12/17/10

Today's agenda:

RESEARCH PAPERS DUE TODAY!
1)  Notes ("Slavery, Rum, and Romanism")-Part 2
2)  Major Players in the Pre-Civil War Slavery Debate Presentations
--Audience should take recommended notes on how each man influenced the slavery debate and the sectional crisis.
3)  Homework:  James McPherson reading in Blue Reader ("The Crime Against Kansas")-Part 1 (Pages 145-153).
Focus your reading on: a) "Bleeding Kansas"  b) John Brown  c) "The Caning of Sumner" (Charles Sumner).

IF WE EVER HAVE WEATHER-RELATED ISSUES AFFECTING DAYS OFF FROM SCHOOL, CHECK THE BLOG FOR ANY UPDATES I NEED TO GIVE YOU IN REGARD TO THINGS LIKE TEST DATES AND CLASS ASSIGNMENT CHANGES.

12/16/10

Today's agenda:

1)  Notes ("Slavery, Rum, and Romanism")-Part 1
2)  Political Cartoon Practice
3)  6 groups:  "Major Players in the Pre-Civil War Slavery Debate"
--Prep day in lab.  Present tomorrow.
4)  Homework:  James McPherson reading in Blue Reader ("Slavery, Rum and Romanism")-Part 2  (Pages 130-144).
Focus your reading on: American ("Know-Nothing") Party

12/15/10

Today's agenda:

1)  Notes ("An Empire for Slavery")-Part 2
2)  Political Cartoon Practice
3)  Compromise of 1850 Presentations
--Audience asks 1 question from an assigned perspective (Abolitionist, compromiser, slaveholder/secessionist).
4)  Homework:  James McPherson reading in Blue Reader ("Slavery, Rum, and Romanism")-Part 1 (Pages 117-130).
--Focus your reading on: a) Election of 1852  b) Kansas-Nebraska Act  c) Stephen A. Douglas and popular sovereignty  d) Republican Party created.

12/14/10

Today's agenda:

1)  Notes ("An Empire for Slavery")-Part 1
2)  Political Cartoon Practice
3)  4 groups: Compromise of 1850  (Prep Day)
--Read primary source document and prepare transparency for presentation tomorrow.
4)  Go over Research Paper expectations again and answer questions.
5)  Homework:  James McPherson reading in Blue Reader ("An Empire for Slavery")-Part 2 (Pages 103-116).
--Focus your reading on: a)  Gadsden Purchase  b) Role of Cuba  c)  Ostend Manifesto  d)  Role of Nicaragua/William Walker.

12/13/10

Today's agenda:

1)  Notes ("Mexico Will Poison Us")-Part 2
2)  Begin Political Cartoon Practice (continue until next test).  Preparation for Test 5 (Document-based questions format).
3)  Finish video "Empire Upon the Trails" and discuss/hand in 2 pages of notes.
4)  Homework:  James McPherson reading in Blue Reader ("An Empire for Slavery")-Part 1 (Pages 78-103).
--Focus your reading on:   Fugitive Slave Act (Northern and Southern specific reactions to it).  YOU ARE STRONGLY ENCOURAGED TO TAKE SOME READING NOTES ON THIS TOPIC IN PREPARATION FOR THE NEXT TEST.

12/10/10

Today's agenda:

1)  Notes ("From the Halls of Montezuma") and ("Mexico Will Poison Us")-Part 1
2)  Research Paper reminders and questions.
3)  Video:  "Empire Upon the Trails"
--Take 2 pages of notes on the following key topics:  a)  Manifest Destiny  b) Mexican-American War  c) Oregon Trail  d) Texas  e) Whitmans  f)  Mormons.  We will finish the video on Monday.
4)  Homework:  James McPherson reading in Blue Reader ("Mexico Will Poison Us")-Part 2
Focus your reading on: a) California Gold Rush  b) Compromise of 1850  c) Fugitive Slave Act  d) Henry Clay  e)  Daniel Webster.

--Research Paper is due one week from today, December 17.

12/9/10

Today's agenda:

1)  Test 4.
2)  Homework:  James McPherson reading in Blue Reader ("From the Halls of Montezuma") and ("Mexico Will Poison Us")-Part 1 (Pages 3-5; 47-64).
Focus your reading on:  a) Mexican-American War  b) Wilmot Proviso  c) Free-Soil Movement  d) Election of 1848  e) Popular sovereignty.

12/8/10

Today's agenda:

1)  Notes ("Manifest Destiny").
2)  Finish Documentary Evidence of Slavery.  Discussed and handed in today.
3)  No reading homework.  Study for tomorrow's Test 4.

12/7/10

Today's agenda:

1)  Notes ("The Northeast and the Midwest:  The Industrial Revolution Accelerates").  Not connected to a homework reading.
2)  Continue work on Documentary Evidence of Slavery.  This will be finished in class tomorrow.
3)  Homework:  Textbook, pages 368-376 ("Manifest Destiny").
Focus your reading on:  a) Manifest Destiny b) Oregon Trail c) Election of 1844 d) James K. Polk e) "Fifty-four forty or fight!"

12/6/10

Today's agenda:

1)  Notes ("The Abolitionists: Holy Warriors").
2)  Discussed and handed in "Roots" notes.
3)  Begin "Documentary Evidence of Slavery" assignment.  You will be reading primary sources from former slaves and answering questions.  This is a practice for your Document-Based Question Test coming in January.
4)  No homework reading assignment tonight.

--Today starts the 10 point Extra Credit for early Research Papers.

12/3/10

Today's agenda:

1)  Notes ("Abolitionism").
2)  Handed out "Research Paper Reminders" sheet and answered questions about the paper.  Next week starts the 10 point extra credit for early papers.
3)  Went over Test 4 Prep Sheet.
4)  Last day watching "Roots".  1/2 page of notes.
5)  Homework:  James Brewer Stewart reading in Blue Reader ("The Abolitionists: Holy Warriors").

12/2/10

Today's agenda:

1)  Notes ("The Slave South: An Interpretation").
2)  Continue watching "Roots"(1/2 page of notes per day).
3)  Homework:  Textbook, pages 352-358 ("Abolitionism").

12/1/10

Today's agenda:

1)  Notes ("The Proslavery Argument Revisited").
2)  Go back to watching "Roots".  1/2 page of notes each day.
3)  Homework:  Eugene Genovese reading in Blue Reader ("The Slave South: An Interpretation").

11/30/10

Today's agenda:

1)  Notes ("A Troublesome Property").
2)  Utopian Communities Presentations
--Audience should take recommended class notes on beliefs/practices of each group.  This information is important for the next test on 12/9.
3)  Homework:  Ralph Morrow reading in Blue Reader ("The Proslavery Argument Revisited").

--Handed out a sheet explaining how to insert footnotes in a Word document.  If you haven't done this before, you'll need to do this for the Research Paper.

11/29/10

Today's agenda:

1)  Notes ("The Black Slave Driver").
2)  5 groups:  Utopian Communities of the 1800s (Prep Day).
--Each group member should have a typed visual for the presentation tomorrow.
--The textbook can also be used as an option for information (pages 345-352).
3)  Homework:  Kenneth Stampp reading in Blue Reader ("A Troublesome Property").

--Today begins the 20 point Extra Credit opportunity for early Research Papers (continues through Friday).  Make sure you don't sacrifice quality work for the extra points, though.  It's not a good idea for your overall grade on the paper.
--Handed out the turnitin.com information for submitting your Research Papers online to the plagiarism checker website.  I still need a hard copy of the paper turned in to me.

11/24/10

Today's agenda:

Yesterday (11/23) there was no school due to snow/ice.


1)  Notes--not part of a homework reading--("The Slave South:  A Distinctive Society").
2)  Go over Research Paper expectations again.  Early papers can start being turned in next week (only if they are done well please!).  Make sure to not write your paper until you have cleared your sources and 3 points for Part D with me, as well as understand the paper expectations.
3)  Continue watching the movie "Roots".  1/2 page of notes per day.
4)  Homework:  Randall Miller reading in Blue Reader ("The Black Slave Driver").

11/22/10

Today's agenda:

1)  Notes ("The Women's Rights Movement").
2)  Continuing the movie "Roots".  1/2 page of notes per day.
3)  No homework reading tonight.

11/19/10

Today's agenda:

1)  Part A of the Research Paper due today.  I hope to get them back to you with feedback by Monday.
2)  Notes ("Individualism").
3)  Movie:  "Roots"
--Take notes on specific aspects and characteristics of slavery, slaves, and slaveowners you see in the movie.  1/2 page per day.
3)  Homework:  Textbook, pages 358-359; 362-364 ("The Women's Rights Movement").

11/18/10

Today's agenda:

1)  Notes ("Tippecanoe and Tyler, Too!").
2)  Finish Andrew Jackson Controversial Issues Role Play.
--Hand in "Considering Your Option" and the Evaluation Sheet stapled together.
3)  Homework:  Textbook, pages 342-345 ("Individualism").

--Part A of the Research Paper is due tomorrow.
--Bring the PCC verification sheets showing that you are entered in their computer system.

11/17/10

Today's agenda:

1)  Notes ("Class, Culture, and the 2nd Party System").
2)  Andrew Jackson Controversial Issues Role Play Presentations
--Fill out Evaluation Form while you're in the audience.
--You need to ask at least 2 questions while you're in the audience.
--3 groups will present each day.
3)  Homework:  Textbook, pages 333-335; 338 ("Tippecanoe and Tyler, Too!").

11/16/10

Today's agenda:

1)  Notes ("The Jacksonian Presidency, 1829-37").
2)  Continuing Press Conferences as necessary.
3)  Finish Andrew Jackson Controversial Issues Role Play Prep.
--Present tomorrow and Thursday.  You will be graded on: Presenting, 2 questions from the audience, the "Considering Your Option" sheet, and the Evaluation Form.
4)  Homework:  Textbook, pages 330-333 ("Class, Culture, and the 2nd Party System").

--Handed out the PCC Dual Credit Registration instruction sheet.  This is where you start by registering as a student at PCC.  Please do this as soon as possible, so I know everyone is good to go.  You are not obligated to register for classes in the future.  Registering for classes will come later.  Please print off either the Signature Page which you will see online at the end of the registration process or the Congratulation Letter you be emailed within 2-5 business days.  It doesn't matter which, as long as your name is officially included within the copy.  Bring a copy to me.

11/15/10

Today's agenda:
Start of 2nd Quarter


1)  Notes ("The Rise of Popular Politics, 1820-29").
2)  Went over the expectations for Part A of your Research Paper, which is due on Friday.
3)  Do some more Press Conferences.
4)  Andrew Jackson Controversial Issues Role Play (Prep Day 1 of 2).  6 groups.
--Present on Wednesday and Thursday.
5)  Homework:  Textbook, pages 321-330 ("The Jacksonian Presidency, 1829-37").

11/9/10

Today's agenda:

1)  Test 3.  These should be in eSIS before the end of the long weekend.
2)  Homework:  Textbook, pages 316-321 ("The Rise of Popular Politics, 1820-29").

--This 5-day weekend would be a good time to do your research for the Research Paper.  Go through your sources and take notes on parts you might use. Anything that is quoted or paraphrased from your sources must be cited! Make sure to write down the citation information at the same time, to make it easier for you later.  Email me over the long weekend if you have any questions about the process.  We will be going over the expectations for Part A on Monday when you return.

--Also, remember you do not get transcripted grades for this class at the quarter.  The "grades" you'll get on your 1st Quarter report card for this class will be Progress Report-type grades only.

11/8/10

Today's agenda:

1)  Notes ("Changes in the Social Structure").
2)  Attempt to finish the Early Industrial Revolution Era Press Conferences of Famous Figures.  We will more than likely have to finish some next week, due to the size of our classes.

--Study for Test 3 tonight. Essay question 3 will not be an option.  Send me any outlines or questions before 10:00 p.m.  You can also ask me questions during Access Time tomorrow morning in my room.  Don't forget to study for the Short Identification questions as well as your essay questions.  Making flash cards (or some similar method) of the terms from your class notes is a good technique to try.  Remember that you need to write as much as you can remember for each term (at least a paragraph's worth of important explanation and details).

11/5/10

Today's agenda:

1)  Notes ("The Expansion of Markets").
2)  Early Industrial Revolution Era Press Conference of Famous Figures
--2.5 to 3 minute presentations start today + a maximum of 5 questions asked of each presenter.
--Audience members needs to ask a minimum of 3 questions to the presenters for full credit.
3)  Homework:  Textbook, pages 303-312 ("Changes in the Social Structure").

11/4/10

Today's agenda:

1)  Notes ("The Coming of Industry: Northeastern Manufacturing").
2)  Test 3 Prep Sheet handed out.  Remember to send me outlines of your essay answers either in person or by email if you want feedback prior to the test.  Study the lecture notes for the short identification section.
3)  Early Industrial Revolution Era Press Conference of Famous Figures.
--This will be an individual presentation.
--Today will be a prep day in the computer lab, with presentations tomorrow and Monday.
--Extra credit (up to 5 points) if you have visuals to add to your presentation.
4)  Homework:  Textbook, pages 296-303 ("The Expansion of Markets").

11/3/10

Today's agenda:

1)  Notes ("Aristocratic Republicanism and Slavery, 1780-1820").
2)  Finished last 2 War of 1812 Role Play presentations.
--If we have time, we will go over which positions the individual identities would have chosen.
--Stapled the 2 sheets together and handed in.
3)  Homework:  Textbook, pages 286-288; 290-293; 296 ("The Coming of Industry: Northeastern Manufacturing").

--I handed out another sample paper for the Research Paper Project.  This is from a student last year who did very well and used the bullet-point format in Part B of the paper.  Many students prefer this format because you are more likely to just "stick to the facts" when writing this way.  Remember that Part B is all cited material, nothing about your own thoughts and analysis yet--that comes later in the paper.  Every sentence in Part B needs to be cited, whether it is a direct quote or paraphrased, since it all comes from your sources and you do not want to plagiarize.

11/2/10

Today's agenda:

1)  Notes ("The Capitalist Commonwealth").
2)  Begin the War of 1812 Role Play.  (2 groups present today and 2 tomorrow).
--Handed out "Dining at the Washington Hotel" and assigned individual identities.
--Fill out the Evaluation Form when you are in the audience.  Fill it out for your group, too.
--Ask 3 questions when you're in the audience, 1 per group.
3)  Homework:  Textbook, pages 261-269 ("Aristocratic Republicanism and Slavery, 1780-1820").

11/1/10

Today's agenda:

1)  Notes ("Republican War Hawks").
2)  4 groups:  War of 1812 Role Play.
--Read through the option information and complete "Presenting Your Option".
--Create a transparency for your group's presentation.
--2 groups will present tomorrow and 2 groups on Wednesday.  This is a 20 point assignment.
3)  Homework:  Textbook, pages 241-247 ("The Capitalist Commonwealth").

10/29/10

Today's agenda:

1)  Handed back the Working Bibliographies and discussed what may needed to be fixed at this point of the research process to get oneself on the right track.
2)  Notes ("The Transit of Power").
3)  Finished the Alien and Sedition Acts vs. the USA PATRIOT Act questions.
--Graded Discussion.
4)  Homework:  Textbook, pages 235; 238-241 ("Republican War Hawks").

10/28/10

1)  Notes ("The Republicans' Political Revolution").
2)  Alien and Sedition Acts vs. USA PATRIOT Act.
--Work Day today using readings and answering questions.
--20 minutes or so to finish tomorrow before a Graded Discussion.
3)  Homework:  Richard Hofstadter reading in Blue Reader ("The Transit of Power").

10/27/10

Today's agenda:

1)  Notes ("The Rise of Political Parties" and "Western Expansion").
2)  Hamilton vs. Jefferson presentations
--Each group member presents their information.
--Audience takes some recommended notes.
--Informal discussion at the end.
3)  Homework:  Textbook, pages 230-234 ("The Republicans' Political Revolution").

10/26/10

Today's agenda:

1)  Notes ("The Political Crisis of the 1790s").
2)  2 groups:  Alexander Hamilton vs. Thomas Jefferson presentations (Prep Day in lab).
--This assignment will teach you about the origins of the 2-party system in the U.S.
--Each person in the group is responsible for researching one aspect of their gentleman and preparing a sheet with information to be used in the presentations tomorrow.
--A website list was handed out to help you get started.
3)  Homework:  Textbook, pages 216-218; 222-230 ("The Rise of Political Parties" and "Western Expansion").

10/25/10

Today's agenda:

1)  Working Bibliographies are due.  I will get these back to you soon with feedback.
2)  Notes ("The Framers of the Constitution and the 'Genius' of the People").
3)  About 20 minutes to finish the James Madison assignment from last week, and then we will go over the questions and have a Graded Discussion.
4)  Homework:  Textbook, pages 210-215 ("The Political Crisis of the 1790s").

10/20/10

Today's agenda:

1)  Notes ("The Founding Fathers:  A Reform Caucus in Action").
2)  Reading and Questions:  James Madison's Federalist #10:  "Factions: Their Cause & Control".
--Work Day today.
--Monday you will have about 20 minutes to finish before we have a Graded Discussion.
--This is a difficult reading.  Highlight or underline as you read carefully.
3)  Homework:  Alfred Young reading from Blue Reader ("The Framers of the Constitution and the 'Genius' of the People").

Working Bibliographies Reminder (they are due Monday):
a)  Use the sample paper and the bibliography sites for help as a model to follow.
b)  You need at least 6 sources (4 secondary and 2 primary).
c)  Must be typed.
d)  Please type the topic question at the top of your bibliography.
e)  Include a brief update at the bottom of the sheet indicating where you've gone for sources.
f)  Mark each source on the bibliography as either primary, secondary, or both (primary/secondary).

10/19/10

Today's agenda:

1)  Notes ("The Constitution: Was It An Economic Document?").
2)  Constitution Role Play
--Handed out "Travellers at the Inn--February 1788".  Keep the same roles as last time.
--Each group presents.  Everybody needs to participate.
--Audience asks 1 question and completes the Evaluation Form.
3)  Homework:  John Roche reading in Blue Reader ("The Founding Fathers: A Reform Caucus in Action").

10/18/10

Today's agenda:

1)  Notes ("The Constitution: A Minority Document").
2)  Discuss and hand in video notes from Friday (3rd and 4th periods only).
3)  Prep day for the Constitution Role Play.
--3 groups review the Option information and complete the Considering Your Option sheet.  Also, each group makes a transparency for their presentation tomorrow.
4)  Homework:  Henry Steele Commager reading in Blue Reader ("The Constitution:  Was It An Economic Document?").

10/15/10

Today's agenda:

1)  Notes ("The Constitution of 1787").
2)  Video:  "Are We to be a Nation?"
--Take 1 page of notes.
3)  Homework:  Charles Beard reading in Blue Reader ("The Constitution: A Minority Document?").

--If you haven't found your books by historians, or other sources, for your Research Paper, this weekend might be a good time to do it.  Only one weekend left!

10/14/10

Today's agenda:

1)  Constitutional Convention Graded Debate/Discussion during the entire period.
--You need to respond in the discussion to at least 2 of the 10 issues.
--You will be graded on your level of preparedness out of 10 points possible.
2)  Homework:  Textbook, pages 201-205; 208-210 ("The Constitution of 1787").

**No class notes today.
**Some students missed the last part of 3rd period or the first part of 4th period due to the Oregon University System presentations.

10/13/10

Today's agenda:

1)  Notes ("Creating Republican Institutions, 1776-87").
2)  Went to computer lab to do some Research Paper investigation.  I also handed out a Research Tips sheet.
Options in the lab included: a)  Becoming more familiar with the topic with some general research.
b)  Searching for primary sources online.
c)  Discussing the topic with Mr. Unis.
d)  Searching online databases of college or public libraries looking for available sources for your paper.

3)  Homework:  Read the packet "The Mini-Debates of Philadelphia" to prepare for the Constitutional Convention Debate/Graded Discussion tomorrow.  You will need to respond orally to at least 2 different issues.
Assigned position based on your birth month:
a)  If the issue only has 2 options (A or B), then January-June takes A and July-December takes B.
b)  Three options (A/B/C), divide up Jan-Apr/May-Aug/Sept-Dec.
c)  Four options (A/B/C/D), divide up Jan-Mar/Apr-Jun/Jul-Sept/Oct-Dec.

10/12/10

Today's agenda:

1)  Handed in video notes today if kept overnight for studying.
2)  Test #2.  I hope to get these back by Monday.
3)  Homework:  Textbook, pages 194-201 ("Creating Republican Institutions, 1776-87").

10/11/10

Today's agenda:

1)  Ms. Stover (counselor) visits today to talk about college.
2)  Notes ("The Path to Victory, 1778-83" and "Republicanism Defined and Challenged").
3)  Finish going over Test 2 Prep Sheet (questions 2 and 3).
4)  Finish watching video "The Times that Try Men's Souls".  Video notes can be turned in tomorrow if you'd like to keep them for studying tonight.
5)  Study for Test 2 tonight.  Send me questions and/or essay outlines until 10:00 p.m. tonight.  If you did not do well on the last test, make the necessary adjustments.  Find out how to do better if you're not sure!

10/7/10

Today's agenda:

1)  Notes ("The Trials of War, 1776-78").
2)  Video:  "The Times that Try Men's Souls".
--Take at least 2 pages of notes, between today and Monday, when we finish the video.
3)  Homework:  Textbook, pages 175-179; 182; 184-190 ("The Path to Victory, 1778-83" and "Republicanism Defined and Challenged").  Focus especially on pages 184-190.

--This 3-day weekend is a good time to begin your research, looking for books by historians (college level reading or higher).  Try college libraries or the Multnomah County Central Library in downtown Portland if at all possible.  Remember that your Working Bibliography is due Monday, October 25.
--Mr. Unis was gone today.  His sub was Mr. White.  The class periods were slightly shorter due to the p.m. assembly.

10/6/10

Today's agenda:

1)  Notes ("Conflict and Consensus in the American Revolution").
2)  Hand out Test #2 Prep Sheet and discuss first part.  Test #2 is next Tuesday, October 12.  Remember to show me outlines and ask me questions about the essays either in person or by email over the 3-day weekend.
3)  Finish Revolution Role Play (last 2 groups).
a)  Finish filling out the Evaluation Form as an audience member.  This 2-sided sheet will be turned in today.
b)  We will discuss which viewpoint each of your individual identities would have chosen (and why) if we have time at the end.
4)  Homework:  Textbook, pages 170-175 ("The Trials of War, 1776-78").

10/5/10

Today's agenda:

1)  Notes ("The American Revolution as a Colonial War for Independence").
2)  Begin Revolution Role Play presentations.  We will finish these tomorrow.
a)  Handed out "Travellers at the Inn-Feb. 1776" and assigned individual identities.
b)  2 groups present today.  Make initial info presentations and most of the time take questions from the audience where you defend your position.
c)  Audience members ask 2 questions (1 per day).  They also fill out the Evaluation Form for all groups, including their own.
3)  Homework:  Edmund Morgan reading in Blue Reader ("Conflict and Consensus in the American Revolution").

10/4/10

Today's agenda:

1)  Handed back Test #1.  I hang onto all of these, but you can come look at them at any time.  Before handing them back, always look at how you lost points and remember to not repeat the same mistakes on future tests.  If you need help understanding why you didn't do well, please make arrangements to come in and talk with me outside of class!  This is very important to do so that you can be successful in this class.
2)  Notes ("Toward Independence, 1775-76").
3)  Pick Research Paper topics.
4)  "February, 1776" Role Play (Prep Day).
--4 groups
--Today you will receive information about your group's point of view on the American Revolution (whether it should be fought or not and why).  Read through the info and complete as a group the "Considering Your Option" sheet.  Use overhead pens and a transparency to prepare a basic list of info that you will present to the class about what your group believes.  Most of the time you are presenting, you will be asked questions from the audience to see how well you can defend your position.  Presentations will be Tuesday and Wednesday.
4)  Homework:  Thomas Barrow reading in Blue Reader ("The American Revolution as a Colonial War for Independence").

10/1/10

Today's agenda:

1)  Notes ("The Road to War, 1771-75").
2)  Explain Analytic Research Paper Project.  This is the big project for 1st Semester.
--I handed out and explained the paper expectations, Sample Paper, and Topic List.  We will pick topics on Monday.
Due dates:  Working Bibliographies  Monday, October 25
Part A of the paper  Friday, November 19
Final Paper  Friday, December 17
Extra Credit for early papers:  (20 points)  Week of November 29-December 3
(10 points)  Week of December 6-December 10
--Spend a lot of time on this in order to do well.  Look for sources at a large library (Multnomah County Central, PSU, etc) early, take a while to become familiar with them, and follow the due dates on the above assignments to keep on schedule.  Read the Sample Paper regularly and use it as your model.  Please ask me for help as much as you need to.  Don't think you are bothering me too much.  I want you to do well!
3)  Homework:  Textbook, pages 166-170 ("Toward Independence, 1775-76").

9/30/10

Today's agenda:

1)  Notes ("The Growing Confrontation, 1767-70").
2)  Peer Review of Practice Essays.  You will evaluate 3 other students' essays, offering positive and negative feedback.  The evaluations, along with the essays, outlines, and notes, will be stapled all together and turned in today.  Make sure your evaluations are specific and helpful.  Also, take time to read what others say about your writing.  If you are confused by any suggestions, please come see me for clarification.  We won't be formally practicing essay writing after this, so if you are having difficulty doing well on these, please arrange to see me outside of class for help!  It is crucial that you understand how to do these essays.
3)  Homework:  Text, pages 150-151; 154-158 ("The Road to War, 1771-75").

**2nd period extension today for 2nd period classes to review the results of their PLAN test scores from last year in preparation for taking the ACT this year.

9/29/10

Today's agenda:

1)  Notes ("The Dynamics of Rebellion, 1765-66").
2)  Finish the Practice Essay Assignment.  Hopefully, you have already finished the notes and the outline.  In class, you can do the 5-paragraph essay.
--Tomorrow will be the Peer Review of the essays, so make sure they are completed by the start of class.  Please do not type them.
3)  Homework:  Textbook, pages 145-150 ("The Growing Confrontation, 1767-70").

**Tonight is Back-to-School Night.
**Mr. Teschner visited class today to talk about the I.B. program and registering for I.B. exams.

9/28/10

Today's agenda:

1)  Notes ("The Imperial Reform Movement, 1763-65").
2)  Practice Essay (for Peer Review on Thursday):  PLEASE DO NOT  TYPE THIS ESSAY!
Topic:  Worsening British/American relations, 1763-66.
Question:  "What factors triggered the deterioration in relations between Great Britain and its American colonies between 1763-1766?"
--Start by taking notes on the topic using your textbook as a source (pages 134-145).
--Make a basic outline listing your 3 body paragraph points and supporting details/examples.
--Write the 5 paragraph essay.
--You will have class time today and tomorrow to finish this.  After the Goldilocks Essay, Test 1, and this Practice Essay, if you still have problems with essay writing for this class you definitely need to come see me outside of class for extra help.
3)  Homework:  Textbook, pages 140-145 ("The Dynamics of Rebellion, 1765-66").

**Bring something to work on tomorrow in case you finish the Practice Essay early.
**The next test, Test #2, will be on Tuesday, October 12.  Unit 2 is a shorter unit than most.

9/27/10

Today's agenda:

1)  Test #1.  I will try and get them graded by next Monday.  I always need a weekend to finish grading.
2)  Homework: Pages 134-140 ("The Imperial Reform Movement, 1763-65").

**Bring textbooks tomorrow to class.  You will need them for the classwork.

9/24/10

Today's agenda:

1)  Notes ("The Mid-Century Challenge:  War, Trade, and Social Conflict, 1750-65").
2)  Oral Report Presentations on the Enlightenment and the Pietist/Great Awakening movement.
--15 points (7.5 for the information sheet you prepared, 5 for the presentation, and 2.5 for your visual).
3)  We went over the last test essay question from the Test 1 Prep Sheet.

**Test 1 is Monday.  Please study as I recommended and send me any questions or essay outlines by email over the weekend.  I should be able to check my email 2-3 times a day until 10:00 p.m. Sunday evening.

**3rd period did not have time to go over the last essay question with me, so here's some info about that:
You should have 3 body paragraphs.  2 on the Enlightenment and 1 on Pietism/Great Awakening or vice versa.  Have specific examples to back up your points.  Go back to the textbook for details.
Ideas for Enlightenment points: a) People began to look for scientific explanations or solutions for natural phenomena rather than supernatural explanations.  Examples could include Benjamin Franklin's experiments with lightning and the invention of the lightning rod or Cotton Mather advocating for smallpox inoculations.
b) John Locke encouraged people to assert their natural rights (life, liberty, property according to Locke) and advocated overthrowing leaders who don't respect those rights.
c)  Discuss deism and how it was a threat to the Christian churches' teachings and practices.
Ideas for Pietist/Great Awakening points:
a)  Pietist style of preaching compared to traditional churches' style.
b)  Taught that individuals had to make their own decisions about following God or not.  George Whitefield's revivals emphasized this.
c)  Slaves were invited to Whitefield's revivals.  Poor and illiterate whites were also welcomed.
d)  Pietists advocated for separation of church and state so that people wouldn't have to be forced to attend the established churches and pay taxes to them.  Baptist and Methodist churches became popular.
These are some ideas.  You are not limited to them.  Email me if you have other points you think would be valid and I'll let you know what I think.

9/23/10

Today's agenda:

1)  Notes ("The Enlightenment and the Great Awakening, 1740-65").
2)  6 groups:  Oral Reports on Enlightenment and Pietist/Great Awakening Figures.
--Prep day in computer lab.  Each person in the group will be responsible for a sub-topic and prepare a sheet of bullet-point information and at least one visual (picture, map, graph, etc) to present.
--Present tomorrow.
3)  Homework:  Text, pages 121-130 ("The Mid-Century Challenge: War, Trade, and Social Conflict, 1750-65").

**3rd period finished yesterday's Graded Discussion today and turned in yesterday's Joseph Ellis writing assignment.
**Remember to show me outlines of your answers of the possible test essay questions between now and 10:00 p.m. Sunday night, either in person or by email.  Please ask me any questions about how to write a proper history essay or get my help clarifying class note information, too!  I want you to get off to a great start with your first test on Monday!
**As you study, remember to go back to your textbook for details for your essay questions.  Study your class notes especially for the short identification questions.  And make sure to look over the Goldilocks Essay scoring guide to see what you need to work on in regard to writing structure or technique.

9/22/10

Today's agenda:

1)  Notes ("The Middle Atlantic: Toward a New Society, 1720-65").
2)  Discuss/hand in "Roots" notes (2nd and 3rd period also have about 5 min. left to watch).
3)  Hand out and go over the Test 1 Prep Sheet.  I will pick one of these essay questions on the day of the test (Monday).  Prepare for all 3.  Also, look at the feedback I gave you for the Goldilocks Essay and make sure you understand the writing expectations.  Any questions you have or essay outlines you want to show me in person or by email would be a great idea.  I will continue to check my email during the weekend until 10:00 p.m. Sunday night.  For the short identification questions, study your class notes.
4) a)  Read article about historian Joseph Ellis.
    b)  Pick 1 question from the sheet provided and respond with a 1 paragraph answer.
    c)  Graded Discussion
5)  Homework:  Textbook, pages 112-115; 118-121 ("The Enlightenment and the Great Awakening, 1740-65").

9/21/10

Today's agenda:

1)  Notes ("The New Politics of Empire").
2)  Finish the segment of "Roots" we are watching on slavery during the colonial era.
--2-column notes finished and turned in today.  Should have at least 1 page.
3)  Homework:  Textbook, pages 105-112 ("The Middle Atlantic: Towards a New Society, 1720-65").

9/20/10

Today's agenda:

1)  Hand back and discuss Goldilocks Essays turned in on Friday.
2)  Notes ("The Imperial Slave Economy").
3)  Movie: "Roots" (first part).
--Take 2-column notes (at least 1 page):
a)  Specific examples of how the movie portrays Africans, and b) whites.
c)  Focus on attitudes, actions, and beliefs.  How did the slavery system work?
4)  Homework:  Textbook, pages 93-98 ("The New Politics of Empire").

**APOSTROPHE LESSON (errors will result in deducted points on essay tests):
One bear:  bear's house
More than one bear:  bears' house

Word ending in "s":  Goldilocks' problems or Goldilocks's problems
Not:  Goldilock's problems

9/17/10

Today's agenda:

1)  Notes ("The Politics of Empire, 1660-1713").
2)  Handed out and discussed information about "Writing a History Essay".
--"Goldilocks and the 3 Bears" Practice Essay.  You are practicing on a familiar, non-history topic to learn the correct format for history essay writing learned in class.  It is very important that you learn the expectations for essay writing, both for success in this class and beyond.  Staple a Scoring Guide to the back of your essay when you turn it in.  I will evaluate them and get them back to you before Test 1 on 9/27.
3)  Homework:  Textbook, pages 76-80; 84-93 ("The Imperial Slave Economy").

**Slightly shorter periods today due to a Pep Assembly at the end of the day.

9/16/10

Today's agenda:

1)  Notes ("The Indians' 'New World'").
2)  Video: ("500 Nations: Invasion of the Coast").
--Take Topical Notes:  a)  Europeans and the Inuits; b)  Jamestown and the Powhatans;  c)  Puritans and the Wampanoagas.
3)  Homework:  Textbook, pages 70-76 ("The Politics of Empire, 1660-1713").

**3rd period finished yesterday's Graded Discussion and turned in the 9/11 Writing Assignment today.

9/15/10

Today's agenda:

1)  Notes ("Puritan New England")
2)  Finish John Smith Historical Investigation and Case Study (hand in all sheets as a packet).
3)  9/11 Anniversary Writing Assignment and Graded Discussion.
--Answer 1 of the following questions with a paragraph response:
a)  Is the "war on terrorism" a war that can be won?  Explain.
b)  How much has the 9/11 attack changed our nation?  Is it comparable to the attack on Pearl Harbor during World War II?  Explain.
c)  How has the 9/11 attack impacted you and/or your family's life significantly?  Explain.
--You need to share your answer with the class to get full credit for this or any other graded discussion.
4)  Homework:  Textbook, pages 61-66, ("The Indians' 'New World'").

9/14/10

Today's agenda:

1)  Notes ("The First English Model: Tobacco and Settlers")
2)  Historical Investigation and Case Study ("John Smith:  History or Hoax?")
--Several handouts are presented one at a time as we go through the activity.  Keep them in order and you will staple and hand them in as a packet at the end.
--This is another activity (like the Coin Exercise) that teaches about historiography (how historians think and do their work).
--We will finish the last part of this tomorrow.
3)  Homework:  Textbook, pages 56-61.  ("Puritan New England").

9/13/10

Today's agenda:

1)  Class notes ("Imperial Conflicts and Rival Colonial Models").
2)  10 Major Events that Shaped the U.S.
--Make a list of the 10 events in American history that you think are the most important.  Rank in order of importance.  If necessary, look at the Table of Contents of your textbook for ideas.  After grading this, I will keep this list and we will revisit it in June to see if you would make any changes to it.
--We also made group lists that were shared in class.
3)  Filled out the ERCA College Planning Profile (optional), which I will mail for you.  You will get information from colleges that match your interests post-high school.
4)  Homework:  Textbook, pages 48-56.  ("The First English Model: Tobacco and Settlers").

**We had 2nd Period Extension Schedule today for going over the Student Rights and Responsibilities Handbooks in 2nd period classes.
**4th period was able to turn in their Syllabus Agreement Sheets today, since I forgot to hand them out on Thursday.

9/10/10

Today's agenda:

1)  Agreement Signature Sheets from the Syllabus are turned in today.  4th period can have until Monday because I forgot to hand them out yesterday.
2)  Our first set of class notes (Howard Zinn:  "Columbus, the Indians, and Human Progress").  Hopefully you brought a large spiral notebook for taking notes.  Keep it organized by date and title of notes.
3)  Class activity:  "The Coin Exercise" (non-graded).  This activity introduces the concept of historiography (how historians think and do their research).
4)  Homework:  Textbook:  pages 40-41; 44-48 ("Imperial Conflicts and Rival Colonial Models").

**2nd period considerably shorter today due to Class Meetings.  3rd period a little shorter.
**Bring textbooks to class on Monday.  Normally, both the textbook and Blue Reader can be left at home for homework reading.
**Remember those of you who are taking I.B. tests to attend the I.B. Parent Meeting (with your parents) next Thursday night in the library from 6:30 to 9:00.

9/9/10

Welcome to Advanced U.S. History/I.B. History of the Americas!

Today's agenda:
1)  An Information Sheet was handed out and turned in.
2)  Handed out and discussed the Syllabus (course description). Please read this carefully and have your parents/guardians do the same. Keep the syllabus in your notebook for reference throughout the year.  A Signature Sheet Agreement that goes with the syllabus is due tomorrow.  This is the first classwork assignment.
3)  Checked out textbooks and handed out Blue Readers.
4)  Spent some time getting acquainted.
5)  Homework reading assignment:  Howard Zinn ("Columbus, the Indians, and Human Progress") in the Blue Reader.  Always be ready for a possible Reading Quiz the next class day.  When reading articles by historians in the Blue Reader, look especially for the author's main point(s).  This is the thesis.
6)  Your first test (Test 1) is on Monday, 9/27.

**Periods were shorter due to the Welcome Back Assembly today.
**Make sure to bring a large spiral notebook to class for taking notes.  Notes start tomorrow.