---------------------------------What did we do that day? Topics, materials, assignments, and due dates------------------------------------------------
PERIOD 4 ONLY:
Finish analyzing early New England documents using political, economic, social categories
Begin small group research on New England and Chesapeake topics - on second page of this document:
Period 4: Early colonial society topic presentations
Period 7: Finish small group research on New England and Chesapeake topics
Thursday,
February 25
Period 4 Only:
Finish early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations
Use information from the presentations and the readings to plan out Chesapeake/New England essays HW: USE PRESENTATION NOTES AND RECENT READINGS TO COMPLETE THE ESSAY OUTLINE ON THE BACK OF THE NOTE SHEET
READING FOR NEXT WEEK: CHAPTER 4 (This will be due toward the end of next week, but here's the assignment in case you wanted to start over the weekend.)
Period 7 Only:
Early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations Reading for next week: chapter 4- DUE TUESDAY, MARCH 1
Period 7:
Finish early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations Test NEXT MONDAY (PERIOD 7) :
Recent acts of rebellion - Choose one case and read the articles:
1. Black Lives Matter: Overview
2. Oregon wildlife refuge occupiers: Overview and update and documentary
Questions to consider: What are the grievances of these "rebels?" What methods have they used to make their point(s)? What are the outcomes of the rebellion? HW: CHAPTER 5, READ AND ANSWER MULTIPLE CHOICE QUESTIONS FOR TUESDAY:
Report out on current acts of rebellion (Period 4 only)
Review Chapter 5 reading questions - go to m.socrative.com and enter Room #367538 - try with or without notes
Period 7: HW: Compare the accounts of the Boston Massacre (on paper only). Answer the "Understanding the Issue" questions #1-3 on the back of the sheet. DUE THURSDAY
Wednesday,
March 16
PERIOD 4 ONLY:
Yet another "Super Tuesday" - Presidential nominating contest update
Finish review questions from yesterday
HBO's John Adams - Tar and Feather scene:
HW: Compare the accounts of the Boston Massacre (on paper only). Answer the "Understanding the Issue" questions #1-3 on the back of the sheet. DUE FRIDAY
Thursday,
March 17
PERIOD 4 ONLY:
Discuss Boston Massacre and source evaluation April 19, 1775 Overview
Who fired first at Lexington?
PERIOD4:
Quiz: Road to Revolution
Continue working on "Who Fired First at Lexington?" lesson: FINISH SOURCE CRITIQUE CHART IF YOU DIDN'T FINISH IN CLASS
PERIOD 4:
Finish "responsible" secondary source accounts of the Battle of Lexington and compare to a textbook account.
From rebellion to Independence notes:
PERIOD 7:
Quiz: Road to Revolution
Finish "Who Fired First at Lexington?" lesson: "responsible" secondary source accounts of the Battle of Lexington and compare to a textbook account. HW: COMPLETE "REBELLION TO INDEPENDENCE" NOTES FOR WEDNESDAY:
PERIOD 7 ONLY: Declaration of Independence: create an outline of the main ideas in each of the five sections. (Use the prompting questions on the back of the sheet.) Work solo or in small groups. Focus especially on the Statement of Beliefs (Section 2). Compare your notes with these pages on DigitalHistory: Declaring Independence (last paragraph) and Was the Revolution Justified?
The Declaration's missing clause: answer questions at the bottom (solo or in group) and discuss as class
If there is time left in class, begin researching events of the Revolutionary War
Think about how certain events swung the course of the war and how the colonists were able to overcome their significant military disadvantages.
Thursday,
March 24
PERIOD 4 ONLY:
Declaration of Independence: create an outline of the main ideas in each of the five sections. (Use the prompting questions on the back of the sheet.) Work solo or in small groups. Focus especially on the Statement of Beliefs (Section 2). Compare your notes with these pages on DigitalHistory: Declaring Independence (last paragraph) and Was the Revolution Justified?
Return quizzes from last week - corrections due next Monday (or this Friday if you want to make my life easier)
Discuss Declaration's Missing Clause
Advantages heading into the Revolutionary War: Redcoats vs. Colonials
Begin events of the Revolutionary War:
PERIOD 4 ONLY (EARLY RELEASE) Use textbooks (Chapter 6 in A People and A Nation), websites we've been using in class (like ushistory.org or digitalhistory) or these websites for research to fill in the chart:
Date of the class
---------------------------------What did we do that day? Topics, materials, assignments, and due dates------------------------------------------------
Monday,
January 25
Course syllabus
Intro to the wikispace: Bookmark the link to the class page
Quick Discussion: What is history? How do we study it? Lunchroom fight activity:
Homework:
Get a binder for next class
Have a parent/guardian sign course syllabus
PERiOD 7: Student services visits to complete interest inventory
Tuesday,
January 26
First reading assignment:
PERiOD 7:
Course syllabus:
Intro to the wikispace: Bookmark the link to the class page
Quick Discussion: What is history? How do we study it? Lunchroom fight activity:
First reading assignment:
Homework:
Get a binder for next class
Have a parent/guardian sign course syllabus
Native American society reading questions
Wednesday,
January 27
Pick up textbooks in the library
Define vs. Identify:
When does American history start?
Identifying Arguments: Competing thesis about the foundations of American culture
HW: NATIVE AMERICAN SOCIETIES READING QUESTIONS - DUE ON FRIDAY
Thursday,
January 28
Pick up textbooks in the library
Define vs. Identify:
When does American history start?
Identifying Arguments: Competing thesis about the foundations of American culture
Friday,
January 29
Check Plus Expectations
American identity share-out
Begin Age of Exploration notes:
HW: Unit 1 Map Packet - due Tuesday
Explorers website (use for finding routes)
Monday,
February 1
Check Plus Expectations
American identity: finding evidence for competing theses:
Begin Age of Exploration notes:
HW: Unit 1 Map Packet - due WEDNESDAY
Explorers website (use for finding routes)
PERIOD 7:
Finish Age of Exploration notes (correlates with Chapter 1 of textbook)
Time to work on map packet
HW: Unit 1 map packet - DUE TUESDAY
Tuesday,
February 2
Time to work on map packet
HW: Unit 1 map packet - DUE WEDNESDAY
PERIOD 7:
Columbus Day DBQ - Paragraph response DUE FRIDAY
QUIZ ON FRIDAY: New World Beginnings
Wednesday,
February 3
Continue Age of Exploration notes (correlates with Chapter 1 of textbook)
HW: STUDY FOR QUIZ NEXT MONDAY
February 4
Finish Age of Exploration notes
Columbus Day DBQ: RESPONSE DUE NEXT TUESDAY
Friday,
February 5
Monday,
February 8
Quiz: New World Beginnings
Continue Columbus Day DBQ: RESPONSE DUE ON TUESDAY, FEB. 9
Begin reading assignment:
Tuesday,
February 9
Share Columbus responses in table groups
Reasons for early English colonization, primary source analysis:
HW: WORK ON READING QUESTIONS, DUE FRIDAY - PLEASE TYPE THEM AND SUBMIT ELECTRONICALLY
Wednesday, February 10
Course requests for next year:
Early English colonial regions: New England and Chesapeake Bay
Introduce historical analysis categories: political, economic, social -
Analyzing a primary source: The New England Primer
HW: WORK ON READING QUESTIONS, DUE FRIDAY - PLEASE TYPE THEM AND SUBMIT ELECTRONICALLY
Thursday,
February 11
Finish analyzing early New England documents using political, economic, social categories
Begin small group research on New England and Chesapeake topics - on second page of this document:
Chapter 3 reading questions: DUE TUESDAY AFTER VACATION (FEB. 22):
Friday,
February 12
Early English colonies reading questions due today: Please submit them electronically
Course requests for next year:
Introduce historical analysis categories: political, economic, social -
Analyzing a primary source: The New England Primer
Begin small group research on New England and Chesapeake topics - on second page of this document:
HW: Chapter 3 reading questions: DUE TUESDAY AFTER VACATION (FEB. 22):
Monday,
February 22
Begin presentations? Take notes using this document:
Tuesday,
February 23
Period 7: Finish small group research on New England and Chesapeake topics
Thursday,
February 25
Finish early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations
Use information from the presentations and the readings to plan out Chesapeake/New England essays
HW: USE PRESENTATION NOTES AND RECENT READINGS TO COMPLETE THE ESSAY OUTLINE ON THE BACK OF THE NOTE SHEET
READING FOR NEXT WEEK: CHAPTER 4
(This will be due toward the end of next week, but here's the assignment in case you wanted to start over the weekend.)
Friday,
February 26
Early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations
Reading for next week: chapter 4 - DUE TUESDAY, MARCH 1
Monday,
February 29
Small group work: compare Chesapeake/New England essay outlines, discuss challenges in essay writing
Analyze sample essay:
Test on THURSDAY (PERIOD 4) :
Period 7:
Finish early colonial society topic presentations - class presentations are posted on this page: Early colonial society presentations
Test NEXT MONDAY (PERIOD 7) :
Tuesday,
March 1
Finish outlining Chesapeake/New England essay
Work on Chapters 2 & 3 review questions:
TEST ON THURSDAY
Period 7:
Small group work: develop Chesapeake/New England essay outlines
Analyze sample essay:
TEST NEXT MONDAY
Wednesday,
March 2
Go over Chapter 2 & 3 review questions
13 colonies fact matching game:
TEST TOMORROW
Thursday,
March 3
HW: Chapter 4 reading/questions - DUE TUESDAY, MARCH 8
Friday,
March 4
13 colonies fact matching game:
TEST ON MONDAY
Chapter 4 reading/questions - DUE TUESDAY, MARCH 8
Monday,
March 7
Mercantilism simulation: Chocolate Chip Cookies
Mercantilism notes:
(If you miss the simulation in class, watch this video: http://study.com/academy/lesson/colonial-mercantilism-definition-history-effects.html
Only the first 3 minutes are available for free, but it covers the basic idea of what we did in the simulation)
HW: Chapter 4 reading/questions - DUE TUESDAY, MARCH 8
Period 7:
Test: Settling the English colonies of North America
HW: Chapter 4 reading/questions - DUE WEDNESDAY, MARCH 9
Tuesday,
March 8
Emerging American Identity: Analysis and Writing workshop:
Period 7:
Mercantilism simulation: Chocolate Chip Cookies
Mercantilism notes:
(If you miss the simulation in class, watch this video: http://study.com/academy/lesson/colonial-mercantilism-definition-history-effects.html
Only the first 3 minutes are available for free, but it covers the basic idea of what we did in the simulation)
HW: Chapter 4 reading/questions - DUE WEDNESDAY, MARCH
Wednesday,
March 9
Emerging American Identity: Analysis and Writing workshop:
CHAPTER 5: READ AND ANSWER MULTIPLE CHOICE QUESTIONS FOR TUESDAY:
Thursday,
March 10
Period 4 Only:
Review Emerging American Identity essays: thesis, organizing sentence, paragraph topics, evidenceAlbany Plan of Union:
HW: CHAPTER 5, READ AND ANSWER MULTIPLE CHOICE QUESTIONS FOR TUESDAY:
Monday,
March 14
If you are looking for a quick overview of some of the topics discussed in Chapter 5, look at this slideshow:
Rebellion terminology:
Recent acts of rebellion - Choose one case and read the articles:
1. Black Lives Matter: Overview
2. Oregon wildlife refuge occupiers: Overview and update and documentary
Questions to consider: What are the grievances of these "rebels?" What methods have they used to make their point(s)? What are the outcomes of the rebellion?
HW: CHAPTER 5, READ AND ANSWER MULTIPLE CHOICE QUESTIONS FOR TUESDAY:
Period 7:
Tests returned: Corrections due by next Monday
Albany Plan of Union:
Rebellion terminology:
Tuesday,
March 15
Review Chapter 5 reading questions - go to m.socrative.com and enter Room #367538 - try with or without notes
Period 7:
HW: Compare the accounts of the Boston Massacre (on paper only). Answer the "Understanding the Issue" questions #1-3 on the back of the sheet. DUE THURSDAY
Wednesday,
March 16
Yet another "Super Tuesday" - Presidential nominating contest update
Finish review questions from yesterday
HBO's John Adams - Tar and Feather scene:
Boston Massacre: Different accounts primary sources
Primary sources and source evaluation:
HW: Compare the accounts of the Boston Massacre (on paper only). Answer the "Understanding the Issue" questions #1-3 on the back of the sheet. DUE FRIDAY
Thursday,
March 17
Discuss Boston Massacre and source evaluation
April 19, 1775 Overview
Who fired first at Lexington?
HW: QUIZ ON MONDAY, CHAPTERS 4 AND 5 -
Friday,
March 18
HBO's John Adams - Tar and Feather scene:
Discuss Boston Massacre and source evaluation
April 19, 1775 Overview
Who fired first at Lexington?
HW: QUIZ ON TUESDAY, CHAPTERS 4 AND 5 -
Monday,
March 21
Quiz: Road to Revolution
Continue working on "Who Fired First at Lexington?" lesson: FINISH SOURCE CRITIQUE CHART IF YOU DIDN'T FINISH IN CLASS
PERIOD 7:
April 19, 1775 Overview
Who fired first at Lexington?
HW: QUIZ TOMORROW
Tuesday,
March 22
Finish "responsible" secondary source accounts of the Battle of Lexington and compare to a textbook account.
From rebellion to Independence notes:
PERIOD 7:
Quiz: Road to Revolution
Finish "Who Fired First at Lexington?" lesson: "responsible" secondary source accounts of the Battle of Lexington and compare to a textbook account.
HW: COMPLETE "REBELLION TO INDEPENDENCE" NOTES FOR WEDNESDAY:
Wednesday,
March 23
Declaration of Independence: create an outline of the main ideas in each of the five sections. (Use the prompting questions on the back of the sheet.) Work solo or in small groups. Focus especially on the Statement of Beliefs (Section 2). Compare your notes with these pages on DigitalHistory: Declaring Independence (last paragraph) and Was the Revolution Justified?
The Declaration's missing clause: answer questions at the bottom (solo or in group) and discuss as class
If there is time left in class, begin researching events of the Revolutionary War
Use textbooks (Chapter 6 in A People and A Nation), websites we've been using in class (like ushistory.org or digitalhistory) or these websites for research to fill in the chart:
History Central Rev. War battles
PBS Liberty
AmericanRevolution.org
BrittishBattles.com
Encampment at Valley Forge
Think about how certain events swung the course of the war and how the colonists were able to overcome their significant military disadvantages.
Thursday,
March 24
Declaration of Independence: create an outline of the main ideas in each of the five sections. (Use the prompting questions on the back of the sheet.) Work solo or in small groups. Focus especially on the Statement of Beliefs (Section 2). Compare your notes with these pages on DigitalHistory: Declaring Independence (last paragraph) and Was the Revolution Justified?
Historical context of the Declaration of Independence (this site has historical explanations for many of the points that Jefferson addresses in the D.o.I.)
The Declaration's missing clause: answer questions at the bottom (solo or in group) and discuss as class
HW: READING FOR TUESDAY:
Friday,
March 25
Monday,
March 28
Discuss Declaration's Missing Clause
Advantages heading into the Revolutionary War: Redcoats vs. Colonials
Begin events of the Revolutionary War:
HW for Period 4: READING FOR TUESDAY:
Tuesday, March 29
"Fishbowl" discussion on Howard Zinn, Chapter 4. Prepare in small groups for the discussion using this sheet:
PERIOD 7:
Wednesday, March 30
Use textbooks (Chapter 6 in A People and A Nation), websites we've been using in class (like ushistory.org or digitalhistory) or these websites for research to fill in the chart:
History Central Rev. War battles
PBS Liberty
AmericanRevolution.org
BrittishBattles.com
Encampment at Valley Forge
Think about how certain events swung the course of the war and how the colonists were able to overcome their significant military disadvantages.