The Week of June 10-14Monday, June 10
Objectives: Students should be able to:
1. Evaluate the successes and failures of Reconstruction
Procedure:
1. Smartboard Review
2. __**Can you decipher this text?**__
3. __**Political Cartoon**__
4. __**PowerPoint**__
5. Confederate Flag: Southern Pride or Racism?: http://www.youtube.com/watch?v=bRDILxECRjw
external image scross.gif
6. Summative Review
7. Additional Resources: History of the Confederate Flags: http://www.youtube.com/watch?v=d7flUYrs8X8
HW: Prepare for open-notebook quiz, Wednesday, June 12.
Tuesday, June 11
Objectives: Students should be able to:
1. Evaluate the successes and failures of Reconstruction
Procedure:
1. Do Now: Smartboard Activity
2. __**PowerPoint**__
3. __**Sharecropping Activity**__
4. Summative Review
HW: Prepare for open-notebook quiz, Wednesday, June 12.
Wednesday, June 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Reconstruction
Procedure:
1. Open-notebook Quiz
2. Current Events
HW: Study for finals!
Thursday, June 13
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Final Study Guide.
HW: Study for finals!
Friday, June 14
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Academic Bowl
2. Final Study Guide.
HW: Study for finals!
The Week of June 17-21Monday, June 17
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Final Study Guide.
HW: Study for finals!
Tuesday, June 18
Finals!
Wednesday, June 19
Finals!
Thursday, June 20
Finals!
Friday, June 21
Finals!
Monday, June 24
Make-up Finals!
The Week of June 3-7
Monday, June 3
Mr. Falkowski will be in a meeting all day. Your assignment:
Chapter 12, Section 1. Answer questions 1-5.
In addition, complete the graphic organizer (first page only)
This work will be collected and counted as a homework grade. Students must work independently.
HW: None.
Tuesday, June 4
Objectives: Students should be able to:
1. Compare and contrast the North and South economically and politically after the Civil War
Procedure:
1. Lincoln's Assassination: http://www.youtube.com/watch?v=PBLsOQPu23U Compare this with the Secret Service today: https://www.youtube.com/watch?v=DYRsKrvLRaU
2. Smartboard
3. PowerPoint
4.
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
5. __**Lincoln's Poem**__
6. Summative Review:
File:Boston Massacre, 03-05-1770 - NARA - 518262.tif
Crispus Attucks in this image to fight for abolition.
HW:
Wednesday, June 5
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: Cheerios Commercial: What's the issue? https://www.youtube.com/watch?v=kYofm5d5Xdw
2. Black Codes
3. PowerPoint
4. Freedom School:
external image freedmens_school.jpg
5. Intermarriage in the US: https://www.youtube.com/watch?v=rTaJScb1neU
6. Closing Question: In a minimum of five sentences, explain whether you believe the Freedman's Bureau was necessary in the South. Explain and support your answer.
HW:
Thursday, June 6
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: Images of Reconstruction: http://www.youtube.com/watch?v=hcBaUpSd9Dc
2. Describe YOUR plan for reconstruction. Questions to consider:
A. How do you allow Confederate states to enter the Union?
B. How do you assist former slaves?
C. Do you charge any Confederates with crimes? Explain.
D. Do former Confederate states deserve representation in Congress? Explain.
E. What else would you add? (and do not say "nothing."
3. __**PowerPoint**__
4. __**Glory**__
HW:
Friday, June 7
Mr. Falkowski will be in a meeting all day. Your assignment:
Read Chapter 12, Section 2. Answer questions 1-5.
If students finish, they can work on their Final Study Guide.
HW: None.
The Week of May 27-31Monday, May 27
No school!
Tuesday, May 28
Objectives: Students should be able to:
1. Diagram the causes, effects, and events of the Civil War
Procedure:
1. __**Mind-Mapping Project**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Wednesday, May 29
Objectives: Students should be able to:
1. Diagram the causes, effects, and events of the Civil War
Procedure:
1. __**Mind-Mapping Project**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Thursday, May 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. __**Study guide**__
2. __**Jeopardy**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Friday, May 31
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. Test
HW: None.
The Week of May 20-24Monday, May 20
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
Procedure:
1. **Gettysburg Video**
2. __PowerPoint__
3. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
4. Summative Review: Why do you believe the KKK had a rally where this battle was fought?
Pennsylvania Klan Reunion held on Gettysburg Battlefield Sept 19-20, 1925, NPS
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Tuesday, May 21
Biology Testing
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Wednesday, May 22
Biology Testing
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Thursday, May 23
Objectives: Students should be able to:
1. Describe the effects of war on the Union and Confederacy
Procedure:
1A. Sherman's March (Music): http://www.youtube.com/watch?v=O-dzCt2xeSo
1B. Do Now: __**Smartboard Review**__
2. __PowerPoint__
3. Income Tax Calculator: http://www.completetax.com/income-tax/calculators/federal.asp
4. Summative Review:
5. __**Glory**__
6. Total War: http://www.youtube.com/watch?v=46tDrVMlGpY
7. Summative Review: How did Sherman's March to the Sea help end the Civil War?
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Friday, May 24
Objectives: Students should be able to:
1. Discuss the effectiveness and ethics of total war used by General Sherman
Procedure:
1: __**Glory**__
HW: Prepare for test next week.
The Week of May 13-17Monday, May 13
Objectives: Students should be able to:
1. Discuss pertinent battles early on in the Civil War
Procedure:
1. Do Now: __**Drummer Boys Reading**__
2. __PowerPoint__
3. Summative Review
HW:
1. Read pages 338-345. Answer questions 1-5. Support your reasoning. Due Wednesday, May 15.
2. Presentation packet due Wednesday, May 15.
Tuesday, May 14
Objectives: Students should be able to:
1. Describe the political and social impact that the Emancipation Proclamation had on certain parts of the United States
Procedure:
1. Do Now: Place the following events in order. Next, write one sentence about each event: Shiloh, Monitor vs. Merrimack, Antietam, 7 Days Battle, Sumter. 2. Emancipation ProclamationAnne Davis LetterTranscript Activity__**Accompanying Questions**__
3. __PowerPoint__
4. A quote by Lincoln: "“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.”"
5. Monument picture: Does Lincoln deserve a monument?
external image lincoln-memorial-address.jpg
HW:
1. Read pages 338-345. Answer questions 1-5. Support your reasoning. Due Wednesday, May 15.
2. Presentation packet due Wednesday, May 15.
Wednesday, May 15
Objectives: Students should be able to:
1. Discuss the role of African-Americans and women during the Civil War
Procedure:
1. Do Now: Which picture represents the viewpoint of the North? The South? Explain how you know. Political Cartoon Notes
external image mp077.jpg
external image lincoln_writes_ep.jpg
http://mrlincolnshightechwar.com/chapter_files/chap04.html http://historymatters.gmu.edu/d/6741
2. __PowerPoint__
3. __**Glory**__
4. Summative Review
HW: Prepare for quiz, Friday, May 17
Thursday, May 16
Objectives: Students should be able to:
1.Discuss the political and social reaction to the Emancipation Proclamation & conscription
Procedure:
1. Do Now: Interactive Map: Write down three generalizations you can make concerning this map
2. __PowerPoint__
3. __**Graphic Organizer**__
HW: Prepare for quiz, Friday, May 17
Friday, May 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. Quiz
2. Current Events
HW: None
The Week of May 6-10Monday, May 6
Objectives: Students should be able to:
1. Discuss how emerging technology changed the landscape of the Civil War
Procedure:
1.Presentation Reminder
2. Do Now: Drones: http://www.youtube.com/watch?v=TyJoJUs14bc
3. __**PowerPoint**__
4. Summative Review: What was the most important piece of technology during the Civil War? Support your reasoning.
HW: Work on presentations. Please send link or presentation via e-mail to [email protected]. Due Tuesday, May 7.
Tuesday, May 7
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW: Work on presentations
Wednesday, May 8
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW: Work on presentations
Thursday, May 9
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW:
1.Work on presentations
2. Civil War Battle/Event/Person due at the end of presentations
Friday, May 10
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
4. If time remains, __**Glory**__
HW: None
The Week of April 29-May 3Monday, April 29
Objectives: Students should be able to:
1. Locate, research, and assess scholarly resources for oral presentation
Procedure:
1. Research Assignment
2. Library
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Tuesday, April 30
Objectives: Students should be able to:
1.Locate, research, and assess scholarly resources for oral presentation
Procedure:
1. Research Assignment
2. Library
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Wednesday, May 1
Objectives: Students should be able to:
1.Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. __**Components of an Effective Oral Presentation**__
2. Explain Rubric
3. Public Speaking Game
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Thursday, May 2
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:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Friday, May 3
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. Current Events
HW: Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
The Week of April 22-26Monday, April 22
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Character Profiles: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/Content/PDFs/1860_Election_Platforms.pdf
2. __**PowerPoint**__ (Voting Simulation) (Party Notes)
3. Interactive Election Map
4. Summative Review: How did Lincoln win the election of 1860?
HW: Prepare for test, Friday, April 2. __**Study Guide**__ (optional)
Tuesday, April 23
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Internet Inquiry Activity**__ (Upload on MyBigCampus OR print hard copy.)
2. __**Video Tutorial on Making Graphic Organizers in Microsoft Word**__
HW:
1. Work on __**Internet Inquiry Activity**__. Upload on MyBigCampus OR print hard copy. Due Thursday, April 25.
2. Prepare for test, Friday, April 26. __**Study Guide**__ (optional)
Wednesday, April 24
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Internet Inquiry Activity**__ (Upload on MyBigCampus OR print hard copy.)
2. __**Video Tutorial on Making Graphic Organizers in Microsoft Word**__
HW:
1. Work on __**Internet Inquiry Activity**__. Upload on MyBigCampus OR print hard copy. Due Thursday, April 25.
2. Prepare for test, Friday, April 26. __**Study Guide**__ (optional)
Thursday, April 25
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Review __**Internet Inquiry Activity**__
2. __**Study Guide**__
3. __**Jeopardy**__
HW: Study for test, Friday, April 26.
Friday, April 26
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Test
HW: None
The Week of April 15-19Monday, April 15
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: __**Matching Activity**__
2. __**PowerPoint**__
3. __**Map Activity**__ (Map on third page). Both the Missouri Compromise and Kansas-Nebraska Act should be depicted. Next, write two to three sentences explaining how the Kansas-Nebraska Act compares with the Missouri Compromise. Then, explain how it is a cause of the Civil War.
4. Closing Question (PP)
HW:
1. Finish maps. Due Tuesday, April 16.
2. Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Tuesday, April 16
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: Compare and contrast the Kansas-Nebraska Act with the Missouri Compromise
2. __**PowerPoint**__
3. __**H.S.I.**__ and __**Document Sheet**__
4. Summative Review
HW:
1. Finish HSI. Due Wednesday, April 17
2. Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Wednesday, April 17
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: Review documents
2. __**PowerPoint**__
3. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4 - Provide examples of how Uncle Tom's Cabinlooked at slavery from a moral standpoint
4. Summative Review
HW: Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Thursday, April 18
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1.__Review Documents__
2. 1960 Debate: http://www.youtube.com/watch?v=OfmhJBoJnA8 (televised debate)
3. Great Debate Moments: http://www.youtube.com/watch?v=Jmgu235PG9o
4. __**PowerPoint**__
5. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4 - Provide examples of how Uncle Tom's Cabinlooked at slavery from a moral standpoint
6. Summative Review:Which is better and more effective: A constitutional amendment against slavery OR popular sovereignty?
HW:
1. Study for quiz, Friday, April 19.
2. Current event (period 7 only), Friday, April 19
Friday, April 19
Objectives: Students should be able to:
1.Apply and demonstrate analytical skills and mastery of content concerning slavery as a political and moral issue.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of April 8-12Monday, April 8
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Define two words and then explain why they are important: 1.Cult of domesticity 2. Abolitionist 3. Suffrage 4.Temperance 5. Declaration of Sentiments 6. David Walker
2. __**PowerPoint**__
3. Spread of Slavery: http://mappinghistory.uoregon.edu/english/US/US18-02.html
4. Work on timeline project: 1. Slave trade outlawed in 1808 2. Northwest Ordinance/Westward Expansion 3. Mexican-American War 4. Missouri Compromise
5. Closing Question (PP)
HW: Work on timeline project. Due Thursday, April 11.
Tuesday, April 9
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Use two of the words on the word wall in a sentence that demonstrate its meaning
2. __**PowerPoint**__
3. Work on timeline project (Part 2): 1. California & New Mexico won from Mexico 2. California admitted as a free state 3. NM & UT: popular sovereignty 4. More stringent fugitive slave law
4. Closing Question (PP)
HW: Work on timeline project. Due Thursday, April 11.
Wednesday, April 10
Objectives: Students should be able to:
1. Describe methods of resistance toward the institution of slavery.
Procedure:
1. Do Now: __**Underground Railroad Reading**__
2. __**Coded Terms**__
3. Underground Railroad: http://www.youtube.com/watch?v=Bdno2YLm4Ms
4. __**PowerPoint**__
5. Closing Question (PP)
HW:
1. Study for quiz, Friday, April 12
2. Find a current event and fill out using __this sheet__. Period 2&3 only. Due Friday, April 12.
Thursday, April 11
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Word Search**__ __**Answers**__
2. __**PowerPoint**__
3. __**Graphic Organizer**__
4. Closing Question (PP)
HW:
1. Study for quiz, Friday, April 12.
2. Find a current event and fill out using __this sheet__. Period 2&3 only.Due Friday, April 12.
Friday, April 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the growing divide over slavery.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 25-29Monday, March 25
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800s by women
Procedure:
1. Do Now: Analyze the meanings of these advertisements from the 1950s:
10 Most Sexist Print Ads from the 1950s
2.
2. __**PowerPoint**__
3. __**Sources**__ and __Questions__
4. Closing Question (PP)
HW: Research Paper due Wednesday, March 27 in class and via www.turnitin.com. Late papers will lose 20%.
Tuesday, March 26
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800s by women
Procedure:
1. Suffrage**__Suffrage Video__**
2. __**Compare/Contrast**__
3. __**PowerPoint**__
4. Closing Question (PP)
HW: Research Paper due Wednesday, March 27 in class and via www.turnitin.com. Late papers will lose 20%.
Wednesday, March 27
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800
Procedure:
1. Collect research papers
2. __**Slavery Sources**__and Smartboard
3. __**PowerPoint**__
4. Closing Question (PP)
HW:
Thursday, March 28
Objectives: Students should be able to:
1. Discuss current events
Procedure:
1. Current Events
2. __**If the world was a village of 100 people**__
HW: Have a safe and relaxing Spring Break!
Friday, March 29
No school!
The Week of March 18-22Monday, March 18
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. Technology Replacing Humans? http://www.converge.org.nz/pirm/nutech.htm (list examples: checkout at the supermarket)
3. 10 best jobs: http://www.forbes.com/2011/01/07/best-worst-jobs-2011-leadership-careers-employment-best_slide.html
4. 10 dead jobs: http://www.forbes.com/2011/01/18/jobs-outlook-decline-forbes-woman-leadership-careers_slide.html
5. PowerPoint
6. Chinese Factory: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
7. Summative Review
8. Hand back tests
HW:
1. Annotated bibliographies due Tuesday, March 19
2. Read pages 212-218. Answer questions 1-5. Due Wednesday, March 20.
Tuesday, March 19
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
external image L-32-f.jpg
5. Oral Summative Review http://www.nhhistory.org/edu/support/nhwork/milllife.pdf
HW: Read pages 212-218. Answer questions 1-5. Due Wednesday, March 20.
Wednesday, March 20
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. Summative Review: Generalizations
HW:
1. Prepare for quiz, Friday, March 22
2. Draft of introduction and 1st paragraph due Friday, March 22.
Thursday, March 21
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. __**Click here for project**__
HW:
1. Prepare for quiz tomorrow, Friday, March 22.
2. Finish __**project**__. Due Friday, March 22.
3. Draft of introduction and 1st paragraph due Friday, March 22.
Friday, March 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Industrial Revolution.
Procedure:
1. Quiz
2. Peer Editing
3. Current Events: http://www.youtube.com/watch?v=TJD7t9O7IHU
HW: Work on research paper
The Week of March 11-15Monday, March 11
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.
external image obama%20babies%201.jpg
external image bushbaby.jpg
2. Jackson: The Common Man? http://www.history.com/topics/andrew-jackson/videos#jacksons-personality-and-legacy
3. List of aspects that make a good candidate for president.
4. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
5. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
6. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
7. PowerPoint
8. Assign__**Research Paper**__
9. Summative Review: Sentences
HW:
1. Study for test: Tuesday, March 12.
2. Read Chapter 7, Section 3. Answer questions 1-5. Due Friday, March 15.
Tuesday, March 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Test
HW: None
Wednesday, March 13
Objectives: Student should be able to:
1. Employ research skills to compile primary and secondary sources
Procedure:
1. Library: __**Research Paper**__
HW: Compile resources.
Thursday, March 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.
external image dodgeball_joes.jpg
external image jackson-senate.png
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 Activity__**Smartboard**__
4. Review of Act
5. Oral Summative Review
HW: None
Friday, March 15
Objectives: Students should be able to:
1. Describe the effects of the Trail of Tears and the Spoils System
Procedure:
1. Do Now: What does this reveal about the Trail of Tears?
external image indian%20removal.png
2. PowerPoint
3. Trail of Tears Video: http://www.youtube.com/watch?v=Nfo_LnuDJ1c
4. Spoil System: http://www.youtube.com/watch?v=88fn2n8Om_w
5. Summative Review: Closing Question: How does this relate to some Americans' views of Jackson?
external image 152748788_640.jpg
6. Current Event: http://www.youtube.com/watch?v=QPKKQnijnsM
HW: None.
The Week of March 4-8
Monday, March 4
Objectives: Students should be able to:
1. Assess the economic, environmental, and human impact of the Gold Rush
2. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Do Now: __**Find Your Match**__
2. __**PowerPoint**__
3. Political Cartoon: http://imgzoom.cdlib.org/Fullscreen.ics?ark=ark:/13030/tf2r29p2jx/z1&&brand=calisphere
4. Gold Rush: http://my.hrw.com/SocialStudies/ss_2010/student/hs_american_survey/bookpages/library/videos/video.html?shortvid=722223861001&longvid=722223861001_long&title=Goldrush%20Miners%20Suffer%20Hardships
5. Today's Gold Rush: http://www.youtube.com/watch?v=J3d30l2biVo
HW: Prepare for test, Friday, March 8
Tuesday, March 5 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. __**Study guide**__
HW: Prepare for test, Friday, March 8.
Wednesday, March 6 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Current Events: http://www.youtube.com/watch?v=HEi0b7CFDHI
2. __**Research Paper**__ Assigned
HW: Prepare for test, Friday, March 8.
Thursday, March 7 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. __**Who Wants to be a Millionaire?**__
HW: Prepare for test, Friday, March 8.
Friday, March 8
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Test
HW: None
.
The Week of February 25-March 1
Monday, February 25
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. Do Now: Hook: Texas: http://www.youtube.com/watch?v=gGGMOgRxad8
2. __**PowerPoint**__
3. Summative Review
4. __**Immigration in Our Country Today**__
HW:
1.Finish __**Immigration in Our Country Today**__ for homework. Due Tuesday, February 26.
2. Read 288-292. Answer questions 1-4. Due Thursday, February 28.
Tuesday, February 26
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. Do Now: __**Immigration in Our Country Today**__
2. __**PowerPoint**__
3. The Alamo: http://www.youtube.com/watch?v=9dxGZhv4u8Y&feature=related
4. Remember the Alamo: http://www.youtube.com/watch?v=vAMZQlAQAyQ : How did the Alamo further the cause for Texas Independence?
5. Summative Review (PP)
HW: Read 288-292. Answer questions 1-4. Due Thursday, February 28.
Wednesday, February 27
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. The Alamo Song: Write down names, facts, details that you hear from this song: http://www.youtube.com/watch?v=3amU4FqKCqw
2. What does it mean to be attacked on American soil? Think 9/11
3. __**Spot Resolution**__ (APPART It: Students will respond whether or not they think those points were addressed in Polk’s message to Congress.)
4. __**PowerPoint**__
5. Summative Reivew (PP)
HW:
1. Read 288-292. Answer questions 1-4. Due Thursday, February 28.
2. Study for quiz, Friday, March 1.
Thursday, February 28
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. __Crossword__ __**Answers**__
2. __**PowerPoint**__
3. Book Work: Read 288-292. Answer questions 1-4.
4. __**Graphic Organizer**__
HW:
1. Study for quiz, Friday, March 1. (Content will cover Manifest Destiny in its entirety - past two weeks of content).
Friday, March 1
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the expansion into Texas.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of February 18-22Monday, February 18
No school!
Tuesday, February 19
Objectives: Students should be able to:
1. Discuss the expansion of the United States under Thomas Jefferson
Procedure:
1. During Thomas Jefferson's lifetime, write (T) for true and (F) false for the following statements:
3. Video: http://www.youtube.com/watch?v=wqL4MTpCwL0
4. __**Louisiana Purchase Calculations**__
5. Summative Review (PP)
HW:
Wednesday, February 20
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Interpret this photo
external image 14.jpg
2. __**Black Hawk: Native Americans**__
3. __**PowerPoint**__
4. __**Native Americans Today Video**__
5. Summative Reivew (PP)
HW:
Thursday, February 21
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Oregon Trail Spoof: http://www.youtube.com/watch?v=CHps2SecuDk
2. Primary Source: __**Oregon Trail**__
3. __**PowerPoint**__
4. __**Continuous Write - 9 minutes**__
5. Oral Summative Review
HW: Write two paragraphs(minimum of six sentences per paragraph) explaining why the Oregon Trail wasn't all "fun and games." Be sure to use in-text citations using the source distributed in class (click number #4 under procedure if you no longer have the sheet). Due Friday, February 22.
Friday, February 22
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: You are about to embark on a 700-mile trip. You can only take 3 items, what would they be?
Conestoga
external image wagon.gif
2. __**PowerPoint**__
3. Mormons: http://www.youtube.com/watch?v=qngByMggw-A
4. Review Questions
5. Summative Review (PP)
6. Current Events: http://www.youtube.com/watch?v=oVuyr9rh_go
HW:
The Week of February 11-15Monday, February 11
Objectives: Students should be able to:
1. Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1. Quiz
2. PowerPoint
3. __**Political Cartoons**__
HW: Finish political cartoon. Due Tuesday, February 12.
Tuesday, February 12
Objectives: Students should be able to:
1. Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1. Do Now: What is the main message of this political cartoon?
external image 5gov.gif
2. __**McCulloch v. Maryland**__
3. PowerPoint
4. Show Political Cartoons
5. Summative Review (PP)
HW:
Wednesday, February 13
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Monroe presidencies).
Procedure:
1. __**Study Guide**__
2. Who Wants to be a Millionaire
HW:
1. Complete __**Study Guide**__, Tuesday, February 11.
2. Study for test, Thursday, February 14.
Thursday, February 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Madison presidencies).
Procedure:
1. Test
HW: Find a current event using __**this information sheet**__. Due Friday, February 15.
Friday, February 15
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Madison presidencies).
Procedure:
1. Review tests
2. __**Current Events**__
HW: Enjoy your elongated weekend!
The Week of February 4-8Monday, February 4
Objectives: Students should be able to:
1. Discuss the Early Republic under Thomas Jefferson
Procedure:
1. Do Now: Watch this video: http://www.youtube.com/watch?v=bWdyf9eSkqQ . Do you like "Taliban Dan Webster?"
2. Webster's response: http://www.youtube.com/watch?v=EFhmFHvOflg&feature=related
3. __PowerPoint__
4. __**Political Cartoons: Then and Now**__ (__**Website**__)
5. Campaign Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
6. Another Campaign Ad: http://www.youtube.com/watch?v=KaPRnsgFxOU&feature=player_embedded
7. Campaign Ads 2012: http://www.youtube.com/watch?v=tBaQDCMpy0g
8. Aaron Burr Duel: http://www.youtube.com/watch?v=rvJggWzdN10
9. Summative Review (PP)
HW:
1. Read pages in the textbook 197-199. Stop at the US Expands West. Due Thursday, February 7.
Tuesday, February 5
Objectives: Students should be able to:
1. Discuss the significant expansion in power of the judicial branch
Procedure:
1. Review
2. __PowerPoint__
3. Judicial Review: http://www.youtube.com/watch?v=LwVzEl0Rqas
4. __**Judicial Review Continuously Write**__
5. Summative Review (PP)
HW:
1. Read pages in the textbook 197-199. Stop at the US Expands West. Due Thursday, February 7.
Wednesday, February 6
Objectives: Students should be able to:
1. Discuss the rising tensions with Great Britain
Procedure:
1. Political Cartoon
external image marburytoon.gif
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. __**Primary Source Reading**__
3. __PowerPoint__
4. Summative Review (PP)
HW:
1.Prepare for quiz, Friday, February 8.
2. Find a current event using __**this information sheet**__. Due Friday, February 8.
Thursday, February 7
Objectives: Students should be able to:
1. Discuss theevents of the War of 1812
Procedure:
1. Crossword __**Answers**__
2. National Anthem: http://www.youtube.com/watch?v=YO_l90JvegE&feature=related
3. __PowerPoint__
4. __**Graphic Organizer**__
5. Summative Review (PP)
HW:
1. Study for quiz, Friday, February 8. (If there is no school, then prepare for quiz on Monday!)
2. Find a current event using __**this information sheet**__. Due Friday, February 8. (If there is no school, then hand in Monday!)
Friday, February 8
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Jefferson and Madison presidencies.
Procedure:
1. Quiz
2. __**Current Events**__
HW: Prepare for test next week
The Week of January 28-February 1Monday, January 28
Midterms
Tuesday, January 29
Midterms
Wednesday, January 30
Midterms
Thursday, January 31
Midterms
Friday, February 1
Midterms
The Week of January 21-25Monday, January 21
No school! - Research paper due tomorrow via www.turnitin.com and in class. If you are absent on Tuesday, your paper is still due via www.turnitin.com. No exceptions.
Tuesday, January 22
Objectives: Students should be able to:
1. Analyze the conflicts between Federalists and Democratic Republicans in the administration of the New Nation.
Procedure:
1. __**Twitter Project**__:Twitter Template & Twitter Example.
HW:
1. Twitter project due at the end of class on Wednesday, January 23. Submit on www.mybigcampus.com
2. Prepare for midterm.
Wednesday, January 23
Objectives: Students should be able to:
1. Analyze the conflicts between Federalists and Democratic Republicans in the administration of the New Nation.
Procedure:
1. __**Twitter Project**__:Twitter Template & Twitter Example.
HW:
1. Twitter project due at the end of class on Wednesday, January 23. Submit on www.mybigcampus.com
2. Prepare for __**midterm**__.
Thursday, January 24
Objectives: Students should be able to:
1. Review for midterms
Procedure:
1. Midterm Review
HW: Study for midterms
Friday, January 25
Objectives: Students should be able to:
1. Review for midterms
Procedure:
1. Midterm Review
HW: Study for midterms
The Week of January 14-18Monday, January 14
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Do Now: Refer to PowerPoint
2. __**Foreign Affairs - You Be the President**__
3. __**PowerPoint**__
4. Summative Review (PP)
5. If time permits, Afghanistan and Ron Paul: http://www.youtube.com/watch?v=GrHm4phj5RQ
HW:
1. __**Foreign Affairs Current Event**__. Due Wednesday, January 16.
Tuesday, January 15
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Do Now: __**Washington's Farewell Address**__
2. __**PowerPoint**__
3. Summative Review (PP)
4. If time permits, North Korea: http://www.youtube.com/watch?v=1ZRnp96iIwc
HW:
1. __**Foreign Affairs Current Event**__. Due Wednesday, January 16
2.Prepare for quiz on chapter 6, sections 1 & 2, Friday, January 18.
Wednesday, January 16
No School!
Thursday, January 17
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Smartboard Review
2. Do Now: Free Speech? To what degree?: http://www.youtube.com/watch?v=7xpUqbe3Zic
3. __**PowerPoint**__
4. __**Graphic Organizer**__
5. Summative Review
HW:
1. Prepare for quiz on chapter 6, sections 1 & 2, Friday, January 18.
Friday, January 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Early Republic.
Procedure:
1. Quiz
2. Current Events
HW: Research Paper due Tuesday, January 22 via www.turnitin.com and in class. If you are absent on Tuesday, your paper is still due via www.turnitin.com. No exceptions.
The Week of January 7-11
Monday, January 7
Objectives: Students should be able to:
1. Examine the role of cabinets in the executive branch
Procedure:
1. Do Now: Keeping in mind the nation's short history, why would becoming the first president be especially difficult? What problems might a new president encounter?
2. __**Brief PowerPoint**__
3. Cabinet Members: http://en.wikipedia.org/wiki/United_States_Cabinet
4. Inside the Cabinet: http://www.youtube.com/watch?v=xxSvi6JCCfk (Write down three interesting insights you had from this video)
5. __**Rap It/ Court System**__
6. __**Cabinet Project**__
7. Summative Review (on PP)
HW:
1. Annotated bibliography revisions (not mandatory) due Wednesday, January 9. Both annotated bibliographies must be submitted.
2. Read pages 182-187. Answer questions 1-5. Due Wednesday, January 9.
3. __**Cabinet Project**__ due Thursday, January 11
4. Introduction & 1st body paragraph due Friday, January 11
Tuesday, January 8
Objectives: Students should be able to:
1. Differentiate between the federal and state court systems
Procedure:
1. Do Now: Cabinet Rap Video
2. __**Judicial System Case Studies**__
3. __**Brief PowerPoint**__
4. Summative Review (on PP)
HW:
1. Annotated bibliography revisions (not mandatory) due Wednesday, January 9. Both annotated bibliographies must be submitted.
2. Read pages 182-187. Answer questions 1-5. Due Wednesday, January 9.
3. __**Cabinet Project**__ due Thursday, January 10
4. Introduction & 1st body paragraph due Friday, January 11
Wednesday, January 9
Objectives: Students should be able to:
1. Discuss the use of the elastic clause in the interpretation of the US Constitution
Procedure:
1. Do Now: Make a list of the top three teachers you pick to serve in your cabinet if you were president.
1B. Where in the US Constitution does it provide the President with powers to deal with natural disasters, such as Hurricane Katrina?
2. Elastic Clause: Article I, Section 8, Clause 8 of the Constitution states that Congress has the power “To make all laws which shall be necessary and proper for carrying into execution the foregoing powers and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof.” This is also called the Necessary and Proper Clause.
3. __**Brief PowerPoint**__
4. In-Class Writing Prompt: Why do you believe Washington placed two men with completely different views in his Cabinet? Do you believe this was a wise strategy? If not, why? (Write for 7 minutes straight)
5. Review book work.
6. Summative Review
HW:
1. __**Cabinet Project**__ due Thursday, January 10
2. Introduction & 1st body paragraph due Friday, January 11
Thursday, January 10
Objectives: Students should be able to:
1. Analyze the benefits and drawbacks to the two-party system
Procedure:
1. Do Now: __**Third-Party Candidates**__
2. Do Now: What is the main message of this political cartoon?
3. __**Brief PowerPoint**__
4. Third-Party Candidates: http://www.youtube.com/watch?v=p7SwcGa-Ekc
5. Summative Review
HW: Introduction & 1st body paragraph due Friday, January 11
Friday, January 11
Objectives: Students should be able to:
1. Determine the elements of an effect introduction and body paragraph
Procedure:
1. Introduction & 1st Body Paragraph Critiques
2. Present Cabinet Projects
3. Current Events
HW: First page of research paper due next Friday, January 18.
The Week of January 2-4Wednesday, January 2
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. Research Paper
2. Library
HW: Annotated bibliographies due Friday, January 4.
Thursday, January 3
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. Research Paper
2. Library
HW: Annotated bibliographies due Friday, January 4.
Friday, January 4
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. Annotated Bibliographies
2. __**Rubric**__
3. __**Sample Paper**__
4. Current Events: http://www.youtube.com/watch?v=4yjo_3F5kv4
5. Current Events: http://www.youtube.com/watch?v=EEyCL15PATg
6. Current Events: http://www.youtube.com/watch?v=93eSM9mWkkk
HW: Continue working on research paper.
The Week of December 17-21
Monday, December 17
Objectives: Students should be able to:
1. Apply the Bill of Rights to issues concerning the United States today
Procedure:
1. __**Gun Rights Assignment**__: Locate a minimum of two credible articles and bring these to class. Be prepared to debate whether the Second Amendment should have restrictions on it with respect to gun control.
2. Computer Lab
3. A good site to look at: http://www.guardian.co.uk/news/datablog/interactive/2012/jul/22/gun-ownership-homicides-map
HW:
1. Prepare for debate (__**Gun Rights Assignment**__) Tuesday, December 18.
2. TEST, Thursday, December 20. __**Study guide**__ (Optional for everyone). If you will not be in school on Thursday, make arrangements BEFORE winter break.
Tuesday, December 18
Objectives: Students should be able to:
1. Apply the Bill of Rights to issues concerning the United States today.
Procedure:
1. __**Gun Rights Assignment**__
2. ReviewHW: TEST, Thursday, December 20. __**Study guide**__. If you will not be in school on Thursday, make arrangements BEFORE winter break.
Wednesday, December 19
Objectives: Students should be able to:
1. Analyze dissenting points of view concerning the ratification of the Constitution
2. Compare and contrast Federalists' and Antifederalists' points of view
Procedure:
1. __PowerPoint__ (click link, then click file to download) - Please display last two slides and have students copy them done.
2. __**Study guide**__
HW: TEST, Thursday, December 20. __**Study guide**__due tomorrow.
Thursday, December 20
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the foundation of the United States.
Procedure:
1. Test
HW:Research Paper
Friday, December 21
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. Research Paper
2. Library
HW: Have a safe, fun-filled, and happy winter break!
The Week of December 10-14
Monday, December 10Objectives: Students should be able to:
1. Debate the merits of the electoral college in the presidential system
Procedure:
1. Do Now: What is the Electoral College? Explain how the Electoral College works.
2. __**Smartboard Presentation**__
2. Video:http://www.nytimes.com/2012/10/03/opinion/electoral-college-101.html?_r=0 (4:00 Minutes)
3. __**Reading**__
4. Review Small Group Discussions (White Boards)
5. Summative Review: Explain why according to the map above, whether North Dakota residents support or dislike the Electoral College.
HW:
1. Read pages 140-144. Answer questions 1-5. Due Wednesday, December 12. (not optional)
Tuesday, December 11
Objectives: Students should be able to:
1. Analyze the importance of the division of powers
2. Distinguish between enumerated, reserved, and concurrent powers
Procedure:
1. Do Now: Distinguish between the New Jersey and Virginia Plans. What was the end result?
2. PowerPoint
3. Division of Powers: Around the Room
4. Review
5. Closing Question: Which branch is the strongest? Weakest?
HW:
1. Read pages 140-144. Answer questions 1-5. Due Wednesday, December 12. (not optional)
Wednesday, December 12
Objectives: Students should be able to:
1. Discuss and relate the Bill of Rights to contemporary society.
Procedure:
1. Review
2. **__PowerPoint__**
3. **Bill of Rights** (rank from 1 to 10)
4. Read and summarize the Bill of Rights. Next, provide a real-life example of how the Bill of Rights pertains to you today.
5. Summative Review
HW: Quiz, Friday, December 14.
Thursday, December 13
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. Bill of Rights Song: http://www.youtube.com/watch?v=efKy4J81PTg
2. Apply the **Bill of Rights** to __**specific cases**__ (around the room)
3. __**Review as a class**__
4. Summative Review
HW:
1. Study for quiz, Friday, December 14.
Friday, December 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Constitutional Convention.
Procedure:
1. Quiz
2.Current Events
HW:
1. Prepare for test next Thursday, December 20. Students in extracurricular activities MUST make alternative arrangements before break otherwise a zero will be awarded.
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. Limits of Free Speech
3. **First Amendment Case Studies**
4. Westboro http://www.youtube.com/watch?v=2tHiKuRuiqU
5. Summative Review
HW: Prepare for Eighth Amendment debate on Friday, December 14.
Thursday, December 13
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. Limits of Free Speech
3. **First Amendment Case Studies**
4. Westboro http://www.youtube.com/watch?v=2tHiKuRuiqU
5. Summative Review
HW: Prepare for Eighth Amendment debate on Friday, December 14.
Friday, December 14
Objectives: Students should be able to:
1. Debate and analyze the provisions of the Eighth Amendment with respect to capital punishment.
Procedure:
1. Prepare for debate
2. Debate!
3. Reflection
4. Capital Punishment Map:
external image death-penalty-countries-map-2-lg.jpg
external image death-penalty-countries-map-2-lg.jpg
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
HW: None
Week of December 3-7Monday, December 3
Objectives: Students should be able to:
1. Discuss the structure, advantages, and weaknesses of the Articles of Confederation
2. Cite evidence from the Articles of Confederation that demonstrate its weaknesses
Procedure:
1.. The 13 Colonies = Rihanna Government = Chris Brown
2. PowerPoint
3. __**Weaknesses of the Articles of Confederation**__ (Explain/Draw a quick picture to explain it)
4. Match the picture:
1.
2.
3.
4.
5. __**Summative Review**__
HW:
1. Read 6-15 Proslavery Petitions in Virginia (1785). Answer questions 1-3. Also, answer "Questions for Further Thought" 1-3. Due Wednesday, December 5.
2. Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Tuesday, December 4
Objectives: Students should be able to:
1. Discuss the structure, advantages, and weaknesses of the Articles of Confederation
2. Cite evidence from the Articles of Confederation that demonstrate its weaknesses
Procedure:
1. **Activity/Simulation**
2. PowerPoint
3. Articles of Confederation Problems
4. Summative Review
HW:
1. Read 6-15 Proslavery Petitions in Virginia (1785). Answer questions 1-3. Also, answer "Questions for Further Thought" 1-3. Due Wednesday, December 5.
2. Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Wednesday, December 5
Objectives: Students should be able to:
1. Analyze and discuss to what extent the American Revolutionary War extended democracy to the masses
Procedure:
1. **Do Now: Envelops**
2. PowerPoint
3. Proslavery Petitions in Virginia (1785)
4. Closing Question: To what extent did the American Revolutionary War extend democracy to the masses?
5. Review tests
HW: Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Thursday, December 6
Objectives: Students should be able to:
1. Explain significant compromises during the Constitutional Convention
Procedure:
1. Smartboard Review
2. __**What Would You Do?**__
3. PowerPoint
4. Summative Review
HW: None
Friday, December 7
Objectives: Students should be able to:
1. Explain significant compromises during the Constitutional Convention
Procedure:
1. Do Now: Since we agreed that representation should be based on population, how should women, children, and slaves be counted? Explain.
2. PowerPoint
3. __Graphic Organizer__
4. Summative Review: In a paragraph (last slide of the PowerPoint), explain which conflict was the most and least important. Explain your reasoning.
HW: None.
Week of November 26-30Monday, November 26
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: **Review**
2. Do Now: List the strengths and weaknesses of both the British and Americans in the American Revolutionary War
external image ODnZ5ytQHuaRsAaQy1qAj7m6YZzm0xiB1MgUsIr9ASiFtm1Rz9XOnrkPs_bNWN3Va6yxNzsA6uMd-M0-t_GYxvK0pq-8vsXzGghWJBWmaOe6Op39cb4
3. __**Battles Chart**__ (Use available textbooks and explain to the class). Battle of Saratoga: http://www.youtube.com/watch?v=txeNC-zG34w
4. Brief PowerPoint
5. Summative Review
HW: Prepare for test Friday, November 30.
Tuesday, November 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. Native Americans (Cooperative Learning)
4. **Brief PowerPoint**
5. Summative Review.
HW: Prepare for test Friday, November 30.
Wednesday, November 28Objectives: Students should be able to:
1. Describe the war contributions of European allies.
2. Discuss the role of women in the new republic
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 (Small Groups: Craft a dialogue b/w John and Abigail). OR Republican Motherhood: http://www.collegeboard.com/prod_downloads/ap/students/ushistory/ap06_frq_us_history.pdf
4. Perform dialogue
HW: Prepare for test Friday, November 30.
Thursday, November 29
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Revolutionary War.
Procedure:
1. __**Study Guide**__
2. __**Jeopardy Review**__
HW:
1. Study for test on Friday, November 30.
2. Complete __**Study Guide**__. Due Friday, November 30.
Friday, November 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Revolutionary War.
Procedure:
1. Test
HW: None.
Week of November 19-23Monday, November 19
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. Brief PowerPoint
3. Trenton Map:
external image Map03-6.jpg
4. Cooperative Learning: Photograph Analysis (Think-Pair-Share)
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?
5. 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?
HW:
1. Quiz on Tuesday, November 20 (chapter 4, section 2)
Tuesday, November 20
Objectives: Students should be able to:
1. Discuss the role and status of women during the American Revolutionary War.
2. Cite evidence from the text to support an argument.
Procedure:
1. Do Now: Reorder and detail the following events: Olive Branch Petition, French-Indian War, Navigation Acts, Intolerable Acts, Boston Massacre, Townshend Acts, Boston Tea Party, Common Sense, and the Declaration of Independence.
2. __**Review on Smartboard**__
3. __**Primary Source: Abigail Adams**__
4. Summative Review: __**Graphic Organizer**__ __Smartboard Organizer__
HW: None.
Wednesday, November 21
Objectives:
1. Demonstrate a deep appreciation for the US military (Social Studies Skills: Citizenship)
Procedure:
1. US Casualties: http://en.wikipedia.org/wiki/United_States_military_casualties_of_war
2. Suicides in the War: http://www.nytimes.com/2012/06/09/us/suicides-eclipse-war-deaths-for-us-troops.html
3. Duty, Honor, Betrayal: http://www.youtube.com/watch?v=5oW13FQm4ps
4. Holiday cards for the troops
HW: Enjoy your Thanksgiving.
Week of November 12-16Monday, November 12
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1. Do Now: Declaration Activity
2. Think-Write (2 minutes: Write down as many reasons/events as you can as to why the colonists want to break away from Great Britain).
3. Timeline
4. Declaration of Independence: Frequently occurring words:
5. **Declaration of Independence Excerpts**__**Other Notes**____**Modern Translation**____**Smartboard Declaration of Independence**__
6. Exit Slip (separate piece of paper): Explain why it may have been risky for the signers of the Declaration of Independence to craft this document.
HW: None.
Tuesday, November 13
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1A. Declaration of Independence: Too Late to Apologize? OR http://www.youtube.com/watch?v=AJmNnEPZHW8
1B. Do Now: Write down what you see. Next, analyze the meaning/interpretation of this painting:
2. What are the advantages and disadvantages of breaking away from Great Britain? (Think-Pair-Share)
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 themDependent on England for elements needed to fight awar. Chances of winning the war were slim.
Colonists would be cutting themselves off from thebiggest, freest empire in the world.Sentimental attachment tohomeland.
3. __**PowerPoint**__
4. Lord Dunmore: http://www.pbs.org/wgbh/aia/part2/2h42t.html
5. Imagine you are a slave. Write a response.
HW:
Wednesday, November 14Falkowski on DECA trip :(
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/ under the DISCUSSION tab. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
Thursday, November 15
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
Friday, November 16
Greetings from Disney World, the supposed "best place on Earth." Remember that all assignments are due by the start of class on Monday. Do not wait last minute to complete these assignments. I will see you Monday back in the cold, rustic setting of Vernon, NJ. Until then, I leave you with this family in Disney World who equally "loves" it:
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/ under the DISCUSSION tab. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
The Week of November 5-9
Monday, November 5
No school!
Tuesday, November 6
Objectives: Students should be able to:
1. Explain the use of the Electoral College in the United States
2. Discuss factors that encourage and discourage voters
Procedure:
1. Do Now: Electoral College Handout
2. Youtube Video: http://www.youtube.com/watch?v=W9H3gvnN4683. Y
3. You decide: http://www.270towin.com/
4. Voter Turnout: http://www.nonprofitvote.org/voter-turnout-factors.html
5. Summative Review
HW: Revisions (optional) due Thursday, November 8.
Wednesday, November 7
Objectives: Students should be able to:
1. Determine whether the British or the Colonists fired the first shot using primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Battles of Lexington and Concord PowerPoint
2. **History Investigation** (in-text citations required)
HW: None
Thursday, November 8
Objectives: Students should be able to:
1. Determine whether the British or the Colonists fired the first shot using primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Battles of Lexington and Concord PowerPoint
2. History Investigation (in-text citations required)
3. __**Review some of the documents**__ (if time permits)
HW: Finish History Investigation. Due Friday, November 9.
Friday, November 9
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
Procedure:
1. Review: Order these events
2. **Battle of Bunker Hill PowerPoint**
3. Make a list of demands - small groups (American radicals, American conciliationists, British radicals, British conciliationists) - what would you stipulate in this "peace treaty?": http://edsitement.neh.gov/lesson-plan/ending-war-1783#sect-activities (each group, different source)
4. Review
HW: None.
The Week of October 22-26Monday, October 22
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 3 paragraphs (5 sentences per paragraph), hand-written AND accompanied with your own, original political cartoon. You may need to consult your book. Due Thursday, October 7.
5. Summative Review
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Tuesday, October 23
Objectives: Students should be able to:
1.Summarize colonial resistance to the Townshend Act.
2. Trace the mounting tension in Massachusetts.
Content:
1A. 1
1B. 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. Terrorists? http://investigatinghistory.ashp.cuny.edu/m2.html
5. Summative Review:
1. The main method colonists used to protest the Stamp Act? a. Riots b. Tar and feathering c.Boycotts d.Hanging effigies 2. This (1) placed a tax on glass while this (2) placed a tax on essentially most legal documents: a. Townshend, Stamp b.Stamp, Townshend c. Sugar, Townshend d.Townshend, Sugar 3. This maintained that Parliament had the full right to make laws: _.
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Wednesday, October 24
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 a clear difference between these two pictures? Explain this difference.
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. Closing Question: (Exit Slip): How does this picture of the Boston Massacre compare to the one you just analyzed? Explain in a paragraph:
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Thursday, October 25
Objectives: Students should be able to:
1. Describe the motivations behind the Boston Tea Party
Procedure:
1.
1B. Do Now: __**Boston Tea Party**__
2. __**Boston Tea Party PowerPoint**__
3. http://edsitement.neh.gov/lesson-plan/boston-tea-party-costume-optional#sect-activities
4. Create a script via a voki (30 seconds to 1 min) http://www.voki.com/ from the point of view of a colonist or British official concerning either the Boston Tea Party, the Boston Massacre, or anything that we have discussed so far. Submit the link to www.turnitin.com. Tutorial: http://www.youtube.com/watch?v=uErsvV9hheQ
5. Summative review
HW:
1. Study for quiz, Friday, October 23.
2. Voki due Tuesday, October 30. Use http://www.voki.com/ Tutorial: http://www.youtube.com/watch?v=uErsvV9hheQOR Voki Video Tutorial
Friday, October 26
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Boston Tea Party, Boston Massacre, Townshend Acts, and Stamp Acts.
Procedure:
1. Quiz
2. Current Events (supplied by Mr. Falkowski).
HW:
1. Work on Voki. Due Tuesday, October 30 via www.turnitin.com. Do not e-mail me.
2. Period 2 and 7: Revisions due Tuesday.
3. Period 3: Revisions due Monday.
The Week of October 15-19Monday, October 15
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: Outlines due Tuesday, October 16. No e-mails please.
Tuesday, October 16
Objectives: Students should be able to:
1. Trace the development of the French-British colonial rivalry
2. Discuss the role of Native Americans in the French-Indian War
Procedure:
1. Do Now: If Britain went to war with France, which side would a Native American and average colonists be on? Explain.
2. **__Smartboard Review__**
3. **PowerPoint**
4. Mapping Activity
File:Nouvelle-France map-en.svg
5. Summative Review
HW:
1. Prepare for test, Friday, October 19.
Wednesday, October 17
Objectives: Students should be able to:
1. Explain why tensions arose between the British and colonists following the French-Indian War
2. Analyze reasons why colonies slowly began to unite together
Procedure:
1. Do Now: **__Word Search__**__**Answers**__
2. **PowerPoint**
3. Join or Die Activity
4. **Point of View: French-Indian War**
5. Summative Review
HW:
1. Prepare for test, Friday, October 19.
2. Complete __**Study Guide**__. Due Friday, October 19
Thursday, October 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the 13 colonies, French and Indian War, and mercantilism..
Procedure:
1. __**Study Guide**__
2. **__Jeopardy__**
HW:
1. Prepare for test, Friday, October 19.
2. Complete __**Study Guide**__. Due Friday, October 19
Friday, October 19
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the 13 colonies, French and Indian War, and mercantilism..
Procedure:
1. Test
HW: None.
The Week of October 8-12Monday, October 8
No school!
Tuesday, October 9
Objectives: Students should be able to:
1. Trace the development of a plantation economy in the American South.
2. Describe the role of triangular trade between North America, Europe and Africa
Procedure:
1. Do Now: Review Questions
2. PowerPoint
3. Roots: http://www.youtube.com/watch?v=AVY_q-nLFs4
A. Why is an African slave better than an indentured servant?
B. Why do you believe each slave was given a "white" name?
C. Why do you believe this miniseries was named "Roots?"
D. Write down two questions you have about slavery and/or anything in this miniseries.
4. Slavery Today:
5. How many slaves work for you? http://slaveryfootprint.org/
6. Closing Question: Based on the map, which provides the number of African slaves (1680 in blue, 1740 in red), write two generalizations you can make:
HW:
1.Read 3-4 Slavery and Prejudice. Answer questions 1-3. Due Wednesday, October 10
2. Annotated bibliography due Wednesday, October 10
Wednesday, October 10
Objectives: Students should be able to:
1. Discuss the impact of the Stono Rebellion
2. Compare and contrast the Middle and Southern Colonies
Procedure:
1. Do Now: What are some ways that slaves can passively resist slavery?
2. PowerPoint
3. Stono Rebellion: http://www.youtube.com/watch?v=ApecpIAWKYU
4. 3-4 Slavery and Prejudice: Questions (Group work, citations)
5. Summative Review
HW:
1. Read pages 72-78 and answer questions in preparation for quiz on Friday, October 12.
2. Prepare for quiz, Friday, October 12.
Thursday, October 11
Objectives: Students should be able to:
1. Compare and contrast the Middle and Southern Colonies
Procedure:
1. CrosswordAnswers
2. Review Homework (What is an American?)
3. Graphic Organizer
4. Summative Review
HW:
1. Study for quiz, Friday, October 12.
2. Current event. Write minimum of 10 sentences. Write two questions you have about it. Due Friday, October 12.
3. Work on outlines. Due Tuesday, October 16.
Friday, October 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Southern and Northern colonies.
Procedure:
1. Quiz
2. Current Events
HW:
1. Work on outlines. Due Tuesday, October 16.
2. Work on Research Paper. Paper due Tuesday, October 23.
The Week of October 1-5Monday, October 1
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.
Procedure:
1. Review **study guide**
2. **__Jeopardy__**
HW: Complete **study guide**. Due Tuesday, October 2.
Tuesday, October 2
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.
Procedure:
1. Test
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Wednesday, October 3
Objectives: Students should be able to:
1. Employ research skills to obtain information for their research paper.
2. Discuss the impact of mercantilism on England and the colonies.
Procedure:
1. PowerPoint
2. Summative Review
3. Assign Research Paper
4. Good site vs. bad site PowerPoint
5. __**Citations**__ __Citations Smartboard__
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Thursday, October 4
Objectives: Students should be able to:
1. Discuss the impact of mercantilism on England and the colonies.
Procedure:
1. Do Now: Explain in what ways mercantilism was beneficial for England. Why didn't the colonies benefit?
2. PowerPoint
3. Summative Review
4. Debate: http://www.youtube.com/watch?v=Ox6BjdjtFaA
5. Research Issues
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Friday, October 5
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 Research Paper
HW:
1. Work on Research Paper. Paper due Tuesday, October 23.
2. Annotated bibliography due Wednesday, October 10.
The Week of September 24-28Monday, September 24
Objectives: Students should be able to:
1. Discuss the religious, social, and political motivations and lifestyle of Puritans in New England.
Procedure:
1. Do Now: Smartboard
2. **PowerPoint**
3. Political Cartoon:
3B
.
6-panel door (4 up - cross, 2 down - open Bible)
4. Commandments for 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.
5. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
A. Why do you believe Blue Laws still exist?
B. Should they be abolished in your opinion? Explain.
6. Summative Review
HW:
1. Read pages 49-54. Answer questions 1-5. Due Thursday, September 27. (79 or below on last quiz)
2. Read 2-6 Puritan Family Law: The Case of John Porter Jr. and answer questions 1-3. Due Wednesday, September 26.
Tuesday, September 25
Objectives: Students should be able to:
1. Explain reasons for dissent within the Puritan community
Procedure:
1. Do Now: **Separation of Church/State Questions** (http://morningsidecenter.org/teachable-moment/lessons/separation-church-state-four-case-studies)
2. **PowerPoint**
3. Church and State Cases
4. Summative Review: Who poses a bigger threat to the Puritans? Roger Williams or Anne Hutchinson?
HW:
1. Read pages 49-54. Answer questions 1-5. Due Thursday, September 27. (79 or below on last quiz)
2. Read 2-6 Puritan Family Law: The Case of John Porter Jr. and answer questions 1-3. Due Wednesday, September 26.
Wednesday, September 26
Objectives: Students should be able to:
1. Describe how New Netherlands was acquired by England
2. Analyze Puritan roles and attitudes toward children and the family
Procedure:
1. Do Now: Using the provided map, what is the main problem for England? What must it do to solve this problem?
2. **PowerPoint**
3. Review Puritan Family Law
4. Witches: Chronological Order: http://teachinghistory.org/history-content/quiz/25246
5. Salem Witch Trials: http://www.youtube.com/watch?v=qbFDBrOlE9k
6. Salem Wtich Facts: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/TAH_Course/2011_Materials/Salem_Trials_Fact_Sheet.pdf
7. Summative Review
HW: Read pages 49-54. Answer questions 1-5. (Optional for 79 and above). Due Thursday, September 27. (79 or below on last quiz)
Thursday, September 27
Objectives: Students should be able to:
1. Explain the reasons for the social and religious diversity of colonial Pennsylvania.
Procedure:
1. Do Now: Word Search
2. **PowerPoint**
3. Review homework
4. Graphic Organizer__**Smartboard**__Answers
5. Summative Review
HW:
1. Study for quiz on Friday, September 28 on chapter 2, sections 3 & 4.
2. Come up with 10 questions (multiple choice, short answer, etc.). Due Friday, September 28.
3. Write one paragraph (minimum 10 sentences) on a current event. Write two questions you have about it. Due Friday, September 28.
Friday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning New England colonies, Puritans, and William Penn.
Procedure:
1. Quiz
2. Current Events
HW:
1. Prepare for test on Tuesday, October 2.
2. Complete study guide. Due Tuesday, October 2.
The Week of September 17-21Monday, September 17
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Do Now: Smartboard Review
2. **__PowerPoint__**
3. Cannibalism?
4. **__Historical Scene Investigation__** HSI Log
5. Summative Review
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20. (If you received an 79 or below)
2. Read document 2-3 Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Tuesday, September 18
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. **Historical Scene Investigation**
2. **Review Historical Scene Investigation**HSI Smartboard Review with Documents
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20.
2. Read **document 2-3** Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Wednesday, September 19
Objectives: Students should be able to:
1. Analyze the reasons why the Jamestown colony survived
2. Discuss the role of tobacco in the Jamestown colony
Procedure:
1. Do Now: Interpret the meaning of this political cartoon:
2. **__PowerPoint__**
3. Pocahontas: http://www.youtube.com/watch?v=IHBl-EuFoLY
A. Why do we romanticize history?
B. What does this say about the movie industry and actual history?
C. What other inferences and generalizations can you make?
4. Summative Review: Who/What deserves the most credit for saving the Jamestown Colony? Support your answer and explain why in a minimum of 6 sentences.
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20.
2. Read **document 2-3** Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Thursday, September 20
Objectives: Students should be able to:
1. Discuss how early relations between colonists and Native Americans soured
Procedure:
1. Do Now: CrosswordAnswers
2. **__PowerPoint__**
3. **Graphic Organizer****__Smartboard View__**
4. Review Homework (Reading & John Smith **document 2-3**)
HW:
1. Prepare for quiz, Friday, September 19.
2. Write one paragraph on a current event (10 sentence minimum). Write two questions you have about it. Due Friday, September 19.
Friday, September 21
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Jamestown, forced labor, and early relations with Native Americans.
Procedure:
1. Quiz
2. Timeline
3. Current Events
HW: None
The Week of September 10-14Monday, September 10
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents.
Procedure:
1. Do Now: In what ways does living in Sussex County, New Jersey affect our culture and how we live?
2. PowerPoint and **Native American Chart**
3. Iroquois and Lacrosse: http://www.youtube.com/watch?v=xzQI3PFKrG8&feature=player_embedded
4. __**Christopher Columbus Project**__ (__**Sample Cover**__) (Sample Paragraph for Citation Purposes)(Explain project, analyze one source)
5. Summative Review
HW:
1. Syllabus signature due Tuesday, September 11
2. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
3. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13.
Tuesday, September 11
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents.
Procedure:
1. Do Now: Smartboard (Columbus picture analysis)
In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and left from Spain;
He sailed through sunshine, wind and rain.
He sailed by night; he sailed by day;
He used the stars to find his way.
A compass also helped him know
How to find the way to go.
Ninety sailors were on board;
Some men worked while others snored.
Then the workers went to sleep;
And others watched the ocean deep.
Day after day they looked for land;
They dreamed of trees and rocks and sand….
2. PowerPoint
3. __Christopher Columbus Project__ (__**Sample Cover**__) (Sample Paragraph for Citation Purposes)
4. Summative Review
HW:
1. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
2. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13. ONLY period 3's project will be due on Friday.
Wednesday, September 12
Objectives: Students should be able to:
1. Describe the significance of the Columbian Exchange between Europe, Africa, and the Americas.
Procedure:
1. Do Now: Write a Pro/Con comparison of meeting a person or an alien from outer space.
2. **PowerPoint**
3. Columbian Exchange:
4. Columbian Exchange Activity
5. Summative Review
HW:
1. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
2. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13. ONLY period 3's project will be due on Friday.
3. Study for quiz (Chapter 1, sections 2 & 5) on Friday, September 14.
Thursday, September 13
Objectives: Students should be able to:
1. Debate and discuss the legacy of Christopher Columbus through primary and secondary sources.
Procedure:
1. Do Now: Prepare for debate
2. Debate: Hero or Villain?
3. **__Smartboard: Hero/Villain Columns__**
4. Share projects
5. Quiz preparation
6. Summative Review
HW:
1. Study for quiz (Chapter 1, sections 2 & 5) on Friday, September 14. Click here for study guide
2. ONLY period 3's Columbus project will be due on Friday.
Friday, September 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Native American people before 1492, the contested legacy of Christopher Columbus, and the Columbian Exchange.
Procedure:
1. Quiz
2. Current Events: Election Map: http://www.cnn.com/election/2012/ecalculator#?battleground
3. Media Quiz: http://i2.cdn.turner.com/cnn/2012/images/09/13/newsquiz.09.10.12.pdf
4. Libya: http://www.youtube.com/watch?v=QZYyBZE1GKs
HW: None.
The Week of September 3-7Thursday, 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.
Procedure:
1. Syllabus
2. Themes of World History: http://isite.lps.org/jcorn/web/documents/APUSHcourseoutline.pdf
3. Welcome Back to School: http://www.youtube.com/watch?v=x78PnPd-V-A
4. Who are you?
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 11.
Friday, September 7
Objectives: Students should be able to:
1. Distinguish between a primary and secondary source.
2. Analyze the importance of historians using primary sources.
Procedure:
1. Do Now: Youtube Video: http://www.youtube.com/watch?v=Sv1niwxQgoY
A. How were the producers able to depict this scene "accurately"?
B. What types of sources do you think they used?
2. __**Primary Source PowerPoint**__
3. __**Primary or Secondary**__? AND __**Analyze this Source**__ Use APPARTS:
http://apcentral.collegeboard.com/apc/members/repository/ap05_ushist_greer_2_p_50286.pdf
4. Summative Review
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 11.
Objectives: Students should be able to:
1. Evaluate the successes and failures of Reconstruction
Procedure:
1. Smartboard Review
2. __**Can you decipher this text?**__
3. __**Political Cartoon**__
4. __**PowerPoint**__
5. Confederate Flag: Southern Pride or Racism?: http://www.youtube.com/watch?v=bRDILxECRjw
external image scross.gif
6. Summative Review
7. Additional Resources: History of the Confederate Flags: http://www.youtube.com/watch?v=d7flUYrs8X8
HW: Prepare for open-notebook quiz, Wednesday, June 12.
Tuesday, June 11
Objectives: Students should be able to:
1. Evaluate the successes and failures of Reconstruction
Procedure:
1. Do Now: Smartboard Activity
2. __**PowerPoint**__
3. __**Sharecropping Activity**__
4. Summative Review
HW: Prepare for open-notebook quiz, Wednesday, June 12.
Wednesday, June 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Reconstruction
Procedure:
1. Open-notebook Quiz
2. Current Events
HW: Study for finals!
Thursday, June 13
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Final Study Guide.
HW: Study for finals!
Friday, June 14
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Academic Bowl
2. Final Study Guide.
HW: Study for finals!
The Week of June 17-21Monday, June 17
Objectives: Students should be able to:
1. Prepare for finals
Procedure:
1. Final Study Guide.
HW: Study for finals!
Tuesday, June 18
Finals!
Wednesday, June 19
Finals!
Thursday, June 20
Finals!
Friday, June 21
Finals!
Monday, June 24
Make-up Finals!
The Week of June 3-7
Monday, June 3
Mr. Falkowski will be in a meeting all day. Your assignment:
Chapter 12, Section 1. Answer questions 1-5.
In addition, complete the graphic organizer (first page only)
This work will be collected and counted as a homework grade. Students must work independently.
HW: None.
Tuesday, June 4
Objectives: Students should be able to:
1. Compare and contrast the North and South economically and politically after the Civil War
Procedure:
1. Lincoln's Assassination: http://www.youtube.com/watch?v=PBLsOQPu23U Compare this with the Secret Service today: https://www.youtube.com/watch?v=DYRsKrvLRaU
2. Smartboard
3. PowerPoint
4.
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
5. __**Lincoln's Poem**__
6. Summative Review:
File:Boston Massacre, 03-05-1770 - NARA - 518262.tif
Crispus Attucks in this image to fight for abolition.
HW:
Wednesday, June 5
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: Cheerios Commercial: What's the issue? https://www.youtube.com/watch?v=kYofm5d5Xdw
2. Black Codes
3. PowerPoint
4. Freedom School:
external image freedmens_school.jpg
5. Intermarriage in the US: https://www.youtube.com/watch?v=rTaJScb1neU
6. Closing Question: In a minimum of five sentences, explain whether you believe the Freedman's Bureau was necessary in the South. Explain and support your answer.
HW:
Thursday, June 6
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: Images of Reconstruction: http://www.youtube.com/watch?v=hcBaUpSd9Dc
2. Describe YOUR plan for reconstruction. Questions to consider:
A. How do you allow Confederate states to enter the Union?
B. How do you assist former slaves?
C. Do you charge any Confederates with crimes? Explain.
D. Do former Confederate states deserve representation in Congress? Explain.
E. What else would you add? (and do not say "nothing."
3. __**PowerPoint**__
4. __**Glory**__
HW:
Friday, June 7
Mr. Falkowski will be in a meeting all day. Your assignment:
Read Chapter 12, Section 2. Answer questions 1-5.
If students finish, they can work on their Final Study Guide.
HW: None.
The Week of May 27-31Monday, May 27
No school!
Tuesday, May 28
Objectives: Students should be able to:
1. Diagram the causes, effects, and events of the Civil War
Procedure:
1. __**Mind-Mapping Project**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Wednesday, May 29
Objectives: Students should be able to:
1. Diagram the causes, effects, and events of the Civil War
Procedure:
1. __**Mind-Mapping Project**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Thursday, May 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. __**Study guide**__
2. __**Jeopardy**__
HW:
1. Mind-map projects due Friday, May 31
2. Prepare for test on Friday, May 31
Friday, May 31
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. Test
HW: None.
The Week of May 20-24Monday, May 20
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
Procedure:
1. **Gettysburg Video**
2. __PowerPoint__
3. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
4. Summative Review: Why do you believe the KKK had a rally where this battle was fought?
Pennsylvania Klan Reunion held on Gettysburg Battlefield Sept 19-20, 1925, NPS
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Tuesday, May 21
Biology Testing
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Wednesday, May 22
Biology Testing
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Thursday, May 23
Objectives: Students should be able to:
1. Describe the effects of war on the Union and Confederacy
Procedure:
1A. Sherman's March (Music): http://www.youtube.com/watch?v=O-dzCt2xeSo
1B. Do Now: __**Smartboard Review**__
2. __PowerPoint__
3. Income Tax Calculator: http://www.completetax.com/income-tax/calculators/federal.asp
4. Summative Review:
5. __**Glory**__
6. Total War: http://www.youtube.com/watch?v=46tDrVMlGpY
7. Summative Review: How did Sherman's March to the Sea help end the Civil War?
HW: Read pages 357-365. Answer questions 1-5. Due Friday, May 24.
Friday, May 24
Objectives: Students should be able to:
1. Discuss the effectiveness and ethics of total war used by General Sherman
Procedure:
1: __**Glory**__
HW: Prepare for test next week.
The Week of May 13-17Monday, May 13
Objectives: Students should be able to:
1. Discuss pertinent battles early on in the Civil War
Procedure:
1. Do Now: __**Drummer Boys Reading**__
2. __PowerPoint__
3. Summative Review
HW:
1. Read pages 338-345. Answer questions 1-5. Support your reasoning. Due Wednesday, May 15.
2. Presentation packet due Wednesday, May 15.
Tuesday, May 14
Objectives: Students should be able to:
1. Describe the political and social impact that the Emancipation Proclamation had on certain parts of the United States
Procedure:
1. Do Now: Place the following events in order. Next, write one sentence about each event: Shiloh, Monitor vs. Merrimack, Antietam, 7 Days Battle, Sumter. 2. Emancipation ProclamationAnne Davis LetterTranscript Activity__**Accompanying Questions**__
3. __PowerPoint__
4. A quote by Lincoln: "“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.”"
5. Monument picture: Does Lincoln deserve a monument?
external image lincoln-memorial-address.jpg
HW:
1. Read pages 338-345. Answer questions 1-5. Support your reasoning. Due Wednesday, May 15.
2. Presentation packet due Wednesday, May 15.
Wednesday, May 15
Objectives: Students should be able to:
1. Discuss the role of African-Americans and women during the Civil War
Procedure:
1. Do Now: Which picture represents the viewpoint of the North? The South? Explain how you know. Political Cartoon Notes
external image mp077.jpg
external image lincoln_writes_ep.jpg
http://mrlincolnshightechwar.com/chapter_files/chap04.html http://historymatters.gmu.edu/d/6741
2. __PowerPoint__
3. __**Glory**__
4. Summative Review
HW: Prepare for quiz, Friday, May 17
Thursday, May 16
Objectives: Students should be able to:
1.Discuss the political and social reaction to the Emancipation Proclamation & conscription
Procedure:
1. Do Now: Interactive Map: Write down three generalizations you can make concerning this map
2. __PowerPoint__
3. __**Graphic Organizer**__
HW: Prepare for quiz, Friday, May 17
Friday, May 17
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the early events of the Civil War
Procedure:
1. Quiz
2. Current Events
HW: None
The Week of May 6-10Monday, May 6
Objectives: Students should be able to:
1. Discuss how emerging technology changed the landscape of the Civil War
Procedure:
1.Presentation Reminder
2. Do Now: Drones: http://www.youtube.com/watch?v=TyJoJUs14bc
3. __**PowerPoint**__
4. Summative Review: What was the most important piece of technology during the Civil War? Support your reasoning.
HW: Work on presentations. Please send link or presentation via e-mail to [email protected]. Due Tuesday, May 7.
Tuesday, May 7
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW: Work on presentations
Wednesday, May 8
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW: Work on presentations
Thursday, May 9
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
HW:
1.Work on presentations
2. Civil War Battle/Event/Person due at the end of presentations
Friday, May 10
Objectives: Students should be able to:
1.Demonstrate sound research and public speaking skills via their Civil War projects
Procedure:
1. Grading Rubric
2. Peer Evaluation Rubric
3. Table Sheet
4. If time remains, __**Glory**__
HW: None
The Week of April 29-May 3Monday, April 29
Objectives: Students should be able to:
1. Locate, research, and assess scholarly resources for oral presentation
Procedure:
1. Research Assignment
2. Library
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Tuesday, April 30
Objectives: Students should be able to:
1.Locate, research, and assess scholarly resources for oral presentation
Procedure:
1. Research Assignment
2. Library
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Wednesday, May 1
Objectives: Students should be able to:
1.Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. __**Components of an Effective Oral Presentation**__
2. Explain Rubric
3. Public Speaking Game
HW:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Thursday, May 2
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:
1. Work on annotated bibliography. Due Friday, May 3.
2. Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
Friday, May 3
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. Current Events
HW: Continue working on research oral report. All presentations must be ready by Tuesday, May 7.
The Week of April 22-26Monday, April 22
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Character Profiles: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/Content/PDFs/1860_Election_Platforms.pdf
2. __**PowerPoint**__ (Voting Simulation) (Party Notes)
3. Interactive Election Map
4. Summative Review: How did Lincoln win the election of 1860?
HW: Prepare for test, Friday, April 2. __**Study Guide**__ (optional)
Tuesday, April 23
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Internet Inquiry Activity**__ (Upload on MyBigCampus OR print hard copy.)
2. __**Video Tutorial on Making Graphic Organizers in Microsoft Word**__
HW:
1. Work on __**Internet Inquiry Activity**__. Upload on MyBigCampus OR print hard copy. Due Thursday, April 25.
2. Prepare for test, Friday, April 26. __**Study Guide**__ (optional)
Wednesday, April 24
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Internet Inquiry Activity**__ (Upload on MyBigCampus OR print hard copy.)
2. __**Video Tutorial on Making Graphic Organizers in Microsoft Word**__
HW:
1. Work on __**Internet Inquiry Activity**__. Upload on MyBigCampus OR print hard copy. Due Thursday, April 25.
2. Prepare for test, Friday, April 26. __**Study Guide**__ (optional)
Thursday, April 25
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Review __**Internet Inquiry Activity**__
2. __**Study Guide**__
3. __**Jeopardy**__
HW: Study for test, Friday, April 26.
Friday, April 26
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Test
HW: None
The Week of April 15-19Monday, April 15
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: __**Matching Activity**__
2. __**PowerPoint**__
3. __**Map Activity**__ (Map on third page). Both the Missouri Compromise and Kansas-Nebraska Act should be depicted. Next, write two to three sentences explaining how the Kansas-Nebraska Act compares with the Missouri Compromise. Then, explain how it is a cause of the Civil War.
4. Closing Question (PP)
HW:
1. Finish maps. Due Tuesday, April 16.
2. Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Tuesday, April 16
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: Compare and contrast the Kansas-Nebraska Act with the Missouri Compromise
2. __**PowerPoint**__
3. __**H.S.I.**__ and __**Document Sheet**__
4. Summative Review
HW:
1. Finish HSI. Due Wednesday, April 17
2. Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Wednesday, April 17
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1. Do Now: Review documents
2. __**PowerPoint**__
3. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4 - Provide examples of how Uncle Tom's Cabinlooked at slavery from a moral standpoint
4. Summative Review
HW: Read 310-317. Answer questions 1-5. Due Thursday, April 18. (90 or above - optional)
Thursday, April 18
Objectives: Students should be able to:
1.Discuss how the Kansas-Nebraska Act fueled the issue over slavery
Procedure:
1.__Review Documents__
2. 1960 Debate: http://www.youtube.com/watch?v=OfmhJBoJnA8 (televised debate)
3. Great Debate Moments: http://www.youtube.com/watch?v=Jmgu235PG9o
4. __**PowerPoint**__
5. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4 - Provide examples of how Uncle Tom's Cabinlooked at slavery from a moral standpoint
6. Summative Review:Which is better and more effective: A constitutional amendment against slavery OR popular sovereignty?
HW:
1. Study for quiz, Friday, April 19.
2. Current event (period 7 only), Friday, April 19
Friday, April 19
Objectives: Students should be able to:
1.Apply and demonstrate analytical skills and mastery of content concerning slavery as a political and moral issue.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of April 8-12Monday, April 8
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Define two words and then explain why they are important: 1.Cult of domesticity 2. Abolitionist 3. Suffrage 4.Temperance 5. Declaration of Sentiments 6. David Walker
2. __**PowerPoint**__
3. Spread of Slavery: http://mappinghistory.uoregon.edu/english/US/US18-02.html
4. Work on timeline project: 1. Slave trade outlawed in 1808 2. Northwest Ordinance/Westward Expansion 3. Mexican-American War 4. Missouri Compromise
5. Closing Question (PP)
HW: Work on timeline project. Due Thursday, April 11.
Tuesday, April 9
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Use two of the words on the word wall in a sentence that demonstrate its meaning
2. __**PowerPoint**__
3. Work on timeline project (Part 2): 1. California & New Mexico won from Mexico 2. California admitted as a free state 3. NM & UT: popular sovereignty 4. More stringent fugitive slave law
4. Closing Question (PP)
HW: Work on timeline project. Due Thursday, April 11.
Wednesday, April 10
Objectives: Students should be able to:
1. Describe methods of resistance toward the institution of slavery.
Procedure:
1. Do Now: __**Underground Railroad Reading**__
2. __**Coded Terms**__
3. Underground Railroad: http://www.youtube.com/watch?v=Bdno2YLm4Ms
4. __**PowerPoint**__
5. Closing Question (PP)
HW:
1. Study for quiz, Friday, April 12
2. Find a current event and fill out using __this sheet__. Period 2&3 only. Due Friday, April 12.
Thursday, April 11
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. __**Word Search**__ __**Answers**__
2. __**PowerPoint**__
3. __**Graphic Organizer**__
4. Closing Question (PP)
HW:
1. Study for quiz, Friday, April 12.
2. Find a current event and fill out using __this sheet__. Period 2&3 only.Due Friday, April 12.
Friday, April 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning abolition and the growing divide over slavery.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 25-29Monday, March 25
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800s by women
Procedure:
1. Do Now: Analyze the meanings of these advertisements from the 1950s:
10 Most Sexist Print Ads from the 1950s
2.
2. __**PowerPoint**__
3. __**Sources**__ and __Questions__
4. Closing Question (PP)
HW: Research Paper due Wednesday, March 27 in class and via www.turnitin.com. Late papers will lose 20%.
Tuesday, March 26
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800s by women
Procedure:
1. Suffrage**__Suffrage Video__**
2. __**Compare/Contrast**__
3. __**PowerPoint**__
4. Closing Question (PP)
HW: Research Paper due Wednesday, March 27 in class and via www.turnitin.com. Late papers will lose 20%.
Wednesday, March 27
Objectives: Students should be able to:
1. Discuss the rise of reform movements in the 1800
Procedure:
1. Collect research papers
2. __**Slavery Sources**__and Smartboard
3. __**PowerPoint**__
4. Closing Question (PP)
HW:
Thursday, March 28
Objectives: Students should be able to:
1. Discuss current events
Procedure:
1. Current Events
2. __**If the world was a village of 100 people**__
HW: Have a safe and relaxing Spring Break!
Friday, March 29
No school!
The Week of March 18-22Monday, March 18
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. Technology Replacing Humans? http://www.converge.org.nz/pirm/nutech.htm (list examples: checkout at the supermarket)
3. 10 best jobs: http://www.forbes.com/2011/01/07/best-worst-jobs-2011-leadership-careers-employment-best_slide.html
4. 10 dead jobs: http://www.forbes.com/2011/01/18/jobs-outlook-decline-forbes-woman-leadership-careers_slide.html
5. PowerPoint
6. Chinese Factory: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
7. Summative Review
8. Hand back tests
HW:
1. Annotated bibliographies due Tuesday, March 19
2. Read pages 212-218. Answer questions 1-5. Due Wednesday, March 20.
Tuesday, March 19
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
external image L-32-f.jpg
5. Oral Summative Review http://www.nhhistory.org/edu/support/nhwork/milllife.pdf
HW: Read pages 212-218. Answer questions 1-5. Due Wednesday, March 20.
Wednesday, March 20
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. Summative Review: Generalizations
HW:
1. Prepare for quiz, Friday, March 22
2. Draft of introduction and 1st paragraph due Friday, March 22.
Thursday, March 21
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. __**Click here for project**__
HW:
1. Prepare for quiz tomorrow, Friday, March 22.
2. Finish __**project**__. Due Friday, March 22.
3. Draft of introduction and 1st paragraph due Friday, March 22.
Friday, March 22
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Industrial Revolution.
Procedure:
1. Quiz
2. Peer Editing
3. Current Events: http://www.youtube.com/watch?v=TJD7t9O7IHU
HW: Work on research paper
The Week of March 11-15Monday, March 11
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.
external image obama%20babies%201.jpg
external image bushbaby.jpg
2. Jackson: The Common Man? http://www.history.com/topics/andrew-jackson/videos#jacksons-personality-and-legacy
3. List of aspects that make a good candidate for president.
4. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
5. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
6. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
7. PowerPoint
8. Assign__**Research Paper**__
9. Summative Review: Sentences
HW:
1. Study for test: Tuesday, March 12.
2. Read Chapter 7, Section 3. Answer questions 1-5. Due Friday, March 15.
Tuesday, March 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Test
HW: None
Wednesday, March 13
Objectives: Student should be able to:
1. Employ research skills to compile primary and secondary sources
Procedure:
1. Library: __**Research Paper**__
HW: Compile resources.
Thursday, March 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.
external image dodgeball_joes.jpg
external image jackson-senate.png
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 Activity__**Smartboard**__
4. Review of Act
5. Oral Summative Review
HW: None
Friday, March 15
Objectives: Students should be able to:
1. Describe the effects of the Trail of Tears and the Spoils System
Procedure:
1. Do Now: What does this reveal about the Trail of Tears?
external image indian%20removal.png
2. PowerPoint
3. Trail of Tears Video: http://www.youtube.com/watch?v=Nfo_LnuDJ1c
4. Spoil System: http://www.youtube.com/watch?v=88fn2n8Om_w
5. Summative Review: Closing Question: How does this relate to some Americans' views of Jackson?
external image 152748788_640.jpg
6. Current Event: http://www.youtube.com/watch?v=QPKKQnijnsM
HW: None.
The Week of March 4-8
Monday, March 4
Objectives: Students should be able to:
1. Assess the economic, environmental, and human impact of the Gold Rush
2. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Do Now: __**Find Your Match**__
2. __**PowerPoint**__
3. Political Cartoon: http://imgzoom.cdlib.org/Fullscreen.ics?ark=ark:/13030/tf2r29p2jx/z1&&brand=calisphere
4. Gold Rush: http://my.hrw.com/SocialStudies/ss_2010/student/hs_american_survey/bookpages/library/videos/video.html?shortvid=722223861001&longvid=722223861001_long&title=Goldrush%20Miners%20Suffer%20Hardships
5. Today's Gold Rush: http://www.youtube.com/watch?v=J3d30l2biVo
HW: Prepare for test, Friday, March 8
Tuesday, March 5 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. __**Study guide**__
HW: Prepare for test, Friday, March 8.
Wednesday, March 6 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Current Events: http://www.youtube.com/watch?v=HEi0b7CFDHI
2. __**Research Paper**__ Assigned
HW: Prepare for test, Friday, March 8.
Thursday, March 7 Shortened Periods
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. __**Who Wants to be a Millionaire?**__
HW: Prepare for test, Friday, March 8.
Friday, March 8
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Manifest Destiny.
Procedure:
1. Test
HW: None
.
The Week of February 25-March 1
Monday, February 25
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. Do Now: Hook: Texas: http://www.youtube.com/watch?v=gGGMOgRxad8
2. __**PowerPoint**__
3. Summative Review
4. __**Immigration in Our Country Today**__
HW:
1.Finish __**Immigration in Our Country Today**__ for homework. Due Tuesday, February 26.
2. Read 288-292. Answer questions 1-4. Due Thursday, February 28.
Tuesday, February 26
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. Do Now: __**Immigration in Our Country Today**__
2. __**PowerPoint**__
3. The Alamo: http://www.youtube.com/watch?v=9dxGZhv4u8Y&feature=related
4. Remember the Alamo: http://www.youtube.com/watch?v=vAMZQlAQAyQ : How did the Alamo further the cause for Texas Independence?
5. Summative Review (PP)
HW: Read 288-292. Answer questions 1-4. Due Thursday, February 28.
Wednesday, February 27
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. The Alamo Song: Write down names, facts, details that you hear from this song: http://www.youtube.com/watch?v=3amU4FqKCqw
2. What does it mean to be attacked on American soil? Think 9/11
3. __**Spot Resolution**__ (APPART It: Students will respond whether or not they think those points were addressed in Polk’s message to Congress.)
4. __**PowerPoint**__
5. Summative Reivew (PP)
HW:
1. Read 288-292. Answer questions 1-4. Due Thursday, February 28.
2. Study for quiz, Friday, March 1.
Thursday, February 28
Objectives: Students should be able to:
1. Discuss the process of US expansion under the philosophy of Manifest Destiny.
Procedure:
1. __Crossword__ __**Answers**__
2. __**PowerPoint**__
3. Book Work: Read 288-292. Answer questions 1-4.
4. __**Graphic Organizer**__
HW:
1. Study for quiz, Friday, March 1. (Content will cover Manifest Destiny in its entirety - past two weeks of content).
Friday, March 1
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the expansion into Texas.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of February 18-22Monday, February 18
No school!
Tuesday, February 19
Objectives: Students should be able to:
1. Discuss the expansion of the United States under Thomas Jefferson
Procedure:
1. During Thomas Jefferson's lifetime, write (T) for true and (F) false for the following statements:
- 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.
3. Video: http://www.youtube.com/watch?v=wqL4MTpCwL0
4. __**Louisiana Purchase Calculations**__
5. Summative Review (PP)
HW:
Wednesday, February 20
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Interpret this photo
external image 14.jpg
2. __**Black Hawk: Native Americans**__
3. __**PowerPoint**__
4. __**Native Americans Today Video**__
5. Summative Reivew (PP)
HW:
Thursday, February 21
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Oregon Trail Spoof: http://www.youtube.com/watch?v=CHps2SecuDk
2. Primary Source: __**Oregon Trail**__
3. __**PowerPoint**__
4. __**Continuous Write - 9 minutes**__
5. Oral Summative Review
HW: Write two paragraphs(minimum of six sentences per paragraph) explaining why the Oregon Trail wasn't all "fun and games." Be sure to use in-text citations using the source distributed in class (click number #4 under procedure if you no longer have the sheet). Due Friday, February 22.
Friday, February 22
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: You are about to embark on a 700-mile trip. You can only take 3 items, what would they be?
Conestoga
external image wagon.gif
2. __**PowerPoint**__
3. Mormons: http://www.youtube.com/watch?v=qngByMggw-A
4. Review Questions
5. Summative Review (PP)
6. Current Events: http://www.youtube.com/watch?v=oVuyr9rh_go
HW:
The Week of February 11-15Monday, February 11
Objectives: Students should be able to:
1. Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1. Quiz
2. PowerPoint
3. __**Political Cartoons**__
HW: Finish political cartoon. Due Tuesday, February 12.
Tuesday, February 12
Objectives: Students should be able to:
1. Describe how the United States dealt with foreign policy under James Monroe
Procedure:
1. Do Now: What is the main message of this political cartoon?
external image 5gov.gif
2. __**McCulloch v. Maryland**__
3. PowerPoint
4. Show Political Cartoons
5. Summative Review (PP)
HW:
Wednesday, February 13
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Monroe presidencies).
Procedure:
1. __**Study Guide**__
2. Who Wants to be a Millionaire
HW:
1. Complete __**Study Guide**__, Tuesday, February 11.
2. Study for test, Thursday, February 14.
Thursday, February 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Madison presidencies).
Procedure:
1. Test
HW: Find a current event using __**this information sheet**__. Due Friday, February 15.
Friday, February 15
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the launching of a new nation (Washington through Madison presidencies).
Procedure:
1. Review tests
2. __**Current Events**__
HW: Enjoy your elongated weekend!
The Week of February 4-8Monday, February 4
Objectives: Students should be able to:
1. Discuss the Early Republic under Thomas Jefferson
Procedure:
1. Do Now: Watch this video: http://www.youtube.com/watch?v=bWdyf9eSkqQ . Do you like "Taliban Dan Webster?"
2. Webster's response: http://www.youtube.com/watch?v=EFhmFHvOflg&feature=related
3. __PowerPoint__
4. __**Political Cartoons: Then and Now**__ (__**Website**__)
5. Campaign Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
6. Another Campaign Ad: http://www.youtube.com/watch?v=KaPRnsgFxOU&feature=player_embedded
7. Campaign Ads 2012: http://www.youtube.com/watch?v=tBaQDCMpy0g
8. Aaron Burr Duel: http://www.youtube.com/watch?v=rvJggWzdN10
9. Summative Review (PP)
HW:
1. Read pages in the textbook 197-199. Stop at the US Expands West. Due Thursday, February 7.
Tuesday, February 5
Objectives: Students should be able to:
1. Discuss the significant expansion in power of the judicial branch
Procedure:
1. Review
2. __PowerPoint__
3. Judicial Review: http://www.youtube.com/watch?v=LwVzEl0Rqas
4. __**Judicial Review Continuously Write**__
5. Summative Review (PP)
HW:
1. Read pages in the textbook 197-199. Stop at the US Expands West. Due Thursday, February 7.
Wednesday, February 6
Objectives: Students should be able to:
1. Discuss the rising tensions with Great Britain
Procedure:
1. Political Cartoon
external image marburytoon.gif
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. __**Primary Source Reading**__
3. __PowerPoint__
4. Summative Review (PP)
HW:
1.Prepare for quiz, Friday, February 8.
2. Find a current event using __**this information sheet**__. Due Friday, February 8.
Thursday, February 7
Objectives: Students should be able to:
1. Discuss theevents of the War of 1812
Procedure:
1. Crossword __**Answers**__
2. National Anthem: http://www.youtube.com/watch?v=YO_l90JvegE&feature=related
3. __PowerPoint__
4. __**Graphic Organizer**__
5. Summative Review (PP)
HW:
1. Study for quiz, Friday, February 8. (If there is no school, then prepare for quiz on Monday!)
2. Find a current event using __**this information sheet**__. Due Friday, February 8. (If there is no school, then hand in Monday!)
Friday, February 8
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Jefferson and Madison presidencies.
Procedure:
1. Quiz
2. __**Current Events**__
HW: Prepare for test next week
The Week of January 28-February 1Monday, January 28
Midterms
Tuesday, January 29
Midterms
Wednesday, January 30
Midterms
Thursday, January 31
Midterms
Friday, February 1
Midterms
The Week of January 21-25Monday, January 21
No school! - Research paper due tomorrow via www.turnitin.com and in class. If you are absent on Tuesday, your paper is still due via www.turnitin.com. No exceptions.
Tuesday, January 22
Objectives: Students should be able to:
1. Analyze the conflicts between Federalists and Democratic Republicans in the administration of the New Nation.
Procedure:
1. __**Twitter Project**__:Twitter Template & Twitter Example.
HW:
1. Twitter project due at the end of class on Wednesday, January 23. Submit on www.mybigcampus.com
2. Prepare for midterm.
Wednesday, January 23
Objectives: Students should be able to:
1. Analyze the conflicts between Federalists and Democratic Republicans in the administration of the New Nation.
Procedure:
1. __**Twitter Project**__:Twitter Template & Twitter Example.
HW:
1. Twitter project due at the end of class on Wednesday, January 23. Submit on www.mybigcampus.com
2. Prepare for __**midterm**__.
Thursday, January 24
Objectives: Students should be able to:
1. Review for midterms
Procedure:
1. Midterm Review
HW: Study for midterms
Friday, January 25
Objectives: Students should be able to:
1. Review for midterms
Procedure:
1. Midterm Review
HW: Study for midterms
The Week of January 14-18Monday, January 14
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Do Now: Refer to PowerPoint
2. __**Foreign Affairs - You Be the President**__
3. __**PowerPoint**__
4. Summative Review (PP)
5. If time permits, Afghanistan and Ron Paul: http://www.youtube.com/watch?v=GrHm4phj5RQ
HW:
1. __**Foreign Affairs Current Event**__. Due Wednesday, January 16.
Tuesday, January 15
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Do Now: __**Washington's Farewell Address**__
2. __**PowerPoint**__
3. Summative Review (PP)
4. If time permits, North Korea: http://www.youtube.com/watch?v=1ZRnp96iIwc
HW:
1. __**Foreign Affairs Current Event**__. Due Wednesday, January 16
2.Prepare for quiz on chapter 6, sections 1 & 2, Friday, January 18.
Wednesday, January 16
No School!
Thursday, January 17
Objectives: Students should be able to:
1. Discuss the Early Republic's response to foreign affairs
Procedure:
1. Smartboard Review
2. Do Now: Free Speech? To what degree?: http://www.youtube.com/watch?v=7xpUqbe3Zic
3. __**PowerPoint**__
4. __**Graphic Organizer**__
5. Summative Review
HW:
1. Prepare for quiz on chapter 6, sections 1 & 2, Friday, January 18.
Friday, January 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Early Republic.
Procedure:
1. Quiz
2. Current Events
HW: Research Paper due Tuesday, January 22 via www.turnitin.com and in class. If you are absent on Tuesday, your paper is still due via www.turnitin.com. No exceptions.
The Week of January 7-11
Monday, January 7
Objectives: Students should be able to:
1. Examine the role of cabinets in the executive branch
Procedure:
1. Do Now: Keeping in mind the nation's short history, why would becoming the first president be especially difficult? What problems might a new president encounter?
2. __**Brief PowerPoint**__
3. Cabinet Members: http://en.wikipedia.org/wiki/United_States_Cabinet
4. Inside the Cabinet: http://www.youtube.com/watch?v=xxSvi6JCCfk (Write down three interesting insights you had from this video)
5. __**Rap It/ Court System**__
6. __**Cabinet Project**__
7. Summative Review (on PP)
HW:
1. Annotated bibliography revisions (not mandatory) due Wednesday, January 9. Both annotated bibliographies must be submitted.
2. Read pages 182-187. Answer questions 1-5. Due Wednesday, January 9.
3. __**Cabinet Project**__ due Thursday, January 11
4. Introduction & 1st body paragraph due Friday, January 11
Tuesday, January 8
Objectives: Students should be able to:
1. Differentiate between the federal and state court systems
Procedure:
1. Do Now: Cabinet Rap Video
2. __**Judicial System Case Studies**__
3. __**Brief PowerPoint**__
4. Summative Review (on PP)
HW:
1. Annotated bibliography revisions (not mandatory) due Wednesday, January 9. Both annotated bibliographies must be submitted.
2. Read pages 182-187. Answer questions 1-5. Due Wednesday, January 9.
3. __**Cabinet Project**__ due Thursday, January 10
4. Introduction & 1st body paragraph due Friday, January 11
Wednesday, January 9
Objectives: Students should be able to:
1. Discuss the use of the elastic clause in the interpretation of the US Constitution
Procedure:
1. Do Now: Make a list of the top three teachers you pick to serve in your cabinet if you were president.
1B. Where in the US Constitution does it provide the President with powers to deal with natural disasters, such as Hurricane Katrina?
2. Elastic Clause: Article I, Section 8, Clause 8 of the Constitution states that Congress has the power “To make all laws which shall be necessary and proper for carrying into execution the foregoing powers and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof.” This is also called the Necessary and Proper Clause.
3. __**Brief PowerPoint**__
4. In-Class Writing Prompt: Why do you believe Washington placed two men with completely different views in his Cabinet? Do you believe this was a wise strategy? If not, why? (Write for 7 minutes straight)
5. Review book work.
6. Summative Review
HW:
1. __**Cabinet Project**__ due Thursday, January 10
2. Introduction & 1st body paragraph due Friday, January 11
Thursday, January 10
Objectives: Students should be able to:
1. Analyze the benefits and drawbacks to the two-party system
Procedure:
1. Do Now: __**Third-Party Candidates**__
2. Do Now: What is the main message of this political cartoon?
3. __**Brief PowerPoint**__
4. Third-Party Candidates: http://www.youtube.com/watch?v=p7SwcGa-Ekc
5. Summative Review
HW: Introduction & 1st body paragraph due Friday, January 11
Friday, January 11
Objectives: Students should be able to:
1. Determine the elements of an effect introduction and body paragraph
Procedure:
1. Introduction & 1st Body Paragraph Critiques
2. Present Cabinet Projects
3. Current Events
HW: First page of research paper due next Friday, January 18.
The Week of January 2-4Wednesday, January 2
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. Research Paper
2. Library
HW: Annotated bibliographies due Friday, January 4.
Thursday, January 3
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. Research Paper
2. Library
HW: Annotated bibliographies due Friday, January 4.
Friday, January 4
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. Annotated Bibliographies
2. __**Rubric**__
3. __**Sample Paper**__
4. Current Events: http://www.youtube.com/watch?v=4yjo_3F5kv4
5. Current Events: http://www.youtube.com/watch?v=EEyCL15PATg
6. Current Events: http://www.youtube.com/watch?v=93eSM9mWkkk
HW: Continue working on research paper.
The Week of December 17-21
Monday, December 17
Objectives: Students should be able to:
1. Apply the Bill of Rights to issues concerning the United States today
Procedure:
1. __**Gun Rights Assignment**__: Locate a minimum of two credible articles and bring these to class. Be prepared to debate whether the Second Amendment should have restrictions on it with respect to gun control.
2. Computer Lab
3. A good site to look at: http://www.guardian.co.uk/news/datablog/interactive/2012/jul/22/gun-ownership-homicides-map
HW:
1. Prepare for debate (__**Gun Rights Assignment**__) Tuesday, December 18.
2. TEST, Thursday, December 20. __**Study guide**__ (Optional for everyone). If you will not be in school on Thursday, make arrangements BEFORE winter break.
Tuesday, December 18
Objectives: Students should be able to:
1. Apply the Bill of Rights to issues concerning the United States today.
Procedure:
1. __**Gun Rights Assignment**__
2. ReviewHW: TEST, Thursday, December 20. __**Study guide**__. If you will not be in school on Thursday, make arrangements BEFORE winter break.
Wednesday, December 19
Objectives: Students should be able to:
1. Analyze dissenting points of view concerning the ratification of the Constitution
2. Compare and contrast Federalists' and Antifederalists' points of view
Procedure:
1. __PowerPoint__ (click link, then click file to download) - Please display last two slides and have students copy them done.
2. __**Study guide**__
HW: TEST, Thursday, December 20. __**Study guide**__due tomorrow.
Thursday, December 20
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the foundation of the United States.
Procedure:
1. Test
HW:Research Paper
Friday, December 21
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. Research Paper
2. Library
HW: Have a safe, fun-filled, and happy winter break!
The Week of December 10-14
Monday, December 10Objectives: Students should be able to:
1. Debate the merits of the electoral college in the presidential system
Procedure:
1. Do Now: What is the Electoral College? Explain how the Electoral College works.
2. __**Smartboard Presentation**__
2. Video:http://www.nytimes.com/2012/10/03/opinion/electoral-college-101.html?_r=0 (4:00 Minutes)
3. __**Reading**__
4. Review Small Group Discussions (White Boards)
5. Summative Review: Explain why according to the map above, whether North Dakota residents support or dislike the Electoral College.
HW:
1. Read pages 140-144. Answer questions 1-5. Due Wednesday, December 12. (not optional)
Tuesday, December 11
Objectives: Students should be able to:
1. Analyze the importance of the division of powers
2. Distinguish between enumerated, reserved, and concurrent powers
Procedure:
1. Do Now: Distinguish between the New Jersey and Virginia Plans. What was the end result?
2. PowerPoint
3. Division of Powers: Around the Room
4. Review
5. Closing Question: Which branch is the strongest? Weakest?
HW:
1. Read pages 140-144. Answer questions 1-5. Due Wednesday, December 12. (not optional)
Wednesday, December 12
Objectives: Students should be able to:
1. Discuss and relate the Bill of Rights to contemporary society.
Procedure:
1. Review
2. **__PowerPoint__**
3. **Bill of Rights** (rank from 1 to 10)
4. Read and summarize the Bill of Rights. Next, provide a real-life example of how the Bill of Rights pertains to you today.
5. Summative Review
HW: Quiz, Friday, December 14.
Thursday, December 13
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. Bill of Rights Song: http://www.youtube.com/watch?v=efKy4J81PTg
2. Apply the **Bill of Rights** to __**specific cases**__ (around the room)
3. __**Review as a class**__
4. Summative Review
HW:
1. Study for quiz, Friday, December 14.
Friday, December 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Constitutional Convention.
Procedure:
1. Quiz
2.Current Events
HW:
1. Prepare for test next Thursday, December 20. Students in extracurricular activities MUST make alternative arrangements before break otherwise a zero will be awarded.
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. Limits of Free Speech
3. **First Amendment Case Studies**
4. Westboro http://www.youtube.com/watch?v=2tHiKuRuiqU
5. Summative Review
HW: Prepare for Eighth Amendment debate on Friday, December 14.
Thursday, December 13
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. Limits of Free Speech
3. **First Amendment Case Studies**
4. Westboro http://www.youtube.com/watch?v=2tHiKuRuiqU
5. Summative Review
HW: Prepare for Eighth Amendment debate on Friday, December 14.
Friday, December 14
Objectives: Students should be able to:
1. Debate and analyze the provisions of the Eighth Amendment with respect to capital punishment.
Procedure:
1. Prepare for debate
2. Debate!
3. Reflection
4. Capital Punishment Map:
external image death-penalty-countries-map-2-lg.jpg
external image death-penalty-countries-map-2-lg.jpg
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
HW: None
Week of December 3-7Monday, December 3
Objectives: Students should be able to:
1. Discuss the structure, advantages, and weaknesses of the Articles of Confederation
2. Cite evidence from the Articles of Confederation that demonstrate its weaknesses
Procedure:
1.. The 13 Colonies = Rihanna Government = Chris Brown
2. PowerPoint
3. __**Weaknesses of the Articles of Confederation**__ (Explain/Draw a quick picture to explain it)
4. Match the picture:
1.
2.
3.
4.
5. __**Summative Review**__
HW:
1. Read 6-15 Proslavery Petitions in Virginia (1785). Answer questions 1-3. Also, answer "Questions for Further Thought" 1-3. Due Wednesday, December 5.
2. Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Tuesday, December 4
Objectives: Students should be able to:
1. Discuss the structure, advantages, and weaknesses of the Articles of Confederation
2. Cite evidence from the Articles of Confederation that demonstrate its weaknesses
Procedure:
1. **Activity/Simulation**
2. PowerPoint
3. Articles of Confederation Problems
4. Summative Review
HW:
1. Read 6-15 Proslavery Petitions in Virginia (1785). Answer questions 1-3. Also, answer "Questions for Further Thought" 1-3. Due Wednesday, December 5.
2. Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Wednesday, December 5
Objectives: Students should be able to:
1. Analyze and discuss to what extent the American Revolutionary War extended democracy to the masses
Procedure:
1. **Do Now: Envelops**
2. PowerPoint
3. Proslavery Petitions in Virginia (1785)
4. Closing Question: To what extent did the American Revolutionary War extend democracy to the masses?
5. Review tests
HW: Read pages 132-137. Answer questions 1-5. Due Thursday, December 6. (Optional 90 & above on last test for periods 3&7; 89 & above for period 2 ONLY on last test).
Thursday, December 6
Objectives: Students should be able to:
1. Explain significant compromises during the Constitutional Convention
Procedure:
1. Smartboard Review
2. __**What Would You Do?**__
3. PowerPoint
4. Summative Review
HW: None
Friday, December 7
Objectives: Students should be able to:
1. Explain significant compromises during the Constitutional Convention
Procedure:
1. Do Now: Since we agreed that representation should be based on population, how should women, children, and slaves be counted? Explain.
2. PowerPoint
3. __Graphic Organizer__
4. Summative Review: In a paragraph (last slide of the PowerPoint), explain which conflict was the most and least important. Explain your reasoning.
HW: None.
Week of November 26-30Monday, November 26
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: **Review**
2. Do Now: List the strengths and weaknesses of both the British and Americans in the American Revolutionary War
external image ODnZ5ytQHuaRsAaQy1qAj7m6YZzm0xiB1MgUsIr9ASiFtm1Rz9XOnrkPs_bNWN3Va6yxNzsA6uMd-M0-t_GYxvK0pq-8vsXzGghWJBWmaOe6Op39cb4
3. __**Battles Chart**__ (Use available textbooks and explain to the class). Battle of Saratoga: http://www.youtube.com/watch?v=txeNC-zG34w
4. Brief PowerPoint
5. Summative Review
HW: Prepare for test Friday, November 30.
Tuesday, November 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. Native Americans (Cooperative Learning)
4. **Brief PowerPoint**
5. Summative Review.
HW: Prepare for test Friday, November 30.
Wednesday, November 28Objectives: Students should be able to:
1. Describe the war contributions of European allies.
2. Discuss the role of women in the new republic
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 (Small Groups: Craft a dialogue b/w John and Abigail). OR Republican Motherhood: http://www.collegeboard.com/prod_downloads/ap/students/ushistory/ap06_frq_us_history.pdf
4. Perform dialogue
HW: Prepare for test Friday, November 30.
Thursday, November 29
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Revolutionary War.
Procedure:
1. __**Study Guide**__
2. __**Jeopardy Review**__
HW:
1. Study for test on Friday, November 30.
2. Complete __**Study Guide**__. Due Friday, November 30.
Friday, November 30
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the American Revolutionary War.
Procedure:
1. Test
HW: None.
Week of November 19-23Monday, November 19
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. Brief PowerPoint
3. Trenton Map:
external image Map03-6.jpg
4. Cooperative Learning: Photograph Analysis (Think-Pair-Share)
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?
5. 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?
HW:
1. Quiz on Tuesday, November 20 (chapter 4, section 2)
Tuesday, November 20
Objectives: Students should be able to:
1. Discuss the role and status of women during the American Revolutionary War.
2. Cite evidence from the text to support an argument.
Procedure:
1. Do Now: Reorder and detail the following events: Olive Branch Petition, French-Indian War, Navigation Acts, Intolerable Acts, Boston Massacre, Townshend Acts, Boston Tea Party, Common Sense, and the Declaration of Independence.
2. __**Review on Smartboard**__
3. __**Primary Source: Abigail Adams**__
4. Summative Review: __**Graphic Organizer**__ __Smartboard Organizer__
HW: None.
Wednesday, November 21
Objectives:
1. Demonstrate a deep appreciation for the US military (Social Studies Skills: Citizenship)
Procedure:
1. US Casualties: http://en.wikipedia.org/wiki/United_States_military_casualties_of_war
2. Suicides in the War: http://www.nytimes.com/2012/06/09/us/suicides-eclipse-war-deaths-for-us-troops.html
3. Duty, Honor, Betrayal: http://www.youtube.com/watch?v=5oW13FQm4ps
4. Holiday cards for the troops
HW: Enjoy your Thanksgiving.
Week of November 12-16Monday, November 12
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1. Do Now: Declaration Activity
2. Think-Write (2 minutes: Write down as many reasons/events as you can as to why the colonists want to break away from Great Britain).
3. Timeline
4. Declaration of Independence: Frequently occurring words:
5. **Declaration of Independence Excerpts**__**Other Notes**____**Modern Translation**____**Smartboard Declaration of Independence**__
6. Exit Slip (separate piece of paper): Explain why it may have been risky for the signers of the Declaration of Independence to craft this document.
HW: None.
Tuesday, November 13
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1A. Declaration of Independence: Too Late to Apologize? OR http://www.youtube.com/watch?v=AJmNnEPZHW8
1B. Do Now: Write down what you see. Next, analyze the meaning/interpretation of this painting:
2. What are the advantages and disadvantages of breaking away from Great Britain? (Think-Pair-Share)
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 themDependent on England for elements needed to fight awar. Chances of winning the war were slim.
Colonists would be cutting themselves off from thebiggest, freest empire in the world.Sentimental attachment tohomeland.
3. __**PowerPoint**__
4. Lord Dunmore: http://www.pbs.org/wgbh/aia/part2/2h42t.html
5. Imagine you are a slave. Write a response.
HW:
Wednesday, November 14Falkowski on DECA trip :(
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/ under the DISCUSSION tab. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
Thursday, November 15
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
Friday, November 16
Greetings from Disney World, the supposed "best place on Earth." Remember that all assignments are due by the start of class on Monday. Do not wait last minute to complete these assignments. I will see you Monday back in the cold, rustic setting of Vernon, NJ. Until then, I leave you with this family in Disney World who equally "loves" it:
Assignment #1: __**Click here for details**__. Use http://www.dipity.com/ (Dipity Video Tutorial) and submit URL via http://www.turnitin.com/ under the DISCUSSION tab. Due Sunday, November 18, 2012 at 11:59 PM EST via www.turnitin.com under the DISCUSSION tab.
Assignment #2: Using the online textbook (my.hrw.com), complete the following: (answer all questions completely).
1. Read pages 96-102. Answer questions 1-4 on page 102.
2. Read pages 103-108. Answer questions 1-4 on page 108.
Due Monday, November 19, 2012 in class (not optional).
The Week of November 5-9
Monday, November 5
No school!
Tuesday, November 6
Objectives: Students should be able to:
1. Explain the use of the Electoral College in the United States
2. Discuss factors that encourage and discourage voters
Procedure:
1. Do Now: Electoral College Handout
2. Youtube Video: http://www.youtube.com/watch?v=W9H3gvnN4683. Y
3. You decide: http://www.270towin.com/
4. Voter Turnout: http://www.nonprofitvote.org/voter-turnout-factors.html
5. Summative Review
HW: Revisions (optional) due Thursday, November 8.
Wednesday, November 7
Objectives: Students should be able to:
1. Determine whether the British or the Colonists fired the first shot using primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Battles of Lexington and Concord PowerPoint
2. **History Investigation** (in-text citations required)
HW: None
Thursday, November 8
Objectives: Students should be able to:
1. Determine whether the British or the Colonists fired the first shot using primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Battles of Lexington and Concord PowerPoint
2. History Investigation (in-text citations required)
3. __**Review some of the documents**__ (if time permits)
HW: Finish History Investigation. Due Friday, November 9.
Friday, November 9
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
Procedure:
1. Review: Order these events
2. **Battle of Bunker Hill PowerPoint**
3. Make a list of demands - small groups (American radicals, American conciliationists, British radicals, British conciliationists) - what would you stipulate in this "peace treaty?": http://edsitement.neh.gov/lesson-plan/ending-war-1783#sect-activities (each group, different source)
4. Review
HW: None.
The Week of October 22-26Monday, October 22
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 3 paragraphs (5 sentences per paragraph), hand-written AND accompanied with your own, original political cartoon. You may need to consult your book. Due Thursday, October 7.
5. Summative Review
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Tuesday, October 23
Objectives: Students should be able to:
1.Summarize colonial resistance to the Townshend Act.
2. Trace the mounting tension in Massachusetts.
Content:
1A. 1
1B. 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. Terrorists? http://investigatinghistory.ashp.cuny.edu/m2.html
5. Summative Review:
1. The main method colonists used to protest the Stamp Act? a. Riots b. Tar and feathering c.Boycotts d.Hanging effigies 2. This (1) placed a tax on glass while this (2) placed a tax on essentially most legal documents: a. Townshend, Stamp b.Stamp, Townshend c. Sugar, Townshend d.Townshend, Sugar 3. This maintained that Parliament had the full right to make laws: _.
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Wednesday, October 24
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 a clear difference between these two pictures? Explain this difference.
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. Closing Question: (Exit Slip): How does this picture of the Boston Massacre compare to the one you just analyzed? Explain in a paragraph:
HW:
1. Letter to King Georgedue Thursday, October 22. (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 3 paragraphs (5 sentences per paragraph), hand-written or typed AND accompanied with your own, original political cartoon. You may need to consult your book.)
2. Read pages 96-102. Answer questions 1-4. Due Thursday, October 22. (Optional for 80 & above)
Thursday, October 25
Objectives: Students should be able to:
1. Describe the motivations behind the Boston Tea Party
Procedure:
1.
1B. Do Now: __**Boston Tea Party**__
2. __**Boston Tea Party PowerPoint**__
3. http://edsitement.neh.gov/lesson-plan/boston-tea-party-costume-optional#sect-activities
4. Create a script via a voki (30 seconds to 1 min) http://www.voki.com/ from the point of view of a colonist or British official concerning either the Boston Tea Party, the Boston Massacre, or anything that we have discussed so far. Submit the link to www.turnitin.com. Tutorial: http://www.youtube.com/watch?v=uErsvV9hheQ
5. Summative review
HW:
1. Study for quiz, Friday, October 23.
2. Voki due Tuesday, October 30. Use http://www.voki.com/ Tutorial: http://www.youtube.com/watch?v=uErsvV9hheQOR Voki Video Tutorial
Friday, October 26
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Boston Tea Party, Boston Massacre, Townshend Acts, and Stamp Acts.
Procedure:
1. Quiz
2. Current Events (supplied by Mr. Falkowski).
HW:
1. Work on Voki. Due Tuesday, October 30 via www.turnitin.com. Do not e-mail me.
2. Period 2 and 7: Revisions due Tuesday.
3. Period 3: Revisions due Monday.
The Week of October 15-19Monday, October 15
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: Outlines due Tuesday, October 16. No e-mails please.
Tuesday, October 16
Objectives: Students should be able to:
1. Trace the development of the French-British colonial rivalry
2. Discuss the role of Native Americans in the French-Indian War
Procedure:
1. Do Now: If Britain went to war with France, which side would a Native American and average colonists be on? Explain.
2. **__Smartboard Review__**
3. **PowerPoint**
4. Mapping Activity
File:Nouvelle-France map-en.svg
5. Summative Review
HW:
1. Prepare for test, Friday, October 19.
Wednesday, October 17
Objectives: Students should be able to:
1. Explain why tensions arose between the British and colonists following the French-Indian War
2. Analyze reasons why colonies slowly began to unite together
Procedure:
1. Do Now: **__Word Search__**__**Answers**__
2. **PowerPoint**
3. Join or Die Activity
4. **Point of View: French-Indian War**
5. Summative Review
HW:
1. Prepare for test, Friday, October 19.
2. Complete __**Study Guide**__. Due Friday, October 19
Thursday, October 18
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the 13 colonies, French and Indian War, and mercantilism..
Procedure:
1. __**Study Guide**__
2. **__Jeopardy__**
HW:
1. Prepare for test, Friday, October 19.
2. Complete __**Study Guide**__. Due Friday, October 19
Friday, October 19
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the 13 colonies, French and Indian War, and mercantilism..
Procedure:
1. Test
HW: None.
The Week of October 8-12Monday, October 8
No school!
Tuesday, October 9
Objectives: Students should be able to:
1. Trace the development of a plantation economy in the American South.
2. Describe the role of triangular trade between North America, Europe and Africa
Procedure:
1. Do Now: Review Questions
2. PowerPoint
3. Roots: http://www.youtube.com/watch?v=AVY_q-nLFs4
A. Why is an African slave better than an indentured servant?
B. Why do you believe each slave was given a "white" name?
C. Why do you believe this miniseries was named "Roots?"
D. Write down two questions you have about slavery and/or anything in this miniseries.
4. Slavery Today:
5. How many slaves work for you? http://slaveryfootprint.org/
6. Closing Question: Based on the map, which provides the number of African slaves (1680 in blue, 1740 in red), write two generalizations you can make:
HW:
1.Read 3-4 Slavery and Prejudice. Answer questions 1-3. Due Wednesday, October 10
2. Annotated bibliography due Wednesday, October 10
Wednesday, October 10
Objectives: Students should be able to:
1. Discuss the impact of the Stono Rebellion
2. Compare and contrast the Middle and Southern Colonies
Procedure:
1. Do Now: What are some ways that slaves can passively resist slavery?
2. PowerPoint
3. Stono Rebellion: http://www.youtube.com/watch?v=ApecpIAWKYU
4. 3-4 Slavery and Prejudice: Questions (Group work, citations)
5. Summative Review
HW:
1. Read pages 72-78 and answer questions in preparation for quiz on Friday, October 12.
2. Prepare for quiz, Friday, October 12.
Thursday, October 11
Objectives: Students should be able to:
1. Compare and contrast the Middle and Southern Colonies
Procedure:
1. CrosswordAnswers
2. Review Homework (What is an American?)
3. Graphic Organizer
4. Summative Review
HW:
1. Study for quiz, Friday, October 12.
2. Current event. Write minimum of 10 sentences. Write two questions you have about it. Due Friday, October 12.
3. Work on outlines. Due Tuesday, October 16.
Friday, October 12
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Southern and Northern colonies.
Procedure:
1. Quiz
2. Current Events
HW:
1. Work on outlines. Due Tuesday, October 16.
2. Work on Research Paper. Paper due Tuesday, October 23.
The Week of October 1-5Monday, October 1
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.
Procedure:
1. Review **study guide**
2. **__Jeopardy__**
HW: Complete **study guide**. Due Tuesday, October 2.
Tuesday, October 2
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.
Procedure:
1. Test
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Wednesday, October 3
Objectives: Students should be able to:
1. Employ research skills to obtain information for their research paper.
2. Discuss the impact of mercantilism on England and the colonies.
Procedure:
1. PowerPoint
2. Summative Review
3. Assign Research Paper
4. Good site vs. bad site PowerPoint
5. __**Citations**__ __Citations Smartboard__
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Thursday, October 4
Objectives: Students should be able to:
1. Discuss the impact of mercantilism on England and the colonies.
Procedure:
1. Do Now: Explain in what ways mercantilism was beneficial for England. Why didn't the colonies benefit?
2. PowerPoint
3. Summative Review
4. Debate: http://www.youtube.com/watch?v=Ox6BjdjtFaA
5. Research Issues
HW: Read pages 66-71. Answer questions 1-5. Due Friday, October 5 (optional 85 and above on last quiz).
Friday, October 5
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 Research Paper
HW:
1. Work on Research Paper. Paper due Tuesday, October 23.
2. Annotated bibliography due Wednesday, October 10.
The Week of September 24-28Monday, September 24
Objectives: Students should be able to:
1. Discuss the religious, social, and political motivations and lifestyle of Puritans in New England.
Procedure:
1. Do Now: Smartboard
2. **PowerPoint**
3. Political Cartoon:
3B
.
6-panel door (4 up - cross, 2 down - open Bible)
4. Commandments for 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.
5. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
A. Why do you believe Blue Laws still exist?
B. Should they be abolished in your opinion? Explain.
6. Summative Review
HW:
1. Read pages 49-54. Answer questions 1-5. Due Thursday, September 27. (79 or below on last quiz)
2. Read 2-6 Puritan Family Law: The Case of John Porter Jr. and answer questions 1-3. Due Wednesday, September 26.
Tuesday, September 25
Objectives: Students should be able to:
1. Explain reasons for dissent within the Puritan community
Procedure:
1. Do Now: **Separation of Church/State Questions** (http://morningsidecenter.org/teachable-moment/lessons/separation-church-state-four-case-studies)
2. **PowerPoint**
3. Church and State Cases
4. Summative Review: Who poses a bigger threat to the Puritans? Roger Williams or Anne Hutchinson?
HW:
1. Read pages 49-54. Answer questions 1-5. Due Thursday, September 27. (79 or below on last quiz)
2. Read 2-6 Puritan Family Law: The Case of John Porter Jr. and answer questions 1-3. Due Wednesday, September 26.
Wednesday, September 26
Objectives: Students should be able to:
1. Describe how New Netherlands was acquired by England
2. Analyze Puritan roles and attitudes toward children and the family
Procedure:
1. Do Now: Using the provided map, what is the main problem for England? What must it do to solve this problem?
2. **PowerPoint**
3. Review Puritan Family Law
4. Witches: Chronological Order: http://teachinghistory.org/history-content/quiz/25246
5. Salem Witch Trials: http://www.youtube.com/watch?v=qbFDBrOlE9k
6. Salem Wtich Facts: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/TAH_Course/2011_Materials/Salem_Trials_Fact_Sheet.pdf
7. Summative Review
HW: Read pages 49-54. Answer questions 1-5. (Optional for 79 and above). Due Thursday, September 27. (79 or below on last quiz)
Thursday, September 27
Objectives: Students should be able to:
1. Explain the reasons for the social and religious diversity of colonial Pennsylvania.
Procedure:
1. Do Now: Word Search
2. **PowerPoint**
3. Review homework
4. Graphic Organizer__**Smartboard**__Answers
5. Summative Review
HW:
1. Study for quiz on Friday, September 28 on chapter 2, sections 3 & 4.
2. Come up with 10 questions (multiple choice, short answer, etc.). Due Friday, September 28.
3. Write one paragraph (minimum 10 sentences) on a current event. Write two questions you have about it. Due Friday, September 28.
Friday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning New England colonies, Puritans, and William Penn.
Procedure:
1. Quiz
2. Current Events
HW:
1. Prepare for test on Tuesday, October 2.
2. Complete study guide. Due Tuesday, October 2.
The Week of September 17-21Monday, September 17
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. Do Now: Smartboard Review
2. **__PowerPoint__**
3. Cannibalism?
4. **__Historical Scene Investigation__** HSI Log
5. Summative Review
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20. (If you received an 79 or below)
2. Read document 2-3 Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Tuesday, September 18
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
2. Cite evidence from primary and secondary sources to make an argument
Procedure:
1. **Historical Scene Investigation**
2. **Review Historical Scene Investigation**HSI Smartboard Review with Documents
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20.
2. Read **document 2-3** Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Wednesday, September 19
Objectives: Students should be able to:
1. Analyze the reasons why the Jamestown colony survived
2. Discuss the role of tobacco in the Jamestown colony
Procedure:
1. Do Now: Interpret the meaning of this political cartoon:
2. **__PowerPoint__**
3. Pocahontas: http://www.youtube.com/watch?v=IHBl-EuFoLY
A. Why do we romanticize history?
B. What does this say about the movie industry and actual history?
C. What other inferences and generalizations can you make?
4. Summative Review: Who/What deserves the most credit for saving the Jamestown Colony? Support your answer and explain why in a minimum of 6 sentences.
HW:
1. Read pages 42-48. Answer questions 1-4. Due Thursday, September 20.
2. Read **document 2-3** Pocahontas and John Smith and answer questions 1-3. Due Thursday, September 20.
Thursday, September 20
Objectives: Students should be able to:
1. Discuss how early relations between colonists and Native Americans soured
Procedure:
1. Do Now: CrosswordAnswers
2. **__PowerPoint__**
3. **Graphic Organizer****__Smartboard View__**
4. Review Homework (Reading & John Smith **document 2-3**)
HW:
1. Prepare for quiz, Friday, September 19.
2. Write one paragraph on a current event (10 sentence minimum). Write two questions you have about it. Due Friday, September 19.
Friday, September 21
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Jamestown, forced labor, and early relations with Native Americans.
Procedure:
1. Quiz
2. Timeline
3. Current Events
HW: None
The Week of September 10-14Monday, September 10
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents.
Procedure:
1. Do Now: In what ways does living in Sussex County, New Jersey affect our culture and how we live?
2. PowerPoint and **Native American Chart**
3. Iroquois and Lacrosse: http://www.youtube.com/watch?v=xzQI3PFKrG8&feature=player_embedded
4. __**Christopher Columbus Project**__ (__**Sample Cover**__) (Sample Paragraph for Citation Purposes)(Explain project, analyze one source)
5. Summative Review
HW:
1. Syllabus signature due Tuesday, September 11
2. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
3. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13.
Tuesday, September 11
Objectives: Students should be able to:
1. Analyze European intentions toward the Native Americans using primary source documents.
Procedure:
1. Do Now: Smartboard (Columbus picture analysis)
In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and left from Spain;
He sailed through sunshine, wind and rain.
He sailed by night; he sailed by day;
He used the stars to find his way.
A compass also helped him know
How to find the way to go.
Ninety sailors were on board;
Some men worked while others snored.
Then the workers went to sleep;
And others watched the ocean deep.
Day after day they looked for land;
They dreamed of trees and rocks and sand….
2. PowerPoint
3. __Christopher Columbus Project__ (__**Sample Cover**__) (Sample Paragraph for Citation Purposes)
4. Summative Review
HW:
1. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
2. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13. ONLY period 3's project will be due on Friday.
Wednesday, September 12
Objectives: Students should be able to:
1. Describe the significance of the Columbian Exchange between Europe, Africa, and the Americas.
Procedure:
1. Do Now: Write a Pro/Con comparison of meeting a person or an alien from outer space.
2. **PowerPoint**
3. Columbian Exchange:
4. Columbian Exchange Activity
5. Summative Review
HW:
1. Read pages 8-13 and 26-31. Answer questions 1-5 only on page 31. Due Thursday, September 13.
2. __**Christopher Columbus Project**__ (__**Sample Cover**__) **(Sample Paragraph for Citation Purposes)** Due Thursday, September 13. ONLY period 3's project will be due on Friday.
3. Study for quiz (Chapter 1, sections 2 & 5) on Friday, September 14.
Thursday, September 13
Objectives: Students should be able to:
1. Debate and discuss the legacy of Christopher Columbus through primary and secondary sources.
Procedure:
1. Do Now: Prepare for debate
2. Debate: Hero or Villain?
3. **__Smartboard: Hero/Villain Columns__**
4. Share projects
5. Quiz preparation
6. Summative Review
HW:
1. Study for quiz (Chapter 1, sections 2 & 5) on Friday, September 14. Click here for study guide
2. ONLY period 3's Columbus project will be due on Friday.
Friday, September 14
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning Native American people before 1492, the contested legacy of Christopher Columbus, and the Columbian Exchange.
Procedure:
1. Quiz
2. Current Events: Election Map: http://www.cnn.com/election/2012/ecalculator#?battleground
3. Media Quiz: http://i2.cdn.turner.com/cnn/2012/images/09/13/newsquiz.09.10.12.pdf
4. Libya: http://www.youtube.com/watch?v=QZYyBZE1GKs
HW: None.
The Week of September 3-7Thursday, 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.
Procedure:
1. Syllabus
2. Themes of World History: http://isite.lps.org/jcorn/web/documents/APUSHcourseoutline.pdf
3. Welcome Back to School: http://www.youtube.com/watch?v=x78PnPd-V-A
4. Who are you?
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 11.
Friday, September 7
Objectives: Students should be able to:
1. Distinguish between a primary and secondary source.
2. Analyze the importance of historians using primary sources.
Procedure:
1. Do Now: Youtube Video: http://www.youtube.com/watch?v=Sv1niwxQgoY
A. How were the producers able to depict this scene "accurately"?
B. What types of sources do you think they used?
2. __**Primary Source PowerPoint**__
3. __**Primary or Secondary**__? AND __**Analyze this Source**__ Use APPARTS:
http://apcentral.collegeboard.com/apc/members/repository/ap05_ushist_greer_2_p_50286.pdf
4. Summative Review
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 11.