THE NEW DATE OF THE APUSH EXAM IS MAY 15TH AT 2PM. HAVE YOU REGISTERED FOR YOUR ACCESS CODE YET?
!! AP Course Reviews go live Wednesday, March 25th!! Click here to see the times of all the classes live streaming. The courses stream over the AP YouTube channel found here.
PLEASE CONTINUE TO CHECK YOUR SCHOOL EMAIL AND THE COLLEGE BOARD WEBSITE FOR UPDATES!! EXAM ARE HAPPENING! ACTION ON YOUR PART REQUIRED!
A Message to Students and Families...
Unfortunately, students did not get the chance to finish out the year in United States history. I will be continue to post the remaining school year's worth of classroom activities below, beginning with Day 1, topics about foreign and domestic issues starting in 1963, and moving forward through Hurricane Katrina in 2005. For APUSH students, they can learn all this by continuing to read their green Brinkley textbook, Chapters 31-34. Our "history" ends pretty well...it's fascinating!
It is my hope, that if you are able, students and families will review the work posted below, watch some videos, learn some valuable lessons about America's people, foreign and domestic policies from 1964-2005, especially noting lessons on 9/11, Hurricane Katrina and other recent history. It is important to understand ways our federal, state and local governments can operate for the public good during a crisis. You may find today's governments are reacting in vastly different ways, and it can be up to YOU to judge if more lives could have been saved, or if the economy will have better days ahead. Please don't ask me about grades...I have no answers to this yet from the county, but as you know I've been telling you since the first day of school...you ain't here for grades, you're hear for...what?...that's right, you do everything for knowledge. And you'll be fine. Miss you, love ya'll...hope to see you again!
P.S. Weekly "Learning Challenge "assignments will be posted once weekly until the end of the year on Google Classroom, email me if you don't have the code, although you should be in the class already. These are mostly current events about the pandemic, with journaling and other "thinking" activities for you to do. Keep your brain active and be a good citizen...stay informed to make positive change. Completing these enrichment activities is HOW I want you to help out in this crisis. I look forward to your submissions!
Below is the remainder of the APUSH classroom work, 1960-2005. (more posted daily) I've just numbered the days, instead of dates...Hope you enjoy!
1. Discuss your answers to last night's homework about passive resistance vs more violent forms of protest. Discuss which photo you think will be more effective to gaining support for a movement like the Black Lives Matter movement? Photo #1 OR photo #2? What in each photo will help or hurt the movement.
1. 2 facts, 3 terms, 4 questions: Spend time in 2 groups watching videos for either Kennedy's "New Frontier" and LBJ's "Great Society". After groups watch, on the white boards, come up with collective 2/3/4. Then, quiz the other groups for fabulous cookie prizes and points!
2. WEEKEND HOMEWORK: Login to your Wake ID and the SAS Curriculum. Fill out this guided notes chart about Presidents Nixon and Ford and the Watergate scandal, which at one time, was considered THE worst thing a President ever did. #memories
Day Four: The Vietnam Conflict
1. Using this condensed notes guide, and this Powerpoint, fill out summary info. You can use this on the test! (we will work independently for 40 minutes, then watch the videos...what you don't finish is homework)
3. Get into small groups and do a 5 station electronic Gallery Walk! Use the photos to answer the question on the handout, but then, in groups, go "Beyond the Headlines" and finish the story. You'll get 13 minutes per station this time, so work together to accomplish in time!
Day Seven: Reagan and the 1980's
Think and Do: Working in pairs, fill out all parts of this handout about Ronald Reagan.
1. Spend the class working on this WebQuest using this handout. The sub will have headphones if you need them and you DO need to turn this in fully completed by the end of class.
Think and Do: Read and answer the questions that follow on this excerpt from the book These Truths, about the controversial 2000 Presidential Election.
1. In your note-taking notebook, title a new section "Election of 2000, George "Dubya" Bush. Then as you watch the first 13 minutes of the documentary Unprecedented , jot down all the problems uncovered in the Florida election this year. (including HOW the black vote was suppressed). Discuss.
2. Take notes over George W. Bush and the events of September 11, 2001. Use this Powerpoint for notes details and make sure to watch the visuals below.
2. Perform your extra credit RAPS and Do some Kahoot review for the APUSH exam!
3. Learn about Hurricane Katrina in 2005 from watching from 37:22 to 1:26:30 in this documentary of the days before and after then this clip of the Superdome situation. As you watch compile a list of "10 Surprising Facts About Hurricane Katrina". Discuss surprising facts you learned after watching.
Think And Do: Complete step A and B from this handout about how revolutions happen!
1. Using the Gallery Walk documents to create your own descriptive headlines for each photo group. If absent, turn in your answers for a grade (on page 1 of the doc). Most creative headlines win fabulous prizes!
2. Take notes over specifics of the foreign issues of the Cold War (from slides #29 -#40 in the Cold War Powerpoint).
Wednesday, March 4th: Turn in Ch 30 Reading Guide and if you were absent Monday, all the work listed on March 2nd
Think and Do: President's Quiz! Know the order of all the Cold War Prez-iz!
1. On your own paper, title a page "Life in a Totalitarian Communist country". Using this link from VICE, list 3 things that surprised or interested you about life in this country and one thing you are confused about. Discuss as a class why Americans still continue to be afraid of communism in any form.
2. Take notes over specifics of the Second Red Scare from slides #21-27 in the Cold War Powerpoint.
HOMEWORK due Friday: Read "Life in the Soviet Union", and on scratch paper, answer the prompt that follows.
Monday, March 2nd (low attendance due to school threat)
QUIZ MOVED TO WEDNESDAY: President's Quiz! Know the order of all the Cold War Prez-iz!
1. Get relief maps. Find the following locales: Russia, Greece, Turkey,Germany, Berlin, Vietnam, North and South Korea, China, Cuba, and Afghanistan.
2. Discuss "containment" policy that begins in the late 1940s and fill out this chart (if you miss school Monday, you will need to turn this in completed at start of class Wednesday with Ch 30) of notes as you learn about the various locations around the globe where America tried to enforce this policy. If you are absent, condensed notes are the Cold War Powerpoint.in slides #2-#20. Also...
VISUAL LEARNING:
Marshall Plan (response to spread of communism to Western Europe)
Berlin Airlift (response to Stalin's Berlin Blockade of West Berlin)
3. EXIT TICKET: What is South Korea like today at the DMZ? Watch this video clip and write down 1 interesting thing you found and 1 question/confusion you still have about this ongoing cold war.
Thursday, Feb 27th (see below under Tuesday for work to turn in)
1. Period 8 Vocab QUIZ
2. "Setting the Stage for the Cold War": In your spiral notebook make two columns. Title one Yalta and one Potsdam. Read the summaries of what occurred at these two famous meetings with your desk buddy and write in your columns the following facts after discussing with your partner:
1) What leaders where present at each meeting and what counties did they each represent?
2) List any decisions that were made at each meeting.
OPTIONAL: "Depression Ditty: Read and follow instructions on this info sheet
Friday, Feb 21st (cancelled)
Wednesday, Feb 19th
Think and Do: On your own paper, write down the 5 principles found in the US Constitution. Then, watch this interview clip about our current AG and answer the following: In what ways are the actions of President Trump and Attorney General Barr a problem for our democratic system?
2. In groups of three, using this World War 2 Short Answer packet, discuss and compare which of the student responses earned 1 point, which earned 2 points, and which earned all 3. Discuss!
Friday, Feb 14th
Think and Do: Scroll through this animated powerpoint of the European Theater of WWII and answering the following on scratch paper after. Answer: What "story" does this animation tell about reasons why America will have to move from isolationism to interventionism?
1. Using APUSH Prep books (pgs 521-528) read and then complete detailed info under the first section (4 terms) of the Story of Us viewing guide. If you are absent, use the googles!
Think and Do: Watch this quick review of FDR's "court packing" plan. Write an argument for FDR supporter FOR adding justices to SCOTUS and one argument for critics of FDR AGAINST this plan.
1. Turn in Ch 26 Reading Guide and pick up Ch 27/28th. Check the due dates online and read the directions!
2. In time remaining, with a partner, lay out the evidence for this LEQ in two columns ("yes, revolutionary" and "no, not revolutionary"...and why or why not). Use what you already learned and also, facts from this handout when filling out your columns. If you are absent today, turn in your own "evidence list".
PROMPT: How “revolutionary” was the New Deal? Evaluate significant changes it brought and determine how different the nation became because of it.
OPTIONAL: Are you a creative type? Read and follow directions on this info sheet about African Americans during the New Deal: up to 10 pts. (see due date in calendar above)
2. Watch this advertisement for the WPA, and write down goals of this New Deal Program and ways this government agency tried to achieve its goals.
3. Fill out this Alphabet Soup Scavenger Hunt chart, using the APUSH prep books with as much detail as possible. (listen to some 1930s music whilst you work!) Discuss possible arguments for an essay prompt asking How “revolutionary” was the New Deal?
Think and Do: watch a Drunk History over the Scopes trial. On scratch paper, practice a thesis after watching the Drunk History based on the end results of the trial for the key players, but also for America. Use the "Although...ultimately..."
1. Using the APUSH prep books on page 488-491, read the documents and answer the questions according to the directions on this handout.
3. ...in small groups brainstorm specific reasons for the increase in hate crimes and xenophobia in the 1920s using internet research. (i.e. The Bolshevik Communist Revolution in Russia at the end of World War 1, leads to fear of immigrants from socialist/communist countries, fueling paranoia in America). Share your evidence.
2. Contest for fabulous prizes! In small groups of 3, using laptops to research, write on whiteboards, as many inventions and innovations you can find between 1865 and 1920. Each inventions/innovation worth 1pt and each inventor name if you can find it earns 2pts. Inventions should be things that affected both city dwellers and farmers and settlers...this list would make a GREAT Long Answer Essay in the future, eh?
3. Take Ch 21/23 Test.
Tuesday, Jan 21st: Turn in Ch 21
Think and Do: Open this reading excerpt from Upton Sinclair's "The Jungle", read and then fill in the questions that follow.
2. 1.Using Prep Books on pages 444 and 446, read all the docs and then for at least 2 docs, write 1-2 sentences describing and analyzing it (HIPP!) and then for at least 1 of those docs, add one more sentence that references some "outside information" (within the time frame) to expand on your point. Peer review!
Think and Do: Look over this info sheet about Life in the 1900s and fill in your own answers and thoughts at the bottom.
1. Hey, America, it's time to progress!! Make a 3 column chart to categorize laws and reforms as either political, social or economic as they are discussed during this video "America in the 20th Century" and my lecture from Talking Point notes over the Progressives
Think and Do: Read this summary of some of the "14 Points" written by Woodrow Wilson after World War I with a partner, follow the directions and share your updated lingo with the class.
2. Visual Review of Spanish American War: 4 minute recap of the War of 1898 and DRUNK HISTORY about the Rough Riders!
3. To review yellow journalism and ways in which journalist "sold" the Spanish American War, analyze and answer the questions at the bottom of this yellow press handout. Then, using a laptop, find a real graphic or headline from post 9/11 America, using yellow press tactics to encourage military involvement in a region of the world. Post your example on this padlet by linking to the page you found.
1. Watch any Edison kinetoscope films you crazy kids did for extra credit!
2. Take notes on the big reasons America became an imperialist nation, summarize slides 1-5 and make sure you understand the highlighted vocabulary. Using relief maps, locate some of the locations where America expanded. Look at some political cartoons of the day to get some "historical context".
4. What does imperialism look like in today's global world? Watch the segment on Vice News "Battle for Nigerian Oil". to see how American need for a nations' resources can affect the host country. Short answer the questions on this handout and then discuss what you learned about the effects of this type of imperialism.
HOMEWORK due Friday: Read and complete this handout from President McKinley's dilemma.
Thursday, Dec 19th: Have a great holiday break!
1. Review Period 6B Test and Mid Term.
2. For extra credit points, watch bits of Michael Moore's "Where To Invade Next?" and fill out this viewing guide.
Tuesday, Dec 17th
1. Mid Terms exams and turn in Ch 18 Reading Guide!
Friday, Dec 13th
1. Turn in Ch 18 Reading Guide. Get Ch 20 and Ch 23 and fill in due dates for the first week back in January.
2. Take Period 6B test (48 m.c. and one short answer essay)
Wednesday, Dec 11th
Think and Do: Complete this Dissecting primary source from Thomas Nast for Period 6.
2. Play Last Person Standing! Topic: If you were to be transported to the Gilded Age as a middle class urban resident(Ch 18, pg 504-519), what would be some things you could see/hear/experience in your leisure time? Specific things!
2. Get a notes review guide of new ways of doing business in the Gilded Age. After reviewing it as a class, watch the first 15 minutes in this VICE segment about economic growth in Dubai. Make 2 columns on the back of the handout and jot down at least 3 things the businesses in this documentary are doing that remind you of actions of a "Robber Baron", and at least 3 which characterize them as "Captain of Industry"?
3. Go over Period 6A Test for most missed questions.
1. Using these photos, discuss good adjectives that could be used in an argumentative thesis statement about life in the Gilded Age.
2. Watch "Story of Us: Cities" and make a 2 column evidence list to support this thesis: Although economic opportunities and innovations were plentiful in the cities of the Gilded Age, ultimately urban living was uncomfortable and crowded for most immigrants of urban areas.
OVERNIGHT HOMEWORK: Practice writing a concluding paragraph that 1) "big picture" summarizes the parts of the Gilded Age addressed in the prompt, AND 2) synthesizes details from 1865-1900 to connect it to similar details of either past or future history.
Tuesday, Nov 26th: Turn in Ch 19 and Dissecting Prim Sources/online vocab due
1. Quick review and then take Period 6A Test (Ch 15B, 16 and 19)
1. Discuss the PopulistMovement of the 1890s. Did you know the Wizard of Oz was an allegory to explain this movement to children? Use slides from the Populism Powerpoint and take notes in your spiral of key ideas.
Wednesday, Nov 20th: Turn in Booker T vs W.E.B. homework (online vocab Per. 6 due tonight!)
Think and Do: Go over most missed questions on last test.
1. Watch the first 23 minutes of "The Story of Us: Heartland" and jot down challenges in building the transcontinental railroad and settlement of the The West.
2. Discuss events during the time of the Indian Wars (1865-1890). In your spiral make sure you understand and take notes on all the concepts from this Lecture Powerpoint.
VISUAL LEARNING! Watch these clips to understand fully:
2. EXIT TICKET: Watch this Ted Talk about "Prisoners of War" . A) Jot down at least 3 facts you learned about current life on this reservation and B) Write down one solution WE can do to improve life on the Pine Ridge reservation today. Turn in when finished.
Monday, Nov 18th: Turn in Ch 15 Part 2 guide
Think and Do: Using a laptop or phone, open and skim this document of some of the "New South" Jim Crow laws that were written in the late 1800s. Then open and attempt a part of this real Louisiana literacy test.After skimming both of those websites, on your own paper: A) Write down 2 things that surprised/confused you about the docs. B) How are these laws different from the "black codes" of the Reconstruction Era?
Think and Do: Read and complete this analysis of the 14th Amendment with a partner. Discuss ways this case can be used to decide Supreme Court cases of the past and future.
1. Play Last Man (or Woman!) Standing. Use 10 minutes to write down as many successes or failures of Reconstruction as you can from this timeline.
2. 35 Minutes timed LEQ. Using a pen, answer the following prompt: "The period of Reconstruction in America was a failure." Assess the validity of this statement with respect to political and social factors."
3. HOMEWORK: Get Reading Guide for Chapter 15, Part 2, which is part of Period 6. Check the calendar for due dates!
1. Watch first 20 minutes of "Aftershock" and make a 3 column chart in your notes: find evidence for the 3 categories Social, Economic, and Political issues that were occurring in the South after the war.
2. Watch from 10 minutes into the documentary "Slavery After Slavery" until 23 minutes and add to your 3 column list from the step above.
Watch the greatest Civil War movie ever! Fill in your viewing guide and turn in next Tuesday when we finish!
Wednesday, Oct 30th
Think and Do: Working in groups of 2, use laptops and this graphic, research an assigned "log" as it relates to President Lincoln during the Civil War. Think about what this satirist is trying to say about Lincoln's actions during the war as it relates to that topic and document what you learned. If you were absent, turn in your analysis for all 6 "logs" when you return.
Monday, Oct 28th: Turn in Ch 13 guide and the Zinn excerpt on Lincoln
Think and Do: Read this quote from Lincoln during his 1858 Senate debate with Steven Douglas and jot down your predictions in historical context of how this debate argument will be received by A) North B) South C) West
3. EXIT TICKET: Write a thesis statement using any three of the causes from the lecture (or better yet, any 3 broad categories of causes) in the "Although...ultimately...however..." format to make your argument. Make sure you have an argument about each...these are not just statements!
2. Watch "The Story of Us: Division". Make a 3 column or box chart (North, South, West) and jot down any evidence you learn from the video to show social, economic or political issues in those regions during this time.
EXIT TICKET: Write an intro paragraph with 3-4 sentences of context followed by a one sentence thesis arguing how regional characteristics lead to the Civil War. (include North, South and West in the thesis)
Tuesday, Oct 22nd: Ch 12 and Uncle Tom's due
Think and Do: The mid 1800's was a time for lots of reform and change! Like the founding of the Mormon religion! #madeintheusa
1. Review Antebellum Culture and Reform (Ch 12). In small group corresponding to the groups below, make a whiteboard "evidence list" to support and refute the following prompt: "Reform movement and changes in culture in the US sought to expand democratic ideals. Assess the validity of this statement." Groups will review and share their lists from...
American Painting and American Literature (pg 316-318)
The Transcendentalist and Utopian Philosophers (pg 318-320)
The Shakers, Mormons and Revivalists (pg 321-323)
The Temperance Crusaders (pg 323-324)
The Education Reformers and Rehabilitators of the "Downtrodden" (pg 326-328)
The Feminists (pg 320 and pgs 329-330)The Abolitionists (pg 330-336)
Friday, Oct 18th
Think and Do: Watch this Drunk History about famous abolitionist, Fredrick Douglass.
1. Read this excerpt from Fredrick Douglass "What To the Slave is the 4th of July?". Fill out a DBQ analysis for this document. Turn in when finished.
2. In groups, review this student sample of a DBQ response and score it on you DBQ rubric with a partner. Compare responses.
3. Get back DBQ's for Manifest Destiny and review pros and cons.
Think and Do: Watch this movie clip from 12 Years a Slave. On scratch square, write down your descriptions for A) the METHODS these slaves use resist their condition/situation B) for what PURPOSE do they resist this way? Discuss class thoughts.
1. THESIS and INTRO Practice: Watch from 45 minutes to 53 min, then from 1 hr 33 min to 2:20 in "Slavery The Making of America" and take spiral notes on the struggles of slaves and the ways in which they resisted bondage, both covert and overt (vocab!). Using this knowledge and any other you have from textbook reading, use this knowledge to write an intro (contextualize!) and thesis statement (make an argument!) to the prompt shown below:
Prompt: Assess the methods and purpose of which African Americans resisted forced bondage in America from 1820-1860. (Use a form of the covert and overt categories in your thesis in the "although...ultimately..." format)
2. In 8 timed minutes, write an intro and prompt, then peer review and see if your peer would give you the 2 pts earned for Contextualization and for a strong Thesis.
2. Go over Period 4B Test for "most missed" questions.
3. Get in small groups, and read in Ch 11 about your assigned group in Antebellum America (see below). Work with your group to create multiple short "diary entries" on ONE shared google document that includes a 1st person account, with facts about their lives incorporated from info in the textbook about your demographic, making it as accurate (yet entertaining!) as possible. Selected creative entries will be printed and shared with the class!
The planter aristocracy (male)
The white "Southern lady"
The Plain Folk
Hill People aka "the clay eaters"
a slave from Upper or Lower South (male or female)
Thursday, Sept 26th
1. In class DBQ Practice (60 minutes)
2. Check out books and get your assignment bookmarks for Uncle Tom's Cabin. Check calendar link above for due dates. If you want the online copy of the book, it can be found here.
Tuesday, Sept 24th
1. Turn in Ch 10 Reading Guide and do a quick review and take the Period 4B Test. (50 minutes)
2. THURSDAY DBQ PREP: [DBQ Question]: In what ways did the concept of manifest destiny affect the U.S. government’s policy towards Native Americans and westward expansionism in the 19th century? (1819-1851)
NEXT STEPS: If you feel like getting ahead over the break and not sleeping, here's the next 2 chapters. Check the calendar link above for all the due dates into October. And don't forget to complete your Period 5 Vocab over the break!
Friday, Sept 20th
1. Go over Period 4A test. Peer grade short answers!
2. Play "Last Man Standing" to review Inventions and Innovations in Chapter 10: Inventions and Innovations!
3. Review the state of things during the Election of 1840 and quiz each other in two teams! Watch this video review, and take notes. In groups, come up with 4 vocab terms and 3 quiz questions. Battle it out! Fabulous prizes!
Think and Do: On a laptop, open this political cartoon. On scratch paper, write 1) point of view of the artist and 2) one other "HIPP" analysis and 3) related "outside information".Do not google any info additional on this cartoon...go with what you already know and what you can see by clicking on the image to zoom in.
1. Review the steps in the sample DBQ over Jackson, then divide up documents in pairs, and with your assigned Document in Step 4, use the large whiteboards to complete the following: a) two different "HIPP" sentences analyzing how this document could tie into the thesis on Andrew Jackson's supporters (in step #3 of the handout). 2) include one piece of "outside information" that you could use related to this document.
3. Keep this copy of the DBQ Rubric for this style of essay. Discuss how what we've been doing fits into the scoring criteria.
HOMEWORK: Using knowledge you just learned, read this document on Indian Removal and then work to apply your "HIPP" and "outside info" skills as if this was a DBQ doc given.
1. Play Last Man (or woman) standing to review examples of:
religious skepticism and awakening (pgs 185-188)
stirrings of industrialism (pgs 188-193)
2. Watch the segment "The Big Fix" (SN 6 EP 12) on Vice News. On scratch paper, make 2 columns. In "federal", write reasons arguing for the federal government as the main player in fixing our infrastructure. Then on the "state" side, make arguments for allowing this to be done by state governments.
Climate Change School Cancellation Days Homework...all steps due Tuesday, Sept 10th!!!
2. Discuss and learn ways to memorize the Bill of Rights! Expect a pop quiz on these in the form of examples...see page 2!
3. Jigsaw Period 4 key Supreme Court cases of the Marshall Court and interpretations of the Constitution that you will see in this period. If absent, review these SCOTUS summaries and fill out the final chart (on page 5) and turn in for a grade. (switch)
Monday, Sept 2nd: Thank a labor union today!
Friday, Aug 30th: Turn in OPTIONAL "federalist vs. anti-fed" heads
Think and Just Watch: Drunk History Moment! Election of 1800 nonsense.
2. NOTE-TAKING: Review George Washington and the important highlights of his administration. Jot down in your notes, info from watching this "The Presidents" segment, making sure to list some of his precedents.
4. On to John Adams review...watch this clip showing what John and Abigail thought arriving in the newly built slave capitol in DC!). Then, Jigsaw Learning Activity on some of the important issues under the John Adams Presidency. If you are absent, read through this document, making sure you fill out all 4 pages with notes from the reading and complete the step below for a grade.
EXIT TICKET HOMEWORK: You WILL see some Bill of Rights questions on Wednesday's test...and for the future, know your Bill of Rights! Here's a good cheat sheet to use. Also due Wednesday, using the notes you took from the Jigsaw Groups, put the first 4 events in the proper order on a handout given in class (pg 5 of the doc from Step 4 above), and then write a 7 word or less summary describing the "big picture" of the event.
Thursday, Aug 22nd
Think and Do: Using the "Although...ultimately...however" (whaa?!) format write an argumentative thesis statement for the prompt: "The American Revolution was truly revolutionary." To what extent do you agree or disagree with this statement?" Share!
1. Watch this Jocz summary of the Northwest Ordinances, take summary notes over the path of the Articles of Confederation to the US Constitution. Big picture!
2. Get in groups of 3 and using large paper and the laminated US Constitution Scavenger Hunt question card, work for 20 minutes to find as many answers as possible using the US Constitution text in your green books. Fab prizes for top 2 winning groups!
Think and Do: Spend 15 minutes on these primary source documents for Chapter 5. Remember, you are always short of time when reading documents in APUSH! :) Also, video learning...tis war!
2. Read and answer the prompt on this excerpt from These Truths about the effects of the American Revolution on African slaves.
3. To learn about how the American Revolution affected certain groups, use a copy of this graphic organizer found in our Team Drive under "Study Sheets" folder, fill out your assigned group, using Chapter 5 in the green book or info you find researching online. Share info with class. It will be copied for you to keep for review.
OPTIONAL HOMEWORK: Feeling crafty? Using the directions on this template, and info you've learned from Ch 6, make something pretty! 2 pts per/total 16 pts! Due by Friday, Aug 30th! Wanna see a cool example? Click here and here.
Friday, Aug 16th
Think and Do: Analyze this woodcut drawing from the pre-revolution protests. What is unique/different about this from most of the illustrations you've seen about colonial protest? What way can you use this evidence to argue a thesis?
1. Look over ex students LEQ on how to be successful in this class! Peer grade their rubric!
2. Write your first in class LEQ Practice question (35 min). Paper provided. Pens not.
Wednesday, Aug 14th
Think and Do: Watch this tutorial video clip and jot down some notes on best practices when answering APUSH style multiple choice questions.
1. Go over Period 1 Test for most missed questions.
2. Watch this scene of some of the harassment tactics of the Sons of Liberty. To brainstorm Prompt #2, write down what their motive and predict the effectiveness of this tactic prior to the American Revolution. Discuss.
3. Using the copy of this chart the Team Drive "Study Sheets" folder, fill out your assigned info so everyone has a good graphic organizer to work with. Use Ch 4 in the Brinkley books (pg 110-121), making sure you detail in the chart, the motives AND effectiveness (results) of the events.
Monday, Aug 12th: Turn in OPTIONAL "Common Sense"if you chose to complete.
4. 1. To brainstorm for Prompt #1, play Last Man Standing, using pages 102-110 to gather your evidence list beforehand. You will stay standing if you can give one way the colonists were a) neglected by Europe in the colonies b/w 1742 and 1763 or b) ways colonies were controlled in the colonies b/w 1642 and 1763. Last Man Standing wins a fabulous prize! To review before Friday, watch this Jocz tutorial
Thursday, Aug 8th
Think and Do: Peer grade short answers from last test to make sure you are understanding how to answer the Short Answers!
1. Quick Question Review and take Period 2 Test: 60 minutes timed
2. Get LEQ's for Chapter 4. Discuss expectation for this first in class practice essay on Aug 14th.
3. When finished, work on your Vocabulary To Know in the google shared drive...for Period 3 (due by Friday evening at 8PM. Period 3 vocab QUIZ and OPTIONAL questions from Thomas Paine's "Common Sense" (15 pts max) on Monday.
Tuesday, Aug 6th: Turn in Summer Work and take out your "Is America the Greatest?" thesis!
Think and Do: Read the story from an economics professor and fill in the blanks with words you think fit best. Discuss your interpretations of the main idea.
1. Put this reference document about Social, Political, Economic and Environmental categorizations (ESPN!) in your APUSH Bible section. You will need to start thinking about how historical events and laws fit into these categories for essay writing.
2. Matching Game! Review social, economic and political and environmental characteristics of British colonies. Put this chart in your APUSH Bible/Lodestone/Motherload section!
Friday, Aug 2nd: Turn in Reading Guide Ch 2/OPTIONAL Sam Champlain
4. THESIS PRACTICE: If YOU had this question on an essay, how would YOU answer it?...."Is America the best country in the world?" Watch these two clips: Thank You for Smoking and The Newsroom. On index cards, brainstorm and evidence list on one side, and on the other, write a thesis using the "Although...ultimately...format". Share out!
WEEKEND WARRIORS! TEST WEDNESDAY on Ch 2 and 3. Need video help? Here's some Jocz:
1. Chapter 2 Charades! Get in small groups, draw a name in history from the hat, and work with your group to do a short skit that will teach the class WHY this person is important in history! You'll choose from these #Ch2 VIPs and see if your classmates can guess who you are.
2. 1st period finish test, 3rd period work on shared Vocabulary!
2. Take Period 1 Test, timed at 43 minutes long. Get Chapter 2 Reading Guide (see Calendar of Due Dates above)
3. When finished with the test, get a laptop and 1) fill out this Student Survey and 2) work to define your assigned Period 1 and Period 2 Vocabulary Terms on your Shared Google Drive spreadsheet. Expect a Quiz Wednesday over terms from 1/2!
Thursday, July 25th (A Day)
1. Welcome! Check out a green Brinkley book. Make sure to return any Zinn's "A People's History" of mine.
2. Organize Yo'Self! Start a notebook section called "APUSH Bible" in your binder. Put these "Terms to Know" in this section. Add the APUSH Syllabus to this section and go over the highlights.
3. EXIT TICKET: Watch this awesome clip from "Good Will Hunting" and answer the following 2 prompts on scratch paper to discuss and introduce yourself:
a) What point do you think Will Hunting is trying to make?
b) What will YOU do in this class to make sure you are learning history in depth...and "being original"?
Homework due Monday: 1) Use this reading about the Columbian Exchange and follow the instructions. 2) You should also read Chapter 1 in the green Brinkley book, complete this Reading Guide according to instructions, and be prepared for the Period 1 TEST Monday! Pro tip: A great visual way to review the highlights is our boy, Jocz, dropping knowledge in his recaps.
Friday, Nov 1st
1. Turn in Ch 14. Get reading guide for Ch 15 (make sure to complete it all!)
