he Week of June 16-20
Monday, June 16
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Tuesday, June 17
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Wednesday, June 18
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Thursday, June 19
Final Exams
Friday, June 20
Final Exams
The Week of June 9-14
Monday, June 9
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
2. Discuss the role of African-Americans and women during the Civil War
3. Discuss the surrender at Appomattox Courthouse
Procedure:
1. Do Now: Reading check
2. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
3. PowerPoint
4. Summative Review
HW:
Tuesday, June 10
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. Lincoln's Assassination: http://www.youtube.com/watch?v=PBLsOQPu23UCompare this with the Secret Service today: https://www.youtube.com/watch?v=DYRsKrvLRaU
2. PowerPoint
3. Images of Reconstruction: http://www.youtube.com/watch?v=hcBaUpSd9Dc
4. PowerPoint
5. Summative Review
HW: Prepare for test on Friday, June 13
Wednesday, June 11
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. Glory
HW: Prepare for test on Friday, June 13. Study guide
Thursday, June 12
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. Can you decipher this text?
2. Political Cartoon
3. PowerPoint
4. Confederate Flag: Southern Pride or Racism?: http://www.youtube.com/watch?v=bRDILxECRjw
HW: Prepare for test on Friday, June 13. Study guide
Friday, June 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the prelude, course, and aftermath of the Civil War.
Procedure:
1. Test
HW: Prepare for final exam
The Week of June 2-6
Monday, June 2
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW: Read and outline pages 481-509. Due Friday, June 6.
Tuesday, June 3
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW: Read and outline pages 481-509. Due Friday, June 6.
Wednesday, June 4
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW:
1. Complete Civil War Chart for Thursday, June 5
2. Read and outline pages 481-509. Due Friday, June 6.
Thursday, June 5
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
2. Discuss the role of African-Americans and women during the Civil War
Procedure:
1. Do Now: Interactive Map: Write down three generalizations you can make concerning this map
2. Emancipation Proclamation Anne Davis Letter Transcript Activity Accompanying Questions
3. PowerPoint
4. Summative Review
HW: Read and outline pages 481-509. Due Friday, June 6.
Friday, June 6
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
2. Discuss the role of African-Americans and women during the Civil War
3. Discuss the surrender at Appomattox Courthouse
Procedure:
1. Do Now: Reading check
2. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
3. PowerPoint
4. Summative Review
HW: Read and outline pages 513-533. Due Monday, June 9.
The Week of May 26-30
Monday, May 26
Memorial Day
Tuesday, May 27
Q4 Research - Computer Lab
Wednesday, May 28
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Thursday, May 29
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Friday, May 30
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Memorial Day
The Week of May 19-23
Monday, May 19
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Review
2. Election of 1860 Platforms
3. Voting (Party Notes)
4. PowerPoint
5. Summative Review: http://www.youtube.com/watch?v=Bjxbb-tjSAA
HW: Read and outline 462-479. Due Friday, May 23
Tuesday, May 20
Objectives: Students should be able to:
1. Evaluate whether the North or the South had the major advantage in the Civil War
2. Discuss the role of border states in the Civil War
Procedure:
1. Do Now: Lincoln & Slavery
2. PowerPoint
3. North or South? 3-paragraph response
4. Summative Review: http://www.youtube.com/watch?v=S92fTz_-kQE
HW: Read and outline 462-479. Due Friday, May 23
Wednesday, May 21
Objectives: Students should be able to:
1. Examine the role of foreign intervention in the Civil War
Procedure:
1. Do Now: Do Now: Which picture represents the viewpoint of the North? The South? Explain how you know. Political Cartoon Notes
2. Using this map, draw your war strategy for the Union and/or Confederacy.
3. PowerPoint
4. Summative Review: Project updates
HW:
1. Read and outline 462-479. Due Friday, May 23
2. Prepare for quiz on this week's and last week's material.
Thursday, May 22
Objectives: Students should be able to:
1. Analyze to what extent the Civil War was caused by slavery or states' rights
Procedure:
1. DBQ Civil War
HW:
1. Read and outline 462-479. Due Friday, May 23
2. Prepare for quiz on this week's and last week's material.
Friday, May 23
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning disunion and the early stages of the Civil War.
Procedure:
1. Quiz
2. Computer lab
HW: Work on Q4 projects.
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The Week of May 12-16
Monday, May 12
Objectives: Students should be able to:
1. Analyze how "Bleeding Kansas" further inflamed sectionalism between the North and the South.
Procedure:
1. Prelude to Civil War
2. PowerPoint
3. Return DBQs
HW: None.
Tuesday, May 13
Objectives: Students should be able to:
1. Analyze how the Dred Scott Decision further inflamed sectionalism between the North and the South.
Procedure:
1. Do Now: Dred Scott Introduction Judge Judy
2. Dred Scott Excerpt
3. PowerPoint
4. Summative Review
HW: None.
Wednesday, May 14
Objectives: Students should be able to:
1. Debate whether Dred Scott should be considered a hero or villain
Procedure:
1. Do Now: Sentence reordering
2. PowerPoint
3. Reenactment: http://www.youtube.com/watch?v=FIorHCv5QDs
4. Hero or Villain?
5. Summative Review
HW: None.
Thursday, May 15
Objectives: Students should be able to:
1. Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. Assign Q4 Project
2. Components of an Effective Oral Presentation
3. Rubric
4. Public Speaking Game
HW: Work on Q4 Project.
Friday, May 16
Objectives: Students should be able to:
1. Locate and compile sources for research assignment.
Procedure:
1. Q4 Project
HW: Work on Q4 Project.
The Week of May 5-9
Monday, May 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Test
HW: Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually. Due Tuesday, May 6.
Tuesday, May 6
Objectives: Students should be able to:
1. Discuss how the issue of slavery and California bring about compromise
Procedure:
1. Aftermath of Manifest Destiny
2. PowerPoint Day 1 Only Voice Over
3. California Gold Rush
4. Review tests
HW: Read and outline 437-459. Due Monday, May 12.
Wednesday, May 7
Objectives: Students should be able to:
1. Describe methods of resistance toward the institution of slavery
2. Analyze to what extent the Compromise of 1850 held the union together
Procedure:
1. Do Now: Spread of Slavery:
http://mappinghistory.uoregon.edu/english/US/US18-02.html
2. PowerPoint Day 2,3 Voice Over
3. Underground Railroad Reading
4. Coded Terms
5. Summative Review: http://www.youtube.com/watch?v=Bdno2YLm4Ms
HW:
1. Prepare for quiz on Friday, May 9.
2. Read and outline 437-459. Due Monday, May 12.
Thursday, May 8
Objectives: Students should be able to:
1. Analyze how Uncle Tom's Cabin increased tensions between the North and the South.
2. Examine how the Kansas-Nebraska Act furthered sectionalism.
Procedure:
1. Do Now:
2. PowerPoint Day 2,3 Voice Over
3. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4(Provide examples of how Uncle Tom's Cabin looked at slavery from a moral standpoint)
4. Summative Review
HW:
1. Prepare for quiz on Friday, May 9.
2. Read and outline 437-459. Due Monday, May 12.
Friday, May 9
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the aftermath of Manifest Destiny as well as the Kansas-Nebraska Act
Procedure:
1. Quiz
2. Return DBQs
2. Current Events
HW: Read and outline 437-459. Due Monday, May 12.
The Week of April 28-May 2
Monday, April 28
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Political cartoon on right:
2. PowerPoint Voice Over
3. Graphic Organizer
4. Summative Review
HW: None.
Tuesday, April 29
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Voice Over
2. DBQ
HW:
1. Prepare for test on Friday, May 2.
2. Prepare for debate on Thursday, May 1.
3. DBQ due on Thursday, May 1.
Wednesday, April 30
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Study Guide
2. Jeopardy
HW:
1. Prepare for test on Friday, May 2.
2. Prepare for debate on Thursday, May 1.
3. DBQ due on Thursday, May 1.
Thursday, May 1
Falkowski sick :(
Work on DBQ/prepare for test/prepare for debate
HW: Prepare for debate on Friday, May 2.
Friday, May 2
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Debate: Manifest Destiny was an opportunity for Americans to irrationally justify the stealing of land and the killing of Mexicans and Native Americans. Expansions (Democrats) vs. Whigs (Anti-expansionists) -- Worth a quiz grade.
2. Review DBQ
HW:
1.Test on Monday, May 5.
2.Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually. Due Tuesday, May 6.
The Week of April 21-25
Thursday, April 24
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Computer Lab -- Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually.
HW: Outline/questions due Monday, May 5
Friday, April 25
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Computer Lab -- Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually.
HW: Outline/questions due Monday, May 5
The Week of April 14-19
Monday, April 14
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Match Game Music
2. Manifest Destiny - Interpret this photo
3. PowerPoint Voice Over
4. Summative Review: Review Quizzes
HW: Read and outline pages 400-415. Due Wednesday, April 16. Prepare for reading check.
Tuesday, April 15
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Conestoga on right (what three items might you take?)
2. Do Now #2: Oregon Trail
3. PowerPoint Voice Over
4. Summative Review: http://www.youtube.com/watch?v=qngByMggw-A
HW: Read and outline pages 400-415. Due Wednesday, April 16. Prepare for reading check.
Wednesday, April 16
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Manifest Destiny
2. Spot Resolution (APPART It: Students will respond whether or not they think those points were addressed in Polk’s message to Congress.)
3. PowerPoint Voice Over
4. Summative Review
5. Review Q4 Assignment
HW: None.
Thursday, April 17
Period 8 does not meet.
Enjoy Spring Break! - There will be no homework assigned.
Friday, April 18
No School
End of Unit DBQ
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Conestoga
The Week of April 7-11
Monday, April 7
Guest Speaker
HW:
1. Read and outline pages 308-315; 318-325; 328-337. Due Tuesday, April 8.
2. Research paper due Tuesday, April 8.
3. Presidential SNL due Friday, April 11.
Tuesday, April 8
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Share insights of Andrew Jackson papers
2. Do Now: Analyze the meanings of these advertisements from the 1950s:
3. Sources and Questions
4. PowerPoint
5. Summative Review: http://www.youtube.com/watch?v=KxECHRlrHu8
HW:
1. Presidential SNL due Friday, April 11.
Wednesday, April 9
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Suffrage Suffrage Video
2. Compare/Contrast Questions
3. PowerPoint
4. Summative Review
HW:
1. Presidential SNL due Friday, April 11.
2. Prepare for quiz on Friday, April 11.
Thursday, April 10
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Slavery Sources and Smartboard
2. PowerPoint
3. Summative Review
HW:
1.Presidential SNL due Friday, April 11.
2. Prepare for quiz on Friday, April 11.
Friday, April 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning industrialization in the United States as well as reform movements in the 1800s.
Procedure:
1. Quiz
2. Presidential SNL
3. Survey: Detail specifically how each group member contributed to your project.
HW: None.
The Week of March 31-April 4
Monday, March 31
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Study Guide
2. Jeopardy
HW: Complete Study Guide for Tuesday, April 1.
Tuesday, April 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Test
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Wednesday, April 2
Objectives: Students should be able to:
1. Discuss the rise of the market revolution in the 1800s
2. Analyze the changing demographics in the United States in the 1800s
Procedure:
1. Inference Activity
2. PowerPoint
3. Expansion West Today (Compare/Contrast to the 1800s)
4. Summative Review: Review tests if time remains
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Thursday, April 3
Objectives: Students should be able to:
1. Discuss the rise of the market revolution in the 1800s
2. Analyze the changing demographics in the United States in the 1800s
Procedure:
1. Lowell Factory Mills
2. New England Labor
3. PowerPoint
4. Summative Review: Review tests if time remains
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Friday, April 4
Objectives: Students should be able to:
1. Analyze and demonstrate understanding of presidents through a spoof.
Procedure:
1. Computer lab (Presidential SNL)
HW:
1. Read and outline pages 308-315; 318-325; 328-337. Due Tuesday, April 8.
2. Research paper due Tuesday, April 8.
3. Presidential SNL due Friday, April 11.
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Population Growth (the darker the green, the higher growth)
The Week of March 24-28
Monday, March 24
No School
HW: Read the documents (Jackson DBQ) only. Make notes on the side. Be prepared to discuss. History circle for Tuesday, March 25. No essay required.
Tuesday, March 25
Objectives: Students should be able to:
1. Analyze to what extent Jackson was a democratic president
Procedure:
1. History Circle: (Jackson DBQ)
2. PowerPoint
3. Summative Review: Analyze the political cartoon on right. Is this justifiable?
HW:
Wednesday, March 26
Objectives: Students should be able to:
1. Analyze to what extent the demise of the Bank of the US was a reflection of Jackson's common man principle
2. Discuss the rise of the Whig Party
3. Analyze the expansion of the United States in Texas
Procedure:
1. Do Now: http://www.youtube.com/watch?v=gGGMOgRxad8
2. PowerPoint
3. Immigration in Our Country Today
4. Summative Review
HW: Complete Immigration in Our Country Today. Ignored questions 2&3. Due Thursday, March 27.
Thursday, March 27
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Citizenship: https://www.youtube.com/watch?v=AzRxQfsMMSk
2. Immigration Test /Practice Information
3. Immigration in Our Country Today
4. PowerPoint
5. Summative Review
HW: Prepare for test next Tuesday, April 1
Friday, March 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Presidential SNL
2. Study Guide
HW: Prepare for test next Tuesday, April 1 (Study Guide)
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The Week of March 17-21
Monday, March 17
Objectives: Students should be able to:
1. Research and compile primary and secondary sources
Procedure:
1. Library - Research Paper
HW: Read and outline pages 272-301. Due Tuesday, March 17. Be prepared for a reading check.
Tuesday, March 18
Objectives: Students should be able to:
1. Analyze the controversial election of 1824
2. Discuss how the rise of mass democracy came about following the elections of 1824 and 1828
Procedure:
1. Andrew Jackson
2. Do Now: Analyze the following pictures and what this says about being a politician
3. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
4. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
5. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
6. PowerPoint (Voice Over Day 1)
7. Choose a leader
8. Video: http://www.history.com/topics/us-presidents/andrew-jackson/videos#jacksons-personality-and-legacy
9. Summative Review
HW:
Wednesday, March 19
Objectives: Students should be able to:
1. Analyze the theme of states' rights during the Jackson's presidency
Procedure:
1. Do Now: What are the similarities between the two pictures on the right?
2. PowerPoint (Voice Over Day 2 & 3)
3.
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A. What are Calhoun's main arguments against the tariff?
B. Explain how states' rights is the focal point of this document. Cite the text.
C. Analyze how this was more about slavery to some extent than paying a tariff.
4. Summative Review: How does Andrew Jackson not fit on this list of shared characteristics by most past presidents?
HW: Prepare for quiz on Friday, March 21.
Thursday, March 20
Objectives: Students should be able to:
1. Analyze how westward expansion
Procedure:
1. Do Now: Analyze the political cartoon on right. Explain whether this is a fair representation of Jackson.
2. Congressmen really a voice of the average person? Time Magazine
3. How could a Native American become "civilized?" Make a list.
4. Indian Removal Act Activity Smartboard
5. PowerPoint
6. Summative Review
HW: Prepare for quiz on Friday, March 21.
Friday, March 21
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Andrew Jackson
Procedure:
1. Quiz
2. Current Events
HW: Read the documents (Jackson DBQ) only. Make notes on the side. Be prepared to discuss. History circle for Tuesday, March 25. No essay required.
(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?)
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The Week of March 10-14
Monday, March 10
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: None.
Tuesday, March 11
Falkowski Absent :(
Work on DBQ due Thursday, March 13
Wednesday, March 12
Falkowski Absent :(
Work on DBQ due Thursday, March 13
Thursday, March 13
Objectives: Students should be able to:
1. Evaluate the political, economic, and social reasons for the War of 1812
2. Write a five-paragraph essay to a document-based question using citations
Procedure:
1. Review DBQ documents
2. Review test
3. Research Paper
4. Summative Review
HW:
Friday, March 14
Objectives: Students should be able to:
1. Research and compile primary and secondary sources
Procedure:
1. Library - Research Paper
HW: Read and outline pages 272-301. Due Tuesday, March 17. Be prepared for a reading check.
The Week of March 3-7
Monday, March 3
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. March Madness: https://www.youtube.com/watch?v=lRtNjijyWzc
2. Debate Materials
3. Debate Materials Smartboard
4. Review
HW: Work on debate
Tuesday, March 4
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Wednesday, March 5
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Thursday, March 6
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Friday, March 7
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: None.
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The Week of February 24-28
Monday, February 24
Objectives: Students should be able to:
1. Discuss the effects of the War of 1812 with respect to nationalism and the demise of the Federalists
Procedure:
1. Review Graphic Organizer (Smartboard) & 2- Week Outline
2. TurnItIn Review: Prompt #1 AB & Prompt #2JM
3. PowerPoint Addendum to 2-Week Outline
4. Summative Review: To what extent were the goals of the War of 1812 fulfilled?
HW: Prepare for test on Friday
Tuesday, February 25
Objectives: Students should be able to:
1. Discuss the effects of the War of 1812 with respect to nationalism, sectionalism, & the demise of the Federalists
2. Examine to what extent the Hartford Convention was an act of treason
Procedure:
1. Do Now: To what extent have the Federalists been "treasonous?"
2. Hartford Convention
3. PowerPoint
4. Summative Review: To what extent is sectionalism alive and well today?
HW: Prepare for test on Friday
Wednesday, February 26
Objectives: Students should be able to:
1. Examine how the obsolete Federalists Party still maintained influence under Monroe
2. Analyze how the power of the national government dramatically increased through the Supreme Court
Procedure:
1. Do Now: Examine the political cartoon on right.
2. Interstate Commerce
3. PowerPoint
4. Summative Review: http://www.youtube.com/watch?v=5dwrAFXEEN8
HW: Prepare for test on Friday
Thursday, February 27
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jefferson, Madison, and Monroe.
Procedure:
1. PowerPoint
2. Review 2- Week Outline and Addendum
3. Jeopardy
HW: Prepare for test on Friday
Friday, February 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jefferson, Madison, and Monroe.
Procedure:
1. Test
HW: None.
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Picture
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The Week of February 17-21
Monday, February 17
No School!
Tuesday, February 18
No School!
Wednesday, February 19
Objectives: Students should be able to:
1. Debate the Federalist Party's and the Democratic-Republican Party's stances with respect to the War of 1812
2. Discuss the causes and effects of the War of 1812
Procedure:
1. Do Now: Analyze the political cartoon on right:
2. Assessing the causes of 1812
3. PowerPoint
4. Summative Review
HW: Bring your book to class on Friday.
Thursday, February 20
Survey by the National Institutes of Health/University of Michigan
Friday, February 21
Objectives: Students should be able to:
1. Synthesize the Washington, Adams, Jefferson, Madison, and Monroe presidencies.
Procedure:
1. Graphic Organizer
HW: Finish graphic organizer for Monday, February 24. Be as exhaustive as possible.
The Week of February 10-14
Monday, February 10: Falkowski in a meeting all day :(
1. Label the following true or false (you don't need to write this down)...These were commonly held beliefs in the 1800s. Lewis and Clark will now be dispatched to investigate further.
2. Watch and take notes: Day 3 & 4 VoiceoverPowerPoint
3. Read Jefferson's inauguration speech. Answer the questions below in at least ten sentences. Be sure to cite the text (i.e. Jefferson asserts.... or As stated in Jefferson's speech...). Submit on www.turnitin.com. Consult rubric here.
A. Discuss how Jefferson sought to calm the fierce antagonisms that had developed during
the campaign (think about the Aaron Burr controversy during his the election along with
the fierce campaigning with John Adams) and reassure his friends and enemies that the
business of government would be lawful and considerate.
B. What distinguished the so-called Jeffersonian revolution from the bloody revolutions of
the Old World?
HW:
1. Finish Jefferson's inauguration speechquestions (if not finished in class). Due Tuesday, February 11.
2. Outline pages 248-270. Due Wednesday, February 12.
Tuesday, February 11:Falkowski in a meeting all day :(
1. Using your notes and the book, respond in three paragraphs to this prompt: Evaluating Jefferson. Submit on www.turnitin.com. Make sure you have a thesis statement. No citations are needed for this assignment.
2. Watch and take notes: Day 1 & 2 VoiceoverPowerPoint
HW: Outline pages 248-270. Due Wednesday, February 12.
Wednesday, February 12
Objectives: Students should be able to:
1. Debate the Federalist Party's and the Democratic-Republican Party's stances with respect to the War of 1812
Procedure:
1. Do Now: Analyze the political cartoon on right:
2. Assessing the causes of 1812
3. PowerPoint
4. Debate
5. Summative Review: Political cartoon on right:
HW:
1. Prepare for debate on Thursday, February 13: Should the US have declared war on Britain. Be ready to support your assigned position.
Thursday, February 13
Objectives: Students should be able to:
1. Evaluate whether the War of 1812 was a success or failure
Procedure:
1. Do Now: National Anthem: http://www.youtube.com/watch?v=xWP8ZJ6674Y
2. PowerPoint
3. Debate
4. Summative Review
HW: None.
Friday, February 14
Half-day - no class.
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The Week of February 3-7
Monday, February 3
No School!
HW:Outline pages 224-246. Due Thursday, February 6.
Tuesday, February 4
Objectives: Students should be able to:
1. Discuss how the Election of 1800 signaled the decline of the Federalist Party
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 Day 1 & 2 Voiceover 2- Week Outline
4. Political Cartoons: Then and Now (Website)
5. Summative Review: Campaign Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
HW:
1. Outline pages 224-246. Due Thursday, February 6.
2. Read Jefferson's inauguration speech.
Wednesday, February 5
No School
Thursday, February 6
Objectives: Students should be able to:
1. Discuss how judicial review significantly expanded the Supreme Court's power
Procedure:
1. Do Now: Explain how the Revolution of 1800 signaled a bright future for the US
2. PowerPoint Day Day 1 & 2 Voiceover
3. Judicial Review Primary Source
4. Summative Review
HW: Outline pages 248-270. Due Monday, February 10.
Friday, February 7
Objectives: Students should be able to:
1. Discuss how Jefferson wrestled between republican ideals and practicality
Procedure:
1. Do Now: Analyze the political cartoon on right
2. Label the following true or false
3. PowerPoint Day 3 & 4 Voiceover
4. Louisiana Purchase and/or NPR: Sally Hemmings
5. Summative Review
6. If time permits, hand back tests
HW: Outline pages 248-270. Due Wednesday, February 12.
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The Week of January 27-31
Monday, January 27
1. Review DBQ
2. Smartboard Questions
3. Mid-term Review Sheet
HW: Prepare for midterm
Tuesday, January 28
Midterms!
Wednesday, January 29
Midterms!
Thursday, January 30
Midterms!
Friday, January 31
Midterms!
The Week of January 20-24
Monday, January 20
No school
Tuesday, January 21
No school
Wednesday, January 22
Objectives: Students should be able to:
1. Review for midterm
Procedure:
1. Mid-term Review Sheet
HW: Prepare for midterm
Thursday, January 23
1. Smartboard Questions
2. Mid-term Review Sheet
HW: Prepare for midterm
Friday, January 24
1. Smartboard Questions
2. Mid-term Review Sheet
HW: Prepare for midterm
The Week of January 13-17
Monday, January 13
Objectives: Students should be able to:
1. Discuss how political parties evolved and split Americans in the 1790s
Procedure:
1. Do Now: Matching Activity
2. PowerPoint (Voice Over Days 1 & 2)
3. Washington's Farewell Address
4. Summative Review
HW:
1. Research Assignment due Wednesday, January 15
2. Foreign Affairs Current Event due Tuesday, January 14
3. Prepare for test on Friday, January 17. Here is the study guide.
Tuesday, January 14
Objectives: Students should be able to:
1. Discuss how foreign affairs shaped John Adams' presidency
Procedure:
1. Do Now: Explain how the political cartoon on right reflects the division between Democratic-Republicans and Federalists
2. PowerPoint (Voice Over Days 1 & 2)
3. Foreign Affairs Current Event
4. Summative Review
HW:
1.Research Assignment due Wednesday, January 15
2. Prepare for test on Friday, January 17. Here is the study guide.
Wednesday, January 15
Objectives: Students should be able to:
1. Analyze the Early Republic's reaction to foreign affairs
Procedure:
1. Do Now: Agree/Disagree? Bill O'Reilly (2003 w/respect to the War in Iraq): "And it is our duty as loyal Americans to shut up once the fighting begins"
2. Review of the First Amendment
3. Alien & Sedition Act of 1798
4. PowerPoint (Voice Over Day 3)
5. Summative Review:
A. Actual Case
B.View the political cartoon on right:
HW:
1. Prepare for test on Friday, January 17.Here is the study guide.
Thursday, January 16
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Constitutional Convention and the launching of the new nation
Procedure:
1. Study Guide.
2. Jeopardy
HW:
1. Prepare for test on Friday, January 17. Here is the study guide.
Friday, January 17
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Constitutional Convention and the launching of the new nation
Procedure:
1. Test
2. Mid-term Study Guide
HW: Watch the following videos in preparation for your mid-term next week:
1. Colonizing America
2. The Natives and the English
3. Quakers, Dutch, and More
4. Seven Years War
5. Prelude to the Revolutionary War
6. American Revolution
7. The Constitution and Federalism
8. Rise of American Politics
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The Week of January 6-10
Monday, January 6
Objectives: Students should be able to:
1. Examine how Washington shapes the presidency and the national government
Procedure:
1. New Nation
2. PowerPoint PowerPoint Voice Over Day 1
3. Cabinet Article
4. Cabinet Video: http://www.youtube.com/watch?v=xxSvi6JCCfk
5. Rap It: Rap It/ Court System
5. Cabinet Project
6. Summative Review
HW: Cabinet Project due Wednesday, January 8.
Tuesday, January 7
Objectives: Students should be able to:
1. Discuss how the Judiciary Act of 1789 helps shape the New Nation
2. Examine the setup of federal and state courts
Procedure:
1. Do Now: Political Cartoon on right:
2. PowerPoint PowerPoint Voice Over Day 2-4
3. The Supreme Court
4. Review
5. Summative Review
HW: Cabinet Project due Wednesday, January 8.
Wednesday, January 8
Objectives: Students should be able to:
1. Discuss how Hamilton's economic plan shapes the New Nation
Procedure:
1. Do Now: Way-Back Wednesday Quiz
2. PowerPoint PowerPoint Voice Over Day 2-4
3. Present Cabinet Projects
4. Summative Review
HW: Quiz Friday, January 10.
Thursday, January 9
Objectives: Students should be able to:
1. Discuss how the Constitution remains timely in the 21st century
Procedure:
1. Do Now: Political Cartoon(see photo on right)
2. PowerPoint PowerPoint Voice Over Day 2-4
3. Elastic Clause and the Affordable Care Act
4. Questions:
A. To what extent is the ACA justified under the Elastic Clause? Cite the text.
B. How has this expanded federal powers?
C. Explain whether this provides too much power to Congress
5. Summative Review: "The Constitution belongs to the living and not to the dead" - Explain how this is true.
HW:
1. Prepare for quiz, Friday, January 10
Friday, January 10
Objectives: Students should be able to:
1. Discuss how the Judiciary Act of 1789 helps shape the New Nation
Procedure:
1. Quiz
2. Review MyBigCampus Quizzes
3. Current Events
HW:
1. Watch the following video: American Politics. Due Monday, January 13.
2. Read Washington's farewell speech. Submit questions to www.turnitin.com. Late responses will not be accepted. Due Monday, January 13.
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Contrast this to Washington (Click to Expand)
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The Week of December 30-January 3
Thursday, January 2
Objectives: Students should be able to:
1. Employ research skills to compile resources in order to complete their electronic paper
Procedure:
1. Library - Research Assignment
HW: Continuing working on research assignment
Friday, January 3
Objectives: Students should be able to:
1. Employ research skills to compile resources in order to complete their paper
Procedure:
1. Library - Research Assignment
HW:
1. Continuing working on Research Assignment
2. Read and outline pages 199-221. In addition, listen to the entire online lecture. Due Monday, January 6.
3. Before you read, look for these themes:
Theme: Led by Washington and Hamilton, the first administration under the Constitution overcame various difficulties and firmly established the political and economic foundations of the new federal government. The first Congress under the Constitution, led by James Madison, also contributed to the new republic by adding the Bill of Rights.
Theme: The cabinet debate over Hamilton’s financial measure expanded into a wider political conflict between Hamiltonian Federalists and Jeffersonian Republicans—the first political parties in America. Federalists supported a strong central government, a loose interpretation of the Constitution, and commerce (business). (Democratic) Republicans supported states’ rights, a strict interpretation of the Constitution, and agriculture (farmers).
Theme: The French Revolution created a severe ideological and political division over foreign policy between Federalists and Republicans. The foreign-policy crisis coincided with domestic political divisions that culminated in the bitter election of 1800, but in the end, power passed peacefully from Federalists to Republicans. American isolationist tradition emerges as a result of Washington’s strong neutrality stance and his farewell warnings about foreign alliances.
The Week of December 16-20
Monday, December 16
Objectives: Students should be able to:
1. Demonstrate and apply mastery of content concerning the Articles of Confederation and the Bill of Rights
Procedure:
1. Quiz
2. Review: 27 Amendments & simplified version
3. Read Article I
4. Apply Article I
5. Summative Review
HW:
1. Apply Article I. Due Tuesday, December 17
2. Prepare for quiz on Thursday, December 19.
Tuesday, December 17
No School
HW:
1. Read Articles II and III
2. Watch: http://www.youtube.com/watch?v=bO7FQsCcbD8
Wednesday, December 18
Objectives: Students should be able to:
1. Examine the powers of the Legislative Branch as defined in Article I of the US Constitution.
Procedure:
1. Do Now: Distinguish between the three different types of powers. Provide an example for each.
2. Read Articles II and III
3. Apply Articles II and III
4. PowerPoint
5. Summative
HW: Prepare for quiz on Friday, December 20.
Thursday, December 19
Objectives: Students should be able to:
1. Distinguish between the various articles in the US Constitution.
Procedure:
1. Which rights are being applied?: http://www.youtube.com/watch?v=DX26HelP7yc
2. Grab That Power: __**Click here for the Constitution**__
3. Summative Review
HW: Prepare for quiz on Friday, December 20.
Friday, December 20
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the 27 Amendments of the US Constitution.
Procedure:
1. Quiz
2. Research Paper
3. Current Events
HW:
1. Log on to MyBigCampus and complete the two quizzes online. You will have 120 minutes for each quiz (it will not take this long). You may use all available resources. However, this must be completed individually. Due Friday, January 3 by the time class starts. Do NOT wait until the last day to complete this assignment. Late assignments will not be accepted.
2. Work on research paper. Due Wednesday, January 15.
The Week of December 9-13
Monday, December 9
No School.
Tuesday, December 10
Objectives: Students should be able to:
1. Describe the weaknesses and shortcomings of the Articles of Confederation
Procedure:
1. Articles of Confederation Activity
2. Review Articles of Confederation
3. PowerPoint
4. Review tests
HW: Read the Federalist Papers #51. Answer accompanying questions here. Due Thursday, December 12. No late work will be accepted for this particular assignment.
Wednesday, December 11
Objectives: Students should be able to:
1. Analyze the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Do Now: Each group: Outline presidential powers. Compare/contrast with the British monarchy. Federalists Papers #69 __**Information**__
2. Discussion w/WhiteBoards
3. PowerPoint
4. Summative Review
HW: Read the Federalist Papers #51. Answer accompanying questions here. Thursday, December 12. No late work will be accepted for this particular assignment.
Thursday, December 12
Objectives: Students should be able to:
1. Analyze and apply the system of checks and balances to case studies
2. Discuss the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Discussion of Federalist Papers #51
2. PowerPoint
3. Division of Powers Activity
4. Review
HW:
1. Read the 27 Amendments. In addition, simplified version. Due Friday, December 13.
2. Prepare for quiz on Monday, December 16 - this will count as a double quiz grade.
Friday, December 13
Objectives: Students should be able to:
1. Analyze and apply the system of checks and balances to case studies
2. Discuss the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Distinguish between enumerated, reserved, and concurrent powers. Give an example of each. Next, explain how this relates to federalism.
2. Review of Bill of Rights
3. Case Studies
4. Review
HW:
1. Read the US Constitution. Make notes. Due Monday, December 16.
2. Prepare for quiz on Monday, December 16 - this will count as a double quiz grade -- Articles of Confederation through the Constitutional Convention. The Bill of Rights will NOT be on the quiz.
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The Week of December 2-6
Monday, December 2
Objectives:Students should be able to:
1. Analyze the extent in which the American Revolutionary War was revolutionary
2. Discuss the notion of civic virtue and republican motherhood in the family following the American Revolutionary War.
Procedure:
1. Launching a New Nation
2. 10 Minute-Debate - How revolutionary was the American Revolution? - Small groups --> Class Discussion
3. PowerPoint
4.Republican Motherhood Quotes
5. Summative Review: To what extent is republican motherhood true today?
HW:
1. Study for test, Tuesday, December 3
2. Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Tuesday, December 3
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure:
1. Test
HW: Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Wednesday, December 4
Objectives: Students should be able to:
1. Describe and analyze the weaknesses of the Articles of Confederation
Procedure:
1. Do Now:NPR Article: To what extent is republican motherhood evident in the U.S. today?
2. Articles of Confederation Activity (pages 1&2)
3. PowerPoint
4. Summative Review
HW: Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Thursday, December 5
Objectives:Students should be able to:
1. Describe and analyze the weaknesses of the Articles of Confederation
2. Discuss how the Articles of Confederation started the expansion west
Procedure:
1. Do Now: **Continuous Write**
2. Class Discussion: First President?
3. PowerPoint
4. Summative Review: Political cartoon on right
5. If time remains, Throwback Thursday Quiz.
HW: Prepare for quiz on Friday, December 6.
Friday, December 6
Objectives:Students should be able to:
1. Describe the weaknesses of the Articles of Confederation
Procedure:
1. Quiz
2. Current Events
HW: If you did not sufficiently complete last week's homework (the reading portion), please do the following: Read pages 174-195. In addition, listen to the online lecture here in its entirety.
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Mind Mapping (Click to Expand)
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Republican Motherhood (Click to Expand)
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13 Colonies = Rihanna
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Chris Brown = Government
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Articles of Confederation Political Cartoon (Click to Expand)
The Week of November 25-29
Monday, November 25
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure:
1. Study Guide
2. Jeopardy
HW: Study for test, Tuesday, November 26.
Tuesday, November 26
Early Dismissal
HW: Refer to Wednesday, November 27 for the homework.
Wednesday, November 27
Period 8 will not meet. Have an excellent and safe Thanksgiving!
HW: For Monday, December 2: Read pages 174-195. In addition, listen to the online lecture here in its entirety. Answer the following questions in paragraph form: (Last names A-M answer 1-3; Last names N-Z answer 4-6):
1. What distinguishes constitutions in America from a constitution in the British tradition
2.What were the shortcomings of the Articles of Confederation?
3.What events and situations motivated a desire for a stronger central government in some Americans?
4.What compromises were required to produce the Constitution?
5. How did the Anti-Federalists view the proposed Constitution?
6. What was the ratification process for the Constitution, and how did the Federalists eventually triumph?
Thursday, November 28
No school!
Friday, November 29
No school!
The Week of November 18-22
Monday, November 18
Objectives: Students should be able to:
1. Analyze women's point of view concerning the Declaration of Independence
2. Discuss how the Battle of Saratoga was a turning point for the Americans
Procedure:
1. Do Now: Primary Source: Abigail Adams
2. Review Abigail Adams
3. PowerPoint
4. Summative Review: Review Declaration of Loyalty
HW: __**Link back to US I Honors content if needed**__
Tuesday, November 19
Objectives: Students should be able to:
1. Discuss the political and social implications of Lord Dunmore's Proclamation
2. Analyze how geography impacted the Battle of Yorktown
Procedure:
1. Lord Dunmore's Proclamation (1775): http://www.pbs.org/wgbh/aia/part2/2h42.html
2. Discussion - feasible?
3. PowerPoint
4. Geography/Maps: https://www.pritzkermilitarylibrary.org/Home/files/lessons/role-geography-lesson-plan.pdf
5. Summative Review
HW: __**Link back to US I Honors content if needed**__
Wednesday, November 20
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure:
1. __**DBQ PowerPoint**__
2. DBQ or one in textbook
HW: None.
Thursday, November 21
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure
1. DBQ or one in textbook
2. Rubric
HW: None.
Friday, November 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure
1. DBQ Review/Peer-Grading/Rubric
2. Current Events
HW: Prepare for test next Tuesday!
The Week of November 11-15Monday, November 11
Objectives: Students should be able to:
1. Discuss how the actions of the Second Continental Congress increased the fervor for the American Revolutionary War
2. Describe the events of the Battle of Bunker Hill and how this raised morale for the colonists
Procedure:
1. Do Now: __**Declaration of Causes and Necessities**__ (group work - white boards)
2. Class Discussion
3. PowerPoint
4. Summative Review
5. Review tests
HW: Thomas Paine's Common Sense. Answer any ONE of the questions using the PARCC formula. Due Tuesday, November 12.
Tuesday, November 12
Objectives: Students should be able to:
1. Analyze excerpts of Thomas Paine's Common Sense and discuss to what extent it was a cause of the Revolutionary War
Procedure:
1. Do Now: Analyze this political cartoon. What is occurring? Description
external image Loyalists.png
2. Debrief Common Sense (Group --> Class Discussion)
3. PowerPoint
4. Summative Review: Apply excerpts: http://kentschools.net/bhaggerty/files/2010/08/Common-Sense-WS.pdf
HW: None.
Wednesday, November 13
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:
external image tagexo%20-%20declaration%20of%20independence.png
external image tagexo%20-%20declaration%20of%20independence.png
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:
Thursday, November 14
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1. Assignment: In 300-500 words, take the perspective of colonists loyal to the crown and write a Declaration of Loyalty. Model the document on the Declaration of Independence in the same format (intro, grievances, and independence (conclusion). Begin with a grand rhetorical statement of philosophy and proceed to a list of colonial transgressions against the crown. Show how Loyalists could reasonably oppose the Patriots. Be prepared to discuss in class whether a Declaration of Loyalty would have been able to effectively counter the arguments found in the Declaration of Independence. Due at the end of class. If absent, due next day student returns.
HW: Prepare for test next Friday, November 22
Friday, November 15
Objectives: Students should be able to:
1. Discuss early events pertinent to the American Revolutionary War shaped morale for the Continental and British Army
Procedure:
1A. Too late to apologize?: http://www.youtube.com/watch?v=O3tOE_BbRmc
1B. Following the Declaration of Independence, colonists in New York tear down a statue of King George III. Compare/contrast to Iraq:
external image 776px-Johannes_Adam_Simon_Oertel_Pulling_Down_the_Statue_of_King_George_III,_N.Y.C._ca._1859.jpg
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New York (1775) Iraq (2003)
2. Compare Independence to the Declaration of the Rights of Man
3. PowerPoint
4. Battle of Trenton: http://www.npr.org/programs/morning/features/patc/georgewashington/
George Washington Crossing the Delaware, by Emanuel Gottlieb Leutze
George Washington Crossing the Delaware, by Emanuel Gottlieb Leutze
5. Current Event Sheet
HW:
The Week of November 18-22Monday, November 18
Objectives: Students should be able to:
1.Analyze women's point of view concerning the Declaration of Independence
2. Discuss how the Battle of Saratoga was a turning point for the Americans
Procedure:
1. Do Now: Primary Source: Abigail Adams
2. Review Abigail Adams
3. PowerPoint
4. Summative Review
HW:
Tuesday, November 19
Objectives: Students should be able to:
1. Discuss the political and social implications of Lord Dunmore's Proclamation
2. Analyze how geography impacted the Battle of Yorktown
Procedure:
1.Lord Dunmore's Proclamation (1775): http://www.pbs.org/wgbh/aia/part2/2h42.html
2. Discussion - feasible?
3. PowerPoint
4. Geography/Maps: https://www.pritzkermilitarylibrary.org/Home/files/lessons/role-geography-lesson-plan.pdf
5. Summative Review
HW:
Wednesday, November 20
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure:
1.Sample
2. DBQ or one in textbook
HW:
Thursday, November 21
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure
1.DBQ
HW: Prepare for quiz on Friday, November 22.
Friday, November 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure
1. Quiz
2. Current Events
HW:
The Week of November 4-8Monday, November 4
Early dismissal
Tuesday, November 5
Objectives: Students should be able to:
1. Compare and contrast the candidates in the gubernatorial election
Procedure:
1. Why does the NJ race matter for 2016?
2. Review NJ Gubernatorial Election Candidates __**Sheet**__
external image Chris_Christie_Governor_of_New_Jersey.png?1375418810
external image 130522091723-buono-story-top.jpg
external image govgp.png?1372771084
external image kenneth-kaplan1.jpg
Chris Christie (Republican) Barbara Buono (Democrat) Steve Welzer (Green) Kenneth Kaplan (Libertarian)
3. Candidates Running : videos, campaign websites, etc.
4. NJ Minimum Wage: (Public Question #2)
NJ minimum wage history.png
NJ minimum wage history.png
4. Group Breakout
HW: Prepare for debate/discussion on the candidates on Tuesday, November 5
Wednesday, November 6
Objectives: Students should be able to:
1. Compare and contrast the candidates in the gubernatorial election
Procedure:
1. Review the gubernatorial election
2. Review tests
3. Current Events
HW:
1. Read pages 146-168. Due Monday, November 11.
2. Familiarize yourself with this lecture again. Due Monday, November 11.
Thursday, November 7
No School!
Friday, November 8
No School!
The Week of October 28-November 1Monday, October 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. __**Study Guid**e__
2. Jeopardy
HW: Prepare for test on Wednesday, October 30.
Tuesday, October 29
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. DBQ Discussion/Review
HW: Prepare for test on Wednesday, October 30.
Wednesday, October 30
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. Test
HW:
Thursday, October 31
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/ - Due Monday
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected]. - Due Monday
Friday, November 1
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/ - Due Monday
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected]. - Due Monday
The Week of October 21-25Monday, October 21
Objectives: Students should be able to:
1. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. __**Boston Tea**__
2. Boston Tea Party
3. __PowerPoint__
4. T.E.A.: http://www.youtube.com/watch?v=XubpOWD1o9A
5. Summative Review
HW:
Tuesday, October 22
Objectives: Students should be able to:
1.Determine through primary and secondary sources who fired the first shot at the Battle of Lexington
Procedure:
1. Do Now: Matching Activity
2. __PowerPoint__
3. __**Argue the Source**__ (Each group gets one source)
4. Review some of the documents
HW: Prepare for quiz on Thursday, October 23.
Wednesday, October 23
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Do Now: Make an exhaustive list of the colonists' and British's advantages in the Revolutionary War
2. __PowerPoint__
3. Loyalists Primary Sources: http://www.smithsoniansource.org/display/primarysource/results.aspx?hId=1004
4. Summative Review
HW: Prepare for quiz on Thursday, October 23.
Thursday, October 24
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Quiz
2. Current Events
HW:
Friday, October 25
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW: Prepare for test on Tuesday, October 29.
The Week of October 14-18Monday, October 14
No School!
Tuesday, October 15
Objectives: Students should be able to:
1. Describe how mercantilist policies of Great Britain further alienated the colonies.
Procedure:
1. __**Revolution**__
2. __PowerPoint__
3. Mercantilism
4. Summative Review
HW: Watch the NJ Gubernatorial Debate tonight on NJTV at 8:00PM
Wednesday, October 16
Objectives: Students should be able to:
1. Evaluate to what extent the Sons of Liberty were patriots
2. Describe means of resistance to British legislation on the colonists
3. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. Do Now: Gov. Mike Huckabee: http://www.youtube.com/watch?v=qtbwXGO7OYk : Why are our Founding Fathers brought up so much in politics and the news today? Other thoughts about Gov. Huckabee's comments?
2.__PowerPoint__
3. Stamp Act:
external image Image5.jpg
external image Image5.jpg
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?
4. Tarring and Feathering:
external image m2-stampact.jpg
external image m2-stampact.jpg
external image tar.jpg
external image tar.jpg
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?
5. Video of Tarring and Feathering: http://www.youtube.com/watch?v=hFWZ925zK0A
A. How does this change your perception of the American colonists?
B. What events mirror the one you viewed?
C. Is taxation a suitable reason for tarring and feathering?
D. Sons of Liberty patriots or terrorists?
6. Summative Review
HW:
Thursday, October 17
Falkowski absent :(
Work on research assignment & sign up for www.turnitin.com
Class ID: 7171285
Password: history
Friday, October 18
Objectives: Students should be able to:
1. Analyze to what extent the Boston Massacre was an act of propaganda
2. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. Do Now: Are taxes evil? Explain.
2.__PowerPoint__
3. Townshend Act Activity ($0.03 = $1.70) http://www.halfhill.com/inflation.html
4. Any major differences between these two pictures?
external image palin_media_bias.jpg
5. Back to __PowerPoint__
6. Boston Massacre: http://www.youtube.com/watch?v=LsDY5yywvUk
7. Summative Review: __**Compare/Contrast These Two Pictures**__
HW:
1. Read pages 135-144. Due Monday, October 21.
2. Listen to online lecture slides 43- to the end. Due Monday, October 21.
Week of September 30-October 4Monday, September 30
Objectives: Students should be able to:
1. Interpret and analyze primary and secondary sources to determine underlying causes for the Salem Witch Trials
Procedure:
1. __**Notecards**__
2. Do Now:
File Not Found
3. __**Salem Witch Trial Notes**__
4. Witches: Chronological Order: http://teachinghistory.org/history-content/quiz/25246
5. Salem Witch Trials: http://www.youtube.com/watch?v=qbFDBrOlE9k
6. Salem Witch Facts: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/TAH_Course/2011_Materials/Salem_Trials_Fact_Sheet.pdf
7. Summative Review
Additional Resources:
8. Lady Gaga and Witchcraft? http://www.youtube.com/watch?v=WajLhcUpI2Y
9. Politicians and Witchcraft? http://www.youtube.com/watch?v=uxJyPsmEask
HW:
1. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
2. Prepare for test on Wednesday, October 2.
Tuesday, October 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning APPARTS, Jamestown, Plymouth, and the thirteen coloneis.
Procedure:
1. Finish colony projects
2. __**Study Guide**__
3. Jeopardy
HW:
1. Prepare for test on Wednesday October 2.
2. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
Wednesday, October 2
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning APPARTS, Jamestown, Plymouth, and the thirteen coloneis.
Procedure:
1. Test
2. Current Event: http://www.cnn.com/2013/09/23/politics/government-shutdown-daily-life/index.html?hpt=hp_t1
HW: None.
Thursday, October 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. Assign **__Research Paper__**
2. Good site vs. bad site PowerPoint
3. CitationsCitations Smartboard
4. Library
HW:
Friday, October 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. Library **__Research Paper__**
HW:
1. Listen to online lecture: Only slides 1-32. Due Monday, October 7.
2. Read pages 109-124. Due Monday, October 7. Each person will be assigned a theme based on his or her LAST name. In one paragraph explain how this theme is evident in the reading. Be specific:
Theme #1 (Students with the LAST name A-M ONLY): As part of their worldwide rivalry, Great Britain and France engaged in a great struggle for colonial control of North America, culminating in the British victory in the Seven Years’ War (French and Indian War) that drove France from the continent.
Theme #2 (Students with the LAST name of N-Z ONLY): Before the Seven Years’ War, Britain and its American colonies had already been facing some tensions, as can be seen in sporadic British efforts to enforce trade laws and colonial reaction to the peace treaty in 1748. During the Seven Years’ War, the relationship between British military regulars and colonial militias added to the tensions.
The Week of October 7-11Monday, October 7
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. __**Canada**__
2. Do Now: If Britain went to war with France, which side would a Native American and average colonist be on? Explain your answer.
3. __**PowerPoint**__
4. Join or Die Activity
5. Summative Review
6. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
HW: Bring materials to discuss concerning debate activity. Each group member must bring in at least one primary or secondary source. Due Tuesday, October 8.
Tuesday, October 8
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 colonist be on? Explain your answer.
2. __**PowerPoint**__
3. Summative Review
4. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
HW: Work on debate activity. Due Thursday, October 10.
Wednesday, October 9
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
3. Analyze how the French-Indian War made American colonists eager to break off ties with Britain
Procedure:
1. Do Now: Write a brief rap song about the French and Indian War
2. __**PowerPoint**__
3. Summative Review
4. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
5. Chances of Getting into College: http://www.parchment.com/c/my-chances/
HW: Work on debate activity. Due Thursday, October 10.
Thursday, October 10
Objectives: Students should be able to:
1. Debate and analyze which groups in North America had the rights to the Ohio Country
Procedure:
1. Debate
2. Debrief of Debate
3. Quiz Review
HW:
1. Prepare for quiz on Friday, October 11.
2. Annotated bibliography moved to Tuesday, October 15.
Friday, October 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French and Indian War
Procedure:
1. Quiz
2. Current Events
HW:
1. Read pages 126-135 (STOP at Tea Brewing in Boston). Due Tuesday, October 15. Write a paragraph about how the following theme was evident in the chapter: "When hostilities began in 1775, the colonists were still fighting for their rights as British citizens within the empire, but in 1776, they declared their independence, based on a proclamation of universal, self-evident truths. Inspired by revolutionary idealism, they also fought for an end to monarchy and the establishment of a free republic."
2. __Listen to online lecture: slides 29-42__. Due Tuesday, October 15.
3. Finish French-Indian War debate activity worksheet for Wednesday, October 16.
The Week of September 23-27Monday, September 23
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: __**New England/Middle Colonies**__
2. PowerPoint
3. Summarize key points of PowerPoint
4. Slavery in the United States:
external image WorldSlaveryMap.png
external image WorldSlaveryMap.png
5. __**Small In-Class Project**__
HW: Continue on __**Small In-Class Project**__. Due Friday September 27.
Additional Resources:
1. 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?"
2. How many slaves work for you? http://slaveryfootprint.org/
3. Stono Rebellion: http://www.youtube.com/watch?v=ApecpIAWKYU
Tuesday, September 24
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
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. Summarize key points of PowerPoint
4. __**Small In-Class Project**__HW: Continue on __**Small In-Class Project**__. Due Friday September 27.
Wednesday, September 25
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: Freedom of Religion Quiz: http://ffrf.org/legacy/quiz/ffrfquiz.php
2. PowerPoint
3. Summarize key points of PowerPoint
4. __**Small In-Class Project**__
HW:
1. Continue on __**Small In-Class Project**__t. Due Friday September 27.
2. Prepare for quiz on Friday, September 27.
Thursday, September 26
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: Explain the meaning/significance/theme of these 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.
2. __**Puritan Family Law: The Case of John Porter Jr.**__
3. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
4. Summative Review: Explain how the political cartoon relates to the Plymouth Colony and the types of people drawn here.
external image puritans.jpg
external image puritans.jpg
HW:
1. Continue on __**Small In-Class Project**__. Due Friday September 27.
2. Prepare for quiz on Friday, September 27.
Friday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New England, Middle, and Southern colonies.
2. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Quiz
2. Colony Presentations
HW:
1. Actively
File Not Found
. Be prepared to discuss. Due Monday, September 30.
2. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
The Week of September 16-20Monday, September 16
Objectives: Students should be able to:
1. Analyze motivations of Europeans for peopling North America
2. Describe contributing reasons for the near-failure of the Jamestown Colony
Procedure:
1. Do Now: __**Europeans**__
2. **__PowerPoint__**
3. Cannibalism?
4. United States and Native Americans: http://www.native-languages.org/state-names.htm
5. Native Americans & Lacrosse: http://www.youtube.com/watch?v=xzQI3PFKrG8&feature=player_embedded
6. Summative Review
HW: None.
Tuesday, September 17
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Use APPARTS: Historical Scene Investigation and HSI Log
HW: Finish Historical Scene Investigation and HSI Log for Wednesday, September 18.
Wednesday, September 18
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Do Now: Think-Pair-Share on what caused "Starving Time"
2. HSI Smartboard Review with Documents
3. Current Events
HW: Prepare for quiz on Jamestown, VA & 50 states on Friday, September 20.
Thursday, September 19
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Do Now: HSI Smartboard Review with Documents
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. Quiz review
5. Summative Review: Document 2-3 - Pocahontas
HW: Prepare for quiz on Jamestown, VA & 50 states on Friday, September 20.
Friday, September 20
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Jamestown Colony, 50 states, primary/secondary sources, APPARTS, & book reading.
Procedure:
1. Quiz
2. Current Events - Gubernatorial Election
HW:
1.Read pages 46-53 (STOP at Puritans Versus Indians) and pages 55-62. Due Monday, September 23.
2. Listen to Part one, Lecture 3. Due Monday, September 23.
3. Bring BOOK to class on Monday, September 23.
The Week of September 9-14Monday, September 9
Objectives: Students should be able to:
1. Evaluate the credibility of primary and secondary sources
2. Analyze and dissect primary and secondary sources
Procedure:
1. Do Now: Map
2. __**Primary or Secondary**__? AND __**Analyze this Source**__ Use APPARTS:
3. Summative Review
HW:
1. Print out only the last page of the syllabus and sign it! Due Tuesday, September 10.
2. Bring and look over summer assignment for Tuesday, September 10.
3. Cover history textbook. Bring to class. Due Wednesday, September 11.
Tuesday, September 10
Objectives: Students should be able to:
1. Analyze the extent to which the American Revolutionary War was necessary for independence
2. Evaluate whether the Sons of Liberty were "terrorists"
Procedure:
1. __**Summer Work Review**__
2. __**Sample Responses**__
HW:
1. Cover history textbook. Bring to class. Due Wednesday, September 11.
Wednesday, September 11
Objectives: Students should be able to:
1. Analyze and discuss the causes and effects of September 11
Procedure:
1. Do Now: Group Work/Discussion on September 11
2. Select 9/11 Clips: http://www.youtube.com/watch?v=qqen8P31jWw
3. Summative Review
HW: Bring a #2 pencil to class tomorrow!
Thursday, September 12
Pre-Assessment
HW:
1. Read pages 30-41. Due Monday, September 16.
2. Listen to Part one, Lecture 2 (start at slide 22 and finish to the end). Due Monday, September 16
Friday, September 13
Pre-Assessment
HW:
1. Read pages 30-41. Due Monday, September 16.
2. Listen to Part one, Lecture 2 (start at slide 22 and finish to the end). Due Monday, September 16
The Week of September 2-6Thursday, September 5
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2012-2013 school year for US I Honors.
2. Understand the goals for this course and classroom procedures.
Procedure:
1. Syllabus
2. Grades 2012-2013:
external image Grades%20for%202012-2013.png
3. Themes of US History: http://isite.lps.org/jcorn/web/documents/APUSHcourseoutline.pdf
4. Welcome Back to School: http://www.youtube.com/watch?v=x78PnPd-V-A
5. Who are you?
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 10.
Friday, September 6
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 10.
Monday, June 16
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Tuesday, June 17
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Wednesday, June 18
Objectives: Students should be able to:
1. Review for final exam
Procedure:
1. Review sheet
HW: Prepare for final exams.
Thursday, June 19
Final Exams
Friday, June 20
Final Exams
The Week of June 9-14
Monday, June 9
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
2. Discuss the role of African-Americans and women during the Civil War
3. Discuss the surrender at Appomattox Courthouse
Procedure:
1. Do Now: Reading check
2. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
3. PowerPoint
4. Summative Review
HW:
Tuesday, June 10
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. Lincoln's Assassination: http://www.youtube.com/watch?v=PBLsOQPu23UCompare this with the Secret Service today: https://www.youtube.com/watch?v=DYRsKrvLRaU
2. PowerPoint
3. Images of Reconstruction: http://www.youtube.com/watch?v=hcBaUpSd9Dc
4. PowerPoint
5. Summative Review
HW: Prepare for test on Friday, June 13
Wednesday, June 11
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. Glory
HW: Prepare for test on Friday, June 13. Study guide
Thursday, June 12
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. Can you decipher this text?
2. Political Cartoon
3. PowerPoint
4. Confederate Flag: Southern Pride or Racism?: http://www.youtube.com/watch?v=bRDILxECRjw
HW: Prepare for test on Friday, June 13. Study guide
Friday, June 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the prelude, course, and aftermath of the Civil War.
Procedure:
1. Test
HW: Prepare for final exam
The Week of June 2-6
Monday, June 2
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW: Read and outline pages 481-509. Due Friday, June 6.
Tuesday, June 3
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW: Read and outline pages 481-509. Due Friday, June 6.
Wednesday, June 4
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
HW:
1. Complete Civil War Chart for Thursday, June 5
2. Read and outline pages 481-509. Due Friday, June 6.
Thursday, June 5
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
2. Discuss the role of African-Americans and women during the Civil War
Procedure:
1. Do Now: Interactive Map: Write down three generalizations you can make concerning this map
2. Emancipation Proclamation Anne Davis Letter Transcript Activity Accompanying Questions
3. PowerPoint
4. Summative Review
HW: Read and outline pages 481-509. Due Friday, June 6.
Friday, June 6
Objectives: Students should be able to:
1. Deconstruct the language of the Gettysburg Address
2. Discuss the role of African-Americans and women during the Civil War
3. Discuss the surrender at Appomattox Courthouse
Procedure:
1. Do Now: Reading check
2. Gettysburg Address Text & Deconstructing the Gettysburg Address & Notes
3. PowerPoint
4. Summative Review
HW: Read and outline pages 513-533. Due Monday, June 9.
The Week of May 26-30
Monday, May 26
Memorial Day
Tuesday, May 27
Q4 Research - Computer Lab
Wednesday, May 28
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Thursday, May 29
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Friday, May 30
Q4 Research Presentations
Peer Evaluation Rubric
Civil War Chart
Memorial Day
The Week of May 19-23
Monday, May 19
Objectives: Students should be able to:
1. Discuss the development of slavery as a political issue in the 1800s
Procedure:
1. Do Now: Review
2. Election of 1860 Platforms
3. Voting (Party Notes)
4. PowerPoint
5. Summative Review: http://www.youtube.com/watch?v=Bjxbb-tjSAA
HW: Read and outline 462-479. Due Friday, May 23
Tuesday, May 20
Objectives: Students should be able to:
1. Evaluate whether the North or the South had the major advantage in the Civil War
2. Discuss the role of border states in the Civil War
Procedure:
1. Do Now: Lincoln & Slavery
2. PowerPoint
3. North or South? 3-paragraph response
4. Summative Review: http://www.youtube.com/watch?v=S92fTz_-kQE
HW: Read and outline 462-479. Due Friday, May 23
Wednesday, May 21
Objectives: Students should be able to:
1. Examine the role of foreign intervention in the Civil War
Procedure:
1. Do Now: Do Now: Which picture represents the viewpoint of the North? The South? Explain how you know. Political Cartoon Notes
2. Using this map, draw your war strategy for the Union and/or Confederacy.
3. PowerPoint
4. Summative Review: Project updates
HW:
1. Read and outline 462-479. Due Friday, May 23
2. Prepare for quiz on this week's and last week's material.
Thursday, May 22
Objectives: Students should be able to:
1. Analyze to what extent the Civil War was caused by slavery or states' rights
Procedure:
1. DBQ Civil War
HW:
1. Read and outline 462-479. Due Friday, May 23
2. Prepare for quiz on this week's and last week's material.
Friday, May 23
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning disunion and the early stages of the Civil War.
Procedure:
1. Quiz
2. Computer lab
HW: Work on Q4 projects.
Picture
The Week of May 12-16
Monday, May 12
Objectives: Students should be able to:
1. Analyze how "Bleeding Kansas" further inflamed sectionalism between the North and the South.
Procedure:
1. Prelude to Civil War
2. PowerPoint
3. Return DBQs
HW: None.
Tuesday, May 13
Objectives: Students should be able to:
1. Analyze how the Dred Scott Decision further inflamed sectionalism between the North and the South.
Procedure:
1. Do Now: Dred Scott Introduction Judge Judy
2. Dred Scott Excerpt
3. PowerPoint
4. Summative Review
HW: None.
Wednesday, May 14
Objectives: Students should be able to:
1. Debate whether Dred Scott should be considered a hero or villain
Procedure:
1. Do Now: Sentence reordering
2. PowerPoint
3. Reenactment: http://www.youtube.com/watch?v=FIorHCv5QDs
4. Hero or Villain?
5. Summative Review
HW: None.
Thursday, May 15
Objectives: Students should be able to:
1. Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. Assign Q4 Project
2. Components of an Effective Oral Presentation
3. Rubric
4. Public Speaking Game
HW: Work on Q4 Project.
Friday, May 16
Objectives: Students should be able to:
1. Locate and compile sources for research assignment.
Procedure:
1. Q4 Project
HW: Work on Q4 Project.
The Week of May 5-9
Monday, May 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Test
HW: Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually. Due Tuesday, May 6.
Tuesday, May 6
Objectives: Students should be able to:
1. Discuss how the issue of slavery and California bring about compromise
Procedure:
1. Aftermath of Manifest Destiny
2. PowerPoint Day 1 Only Voice Over
3. California Gold Rush
4. Review tests
HW: Read and outline 437-459. Due Monday, May 12.
Wednesday, May 7
Objectives: Students should be able to:
1. Describe methods of resistance toward the institution of slavery
2. Analyze to what extent the Compromise of 1850 held the union together
Procedure:
1. Do Now: Spread of Slavery:
http://mappinghistory.uoregon.edu/english/US/US18-02.html
2. PowerPoint Day 2,3 Voice Over
3. Underground Railroad Reading
4. Coded Terms
5. Summative Review: http://www.youtube.com/watch?v=Bdno2YLm4Ms
HW:
1. Prepare for quiz on Friday, May 9.
2. Read and outline 437-459. Due Monday, May 12.
Thursday, May 8
Objectives: Students should be able to:
1. Analyze how Uncle Tom's Cabin increased tensions between the North and the South.
2. Examine how the Kansas-Nebraska Act furthered sectionalism.
Procedure:
1. Do Now:
2. PowerPoint Day 2,3 Voice Over
3. Uncle Tom's Cabin: http://www.youtube.com/watch?v=pWq8RSUXXf4(Provide examples of how Uncle Tom's Cabin looked at slavery from a moral standpoint)
4. Summative Review
HW:
1. Prepare for quiz on Friday, May 9.
2. Read and outline 437-459. Due Monday, May 12.
Friday, May 9
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the aftermath of Manifest Destiny as well as the Kansas-Nebraska Act
Procedure:
1. Quiz
2. Return DBQs
2. Current Events
HW: Read and outline 437-459. Due Monday, May 12.
The Week of April 28-May 2
Monday, April 28
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Political cartoon on right:
2. PowerPoint Voice Over
3. Graphic Organizer
4. Summative Review
HW: None.
Tuesday, April 29
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Voice Over
2. DBQ
HW:
1. Prepare for test on Friday, May 2.
2. Prepare for debate on Thursday, May 1.
3. DBQ due on Thursday, May 1.
Wednesday, April 30
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Study Guide
2. Jeopardy
HW:
1. Prepare for test on Friday, May 2.
2. Prepare for debate on Thursday, May 1.
3. DBQ due on Thursday, May 1.
Thursday, May 1
Falkowski sick :(
Work on DBQ/prepare for test/prepare for debate
HW: Prepare for debate on Friday, May 2.
Friday, May 2
Objectives: Students should be able to:
1. Analyze the extent to which Manifest Destiny changed the political landscape.
Procedure:
1. Debate: Manifest Destiny was an opportunity for Americans to irrationally justify the stealing of land and the killing of Mexicans and Native Americans. Expansions (Democrats) vs. Whigs (Anti-expansionists) -- Worth a quiz grade.
2. Review DBQ
HW:
1.Test on Monday, May 5.
2.Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually. Due Tuesday, May 6.
The Week of April 21-25
Thursday, April 24
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Computer Lab -- Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually.
HW: Outline/questions due Monday, May 5
Friday, April 25
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Computer Lab -- Read and outline pages 416-428; 431 (Pacific Railroad) - 435. In addition, answer questions 1, 2-7, 10-14 on your outline. This must be completed individually.
HW: Outline/questions due Monday, May 5
The Week of April 14-19
Monday, April 14
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Match Game Music
2. Manifest Destiny - Interpret this photo
3. PowerPoint Voice Over
4. Summative Review: Review Quizzes
HW: Read and outline pages 400-415. Due Wednesday, April 16. Prepare for reading check.
Tuesday, April 15
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Do Now: Conestoga on right (what three items might you take?)
2. Do Now #2: Oregon Trail
3. PowerPoint Voice Over
4. Summative Review: http://www.youtube.com/watch?v=qngByMggw-A
HW: Read and outline pages 400-415. Due Wednesday, April 16. Prepare for reading check.
Wednesday, April 16
Objectives: Students should be able to:
1. Discuss the expansion of the United States under the belief of Manifest Destiny
Procedure:
1. Manifest Destiny
2. Spot Resolution (APPART It: Students will respond whether or not they think those points were addressed in Polk’s message to Congress.)
3. PowerPoint Voice Over
4. Summative Review
5. Review Q4 Assignment
HW: None.
Thursday, April 17
Period 8 does not meet.
Enjoy Spring Break! - There will be no homework assigned.
Friday, April 18
No School
End of Unit DBQ
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Conestoga
The Week of April 7-11
Monday, April 7
Guest Speaker
HW:
1. Read and outline pages 308-315; 318-325; 328-337. Due Tuesday, April 8.
2. Research paper due Tuesday, April 8.
3. Presidential SNL due Friday, April 11.
Tuesday, April 8
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Share insights of Andrew Jackson papers
2. Do Now: Analyze the meanings of these advertisements from the 1950s:
3. Sources and Questions
4. PowerPoint
5. Summative Review: http://www.youtube.com/watch?v=KxECHRlrHu8
HW:
1. Presidential SNL due Friday, April 11.
Wednesday, April 9
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Suffrage Suffrage Video
2. Compare/Contrast Questions
3. PowerPoint
4. Summative Review
HW:
1. Presidential SNL due Friday, April 11.
2. Prepare for quiz on Friday, April 11.
Thursday, April 10
Objectives: Students should be able to:
1. Analyze the series of reform movements in the United States during the 1800s.
Procedure:
1. Slavery Sources and Smartboard
2. PowerPoint
3. Summative Review
HW:
1.Presidential SNL due Friday, April 11.
2. Prepare for quiz on Friday, April 11.
Friday, April 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning industrialization in the United States as well as reform movements in the 1800s.
Procedure:
1. Quiz
2. Presidential SNL
3. Survey: Detail specifically how each group member contributed to your project.
HW: None.
The Week of March 31-April 4
Monday, March 31
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Study Guide
2. Jeopardy
HW: Complete Study Guide for Tuesday, April 1.
Tuesday, April 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Test
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Wednesday, April 2
Objectives: Students should be able to:
1. Discuss the rise of the market revolution in the 1800s
2. Analyze the changing demographics in the United States in the 1800s
Procedure:
1. Inference Activity
2. PowerPoint
3. Expansion West Today (Compare/Contrast to the 1800s)
4. Summative Review: Review tests if time remains
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Thursday, April 3
Objectives: Students should be able to:
1. Discuss the rise of the market revolution in the 1800s
2. Analyze the changing demographics in the United States in the 1800s
Procedure:
1. Lowell Factory Mills
2. New England Labor
3. PowerPoint
4. Summative Review: Review tests if time remains
HW: Read and outline pages 308-315; 318-325; 328-337. Prepare for reading check on Tuesday, April 8.
Friday, April 4
Objectives: Students should be able to:
1. Analyze and demonstrate understanding of presidents through a spoof.
Procedure:
1. Computer lab (Presidential SNL)
HW:
1. Read and outline pages 308-315; 318-325; 328-337. Due Tuesday, April 8.
2. Research paper due Tuesday, April 8.
3. Presidential SNL due Friday, April 11.
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Population Growth (the darker the green, the higher growth)
The Week of March 24-28
Monday, March 24
No School
HW: Read the documents (Jackson DBQ) only. Make notes on the side. Be prepared to discuss. History circle for Tuesday, March 25. No essay required.
Tuesday, March 25
Objectives: Students should be able to:
1. Analyze to what extent Jackson was a democratic president
Procedure:
1. History Circle: (Jackson DBQ)
2. PowerPoint
3. Summative Review: Analyze the political cartoon on right. Is this justifiable?
HW:
Wednesday, March 26
Objectives: Students should be able to:
1. Analyze to what extent the demise of the Bank of the US was a reflection of Jackson's common man principle
2. Discuss the rise of the Whig Party
3. Analyze the expansion of the United States in Texas
Procedure:
1. Do Now: http://www.youtube.com/watch?v=gGGMOgRxad8
2. PowerPoint
3. Immigration in Our Country Today
4. Summative Review
HW: Complete Immigration in Our Country Today. Ignored questions 2&3. Due Thursday, March 27.
Thursday, March 27
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Citizenship: https://www.youtube.com/watch?v=AzRxQfsMMSk
2. Immigration Test /Practice Information
3. Immigration in Our Country Today
4. PowerPoint
5. Summative Review
HW: Prepare for test next Tuesday, April 1
Friday, March 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jackson, Van Buren, Texas, and the Whig Party.
Procedure:
1. Presidential SNL
2. Study Guide
HW: Prepare for test next Tuesday, April 1 (Study Guide)
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The Week of March 17-21
Monday, March 17
Objectives: Students should be able to:
1. Research and compile primary and secondary sources
Procedure:
1. Library - Research Paper
HW: Read and outline pages 272-301. Due Tuesday, March 17. Be prepared for a reading check.
Tuesday, March 18
Objectives: Students should be able to:
1. Analyze the controversial election of 1824
2. Discuss how the rise of mass democracy came about following the elections of 1824 and 1828
Procedure:
1. Andrew Jackson
2. Do Now: Analyze the following pictures and what this says about being a politician
3. How is Obama marketed in this campaign ad?: http://www.youtube.com/watch?v=NKGqyMtnO7E&feature=related
4. How is Mitt Romney (Republican running for president) marketed in this ad?: http://www.youtube.com/watch?v=qTiOLGtiEPQ
5. Why might this be a problem for Romney: http://www.youtube.com/watch?v=alr-OginH48
6. PowerPoint (Voice Over Day 1)
7. Choose a leader
8. Video: http://www.history.com/topics/us-presidents/andrew-jackson/videos#jacksons-personality-and-legacy
9. Summative Review
HW:
Wednesday, March 19
Objectives: Students should be able to:
1. Analyze the theme of states' rights during the Jackson's presidency
Procedure:
1. Do Now: What are the similarities between the two pictures on the right?
2. PowerPoint (Voice Over Day 2 & 3)
3.
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A. What are Calhoun's main arguments against the tariff?
B. Explain how states' rights is the focal point of this document. Cite the text.
C. Analyze how this was more about slavery to some extent than paying a tariff.
4. Summative Review: How does Andrew Jackson not fit on this list of shared characteristics by most past presidents?
HW: Prepare for quiz on Friday, March 21.
Thursday, March 20
Objectives: Students should be able to:
1. Analyze how westward expansion
Procedure:
1. Do Now: Analyze the political cartoon on right. Explain whether this is a fair representation of Jackson.
2. Congressmen really a voice of the average person? Time Magazine
3. How could a Native American become "civilized?" Make a list.
4. Indian Removal Act Activity Smartboard
5. PowerPoint
6. Summative Review
HW: Prepare for quiz on Friday, March 21.
Friday, March 21
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Andrew Jackson
Procedure:
1. Quiz
2. Current Events
HW: Read the documents (Jackson DBQ) only. Make notes on the side. Be prepared to discuss. History circle for Tuesday, March 25. No essay required.
(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?)
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The Week of March 10-14
Monday, March 10
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: None.
Tuesday, March 11
Falkowski Absent :(
Work on DBQ due Thursday, March 13
Wednesday, March 12
Falkowski Absent :(
Work on DBQ due Thursday, March 13
Thursday, March 13
Objectives: Students should be able to:
1. Evaluate the political, economic, and social reasons for the War of 1812
2. Write a five-paragraph essay to a document-based question using citations
Procedure:
1. Review DBQ documents
2. Review test
3. Research Paper
4. Summative Review
HW:
Friday, March 14
Objectives: Students should be able to:
1. Research and compile primary and secondary sources
Procedure:
1. Library - Research Paper
HW: Read and outline pages 272-301. Due Tuesday, March 17. Be prepared for a reading check.
The Week of March 3-7
Monday, March 3
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. March Madness: https://www.youtube.com/watch?v=lRtNjijyWzc
2. Debate Materials
3. Debate Materials Smartboard
4. Review
HW: Work on debate
Tuesday, March 4
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Wednesday, March 5
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Thursday, March 6
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: Work on debate
Friday, March 7
Objectives: Students should be able to:
1. Analyze, evaluate, and research the influence of American and world leaders up to the Monroe presidency.
Procedure:
1. Debate Materials
2. Debate Materials Smartboard
3. Review
HW: None.
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The Week of February 24-28
Monday, February 24
Objectives: Students should be able to:
1. Discuss the effects of the War of 1812 with respect to nationalism and the demise of the Federalists
Procedure:
1. Review Graphic Organizer (Smartboard) & 2- Week Outline
2. TurnItIn Review: Prompt #1 AB & Prompt #2JM
3. PowerPoint Addendum to 2-Week Outline
4. Summative Review: To what extent were the goals of the War of 1812 fulfilled?
HW: Prepare for test on Friday
Tuesday, February 25
Objectives: Students should be able to:
1. Discuss the effects of the War of 1812 with respect to nationalism, sectionalism, & the demise of the Federalists
2. Examine to what extent the Hartford Convention was an act of treason
Procedure:
1. Do Now: To what extent have the Federalists been "treasonous?"
2. Hartford Convention
3. PowerPoint
4. Summative Review: To what extent is sectionalism alive and well today?
HW: Prepare for test on Friday
Wednesday, February 26
Objectives: Students should be able to:
1. Examine how the obsolete Federalists Party still maintained influence under Monroe
2. Analyze how the power of the national government dramatically increased through the Supreme Court
Procedure:
1. Do Now: Examine the political cartoon on right.
2. Interstate Commerce
3. PowerPoint
4. Summative Review: http://www.youtube.com/watch?v=5dwrAFXEEN8
HW: Prepare for test on Friday
Thursday, February 27
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jefferson, Madison, and Monroe.
Procedure:
1. PowerPoint
2. Review 2- Week Outline and Addendum
3. Jeopardy
HW: Prepare for test on Friday
Friday, February 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning Jefferson, Madison, and Monroe.
Procedure:
1. Test
HW: None.
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The Week of February 17-21
Monday, February 17
No School!
Tuesday, February 18
No School!
Wednesday, February 19
Objectives: Students should be able to:
1. Debate the Federalist Party's and the Democratic-Republican Party's stances with respect to the War of 1812
2. Discuss the causes and effects of the War of 1812
Procedure:
1. Do Now: Analyze the political cartoon on right:
2. Assessing the causes of 1812
3. PowerPoint
4. Summative Review
HW: Bring your book to class on Friday.
Thursday, February 20
Survey by the National Institutes of Health/University of Michigan
Friday, February 21
Objectives: Students should be able to:
1. Synthesize the Washington, Adams, Jefferson, Madison, and Monroe presidencies.
Procedure:
1. Graphic Organizer
HW: Finish graphic organizer for Monday, February 24. Be as exhaustive as possible.
The Week of February 10-14
Monday, February 10: Falkowski in a meeting all day :(
1. Label the following true or false (you don't need to write this down)...These were commonly held beliefs in the 1800s. Lewis and Clark will now be dispatched to investigate further.
2. Watch and take notes: Day 3 & 4 VoiceoverPowerPoint
3. Read Jefferson's inauguration speech. Answer the questions below in at least ten sentences. Be sure to cite the text (i.e. Jefferson asserts.... or As stated in Jefferson's speech...). Submit on www.turnitin.com. Consult rubric here.
A. Discuss how Jefferson sought to calm the fierce antagonisms that had developed during
the campaign (think about the Aaron Burr controversy during his the election along with
the fierce campaigning with John Adams) and reassure his friends and enemies that the
business of government would be lawful and considerate.
B. What distinguished the so-called Jeffersonian revolution from the bloody revolutions of
the Old World?
HW:
1. Finish Jefferson's inauguration speechquestions (if not finished in class). Due Tuesday, February 11.
2. Outline pages 248-270. Due Wednesday, February 12.
Tuesday, February 11:Falkowski in a meeting all day :(
1. Using your notes and the book, respond in three paragraphs to this prompt: Evaluating Jefferson. Submit on www.turnitin.com. Make sure you have a thesis statement. No citations are needed for this assignment.
2. Watch and take notes: Day 1 & 2 VoiceoverPowerPoint
HW: Outline pages 248-270. Due Wednesday, February 12.
Wednesday, February 12
Objectives: Students should be able to:
1. Debate the Federalist Party's and the Democratic-Republican Party's stances with respect to the War of 1812
Procedure:
1. Do Now: Analyze the political cartoon on right:
2. Assessing the causes of 1812
3. PowerPoint
4. Debate
5. Summative Review: Political cartoon on right:
HW:
1. Prepare for debate on Thursday, February 13: Should the US have declared war on Britain. Be ready to support your assigned position.
Thursday, February 13
Objectives: Students should be able to:
1. Evaluate whether the War of 1812 was a success or failure
Procedure:
1. Do Now: National Anthem: http://www.youtube.com/watch?v=xWP8ZJ6674Y
2. PowerPoint
3. Debate
4. Summative Review
HW: None.
Friday, February 14
Half-day - no class.
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The Week of February 3-7
Monday, February 3
No School!
HW:Outline pages 224-246. Due Thursday, February 6.
Tuesday, February 4
Objectives: Students should be able to:
1. Discuss how the Election of 1800 signaled the decline of the Federalist Party
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 Day 1 & 2 Voiceover 2- Week Outline
4. Political Cartoons: Then and Now (Website)
5. Summative Review: Campaign Ads: http://www.youtube.com/watch?v=Y_zTN4BXvYI&feature=player_embedded
HW:
1. Outline pages 224-246. Due Thursday, February 6.
2. Read Jefferson's inauguration speech.
Wednesday, February 5
No School
Thursday, February 6
Objectives: Students should be able to:
1. Discuss how judicial review significantly expanded the Supreme Court's power
Procedure:
1. Do Now: Explain how the Revolution of 1800 signaled a bright future for the US
2. PowerPoint Day Day 1 & 2 Voiceover
3. Judicial Review Primary Source
4. Summative Review
HW: Outline pages 248-270. Due Monday, February 10.
Friday, February 7
Objectives: Students should be able to:
1. Discuss how Jefferson wrestled between republican ideals and practicality
Procedure:
1. Do Now: Analyze the political cartoon on right
2. Label the following true or false
3. PowerPoint Day 3 & 4 Voiceover
4. Louisiana Purchase and/or NPR: Sally Hemmings
5. Summative Review
6. If time permits, hand back tests
HW: Outline pages 248-270. Due Wednesday, February 12.
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The Week of January 27-31
Monday, January 27
1. Review DBQ
2. Smartboard Questions
3. Mid-term Review Sheet
HW: Prepare for midterm
Tuesday, January 28
Midterms!
Wednesday, January 29
Midterms!
Thursday, January 30
Midterms!
Friday, January 31
Midterms!
The Week of January 20-24
Monday, January 20
No school
Tuesday, January 21
No school
Wednesday, January 22
Objectives: Students should be able to:
1. Review for midterm
Procedure:
1. Mid-term Review Sheet
HW: Prepare for midterm
Thursday, January 23
1. Smartboard Questions
2. Mid-term Review Sheet
HW: Prepare for midterm
Friday, January 24
1. Smartboard Questions
2. Mid-term Review Sheet
HW: Prepare for midterm
The Week of January 13-17
Monday, January 13
Objectives: Students should be able to:
1. Discuss how political parties evolved and split Americans in the 1790s
Procedure:
1. Do Now: Matching Activity
2. PowerPoint (Voice Over Days 1 & 2)
3. Washington's Farewell Address
4. Summative Review
HW:
1. Research Assignment due Wednesday, January 15
2. Foreign Affairs Current Event due Tuesday, January 14
3. Prepare for test on Friday, January 17. Here is the study guide.
Tuesday, January 14
Objectives: Students should be able to:
1. Discuss how foreign affairs shaped John Adams' presidency
Procedure:
1. Do Now: Explain how the political cartoon on right reflects the division between Democratic-Republicans and Federalists
2. PowerPoint (Voice Over Days 1 & 2)
3. Foreign Affairs Current Event
4. Summative Review
HW:
1.Research Assignment due Wednesday, January 15
2. Prepare for test on Friday, January 17. Here is the study guide.
Wednesday, January 15
Objectives: Students should be able to:
1. Analyze the Early Republic's reaction to foreign affairs
Procedure:
1. Do Now: Agree/Disagree? Bill O'Reilly (2003 w/respect to the War in Iraq): "And it is our duty as loyal Americans to shut up once the fighting begins"
2. Review of the First Amendment
3. Alien & Sedition Act of 1798
4. PowerPoint (Voice Over Day 3)
5. Summative Review:
A. Actual Case
B.View the political cartoon on right:
HW:
1. Prepare for test on Friday, January 17.Here is the study guide.
Thursday, January 16
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Constitutional Convention and the launching of the new nation
Procedure:
1. Study Guide.
2. Jeopardy
HW:
1. Prepare for test on Friday, January 17. Here is the study guide.
Friday, January 17
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Constitutional Convention and the launching of the new nation
Procedure:
1. Test
2. Mid-term Study Guide
HW: Watch the following videos in preparation for your mid-term next week:
1. Colonizing America
2. The Natives and the English
3. Quakers, Dutch, and More
4. Seven Years War
5. Prelude to the Revolutionary War
6. American Revolution
7. The Constitution and Federalism
8. Rise of American Politics
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The Week of January 6-10
Monday, January 6
Objectives: Students should be able to:
1. Examine how Washington shapes the presidency and the national government
Procedure:
1. New Nation
2. PowerPoint PowerPoint Voice Over Day 1
3. Cabinet Article
4. Cabinet Video: http://www.youtube.com/watch?v=xxSvi6JCCfk
5. Rap It: Rap It/ Court System
5. Cabinet Project
6. Summative Review
HW: Cabinet Project due Wednesday, January 8.
Tuesday, January 7
Objectives: Students should be able to:
1. Discuss how the Judiciary Act of 1789 helps shape the New Nation
2. Examine the setup of federal and state courts
Procedure:
1. Do Now: Political Cartoon on right:
2. PowerPoint PowerPoint Voice Over Day 2-4
3. The Supreme Court
4. Review
5. Summative Review
HW: Cabinet Project due Wednesday, January 8.
Wednesday, January 8
Objectives: Students should be able to:
1. Discuss how Hamilton's economic plan shapes the New Nation
Procedure:
1. Do Now: Way-Back Wednesday Quiz
2. PowerPoint PowerPoint Voice Over Day 2-4
3. Present Cabinet Projects
4. Summative Review
HW: Quiz Friday, January 10.
Thursday, January 9
Objectives: Students should be able to:
1. Discuss how the Constitution remains timely in the 21st century
Procedure:
1. Do Now: Political Cartoon(see photo on right)
2. PowerPoint PowerPoint Voice Over Day 2-4
3. Elastic Clause and the Affordable Care Act
4. Questions:
A. To what extent is the ACA justified under the Elastic Clause? Cite the text.
B. How has this expanded federal powers?
C. Explain whether this provides too much power to Congress
5. Summative Review: "The Constitution belongs to the living and not to the dead" - Explain how this is true.
HW:
1. Prepare for quiz, Friday, January 10
Friday, January 10
Objectives: Students should be able to:
1. Discuss how the Judiciary Act of 1789 helps shape the New Nation
Procedure:
1. Quiz
2. Review MyBigCampus Quizzes
3. Current Events
HW:
1. Watch the following video: American Politics. Due Monday, January 13.
2. Read Washington's farewell speech. Submit questions to www.turnitin.com. Late responses will not be accepted. Due Monday, January 13.
Picture
Contrast this to Washington (Click to Expand)
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(Click to Expand)
The Week of December 30-January 3
Thursday, January 2
Objectives: Students should be able to:
1. Employ research skills to compile resources in order to complete their electronic paper
Procedure:
1. Library - Research Assignment
HW: Continuing working on research assignment
Friday, January 3
Objectives: Students should be able to:
1. Employ research skills to compile resources in order to complete their paper
Procedure:
1. Library - Research Assignment
HW:
1. Continuing working on Research Assignment
2. Read and outline pages 199-221. In addition, listen to the entire online lecture. Due Monday, January 6.
3. Before you read, look for these themes:
Theme: Led by Washington and Hamilton, the first administration under the Constitution overcame various difficulties and firmly established the political and economic foundations of the new federal government. The first Congress under the Constitution, led by James Madison, also contributed to the new republic by adding the Bill of Rights.
Theme: The cabinet debate over Hamilton’s financial measure expanded into a wider political conflict between Hamiltonian Federalists and Jeffersonian Republicans—the first political parties in America. Federalists supported a strong central government, a loose interpretation of the Constitution, and commerce (business). (Democratic) Republicans supported states’ rights, a strict interpretation of the Constitution, and agriculture (farmers).
Theme: The French Revolution created a severe ideological and political division over foreign policy between Federalists and Republicans. The foreign-policy crisis coincided with domestic political divisions that culminated in the bitter election of 1800, but in the end, power passed peacefully from Federalists to Republicans. American isolationist tradition emerges as a result of Washington’s strong neutrality stance and his farewell warnings about foreign alliances.
The Week of December 16-20
Monday, December 16
Objectives: Students should be able to:
1. Demonstrate and apply mastery of content concerning the Articles of Confederation and the Bill of Rights
Procedure:
1. Quiz
2. Review: 27 Amendments & simplified version
3. Read Article I
4. Apply Article I
5. Summative Review
HW:
1. Apply Article I. Due Tuesday, December 17
2. Prepare for quiz on Thursday, December 19.
Tuesday, December 17
No School
HW:
1. Read Articles II and III
2. Watch: http://www.youtube.com/watch?v=bO7FQsCcbD8
Wednesday, December 18
Objectives: Students should be able to:
1. Examine the powers of the Legislative Branch as defined in Article I of the US Constitution.
Procedure:
1. Do Now: Distinguish between the three different types of powers. Provide an example for each.
2. Read Articles II and III
3. Apply Articles II and III
4. PowerPoint
5. Summative
HW: Prepare for quiz on Friday, December 20.
Thursday, December 19
Objectives: Students should be able to:
1. Distinguish between the various articles in the US Constitution.
Procedure:
1. Which rights are being applied?: http://www.youtube.com/watch?v=DX26HelP7yc
2. Grab That Power: __**Click here for the Constitution**__
3. Summative Review
HW: Prepare for quiz on Friday, December 20.
Friday, December 20
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the 27 Amendments of the US Constitution.
Procedure:
1. Quiz
2. Research Paper
3. Current Events
HW:
1. Log on to MyBigCampus and complete the two quizzes online. You will have 120 minutes for each quiz (it will not take this long). You may use all available resources. However, this must be completed individually. Due Friday, January 3 by the time class starts. Do NOT wait until the last day to complete this assignment. Late assignments will not be accepted.
2. Work on research paper. Due Wednesday, January 15.
The Week of December 9-13
Monday, December 9
No School.
Tuesday, December 10
Objectives: Students should be able to:
1. Describe the weaknesses and shortcomings of the Articles of Confederation
Procedure:
1. Articles of Confederation Activity
2. Review Articles of Confederation
3. PowerPoint
4. Review tests
HW: Read the Federalist Papers #51. Answer accompanying questions here. Due Thursday, December 12. No late work will be accepted for this particular assignment.
Wednesday, December 11
Objectives: Students should be able to:
1. Analyze the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Do Now: Each group: Outline presidential powers. Compare/contrast with the British monarchy. Federalists Papers #69 __**Information**__
2. Discussion w/WhiteBoards
3. PowerPoint
4. Summative Review
HW: Read the Federalist Papers #51. Answer accompanying questions here. Thursday, December 12. No late work will be accepted for this particular assignment.
Thursday, December 12
Objectives: Students should be able to:
1. Analyze and apply the system of checks and balances to case studies
2. Discuss the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Discussion of Federalist Papers #51
2. PowerPoint
3. Division of Powers Activity
4. Review
HW:
1. Read the 27 Amendments. In addition, simplified version. Due Friday, December 13.
2. Prepare for quiz on Monday, December 16 - this will count as a double quiz grade.
Friday, December 13
Objectives: Students should be able to:
1. Analyze and apply the system of checks and balances to case studies
2. Discuss the importance of the Federalists Papers in the ratification of the US Constitution
Procedure:
1. Distinguish between enumerated, reserved, and concurrent powers. Give an example of each. Next, explain how this relates to federalism.
2. Review of Bill of Rights
3. Case Studies
4. Review
HW:
1. Read the US Constitution. Make notes. Due Monday, December 16.
2. Prepare for quiz on Monday, December 16 - this will count as a double quiz grade -- Articles of Confederation through the Constitutional Convention. The Bill of Rights will NOT be on the quiz.
Picture
(Click to Expand)
The Week of December 2-6
Monday, December 2
Objectives:Students should be able to:
1. Analyze the extent in which the American Revolutionary War was revolutionary
2. Discuss the notion of civic virtue and republican motherhood in the family following the American Revolutionary War.
Procedure:
1. Launching a New Nation
2. 10 Minute-Debate - How revolutionary was the American Revolution? - Small groups --> Class Discussion
3. PowerPoint
4.Republican Motherhood Quotes
5. Summative Review: To what extent is republican motherhood true today?
HW:
1. Study for test, Tuesday, December 3
2. Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Tuesday, December 3
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure:
1. Test
HW: Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Wednesday, December 4
Objectives: Students should be able to:
1. Describe and analyze the weaknesses of the Articles of Confederation
Procedure:
1. Do Now:NPR Article: To what extent is republican motherhood evident in the U.S. today?
2. Articles of Confederation Activity (pages 1&2)
3. PowerPoint
4. Summative Review
HW: Read pages 3-7 on the following document. Next, in a minimum of 10 sentences (note the word minimum) and in-text citations with page numbers, explain to what extent John Hanson should be considered America's first president? In addition, discuss possible reasons why he is not readily remembered despite the position he held. Be sure to use proper grammar, spelling, and writing mechanics. Post your response on www.turnitin.com under the discussion tab. Respond to one other classmate. Due Thursday, December 5 by the time class starts.
Thursday, December 5
Objectives:Students should be able to:
1. Describe and analyze the weaknesses of the Articles of Confederation
2. Discuss how the Articles of Confederation started the expansion west
Procedure:
1. Do Now: **Continuous Write**
2. Class Discussion: First President?
3. PowerPoint
4. Summative Review: Political cartoon on right
5. If time remains, Throwback Thursday Quiz.
HW: Prepare for quiz on Friday, December 6.
Friday, December 6
Objectives:Students should be able to:
1. Describe the weaknesses of the Articles of Confederation
Procedure:
1. Quiz
2. Current Events
HW: If you did not sufficiently complete last week's homework (the reading portion), please do the following: Read pages 174-195. In addition, listen to the online lecture here in its entirety.
Picture
Mind Mapping (Click to Expand)
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Republican Motherhood (Click to Expand)
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13 Colonies = Rihanna
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Chris Brown = Government
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Articles of Confederation Political Cartoon (Click to Expand)
The Week of November 25-29
Monday, November 25
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure:
1. Study Guide
2. Jeopardy
HW: Study for test, Tuesday, November 26.
Tuesday, November 26
Early Dismissal
HW: Refer to Wednesday, November 27 for the homework.
Wednesday, November 27
Period 8 will not meet. Have an excellent and safe Thanksgiving!
HW: For Monday, December 2: Read pages 174-195. In addition, listen to the online lecture here in its entirety. Answer the following questions in paragraph form: (Last names A-M answer 1-3; Last names N-Z answer 4-6):
1. What distinguishes constitutions in America from a constitution in the British tradition
2.What were the shortcomings of the Articles of Confederation?
3.What events and situations motivated a desire for a stronger central government in some Americans?
4.What compromises were required to produce the Constitution?
5. How did the Anti-Federalists view the proposed Constitution?
6. What was the ratification process for the Constitution, and how did the Federalists eventually triumph?
Thursday, November 28
No school!
Friday, November 29
No school!
The Week of November 18-22
Monday, November 18
Objectives: Students should be able to:
1. Analyze women's point of view concerning the Declaration of Independence
2. Discuss how the Battle of Saratoga was a turning point for the Americans
Procedure:
1. Do Now: Primary Source: Abigail Adams
2. Review Abigail Adams
3. PowerPoint
4. Summative Review: Review Declaration of Loyalty
HW: __**Link back to US I Honors content if needed**__
Tuesday, November 19
Objectives: Students should be able to:
1. Discuss the political and social implications of Lord Dunmore's Proclamation
2. Analyze how geography impacted the Battle of Yorktown
Procedure:
1. Lord Dunmore's Proclamation (1775): http://www.pbs.org/wgbh/aia/part2/2h42.html
2. Discussion - feasible?
3. PowerPoint
4. Geography/Maps: https://www.pritzkermilitarylibrary.org/Home/files/lessons/role-geography-lesson-plan.pdf
5. Summative Review
HW: __**Link back to US I Honors content if needed**__
Wednesday, November 20
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure:
1. __**DBQ PowerPoint**__
2. DBQ or one in textbook
HW: None.
Thursday, November 21
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure
1. DBQ or one in textbook
2. Rubric
HW: None.
Friday, November 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure
1. DBQ Review/Peer-Grading/Rubric
2. Current Events
HW: Prepare for test next Tuesday!
The Week of November 11-15Monday, November 11
Objectives: Students should be able to:
1. Discuss how the actions of the Second Continental Congress increased the fervor for the American Revolutionary War
2. Describe the events of the Battle of Bunker Hill and how this raised morale for the colonists
Procedure:
1. Do Now: __**Declaration of Causes and Necessities**__ (group work - white boards)
2. Class Discussion
3. PowerPoint
4. Summative Review
5. Review tests
HW: Thomas Paine's Common Sense. Answer any ONE of the questions using the PARCC formula. Due Tuesday, November 12.
Tuesday, November 12
Objectives: Students should be able to:
1. Analyze excerpts of Thomas Paine's Common Sense and discuss to what extent it was a cause of the Revolutionary War
Procedure:
1. Do Now: Analyze this political cartoon. What is occurring? Description
external image Loyalists.png
2. Debrief Common Sense (Group --> Class Discussion)
3. PowerPoint
4. Summative Review: Apply excerpts: http://kentschools.net/bhaggerty/files/2010/08/Common-Sense-WS.pdf
HW: None.
Wednesday, November 13
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:
external image tagexo%20-%20declaration%20of%20independence.png
external image tagexo%20-%20declaration%20of%20independence.png
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:
Thursday, November 14
Objectives: Students should be able to:
1. Identify and explain the significant clauses of the Declaration of Independence.
Procedure:
1. Assignment: In 300-500 words, take the perspective of colonists loyal to the crown and write a Declaration of Loyalty. Model the document on the Declaration of Independence in the same format (intro, grievances, and independence (conclusion). Begin with a grand rhetorical statement of philosophy and proceed to a list of colonial transgressions against the crown. Show how Loyalists could reasonably oppose the Patriots. Be prepared to discuss in class whether a Declaration of Loyalty would have been able to effectively counter the arguments found in the Declaration of Independence. Due at the end of class. If absent, due next day student returns.
HW: Prepare for test next Friday, November 22
Friday, November 15
Objectives: Students should be able to:
1. Discuss early events pertinent to the American Revolutionary War shaped morale for the Continental and British Army
Procedure:
1A. Too late to apologize?: http://www.youtube.com/watch?v=O3tOE_BbRmc
1B. Following the Declaration of Independence, colonists in New York tear down a statue of King George III. Compare/contrast to Iraq:
external image 776px-Johannes_Adam_Simon_Oertel_Pulling_Down_the_Statue_of_King_George_III,_N.Y.C._ca._1859.jpg
external image 1910635_blog_main_horizontal.jpg
New York (1775) Iraq (2003)
2. Compare Independence to the Declaration of the Rights of Man
3. PowerPoint
4. Battle of Trenton: http://www.npr.org/programs/morning/features/patc/georgewashington/
George Washington Crossing the Delaware, by Emanuel Gottlieb Leutze
George Washington Crossing the Delaware, by Emanuel Gottlieb Leutze
5. Current Event Sheet
HW:
The Week of November 18-22Monday, November 18
Objectives: Students should be able to:
1.Analyze women's point of view concerning the Declaration of Independence
2. Discuss how the Battle of Saratoga was a turning point for the Americans
Procedure:
1. Do Now: Primary Source: Abigail Adams
2. Review Abigail Adams
3. PowerPoint
4. Summative Review
HW:
Tuesday, November 19
Objectives: Students should be able to:
1. Discuss the political and social implications of Lord Dunmore's Proclamation
2. Analyze how geography impacted the Battle of Yorktown
Procedure:
1.Lord Dunmore's Proclamation (1775): http://www.pbs.org/wgbh/aia/part2/2h42.html
2. Discussion - feasible?
3. PowerPoint
4. Geography/Maps: https://www.pritzkermilitarylibrary.org/Home/files/lessons/role-geography-lesson-plan.pdf
5. Summative Review
HW:
Wednesday, November 20
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure:
1.Sample
2. DBQ or one in textbook
HW:
Thursday, November 21
Objectives: Students should be able to:
1. Write a DBQ that describes how revolutionary the war was for the United States
Procedure
1.DBQ
HW: Prepare for quiz on Friday, November 22.
Friday, November 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the events of the American Revolutionary War
Procedure
1. Quiz
2. Current Events
HW:
The Week of November 4-8Monday, November 4
Early dismissal
Tuesday, November 5
Objectives: Students should be able to:
1. Compare and contrast the candidates in the gubernatorial election
Procedure:
1. Why does the NJ race matter for 2016?
2. Review NJ Gubernatorial Election Candidates __**Sheet**__
external image Chris_Christie_Governor_of_New_Jersey.png?1375418810
external image 130522091723-buono-story-top.jpg
external image govgp.png?1372771084
external image kenneth-kaplan1.jpg
Chris Christie (Republican) Barbara Buono (Democrat) Steve Welzer (Green) Kenneth Kaplan (Libertarian)
3. Candidates Running : videos, campaign websites, etc.
4. NJ Minimum Wage: (Public Question #2)
NJ minimum wage history.png
NJ minimum wage history.png
4. Group Breakout
HW: Prepare for debate/discussion on the candidates on Tuesday, November 5
Wednesday, November 6
Objectives: Students should be able to:
1. Compare and contrast the candidates in the gubernatorial election
Procedure:
1. Review the gubernatorial election
2. Review tests
3. Current Events
HW:
1. Read pages 146-168. Due Monday, November 11.
2. Familiarize yourself with this lecture again. Due Monday, November 11.
Thursday, November 7
No School!
Friday, November 8
No School!
The Week of October 28-November 1Monday, October 28
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. __**Study Guid**e__
2. Jeopardy
HW: Prepare for test on Wednesday, October 30.
Tuesday, October 29
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. DBQ Discussion/Review
HW: Prepare for test on Wednesday, October 30.
Wednesday, October 30
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French-Indian War and discontent within the American colonies.
Procedure:
1. Test
HW:
Thursday, October 31
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/ - Due Monday
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected]. - Due Monday
Friday, November 1
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/ - Due Monday
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected]. - Due Monday
The Week of October 21-25Monday, October 21
Objectives: Students should be able to:
1. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. __**Boston Tea**__
2. Boston Tea Party
3. __PowerPoint__
4. T.E.A.: http://www.youtube.com/watch?v=XubpOWD1o9A
5. Summative Review
HW:
Tuesday, October 22
Objectives: Students should be able to:
1.Determine through primary and secondary sources who fired the first shot at the Battle of Lexington
Procedure:
1. Do Now: Matching Activity
2. __PowerPoint__
3. __**Argue the Source**__ (Each group gets one source)
4. Review some of the documents
HW: Prepare for quiz on Thursday, October 23.
Wednesday, October 23
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Do Now: Make an exhaustive list of the colonists' and British's advantages in the Revolutionary War
2. __PowerPoint__
3. Loyalists Primary Sources: http://www.smithsoniansource.org/display/primarysource/results.aspx?hId=1004
4. Summative Review
HW: Prepare for quiz on Thursday, October 23.
Thursday, October 24
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Quiz
2. Current Events
HW:
Friday, October 25
Objectives: Students should be able to:
1. Analyze to what extent the British or the Colonists had the advantage
Procedure:
1. Political Spectrum Quiz: http://www.people-press.org/typology/quiz/
2. __**NJ Gubernatorial Race**__ - Share via Google Docs to [email protected].
HW: Prepare for test on Tuesday, October 29.
The Week of October 14-18Monday, October 14
No School!
Tuesday, October 15
Objectives: Students should be able to:
1. Describe how mercantilist policies of Great Britain further alienated the colonies.
Procedure:
1. __**Revolution**__
2. __PowerPoint__
3. Mercantilism
4. Summative Review
HW: Watch the NJ Gubernatorial Debate tonight on NJTV at 8:00PM
Wednesday, October 16
Objectives: Students should be able to:
1. Evaluate to what extent the Sons of Liberty were patriots
2. Describe means of resistance to British legislation on the colonists
3. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. Do Now: Gov. Mike Huckabee: http://www.youtube.com/watch?v=qtbwXGO7OYk : Why are our Founding Fathers brought up so much in politics and the news today? Other thoughts about Gov. Huckabee's comments?
2.__PowerPoint__
3. Stamp Act:
external image Image5.jpg
external image Image5.jpg
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?
4. Tarring and Feathering:
external image m2-stampact.jpg
external image m2-stampact.jpg
external image tar.jpg
external image tar.jpg
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?
5. Video of Tarring and Feathering: http://www.youtube.com/watch?v=hFWZ925zK0A
A. How does this change your perception of the American colonists?
B. What events mirror the one you viewed?
C. Is taxation a suitable reason for tarring and feathering?
D. Sons of Liberty patriots or terrorists?
6. Summative Review
HW:
Thursday, October 17
Falkowski absent :(
Work on research assignment & sign up for www.turnitin.com
Class ID: 7171285
Password: history
Friday, October 18
Objectives: Students should be able to:
1. Analyze to what extent the Boston Massacre was an act of propaganda
2. Evaluate the impact of specific individuals and groups, public and private, on the series of events and crises which eventually culminated in the American Revolution and on the progress of the Revolution itself.
Procedure:
1. Do Now: Are taxes evil? Explain.
2.__PowerPoint__
3. Townshend Act Activity ($0.03 = $1.70) http://www.halfhill.com/inflation.html
4. Any major differences between these two pictures?
external image palin_media_bias.jpg
5. Back to __PowerPoint__
6. Boston Massacre: http://www.youtube.com/watch?v=LsDY5yywvUk
7. Summative Review: __**Compare/Contrast These Two Pictures**__
HW:
1. Read pages 135-144. Due Monday, October 21.
2. Listen to online lecture slides 43- to the end. Due Monday, October 21.
Week of September 30-October 4Monday, September 30
Objectives: Students should be able to:
1. Interpret and analyze primary and secondary sources to determine underlying causes for the Salem Witch Trials
Procedure:
1. __**Notecards**__
2. Do Now:
File Not Found
3. __**Salem Witch Trial Notes**__
4. Witches: Chronological Order: http://teachinghistory.org/history-content/quiz/25246
5. Salem Witch Trials: http://www.youtube.com/watch?v=qbFDBrOlE9k
6. Salem Witch Facts: http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/TAH_Course/2011_Materials/Salem_Trials_Fact_Sheet.pdf
7. Summative Review
Additional Resources:
8. Lady Gaga and Witchcraft? http://www.youtube.com/watch?v=WajLhcUpI2Y
9. Politicians and Witchcraft? http://www.youtube.com/watch?v=uxJyPsmEask
HW:
1. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
2. Prepare for test on Wednesday, October 2.
Tuesday, October 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning APPARTS, Jamestown, Plymouth, and the thirteen coloneis.
Procedure:
1. Finish colony projects
2. __**Study Guide**__
3. Jeopardy
HW:
1. Prepare for test on Wednesday October 2.
2. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
Wednesday, October 2
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning APPARTS, Jamestown, Plymouth, and the thirteen coloneis.
Procedure:
1. Test
2. Current Event: http://www.cnn.com/2013/09/23/politics/government-shutdown-daily-life/index.html?hpt=hp_t1
HW: None.
Thursday, October 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. Assign **__Research Paper__**
2. Good site vs. bad site PowerPoint
3. CitationsCitations Smartboard
4. Library
HW:
Friday, October 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. Library **__Research Paper__**
HW:
1. Listen to online lecture: Only slides 1-32. Due Monday, October 7.
2. Read pages 109-124. Due Monday, October 7. Each person will be assigned a theme based on his or her LAST name. In one paragraph explain how this theme is evident in the reading. Be specific:
Theme #1 (Students with the LAST name A-M ONLY): As part of their worldwide rivalry, Great Britain and France engaged in a great struggle for colonial control of North America, culminating in the British victory in the Seven Years’ War (French and Indian War) that drove France from the continent.
Theme #2 (Students with the LAST name of N-Z ONLY): Before the Seven Years’ War, Britain and its American colonies had already been facing some tensions, as can be seen in sporadic British efforts to enforce trade laws and colonial reaction to the peace treaty in 1748. During the Seven Years’ War, the relationship between British military regulars and colonial militias added to the tensions.
The Week of October 7-11Monday, October 7
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. __**Canada**__
2. Do Now: If Britain went to war with France, which side would a Native American and average colonist be on? Explain your answer.
3. __**PowerPoint**__
4. Join or Die Activity
5. Summative Review
6. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
HW: Bring materials to discuss concerning debate activity. Each group member must bring in at least one primary or secondary source. Due Tuesday, October 8.
Tuesday, October 8
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 colonist be on? Explain your answer.
2. __**PowerPoint**__
3. Summative Review
4. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
HW: Work on debate activity. Due Thursday, October 10.
Wednesday, October 9
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
3. Analyze how the French-Indian War made American colonists eager to break off ties with Britain
Procedure:
1. Do Now: Write a brief rap song about the French and Indian War
2. __**PowerPoint**__
3. Summative Review
4. Debate Activity: http://misspersonshistory.wikispaces.com/French+%26+Indian+War
5. Chances of Getting into College: http://www.parchment.com/c/my-chances/
HW: Work on debate activity. Due Thursday, October 10.
Thursday, October 10
Objectives: Students should be able to:
1. Debate and analyze which groups in North America had the rights to the Ohio Country
Procedure:
1. Debate
2. Debrief of Debate
3. Quiz Review
HW:
1. Prepare for quiz on Friday, October 11.
2. Annotated bibliography moved to Tuesday, October 15.
Friday, October 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French and Indian War
Procedure:
1. Quiz
2. Current Events
HW:
1. Read pages 126-135 (STOP at Tea Brewing in Boston). Due Tuesday, October 15. Write a paragraph about how the following theme was evident in the chapter: "When hostilities began in 1775, the colonists were still fighting for their rights as British citizens within the empire, but in 1776, they declared their independence, based on a proclamation of universal, self-evident truths. Inspired by revolutionary idealism, they also fought for an end to monarchy and the establishment of a free republic."
2. __Listen to online lecture: slides 29-42__. Due Tuesday, October 15.
3. Finish French-Indian War debate activity worksheet for Wednesday, October 16.
The Week of September 23-27Monday, September 23
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: __**New England/Middle Colonies**__
2. PowerPoint
3. Summarize key points of PowerPoint
4. Slavery in the United States:
external image WorldSlaveryMap.png
external image WorldSlaveryMap.png
5. __**Small In-Class Project**__
HW: Continue on __**Small In-Class Project**__. Due Friday September 27.
Additional Resources:
1. 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?"
2. How many slaves work for you? http://slaveryfootprint.org/
3. Stono Rebellion: http://www.youtube.com/watch?v=ApecpIAWKYU
Tuesday, September 24
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
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. Summarize key points of PowerPoint
4. __**Small In-Class Project**__HW: Continue on __**Small In-Class Project**__. Due Friday September 27.
Wednesday, September 25
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: Freedom of Religion Quiz: http://ffrf.org/legacy/quiz/ffrfquiz.php
2. PowerPoint
3. Summarize key points of PowerPoint
4. __**Small In-Class Project**__
HW:
1. Continue on __**Small In-Class Project**__t. Due Friday September 27.
2. Prepare for quiz on Friday, September 27.
Thursday, September 26
Objectives: Students should be able to:
1. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Do Now: Explain the meaning/significance/theme of these 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.
2. __**Puritan Family Law: The Case of John Porter Jr.**__
3. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
4. Summative Review: Explain how the political cartoon relates to the Plymouth Colony and the types of people drawn here.
external image puritans.jpg
external image puritans.jpg
HW:
1. Continue on __**Small In-Class Project**__. Due Friday September 27.
2. Prepare for quiz on Friday, September 27.
Friday, September 27
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the New England, Middle, and Southern colonies.
2. Analyze key differences s between the New England, Middle, and Southern colonies based on their economy, government structure, religion, and demographics through primary and secondary sources.
Procedure:
1. Quiz
2. Colony Presentations
HW:
1. Actively
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. Be prepared to discuss. Due Monday, September 30.
2. Write 500-word paper based on __**small In-Class Project**__. Due Thursday, October 3.
The Week of September 16-20Monday, September 16
Objectives: Students should be able to:
1. Analyze motivations of Europeans for peopling North America
2. Describe contributing reasons for the near-failure of the Jamestown Colony
Procedure:
1. Do Now: __**Europeans**__
2. **__PowerPoint__**
3. Cannibalism?
4. United States and Native Americans: http://www.native-languages.org/state-names.htm
5. Native Americans & Lacrosse: http://www.youtube.com/watch?v=xzQI3PFKrG8&feature=player_embedded
6. Summative Review
HW: None.
Tuesday, September 17
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Use APPARTS: Historical Scene Investigation and HSI Log
HW: Finish Historical Scene Investigation and HSI Log for Wednesday, September 18.
Wednesday, September 18
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Do Now: Think-Pair-Share on what caused "Starving Time"
2. HSI Smartboard Review with Documents
3. Current Events
HW: Prepare for quiz on Jamestown, VA & 50 states on Friday, September 20.
Thursday, September 19
Objectives: Students should be able to:
1. Determine the sources of difficulties encountered at Jamestown through primary and secondary sources
Procedure:
1. Do Now: HSI Smartboard Review with Documents
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. Quiz review
5. Summative Review: Document 2-3 - Pocahontas
HW: Prepare for quiz on Jamestown, VA & 50 states on Friday, September 20.
Friday, September 20
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning the Jamestown Colony, 50 states, primary/secondary sources, APPARTS, & book reading.
Procedure:
1. Quiz
2. Current Events - Gubernatorial Election
HW:
1.Read pages 46-53 (STOP at Puritans Versus Indians) and pages 55-62. Due Monday, September 23.
2. Listen to Part one, Lecture 3. Due Monday, September 23.
3. Bring BOOK to class on Monday, September 23.
The Week of September 9-14Monday, September 9
Objectives: Students should be able to:
1. Evaluate the credibility of primary and secondary sources
2. Analyze and dissect primary and secondary sources
Procedure:
1. Do Now: Map
2. __**Primary or Secondary**__? AND __**Analyze this Source**__ Use APPARTS:
3. Summative Review
HW:
1. Print out only the last page of the syllabus and sign it! Due Tuesday, September 10.
2. Bring and look over summer assignment for Tuesday, September 10.
3. Cover history textbook. Bring to class. Due Wednesday, September 11.
Tuesday, September 10
Objectives: Students should be able to:
1. Analyze the extent to which the American Revolutionary War was necessary for independence
2. Evaluate whether the Sons of Liberty were "terrorists"
Procedure:
1. __**Summer Work Review**__
2. __**Sample Responses**__
HW:
1. Cover history textbook. Bring to class. Due Wednesday, September 11.
Wednesday, September 11
Objectives: Students should be able to:
1. Analyze and discuss the causes and effects of September 11
Procedure:
1. Do Now: Group Work/Discussion on September 11
2. Select 9/11 Clips: http://www.youtube.com/watch?v=qqen8P31jWw
3. Summative Review
HW: Bring a #2 pencil to class tomorrow!
Thursday, September 12
Pre-Assessment
HW:
1. Read pages 30-41. Due Monday, September 16.
2. Listen to Part one, Lecture 2 (start at slide 22 and finish to the end). Due Monday, September 16
Friday, September 13
Pre-Assessment
HW:
1. Read pages 30-41. Due Monday, September 16.
2. Listen to Part one, Lecture 2 (start at slide 22 and finish to the end). Due Monday, September 16
The Week of September 2-6Thursday, September 5
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2012-2013 school year for US I Honors.
2. Understand the goals for this course and classroom procedures.
Procedure:
1. Syllabus
2. Grades 2012-2013:
external image Grades%20for%202012-2013.png
3. Themes of US History: http://isite.lps.org/jcorn/web/documents/APUSHcourseoutline.pdf
4. Welcome Back to School: http://www.youtube.com/watch?v=x78PnPd-V-A
5. Who are you?
HW: Print out only the last page of the syllabus and sign it! Due Tuesday, September 10.
Friday, September 6
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 10.