
Friday, January 27
Objectives: Students should be able to:
1. Explain the effects of the Industrial Revolution
Procedure:
1. Do Now: What are some advantages and disadvantages of factories?
2. Review
3. Simulation: http://campus.lakeforest.edu/mcrah/institute/projects/indust-5.pdf
4. Nike Sweatshops: http://www.youtube.com/watch?v=M5uYCWVfuPQ
5. Oral Summative Review
HW:
1. Read Chapter 7, Section 1. Answer questions 1-5. Due Thursday, February 2.
Week of January 16-20
Monday, January 16
No School!
Tuesday, January 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation.
Procedure:
1. Review for Test: Chapter questions at the end of the book
2. Jeopardy
HW:
1. Study for test, Wednesday, January 18.
2. Webquest report due Wednesday, January 18.
Wednesday, January 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation.
Procedure:
1. Test
HW:
1. Prepare for mid-term. Complete the study guide for the mid-term.
Thursday, January 19
Objectives: Students should be able to:
1.Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
1. Prepare for mid-term. Complete the study guide.
Friday, January 20
Objectives: Students should be able to:
1. Review for Mid-term
Procedure:
1. Review for Mid-term
HW:
1. Prepare for mid-term. Complete the study guide.
Week of January 9-13Monday, January 9
Objectives: Students should be able to:
1. Discuss the contentious nature of the Election of 1800
Procedure:
1. Do Now: Watch this video: http://www.youtube.com/watch?v=bWdyf9eSkqQ . Do you like "Taliban Dan Webster?"
Webster's response: http://www.youtube.com/watch?v=EFhmFHvOflg&feature=related
2. **Review**
3. PowerPoint
4. Attack Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
5. More Attack Ads: http://www.youtube.com/watch?v=KaPRnsgFxOU&feature=player_embedded
6. More Attack Ads: http://www.youtube.com/watch?v=Hsj8Y_8PZyg
7. Hamilton v. Burr: http://www.youtube.com/watch?v=BfeuU0NB5lg
8. Election 2000: http://www.findingdulcinea.com/news/politics/2008/November/Controversial-Presidential-Elections-in-American-History.html
9. Interactive Map: http://uselectionatlas.org/RESULTS/national.php?year=2000
10. Summative Oral Review
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Tuesday, January 10
Objectives: Students should be able to:
1. Explain how John Marshall was instrumental in expanding the Supreme Court's powers
Procedure:
1. Do Now: Which branch of government has the most power in your opinion? Why?
2. Review
3. Judicial Review Simulation: "How old were you during the second part of your third grade year?"
4. PowerPoint
5. Judicial Review: http://www.youtube.com/watch?v=LwVzEl0Rqas
6. Youtube Video: http://www.youtube.com/watch?v=fsHA4Di9z8E
7. Closing Question: What concept does this illustrate? Explain how you know:
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Wednesday, January 11
Objectives: Students should be able to:
1. Discuss the expansion of the United States under Thomas Jefferson
Procedure:
1. Do Now:
1.What do you see in the cartoon? Make a list. Include objects, people, and any characteristics that seem to be exaggerated.
2.Which of the items on the list from Question 1 are symbols? What does each symbol stand for?
3.What is happening in the cartoon?
4.What is the cartoonist's message?
5.Do you agree or disagree with the message? Explain your answer.
2. Review
3. At the time Thomas Jefferson was living… True or False
- there were woolly mammoths roaming the West.
- there was a tribe of blue-eyed Indians living in the West who spoke Welsh, the language of people from Wales, a region on the west coast of the island of Great Britain.
- there was a river or series of connected rivers, starting at the Mississippi, that crossed the western mountains and reached the Pacific Ocean.
- the Blue Ridge Mountains were taller than the Rocky Mountains.
- the West had many erupting volcanoes.
- unicorns could be found in the West.
- there were mountains in the West made of undissolved salt.
- some beavers in the West were seven feet tall.
- buffaloes were friendly and had slim waists.
- Peruvian llamas roamed the West.
5. Lewis & Clark Video: http://my.hrw.com/ss_2012/mmc/lewis_and_clark/
6. Purchase: https://docs.google.com/open?id=0B01upkp27gthYTRlMzAzNzktZWEwMi00YzhlLWI5OGEtOGRmZTgxNzRjNDdj
8. Oral Summative Review
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
2. Students with 84 or below: **Guided Reading**. Due Thursday, January 12.
3. Draw or videotape a 60-second campaign ad for the Election of 1800 from either John Adam's or Thomas Jefferson's point of view. This should be colored. It is worth a quiz grade. Due Friday, January 13.
Thursday, January 12
Objectives: Students should be able to:
1. Analyze the Lewis and Clark expedition in the Louisiana Territory
Procedure:
1. **Webquest**
HW:
1. Study for Quiz, Friday, January 13.
2. Complete **Study Guide** for 5 extra points on your quiz. Due Friday, January 13.
3. Webquest report due Wednesday, January 18.
Friday, January 13
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning John Marshall and the Supreme Court as wella s Jefferson and the expansion of the United States.
Procedure:
1. Quiz
2. Current Events
HW:
1. Webquest report due Tuesday, January 17. This will be worth a small test grade.
2. Webquest report due Wednesday, January 18.
Week of January 2-6Monday, January 2
No school!
Tuesday, January 3
Objectives: Students should be able to:
1. Discuss how foreign policy impacted Washington's presidency and the nation
Procedure:
1. Do Now: Provide three issues overseas that the President is currently dealing with or might be dealing with in the future.
2. Review
3. **PowerPoint**
4. Foreign Policy: Syria: http://www.youtube.com/watch?v=k-U_l5lzWJg
5. Foreign Policy: Afghanistan: http://www.youtube.com/watch?v=GrHm4phj5RQ
6. Summative Review
HW:
1. Students with an average 84 & below: **Guided Reading**. Due Thursday, January 5.
2. Complete chapter questions 1-5 in chapter 6, section 2. Due Thursday, January 5.
3. Study for Quiz, Friday, January 5.
Wednesday, January 4
Objectives: Students should be able to:
1. Describe the causes and aftermath of the XYZ Affair
2. Analyze the role of sectionalism under Adams's presidency
Procedure:
1. Do Now: Aside from Middle-Eastern countries, which country in the world do you believe the United States dislikes? Why?
2. Review
3. **PowerPoint**
4. Freedom Fries: http://articles.cnn.com/2003-03-11/politics/sprj.irq.fries_1_freedom-toast-french-fries-and-french-freedom-fries?_s=PM:ALLPOLITICS
5. Oral Summative Review
HW:
1. Students with an average 84 & below: Guided Reading. Due Thursday, January 5.
2. Complete chapter questions 1-5 in chapter 6, section 2. Due Thursday, January 5.
3. Quiz, Friday, January 5.
Thursday, January 5
Objectives: Students should be able to:
1. Discuss the purpose and reaction to the Alien and Sedition Acts
Procedure:
1. Do Now: What are some limits on speech? Are these limits important?
2. Review
3. **PowerPoint**
4. Review Sheet
5. Review for Quiz
HW:
1. Study for quiz, Friday, January 5.
Friday, January 6
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation under John Adams
Procedure:
1. Quiz
2. Eulogy of Washington: POV: King George III, British Citizen, John Adams, Loyalist, Soldier in the American Revolution
HW:
1. Read Chapter 6, section 3. Answer questions 1-5. Due Thursday, January 12.
Week of December 19-23Monday, December 19
Objectives: Students should be able to:
1. Discuss the controversial debt plan proposed by Alexander Hamilton
Procedure:
1. Do Now: The U.S. is in debt. What programs would you cut? Explain.
2. Review
3. Brief PowerPoint
4. http://www.youtube.com/watch?v=sI1-P-emWkc
5. You fix the budget!: http://www.nytimes.com/interactive/2010/11/13/weekinreview/deficits-graphic.html
6. Oral Summative Review
HW:
1. Bring two completed copies of your research paper to class on Wednesday, December 21.
2. Read pages 181-187. Answer questions 1-5. Due Wednesday, December 21.
Tuesday, December 20
Objectives: Students should be able to:
1. Discuss the rise of the two-party political system
2. Explain the causes and aftermath of the Whiskey Rebellion
Procedure:
1. Do Now: What political party do you belong to? What political beliefs have led you to identify with this party?
2. Review
3. Brief PowerPoint
4. Canada's Election
5. 2008 Election http://elections.nytimes.com/2008/results/president/map.html
6. Political Spectrum: http://www.gotoquiz.com/politics/political-spectrum-quiz.html
7. Oral Summative Review
HW:
1. Bring two completed copies of your research paper to class on Wednesday, December 21.
2. Read pages 181-187. Answer questions 1-5. Due Wednesday, December 21.
3. Study for quiz, Thursday, December 22.
Wednesday, December 21
Objectives: Students should be able to:
1. Peer-edit other students' papers
Procedure:
1. Review
2. Peer Editing
3. Review: **http://thedifferencesbetweendemocratandrepublican.blogspot.com/**
4.
5.
HW:
1. Research paper due via **http://www.turnitin.com/** and hard copy due in class on Thursday, December 22.
2. Study for quiz. Thursday, December 22.
Thursday, December 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New Nation under George Washington
Procedure:
1. Quiz
2. Third Political Party Handout
HW: None.
Friday, December 23
Objectives: Students should be able to:
1. Draw a political cartoon displaying the status of a third political party in the U.S.
Procedure:
1. Political Cartoon of Third Parties
HW: Have a safe, happy, relaxing, and fun-filled holiday vacation!
Week of December 12-16Monday, December 12
Objectives: Students should be able to:
1. Locate sources for their research projects
2. Write an annotated bibliography
Procedure:
1. Lower Library: Locate sources
HW:
1. Annotated bibliography due Wednesday, December 14. Worth 20% of your research paper.
2. Thesis due Wednesday, December 14.
3. Outline due Friday, December 16. Worth 10% of your research paper.
Tuesday, December 13
Objectives: Students should be able to:
1. Examine the role of cabinets in the executive branch
Procedure:
1. Do Now: What people make up the executive branch? (Hint: Cabinet)
2. Review
3. **__Brief PowerPoint__**
4. Cabinets http://en.wikipedia.org/wiki/United_States_Cabinet
5. http://www.youtube.com/watch?v=xxSvi6JCCfk
6. https://docs.google.com/open?id=0B01upkp27gthOTRmN2MwMjYtNTZkMS00OWExLTkyNDktYzlhMDdjNDhlOTRi
7. Sentences
HW:
1. Annotated bibliography due Wednesday, December 14. Worth 20% of your research paper.
2. Thesis due Wednesday, December 14.
3. Outline due Friday, December 16. Worth 10% of your research paper.
Wednesday, December 14
Objectives: Students should be able to:
1. Compose a working thesis for their own research paper
2. Evaluate strong and weak theses
Procedure:
1. Do Now: What is the purpose of a thesis?
2. Working Groups: **Thesis Worksheet**
3. Evaluate each other's theses
4. Oral Summative Review
HW:
1. Outline due Friday, December 16. Worth 10% of your research paper.
2. Paper due Wednesday, December 21.
Thursday, December 15
Objectives: Students should be able to:
1. Discuss the issues concerning the Hamilton-Jefferson debates.
Procedure:
1. Do Now: What are the divisions in our own country today about? What side do you take?
2. **__Brief PowerPoint__**
3. **Webquest**: Put the webquest online via http://www.turnitin.com/.
4. Summative Oral Review
HW:
1. Paper due Wednesday, December 21.
2. Outline due Friday, December 16. Worth 10% of your research paper.
Friday, December 16
Objectives: Students should be able to:
1. Write a compelling paper based on student-conducted research
Procedure:
1. Lower Library: Write Paper
HW:
1. Research paper due Wednesday, December 21.
Week of December 5-9Monday, December 5
Objectives: Students should be able to:
1. Examine the eighth amendment.
Procedure:
1. Do Now: Is the death penalty "cruel and unusual punishment?" Explain.
2. Review
3. Eighth Amendment: "Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted."
4. Map:
5. Lethal Injection: http://www.youtube.com/watch?v=SfEwxhOn0Iw&feature=related
6. Death Penalty Case: http://www.youtube.com/watch?v=v5MlsBlLhxQ
7. Life in Prison: http://www.youtube.com/watch?v=XQJL6gx6_VE&feature=related
8. **Case**
9. Opinion: Is it constitutional? Debate: Tomorrow.
HW:
1. Prepare for debate. This debate will be worth a quiz grade. Due Tuesday, December 6.
2. Study for test, December 9.
3. Read pages 145-149. Answer questions 1-5. Due Wednesday, December 7.
Tuesday, December 6
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Prepare for debate
2. Debate!
4. Oral Summative Review
5. **Research Paper**
HW:
1. Read pages 145-149. Answer questions 1-5. Due Wednesday, December 7.
2. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
3. Study for test, December 9.
Wednesday, December 7
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Do Now: Aside from the First Amendment, which amendment do you find to be the most compelling and valuable?
2. **Review**
3. Ratification and **Federalists/Anti-Federalists** Handouts
4. Exit Slip
HW:
1. Study for test, December 9.
2. Answer Terms & Names: 1-10; Main Ideas 10; Critical Thinking: #1 on page 150
3. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Thursday, December 8
Objectives: Students should be able to:
1. Debate the constitutional legalities of capital punishment.
Procedure:
1. Textbook Review
2. Jeopardy Review
HW:
1. Study for test, December 9.
2. Begin locating sources for your research paper. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Friday, December 9
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Foundations of the United States.
Procedure:
1. Test
2. Survey
HW:
1. Annotated bibliography due Wednesday, December 14.
2. **Research Paper** due December 21 via http://www.turnitin.com/. A hard copy must also be turned in.
Week of Nov. 28-Dec. 2Monday, November 28
Objectives: Students should be able to:
1. Discuss and relate the Bill of Rights to today.
2. Apply the Bill of Rights to case studies.
Procedure:
1. Do Now: Bill of Rights: True or False (8 minutes)
2. Review (4 minutes)
3. **Distribute Bill of Rights:** Students will read and rank them from 1 to 10 in groups. (7 minutes)
4. Bill of Rights Rap: 1:30: http://www.youtube.com/watch?v=qSA8LX0xNLg (2 minutes)
5. **Bill of Rights Handout** (Student A & B, read separately; then summarize)
6. Summative Oral Review
HW: None.
Tuesday, November 29
Objectives: Students should be able to:
1. Examine the role of the First Amendment in American contemporary and past history.
Procedure:
1. Do Now: Formulate sentences
2. __Review__
3. **Bill of Rights Handout** (Student A & B, read separately; then summarize; write down three most important points)
4. First Amendment Case Studies
5. Summative Oral Review
HW: None
Wednesday, November 30
Objectives: Students should be able to:
1. Examine the role of the First Amendment in American contemporary and past history.
2. Discuss the limits of the First Amendment.
Procedure:
1. Do Now: List the five freedoms guaranteed in the First Amendment. Provide two examples how you can utilize these freedoms everyday.
2. __Review__
3. Limits of Free Speech
4. **__First Amendment Case Studies__**
5. http://www.youtube.com/watch?v=2tHiKuRuiqU
6. Summative Oral Review
HW: None
Thursday, December 1
Objectives: Students should be able to:
1. Apply the amendments relating to criminal law to a mock case
Procedure:
1. Do Now: Are there limits on speech? If so, what?
2. __Review__
3. Trial of Goldie Locks http://education.occourts.org/people_vs_goldielocks.asp and http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=8&ved=0CGwQFjAH&url=http%3A%2F%2Feducation.occourts.org%2Fgoldielockstrial.pdf&ei=YrDJTsHzC8Xq0gHGvdka&usg=AFQjCNGK8SZnjYizhxekALmGRBjfVFkVpQ&sig2=4LIJ8rFJSnR-G56styVEew
4. Summative Oral Review
HW:
1. Study for quiz: Friday, December 2.
Friday, December 2
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Articles of Confederation, Northwest Ordinance of 1787, and status of women and minorities in the New Republic.
Procedure:
1. Quiz.
2. Distribute Research Paper
3. Current Events
HW: None
Week of November 21-23
Monday, November 21
Objectives: Students should be able to:
1. Describe the causes of Shays's Rebellion
2. Discuss why the Constitutional Convention convened againProcedure:
1.Do Now: Is there anything that would make you rebel? Explain, why or why not.
2.Review
3.**Brief PowerPoint**
4.States' Rights
5.Oral Summative Review
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Wednesday, November 23.
Tuesday, November 22
Objectives: Students should be able to:
1. Distinguish between the New Jersey, Virginia, and Connecticut Plans concerning the issue of representation
2. Explain why the Articles of Confederation as a form of government was abolished.
Procedure:
1.Do Now: Are politicans comprising today? Is it good to compromise or stick to your ideals?
2.**__Review__**
3.**Brief PowerPoint**
4.Political Cartoon Activity
5. Oral Summative Review
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Wednesday, November 23.
2. Finish political cartoon. Due Wednesday, November 23.
3. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Wednesday, November 23
Objectives: Students should be able to:
1. Discuss how slavery complicated the issue of representation in Congress
2. Describe the key conflicts in the Constitutional Convention
Procedure:
1.Do Now: Should slaves be counted? Why or why not?
2.**__Review__**
3.Share Political Cartoons
4.**Brief PowerPoint**
5. Oral Summative Review
6. Give back DBQs
HW:
1. Enjoy your Thanksgiving!
Week of November 14-18Monday, November 14
Objectives: Students should be able to:
1. Explain the reasons a republic over a true democracy was chosen
2. Describe the status of women following the American Revolutionary War
Procedure:
1.Do Now: Should there be a law that prohibits people without a bachelor's degree or lower from voting? Why or why not?
2.Review
3.Discuss last-minute concerns about the **DBQ**
4.Brief PowerPoint
5.Republican Motherhood Primary Source
6.Oral Summative Review
HW:
1. **DBQ**. Four-paragraph (intro, 2 body paragraphs, and conclusion) due Tuesday, November 15.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Tuesday, November 15
Objectives: Students should be able to:
1. Explain the structure of the Articles of Confederation
2. Discuss the similiarities and differences among early state constitutions
Procedure:
1.Do Now: Should each state have the same number of representatives in Congress today? Explain.
2.Review
3.Brief PowerPoint
4.**New Government Activity**
5.Oral Summative Review
HW:
1. Read chapter 5, section 1. Answer questions 1-5. Due Thursday, November 17.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Wednesday, November 16
Objectives: Students should be able to:
1. Describe the provisions of the Northwest Ordinance of 1787
2. Discuss some problems encountered by the Articles of Confederation
Procedure:
1.Do Now: What might be some weaknesses in the Articles of Confederation?
2.Review
3.Activity/Simulation
4.Brief PowerPoint
5.**Northwest Ordinance Activity**
6.Oral Summative Review
HW:
1. Read chapter 5, section 1. Answer questions 1-5. Due Thursday, November 17.
2. Answer questions 1-13 on the Northwest Ordinance Treaty of 1787. Due Thursday, November 17.
3. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Thursday, November 17
Objectives: Students should be able to:
1. Evaluate the strength of the Articles of Confederation
Procedure:
1.Do Now: Predict what the Founding Fathers might do with the Articles of Confederation. Explain.
2.Review
3.Brief PowerPoint
4.Quiz Review
5.Oral Summative Review
HW:
1. Study for quiz on chapter 5, section 1. Quiz on Friday, November 18.
2. Locate, read, and summarize (in one paragraph) your current event. This should be submitted via turnitin.com. Post under the discussion section. Be prepared to discuss. Due Friday, November 18.
Friday, November 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Articles of Confederation, Northwest Ordinance of 1787, and status of women and minorities in the New Republic.
Procedure:
1.Quiz
2.Current Event
HW:
1. Read chapter 5, section 2. Answer questions 1-5. Due Tuesday, November 22.
Week of November 7-9Monday, November 7
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: Now that the country has been recognized, what problems might a new country face?
2.Review Tests
3.Distribute DBQ
HW:
1. **DBQ**
Tuesday, November 8
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: What is the purpose of a DBQ? What is the student's responsibility in writing a DBQ?
2.Distribute **DBQ**
HW:
1. **DBQ**: Answer document #4. Due Wednesday, November 9.
Wednesday, November 9
Objectives: Students should be able to:
1. Analyze and summarize the causes of the American Revolutionary War
2. Craft a well-written answer to a document-based question concerning the causes of the American Revolutionary War
Procedure:
1.Do Now: What issues or concerns do you have about this DBQ? What is troubling you the most?
2. Finish **DBQ**
HW:
1. **DBQ**:
Week of Oct. 31-Nov. 4Marking period ends November 4
Monday, October 31
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. **Example DBQ**
HW:
1. Prepare for test, Friday, November 4.
Tuesday/Wednesday, November 1 & 2
Objectives: Students should be able to:
1.Describe the war contributions of European allies.
2. Trace the Revolution in the Southern colonies.Summarize the British surrender at Yorktown.
3. Recognize the symbolic value of the Revolution.
Procedure:
1. Do Now: Evaluate this statement: It is thanks to men that the American Revolutionary War was won
2. Brief PowerPoint
3. Abigail Adams Primary Source
4. Oral Summative Review
HW:
1. Prepare for test, Friday, November 4.
2. Read chapter 4, section 4 and answer questiosn 1-5.
3. **Study Guide**
Week of October 24-28Monday, October 24
Objectives: Students should be able to:
1. Describe the difficulties the Continental Army was facing before and after the Battle of New York
2. Discuss the decisive Battle of Trenton and its cause in raising morale for the Continental Army
Procedure:
1.Do Now: Why is high morale important for an army? List factors that would boost as well as lower morale.
2. **__Review__**
3. Brief PowerPoint
4. Trenton Map:
5. Cooperative Learning: Photograph Analysis
A. What is your overall impression of the photograph?
B. Divide the photograph into quadrants and study in depth each quadrant.
C. What new details become visible?
D. List all the people, objects, and activities that you see in the photograph.
E. Based on your observations, draw inferences from the photograph.
F. List a few questions that are raised in your mind relative to the photograph.
G. Where might you find answers to those questions?
6. NPR Article: http://www.npr.org/programs/morning/features/patc/georgewashington/index.html
A. Does it matter that there are historical inaccuracies?
B. Does it detract from the overall message?
C. Does this still happen today and is it okay to do so?
7. Primary Source: **__John Greenwood__** & **Accompanying Worksheet**
8. Oral Summative Assessment
Homework:
1. Work on two-page research paper. Due Monday, October 31.
2. Period 5: Finish worksheet. Due Tuesday, October 25.
Tuesday, October 25
Objectives: Students should be able to:
1. Discuss why the Battle of Saratoga is considered a turning point in the American Revolutionary War
2. Analyze the strengths and weaknesses of the Continental Army and the British Army
Procedure:
1. Do Now: List the strengths and weaknesses of both the British and Americans in the American Revolutionary War
2. Review
3. Brief PowerPoint
4. Battle of Saratoga (2:33) Video: http://www.youtube.com/watch?v=txeNC-zG34w
A. What was his plan?
B. Why did it fail?
C. Why is this called Saratoga?
D. How was this war important diplomatically?
5. Saratoga Game
6. Oral Summative Assessment: Analyze this statement: The Battle of Saratoga was problematic for the Americans because it dragged the French into the American Revolutionary War.
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
Wednesday, October 26
Objectives: Students should be able to:
1. Draft a two-page paper for their research paper.
2. Utilize proper MLA citations
Procedure:
1. Library/Social Studies Computer Lab
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Prepare for test, Wednesday, November 2.
3. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Thursday, October 27
Objectives: Students should be able to:
1. Describe the contributions of non-elite people during the American Revolutionary War through primary source analysis.
Procedure:
1. Do Now: Compare and contrast the amount of involvement from average people (men, women, children) in the wars being fought today with the American Revolutionary War.
2. Review
3. Brief PowerPoint
4. Jigsaw Activity (Cooperative Learning)
5. Oral Summative Assessment
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Study for quiz, Friday, October 28.
3. Prepare for test, Wednesday, November 2.
4. Bring in a current event relating to the 2012 election. You can write a paragraph about the current event. Due Friday, October 28.
5. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Friday, October 28
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Battle of Trenton, Battle of Saratoga,and the role of non-elite people in the American Revolutionary War.
Procedure:
1. Quiz
2. Current Event
Homework:
1. Work on two-page research paper. Due Monday, October 31 via www.turnitin.com
2. Prepare for test, Wednesday, November 2.
3. Create a turnitin.com account. (www.turnitin.com)
Period 5: Class ID#4494383 Password: Falkowski (make sure you capitalize my last name)
Period 6: Class ID#4494385 Password: Falkowski (make sure you capitalize my last name)
Week of October 17-21Monday, October 17
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library
HW:
1. Locate resources for your annotated bibliography.There should be 3 online and 2 book sources. Annotated bibliography (suggestion: use http://www.easybib.com/) due in class on Wednesday, October 19. Here is a sample annotated bibliography: http://wordsworth2.net/images/annotbib.jpg
2. Prepare for quiz on Friday, October 21.
Tuesday, October 18
Objectives: Students should be able to:
1. Describe the role of the Second Continental Congress
2. Discuss the events of the Battle of Bunker Hill
3. Explain the significance of Thomas Paine's Common Sense
Procedure:
1. Do Now: Why might a colonist side with the British in the war?
2. **Review**
3. **Battle of Bunker Hill PowerPoint**
4. Battle of Bunker Hill Poetry: http://www.loc.gov/teachers/lyrical/poems/bunker_hill.html#
HW:
1. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Read pages 113-117. Answer questions 1-4. Due Thursday, October 20.
3. Prepare for quiz on Friday, October 21.
Wednesday, October 19
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
2. Explain what Jefferson meant by "All men are created equal"
3. Distinguish between Patriots and Loyalists
Procedure:
1. Do Now: Why might it be risky for the colonies to become independent from Britain?
Advantages
Possibility of foreign aid from France
Legitimacy in the world community
Captured soldiers treated as POWs not spies or rebels
Independence might unite different areas of the colonies
Stating for the world the ideological basis of this new country
Freedom from subservience to the King
Disadvantages
Might lose friends in England who supported cause of colonists in regard to representation in Parliament but not independence
Might cause division within the colonies
If Revolution failed, the and leaders might be tried and executed as traitors.
Colonies were poorly prepared for war; fighting the largest military power in the world.
No weapons nor manufacturing to make them
Dependent on England for elements needed to fight a
war. Chances of winning the war were slim.
Colonists would be cutting themselves off from the
biggest, freest empire in the world.
Sentimental attachment to
homeland.
2. Review
3. Declaration of Independence PowerPoint
4. Jefferson's Rough Draft: http://www.ushistory.org/declaration/document/rough.htm
5. Declaration of Independence: Plain English OR check textbook on page 109-111
6. Youtube Video (first 4 minutes): http://www.youtube.com/watch?v=jYyttEu_NLU OR Book Video
HW:
1. Begin writing the outline for the two-page paper. This is due in class on Monday, October 24. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Prepare for quiz on Friday, October 21.
3. Read pages 113-117. Answer questions 1-4. Due Thursday, October 20.
Thursday, October 20
Objectives: Students should be able to:
1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.
2. Examine the colonial economy and civilian life during the Revolution.
Procedure:
1. Chapter 4, Section 3 Reading Guide
2. Haym Salomon
HW:
1. Begin writing the outline for the two-page paper. This is due in class on Monday, October 24. Locate resources for your annotated bibliography. Annotated bibliography (suggestion: use www.easybib.com) due in class on Friday, October 21.
2. Prepare for quiz (Study Guide for Quiz: 10/21)on Friday, October 21.
3. Bring in a current event relating to the 2012 presidential race. This can be a hand-written summary
Friday, October 21
Objectives: Students should be able to:
1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.
2. Examine the colonial economy and civilian life during the Revolution.
Procedure:
1. Quiz
2. Review: **Chapter 4, Section 3 Reading Guide**
3. Review: **Haym Salomon**
4. Current Event
HW:
1. Begin writing the outline for the two-page paper. Due in class on Monday, October 24.
Week of October 10-14Monday, October 11
No school! Enjoy the day off.
Tuesday, October 12
Objectives: Students should be able to:
1. Discuss how the Boston Massacre furthered opposition toward the British
2. Describe the events of the Boston Tea Party
3. Analyze the use of propaganda to unite the colonies as one
Procedure:
1. Do Now: Is there bias in the media (newspapers, televisions)? Explain how you know.
2. Quick Review
3. __**Boston Massacre PowerPoint**__
4. "Revolution in Boston" Video (3:00): http://www.youtube.com/watch?v=LsDY5yywvUk
5. Boston Massacre Art
A. What is your overall impression of the photograph?
B. Divide the photograph into quadrants and study in depth each quadrant.
C. What new details become visible?
D. List all the people, objects, and activities that you see in the photograph.
E. Based on your observations, draw inferences from the photograph.
F. List a few questions that are raised in your mind relative to the photograph.
G. Where might you find answers to those questions?
6. __**Boston Tea Party PowerPoint**__
7. __**Primary Source of the Boston Tea Party**__
8. Closing Question: The TEA Party (Taxed Enough Already) Party has become a popular movement, especially among conservatives, desiring for fewer and lower taxes. Would acts of vandalism such as the Boston Tea Party be appropriate or tolerated today? If so, give a hypothetical example; if not, state why not?
Homework:
1. Read pages 96-102. Answer questions 1-5. Due Wednesday, October 12.
Wednesday, October 12
Objectives: Students should be able to:
1. Discuss the reaction of King George III in response to the Boston Tea Party.
2. Describe the Battles of Lexington and Concord.
3. Analyze primary sources to determine who fired the first shot heard " round the world"
Procedure:
1. Do Now: What would be an appropriate response to punish the colonists for the Tea Party? Should the colonists be punished? Why?
2. Review
3. **Intolerable Acts PowerPoint**
4. Youtube Video (1:21): "Washington on the Intolerable Acts" http://www.youtube.com/watch?v=oI9vPxjd2pk&feature=related
5. Battles of Lexington and Concord PowerPoint
6. History Investigation
Homework:
1. Read pages 103-108. Answer questions 1-4 on page 108. Due Friday, October 14.
Thursday, October 13
Objectives: Students should be able to:
1. Analyze primary sources to determine who fired the first shot heard "round the world"
Procedure:
1. Review
2. History Investigation
Homework:
1. Finish History Investigation. Due Friday, October 14.
2. Bring in a current event relating to the 2012 presidential race. This can be a hand-written summary. Due Friday, October 14.
3. Read pages 103-108. Answer questions 1-4. Due Friday, October 14.
Friday, October 14Objectives: Students should be able to:
1. Analyze primary sources to determine who fired the first shot heard " round the world"
2. Discuss the events during the 2012 presidential race
Procedure:
1. Do Now: Who fired the first shot heard 'round the world'?
2. **Review:**Timeline
3. Chapter 4, Section 1 Reading Guide
4. Research Project
5. Current Event
Homework:
1. Locate sources for marking period research project. Annotated bibliography due Wednesday, October, 19.
Week of October 3-7Monday, October 3
Objectives:
1. Trace the development of a varied and thriving economy in the North.
2. Explain the diverse society of the North and the tensions that led to witchcraft trials in Salem.
3. Summarize the influence of the Enlightenment and the Great Awakening.
Content:
1. DO NOW: What factors led to a thriving economy in the North?
2. Chapter 3, Section 3 Reading Guide
3. Salem Witch Trials Primary Source
4. Map: http://www2.iath.virginia.edu/salem/bcr/salem/salem.html
5. The Crucible Movie Trailer :http://www.youtube.com/watch?v=N358aoK_V0E
HW:
1. Read and take notes on pages 85-89. Answer questions 1-5. Due Tuesday, October 4.
2. QUIZ Wednesday, October 5 on the three regions: New England/Middle/Southern Colonies (Sections 1-3 from Chapter 3)
Tuesday, October 4
Objectives:
1. Trace the development of the French-British colonial rivalry.
2. Summarize the French and Indian War.
Content:
1. DO NOW: What were the main causes of the French and Indian War? Who won? What were the consequences/results?
2. **Reading Guide**
3. European Nations in the Americas Map:
4. Political Cartoon
A. Why are there only eight segments of the snake?
B. Why do you thinkthe snake is shaped like this?
C. What is the message of this political cartoon?
D. Why do you think this image was so persuasive to colonists who may never have thought of the separate colonies as parts of a whole?
HW:
1. Study. QUIZ Wednesday, October 5 on the three regions: New England/Middle/Southern Colonies (Sections 1-3 from Chapter 3)
Wednesday, October 5
Objectives:
1.Explain the war’s effects on the relationship between Britain and its colonies.
2.Analyze the French-Indian War from varying points of view.
Content:
1. Quiz
2. DO NOW: What were some problems that were ripping apart the Colonies from Britain?
3. **Point of View: French-Indian War**
HW: None.
Thursday, October 6
Objectives: Students should be able to:
1.Summarize colonial resistance to the Stamp Act.
2. Analyze political cartoons to interpret colonists' attitudes toward the British.
3. Trace the mounting tension in Massachusetts.
Content:
1. DO NOW: Explain how you would feel and what you would do in the following scenario: A five cent stamp is required for each handout and page of homework collected. This revenue would be used to enhance technology in the classroom.
2. Stamp Act PowerPoint
3. Political Cartoons:
A. From who's point of view is this political cartoon likely from? How do you know?
B. Why is their a skull head and bones? What does this symbolize?
C. How might the British have reacted to this?
A. What is going on in this political cartoon? Who is getting "tarred and feathered?" Why might this be?
B. Who are the ones tarring and feathering this man?
C. What does the noose represent (#3)?
D. What is going on in #7?
E. What is the significance of #3? Why is it upside down?
4. Write a letter from the following point of view: (British tax collector, British Merchant, OR Member of Parliament): Explain your position to King George III on the Stamp Act. Write whether you support or do not support this tax and why. Be sure to provide support your answer. This letter should be approximately 2 paragraphs (5 sentences per paragraph), hand-written. You may need to consult your book. Due Friday, October 7.
HW:
1. Letter to Parliament (See above for assignment details). Due Friday, October, 7.
2. Bring in a current event relating to U.S. politics (preferably about the presidential race). This can be an online or paper source. Magazines and newspapers are readily available in the library. You may also print an online article in the library too. Read the article and be prepared to discuss. Due Friday, October 7.
Friday, October 7
Objectives: Students should be able to:
1.Summarize colonial resistance to the Townshend Act.
2. Trace the mounting tension in Massachusetts.
Content:
1. DO NOW: Are taxes a good thing? Do we need them? Do you, as a teenager, pay any tax?
2. **Townshend Act PowerPoint**
3. **Townshend Act Activity** ($0.03 = $1.70) http://www.halfhill.com/inflation.html
4. Current event.
HW: Enjoy the extended weekend. :)
Week of September 26-30
Monday, September 26 Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning primary/secondary sources, Native Americans, Columbus's effect on Europe, Africa, and the New World, Jamestown, Middle Colonies, and New England.
Content:
1. DO NOW: Identify the significance of the following figures: John Rolfe, William Penn, Nathaniel Bacon, Anne Hutchinson, Duke of York
2. Preparation for Test.
HW:
1. Study for Test. **Study Guide**. Test Tuesday, September 27.
Tuesday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning primary/secondary sources, Native Americans, Columbus's effect on Europe, Africa, and the New World, Jamestown, Middle Colonies, and New England.
Content: All material discussed the past three weeks.
HW: Read and take notes of pages 66-71. Answer questions 1-5 on page 71. Due Wednesday, September 28.
Wednesday, September 28
Objectives: Students should be able to:
1.Explain the economic relationship between England and its American colonies.
2. Describe how tensions arose between England and the colonies.
3. Summarize how salutary neglect of the colonies after 1688 planted the seeds of self-government.
Content: England and its Colonies
1. DO NOW: Describe how the New England, Middle, and Southern Colonies differed from one another economically.
2. **Reading Guide for Chapter 3, Section 1**
3. Map of England's Colonies:
4. Navigation Acts
HW:
1.Read and take notes on pages 72-78. Answer questions 1-5. Due Thursday, September 29.
2. Answer part B on the in-class worksheet distributed. Due Thursday, September 29.
Thursday, September 29
Objectives: Students should be able to:
1. Trace the development of a plantation economy in the American South.
2. Explain the way of life in the Southern colonies.
3. Describe the slave trade and the role of slavery in the plantation economy.
4. Describe life for colonial slaves.
Content:
1. DO NOW: What was the effect of the plantation economy on the American South?
2.**Reading Guide for Chapter 3, Section 2**
3. **Triangular Trade**
4. Triangular Trade Map:
HW:
1. Finish worksheet.
2. Locate, read, and bring in a news article (print or online) relating to 2012 presidential election. Be prepared to discuss in class. Due Friday, September 30. Please note that print articles are available in the library.
Friday, September 30
Objectives:
1. Trace the development of a plantation economy in the American South.
2. Explain the way of life in the Southern colonies.
3. Describe the slave trade and the role of slavery in the plantation economy.
4. Describe life for colonial slaves.Content:
Content:
1. DO NOW: How did triangular trade work? What was transported, where?
2. Review homework.
3. Middle Passage WS.
4. Current Event.
HW:
1. Read and take notes on pages 79-84. Answer questions 1-5. Due Monday, October 3.
Week of September 19-23All bold and underlined words contain a link
Monday, September 19
Objectives: Students should be able to:
1. Apply and demonstrate their knowledge and analytical skills concerning primary/secondary sources, Native Americans, and Columbus's effect on Europe, Africa, and the New World.
Content: QUIZ; Work on Projects
HW:
1. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
2. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Tuesday, September 20
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies..
Content:
1. Map:
2. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
3. Puritan Primary Source
4. Some Puritan Laws: Which laws do you think were the most important to Puritans?
1. Eating between meals not allowed.
2. As children they are to be in bed by 8 p.m.
3. They are required to take medicine without complaining.
4. Subdue self- will in a child, and those working together with God to save the child's soul.
5. To teach a child to pray as soon as he can speak.
6. Require all to be still during Family Worship.
7. Give them nothing that they cry for, and only that when asked for politely.
8. To prevent lying, punish no fault which is first confessed and repented of.
9. Never allow a sinful act to go unpunished.
10. Never punish a child twice for a single offense.
11. Comment and reward good behavior.
12. Any attempt to please, even if poorly performed, should be commended.
13. Preserve property rights, even in smallest matters.
14. Strictly observe all promises.
15. Require no daughter to work before she can read well.
16. Teach children to fear the rod.
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
2. Read and take thorough notes on pages 55-59. Due Friday, September 24.
3. Prepare for TEST on Tuesday, September 27. Study Guide
Wednesday, September 21
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies.
Content: Group Projects, Colonies
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY/THURSDAY, SEPTEMBER 9-21/22**
2. Read and take thorough notes on pages 55-59. Due Friday, September 24.
3. Prepare for TEST on Tuesday, September 27. Study Guide
Thursday, September 22
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
2. Compare and contrast the three main colonies.
Content: Group projects, Colonies
Handout: Compare/Contrast 3 Colonies
HW:
1. Read and take thorough notes on pages 55-59. Due Friday, September 24.
2. Prepare for TEST on Tuesday, September 27. Study Guide
Friday, September 23
Objectives: Students should be able to:
1. Describe daily life in New Netherlands.
2. Explain the reasons for the social and religious diversity of colonial Pennsylvania.
Content: Middle Colonies
1. Guided Reading
2. Map:
HW:
1. Answer Questions #4-10 under Terms & Names on page 62 as well as questions #3-10 under Main Ideas on page 62. Due Monday, September 27.
2. Prepare for TEST on Tuesday, September 27. Study Guide
Week of September 12-16
Monday, September 12Objectives: Students should be able to:
1. Analyze and evaluate the impact (political, social, and world) of September 11.
2. Discuss the differences between the pre and post-September 11 world.
3. Explain the root causes of September 11.
Content:
1. Bush's "Address to the Nation" on 9/11 Attacks (watch from 0:38 to 5:15):
Think about the following questions:
A. The U.S. has fought numerous wars before. What makes this terrorist attack so different?
B. What do you think was Al Qaeda’s objective(s)?
C. According to Bush, are these attacks indicative of Islam?
D. What was Bush’s message to the Taliban? – (Note: The Taliban was a militaristic/Islamic regime that ruled Afghanistan and was accused of harboring terrorists in the country)
2. Controversial Provisions in the Patriot Act: http://www.npr.org/news/specials/patriotact/patriotactprovisions.html
3. New York Times: "Portraits of Grief": http://www.nytimes.com/interactive/us/sept-11-reckoning/portraits-of-grief.html?ref=sept112001#/portraits-of-grief/N/1469
HW:
1. Read pages 8-13. Be sure to take notes of each page, especially the common characteristics Native Americans shared. (Due Tuesday, September 13.)
2. **Syllabus**
Tuesday, September 13
Objectives: Students should be able to:
1) Explain the losses that Native Americans incurred as a result of Europeans.
2) Identify some of the common aspects of Native American cultures in North America.
3) Analyze the similarities and differences between the Iroquois Constitution and the U.S. Constitution.
Content: Native Americans
1. Graphic Organizer
2. Iroquois Constitution
3. Video:
HW:
1. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
2. Read and take thorough notes on pages 26-31.
3. Study for QUIZ on Monday, September 19.
Wednesday, September 14
Objectives: Students should be able to:
1) Describe the significance of the Columbian Exchange between Europe, Africa, and the Americas.
2) Debate different points of view on Columbus.
3) Evaluate the impact of Columbus upon the Native Americans, Slave Trade, and Europeans.
Content:
1. Columbian Exchange
2. Columbian Exchange: http://schlafly.glogster.com/columbian-exchange/
3. Organizer
HW:
1.Read and take thorough notes on pages 42-48.
2. Study for **QUIZ** on Monday, September 19.
3. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Thursday, September 15
Objectives: Students should be able to:
1) Discuss the difficulties that the English encountered at Jamestown.
2) Analyze the effect of tobacco on Jamestown.
3) Describe the purpose of the headright system and indentured servants.
4) Explain the economic differences that drove a division between Virginia.
Content:
1. Jamestown Colony: http://www.youtube.com/watch?v=SP_bH9FrySs
2. **__John Smith__**
3. Primary Source - Tobacco in Jamestown
HW:
1. Study for **QUIZ** for Monday, September 19.
2. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
3. Answer the John Smith Primary Source questions. Due Friday, September 16.
4. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Friday, September 16
Objectives: Students should be able to:
1. Research and explain the political, economic, architectural, religious, social, and geographical aspects of the New England, Middle, and Southern Colonies.
Content: Work on projects
HW:
1. Read and take thorough notes on pages 49-54. Due Tuesday, September 20.
2. **GROUP PROJECT ASSIGNED. DUE WEDNESDAY, SEPTEMBER 9-21**
Week of September 6-9All bold and underlined words contain a link
COLONIAL AMERICA UNIT (3 Weeks)
Tuesday, September 6
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2011-2012 school year for US I CP.
2. Understand the goals for this course and classroom procedures.
Content: Syllabus
Handout:**Syllabus**
HW:
1. Student and parent signature for syllabus: Due Friday, September 9.
Wednesday, September 7
Objectives: Students should be able to:
1. Define and distinguish between a primary and secondary source.
2. Explain why primary and secondary sources are readily utilized by historians.
3. Evaluate for a source’s validity, bias, and point of view.
Content: Primary vs. Secondary Sources
Handout:
1. Primary or Secondary Source
2. PowerPoint
3. Document Analysis
HW:
1. Student and parent signature for syllabus: Due Friday, September 9.
2. Read the online textbook pages 27-30. Be sure to take notes of each page. Due Thursday, September 8.
Thursday, September 8:
No School!
HW: None.
Friday, September 9:
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents
2. Explain the losses that Native Americans incurred as a result of Europeans.
3. Evaluate the heroic status of Christopher Columbus in today’s society.
4. Identify and discuss the causes for European exploration of the Americas.
Content: Spanish coming to the New World
1 On the Destruction of the Indies
2. Columbus (Pages 17 and 18 only)
HW:
1. Find, read, and bring in an article about September 11. Suggested newspapers/websites include, but are not limited to The New York Times, CNN, FOX News, NJ Herald, NJ Star Ledger, etc. Be ready to discuss in class. Due Monday, September 12.
2. Finish readings and answer questions. Due Monday, September 12.
3. Log into your online textbook. Usernames