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Friday, April 20th

1. Spend 15 minutes reading and answering questions on this primary source document about the Pentagon Papers.

2. Finish discussion and take notes over the Vietnam Conflict on this graphic organizer. Take notes  on the organizer today up through "Problems with Fighting" box.  If absent, to find this info, use this Vietnam Prezi to grasp the big concepts visually and also highly recommend Jocz videos 1 and video 2.

Thursday, April 19th

Think and Do: Analyze these two photos (photo 1 and photo 2) related to protests during American involvement in the Vietnam Conflict.   On scratch paper, in your own words, write down what you think the meaning is behind what each of the protestors in the photos are trying to convey.  Write one answer for Photo 1 and another for Photo 2. 

1. Begin discussion and take notes over the Vietnam Conflict on this graphic organizer. Take notes  on the organizer today up through "Problems with Fighting" box.  If absent, to find this info, use this Vietnam Prezi to grasp the big concepts visually and also highly recommend Jocz videos 1 and video 2.

OPTIONAL due Monday. Interview an adult that has memories or Vietnam and fill out this handout with their answers.  

Wednesday, April 18th

Think and Do: On scratch paper, write down your answer to this prompt: Explain which photo you think will be more effective to gaining support for the Black Lives Matter movement?  This photo OR this photo?  Explain what in each photo will help or hurt the cause.

1. Discuss Civil Rights Movement "milestones".  Watch video clips below jot down any "evidence" you think can answer the prompt in step 2 below...

VISUAL LEARNING: Emmett Til, the real Rosa Parks, sit in scene with SNCCFreedom Riders challengesBirmingham and Bull Connor,  Little Rock School integrationMarch on Washington, and the Civil Rights Act of 64  and Voting Rights Act of 65, Malcolm XStokley Carmichael,  Angela DavisBlack Panthers 

2. In groups of 2, make and fill out a chart that you could use to answer this prompt: Compare and contrast  strategies and successes of African American civil rights activists of the 1950's-1960s.  Discuss and share.

3.  Write a thesis statement you would craft for the prompt and turn in for an Exit Ticket grade.

Tuesday, April 17th

1. Go over World War 2 Test.

2. DBQ Practice and Review!  With a partner, using a DBQ, complete the following:

  • Write a sentence that describes your document
  • Write a sentence that further analyzes it, HIPP!
  • Write one example that breaks down your explanation further, preferably inc. "outside info".
  • Write a thesis answering the prompt.
  • Write a 2-3 sentence intro that "contextualizes" the prompt.
  • Write a conclusion including specifics of how foreign policy is similar or different today.

3.  Share this info with the class!

Monday, April 16th: Turn in Reading Guide answers for Ch 30

Think and Do: Read and answer the questions on this handout about fallout shelters during the 1950's.  Then watch these two video clips about nuclear war hysteriaFallout shelters and duck and cover drills.

1. Take notes on Second Red Scare concepts and events: These are explained in slides 23-36 in the Cold War Powerpoint, but ultimately, you need to watch these video clips to fully understand:

Friday, April 13th

Turn in Ch 29 Reading Guide and the OPTIONAL "Beginning of the Cold War"

Think and Do: Read and answer the questions in the bottom right of the handout on the Truman Doctrine.  Discuss your answers.

 1. Discuss containment in actions throughout the Cold War. Fill out columns on this chart to understand actions we took, times our policy was successful and times it wasn't.  If you miss the lecture, use slides in this Cold War Powerpoint to understand (slides 1-22).

VISUAL LEARNING: Marshall PlanBerlin AirliftChina and KoreaBay of Pigs and, Iran Contra Affair in Nicaragua

2. President of Cold War quiz.  Remember the acronym, "The Educated Kids Just Now Failed Class Really Bad" to remember the order!

Thursday, April 12th

1. Quiz on Period 8 terms 

2. On scratch paper, answer the following prompt: "when you hear of nation is communist, what does this mean to you?  Then, look at this map of freedom in the world as a class, and discuss what qualities make someone truly free. 

3. Fill out this chart with a desk buddy, detailing info about the two different ideologies, and examples of things you would/wouldn't find in each political and economic system.

4. EXIT TICKET: On scratch paper, title a page "5 Crazy Things About Communist Life in North Korea.   Using this link from PBS Frontline, list at least 5 things that surprised or interested you about life in this country.  (watch first 23 minutes).  Then write a thesis statement arguing the way Soviet Cold War communism seems different from current North Korean communism.

HOMEWORK quiz tomorrow:  Memorize the order and dates in office of all Cold War era Presidents.  (see below).  This quiz will be at the end of class this Friday.  Remember the acronym, "The Educated Kids Just Now Failed Class Really Bad" to remember the order!

Harry Truman: April 1945-1953

Dwight Eisenhower: 1953-1961

John Kennedy: 1961-November 1963

Lyndon B. Johnson (LBJ): 1963-1969

Richard Nixon: 1969-Aug 1974

Gerald Ford: 1974-1977

Jimmy Carter: 1977-1981

Ronald Reagan: 1981-1989

George H. W. Bush: 1989-93

Wednesday, April 11th

Turn in your homework from the Jim Crow online museum. 

1. Quick review and then take Test over 27/28.

2. Pick up Reading Guides for Chapter 29-32.  Chapter 29 due THIS FRIDAY.

3. Read this reading about "Life in the Soviet Union", and complete the diary entry using evidence from the reading.

HOMEWORK TONIGHT: Quiz on Period 8 terms tomorrow!  And OPTIONAL due Friday with Ch 29 Reading guide...answer questions on this article about the "Beginnings of the Cold War".

Tuesday, April 10th

Think and Do: Using this website for the Jim Crow Museum of Racist Memorabilia, click on "The Museum" in the red bar and answer the following questions on the bell ringer typed or on your own paper.

1. Work independently for the rest of the class period to study for tomorrow's test or for another class. 

Monday, April 9th

1.  Take Talking Point notes over WW2, isolationism to interventionism.  (Know all the steps America took in the run up to Pearl Harbor!)

VISUAL LEARNING: See overview of the European theater of war by using the World War II: Best visual teacher ever!

2. Watch the first 30 minutes of the documentary "WWII: Homefront" and jot down ways Americans supported the war effort at home. 

Friday, April 6th

1. Reading Guide review and then take the Period 7 Prosperity and Depression test.

2.  Get reading guides for Chapter 27 and 28.  Test TUESDAY! :o

Thursday, April 5th

1. Fill out popular New Deal programs on this guided notes chart. If you are absent, watch this Crash Course on the New Deal to discuss criticisms and praise for the programs AND use the google to help you fill out your chart.  Discuss pros and cons as a class, and then...

2.  Write a LEQ in timed 35 fashion.  Prompt: How “revolutionary” was the New Deal? Evaluate the significant changes that it brought and determine how different the nation became because of it..

Wednesday, April 4th: Turn in OPTIONAL "Self Help in Hard Times".

Think and Do : Watch this segment on "Riding the Rails" and discuss if you believe kids would react to a massive economic depression today in this way.

1. Watch History Channel's "The Presidents" on Hoover and the first part of President Roosevelt and complete the notes guide with relevant information.  

2.  Discuss the idea of supply side spending vs deficient spending.  Which works, what are the pros and cons of each.

Exit Ticket: Watch this segment on the "Hard Times Generation" and then use the google to find and share info on what deficit spending programs the Obama Administration passed to help the Great Recession of 2008. 

Tuesday, April 3rd

1. Review the Causes of the Great Depression found in this chart.  On the second page of the document, read the directions and write the intro thesis using information you learned from the chart.  Peer review with a desk buddy.

2. Watch most of "Story of Us: Bust" and answer questions on the viewing guide.

Monday, April 2nd

1. Turn in Ch 24 Reading Guide and pick up Ch 25 and 26.  Test on all 3 chapters will be this Friday.

2. Using lecture from my Talking Point notes on the "Reactionary" Roaring 20's...make sure you understand ways in which WWI changed American culture (nativism, Red Scare, disillusionment, reaction to rise in scientific thoughts, Prohibition, etc). Also, watch a Drunk History over the Scopes trial

3.  Watch and finish viewing guide for Story of Us: Boom!  Turn these in for easy grade!

OPTIONAL due WEDNESDAY.  Howard Zinn's "Self Help in Hard Times"

HOLIDAY DAY OFF: Friday, March 30th

Thursday, March 29th: report cards given!

Think and Do: Using the prompt given in class, brainstorm some of the inventions and innovations you remember from Monday's activity, and describe the impact on one of the groups in the prompt.

1. With a desk buddy, review and score on of the assigned LEQ's over innovation using the current rubric.  Discuss as a class what you learned with your essay.

2.  Watch "The Presidents" over Harding and Coolidge and fill out the first section of these guided notes.  

Wednesday, March 28th

1. Reading Guide for Ch 21 and 22 

2. Get reading guide for Chapter 24.  This guide will be due on Monday.

3. Quick review and test on Ch 21 and 22, with reading guides due.

Tuesday, March 27th

Think and Do: Watch the segment on the Triangle Shirtwaist Factory fire from the "Story of Us" and jot down on scratch square 3 progressive reforms that resulted from this fire.

1. Talking Point notes over the Progressives.  Make a 3 column chart to categorize laws and reforms as either political, social or economic.   Watch this segment on Discovery Channel about the Progressive Era as you fill out your list.

2.  In small groups with no more than 2 laptops per group, on whiteboards, write 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?

Monday, March 26th

Turn in Spring Break homework!

Today, we will take a history break and go listen to a guest speaker with the Carolina Justice Policy Center!

Friday, March 9th

1. BYOBreakfast!  Movie Day!

Thursday, March 8th

1. Go over Imperialism DBQ and play a matching game with the Describe, Support and Explain parts of the rubric.

2.  Take midterm: 25 questions = 25 minutes!

Wednesday, March 7th

1. Discuss and chose partners for Final Exam APUSH project!

2. Mid Term Review Day!  Fabulous prizes!

3. Go over WWI Test.

Tuesday, March 6th

1. Quick review and test over Ch 23.

2.  Spring Break work!

3. When finished with test, watch some Drunk History!  KKK! Edison! Suffragettes!

Monday, March 5th

1. QUIZ over Period 7 Terms.

2. Go over Talking Point notes for World War 1.  Here's a great video summary if you need visual learning.  TEST TOMORROW!

3. Go over Period 6B Test

Friday, March 2nd

1. 60 minutes DBQ essay over Imperialism.  Be ready with a pen!

2. Pick up Chapter 23 and don't forget the back Q&A from Helen Keller.  Both due with test next Tuesday!

Thursday, March 1st

Think and Do: Using relief maps, locate some of the locations America focused on during its "Age of Imperialism".

1. Prepare for tomorrow's DBQ on Imperialism by filling out the packet  using slides 1-24 of the Imperialism and Foreign Policy Powerpoint and/or this unit's Talking Point notes

OPTIONAL: Answer according to directions, these questions from a famous President McKinley speech!

Wednesday, Feb 28th

1. Quick review and take test over Ch 17/18.

2. When finished, pick TWO TERMS for Period 7 and add info in the Team Drive doc! QUIZ FRIDAY!

3. Get reading guide for Chapter 20 .  See calendar above for due dates up to Spring Break. 

Tuesday, Feb 27th


Monday, Feb 26th

Think and Do.:  Read and complete  this political cartoon  and brainstorming analysis.  Then watch this clip from "30 Days with a Labor Union" to see how unions fight today!

1.  In spiral note-book, take notes over Gilded Age Labor Union activity, found on my Talking Point notes.   Watch this "Drunk History" over the Haymarket Riot!

2.  Practice a short answer surprise!

3.  Peer grade the Short Answer from last week's test.  Because I'm lazy.  And it'll help you learn it better.

Friday, Feb 23: Turn in your OPTIONAL excerpt from Jacob Riis's How the Other Half Lives.

Think and Do: Take out your Primary Source Period 6and fill in and then discuss the "Who Stole the People's Money?" Cartoon.

1. Add to your notes, concepts learned from today's lecture about political machines and political corruption during the Gilded Age.  If absent, take notes over info you study from these slides on  this summary sheet AND by watching this video about Boss Tweed, Tammany Hall and Thomas Nast.  You will need to understand all these players, why the immigrant voters supported them, and ways these men were corrupt.  And watch this clip from Gangs of New York to see corrupt local politics was during the Gilded Age.

2. EXIT TICKET: Watch the segment on Vice News (starts at 14 minutes in) "Haitian Money Pit".  Fill in the blanks on this handout  and then discuss how this process relates to the graft and kickbacks of the Gilded Age.  

Thursday, Feb 24th

Turn in Reading Guide for Chapter 17.  Get reading guide for Chapter 18. Make sure to review the back of the guide, which has simplified information about New Ways of Doing Business.

Think and Do: Watch this summary of "What is Capitalism?" and jot down both positive and negatives of an economic system based on capitalism.  Then watch this "What is Socialism?"  and make the same pro con list. Turn in your lists after we discuss.

1. With a partner and a laptop, click on this Webquest to learn about Gilded Age Robber Barons and Captains of Industry.  You will need this handout  to complete your work.  Stay focused!

Exit Ticket:  Review Robber Barons vs Captains of Industry.   Watch this VICE segment about Trump's businesses in Dubai.  Make 2 columns on scratch paper and jot down things you see that remind you of actions of a robber baron, and which are of a Captain of Industry? 

Wednesday, Feb 21st

1.  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 urban cities of the Gilded Age, ultimately living was uncomfortable and crowded for most immigrants of urban areas.

2. Then, in timed 20 minutes, practice writing body paragraphs (2) of evidence for that thesis thesis statement, using information you just learned in the Story of Us episode.

 OPTIONAL: Read and answer question from this excerpt from Jacob Riis's How the Other Half Lives and have it ready by FRIDAY.

Tuesday, Feb 20th

1. Quick review and test over Chapter 15, 16 and 19. 

2. Get Reading Guide for Chapter 17, due this Thursday. 

Monday, Feb 19th: turn in up Chapter 19

Go over DBQ essays from last week and turn in Chapter 19 Reading Guide.

1.  Take spiral notes from Talking Points about the Rise of Populism.   How does all this relate to the Wizard of Oz ?  

2.   Work on the Primary Source Ch 19 Describe and Analyze for the Cross of Gold speech.  Do the political cartoon for homework tonight.  Have it ready tomorrow!

Friday, Feb 16th: Turn in Chapter 16 and pick up Chapter 19, due Monday.

Think and Do: Watch this TED speaker discuss "Prisoners of War" and discuss some facts you learned about the current situation of the Native Americans today.  Turn in an T&D: Is it up to US to do something about this?  If so, what can we do, if not, why?

1. Discuss key events in the Indian Wars time period.   Use this Prezi on Indian Wars as a visual learning and, if you're absent, use my (starts on page 2) Talking Points notes. 

2. Quiz over Period 6 Terms.

Thursday, Feb 15th

Think and Do: Read and answer questions with this primary source analysis of a famous Booker T. Washington speech. 

1. Discuss some of the key African American early civil rights reformers. 

VISUALS to go with note-taking above:   BIOS: Ida B. Wells,  Booker T. Washington and W.E.B. Dubois .  Write a thesis statement for Booker T and WEB, making an argument about each of their philosophies for black progress.

2. Watch the first 20 minutes of "The Story of Us: Heartland".  Make an evidence list that supports this thesis statement:  Although living was uncomfortable and lonely for many homesteaders in the Great American Desert post Civil War, ultimately freedom and economic opportunities drew the most willing and brave to settle the West.

3. Chapter 16 Guide due tomorrow.

4. Look over Test 5B. 

Wednesday, Feb 14th

Think and Do: Watch this 60 Minutes segment about a modern day state vs. federal powers argument.  Why is the "states' rights" debate still such a complicated subject today? What are the debates on both sides?

1. Take the in class timed DBQ.  If you are absent, you MUST schedule 60 minutes after school with me to do this. 

2. OVERNIGHT HOMEWORK: Add a vocab entry to our Team Drive for Period 6.  Due this Friday...Chapter 16

Tuesday, Feb 13th

Think and Do: Scan the wiki entries for Plessy vs Ferguson case and Cumming vs. Richmond County Board of Ed.  Write an "although...ultimately" thesis statement arguing which case was more destructive for African American progress in post Reconstruction America on your scratch paper.

1. To prep for tomorrow's DBQ on Reconstruction, using the APUSH Prep Books, read the question and essay argued in the essay on pages 302-303.  Discuss the viewpoints and write your own thesis statement YOU would posit to the prompt "Was Reconstruction a Failure?"

2. Using any two of the documents on pages 306-309, write two "evidence based" arguments referencing these documents, making sure to include a description, a "HIPP" analysis and some piece of outside information described in full.  Peer review with a partner.

3. Go over Test Period 5A and 5B if time.

Monday, Feb 12th

1. Go over Test Period 4B.

2. Read and complete this analysis of the 14th Amendment.  Discuss ways this case can be used to decide Supreme Court cases of the past and future.

3. Watch from 10 minutes into the documentary "Slavery After Slavery" until 43 minutes and jot down ways in which freed African Americans were disenfranchised or enfranchised during Reconstruction.

OPTIONAL due today for full credit: 10 pts "Wilmington Riots"

Friday, Feb 9th: EARLY RELEASE!

1. Discuss and turn in your dissection of the Black Codes.

2. 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.   

3. Note-taking over Ch 15 with my Talking Points Reconstruction

4. Using the APUSH prep books on page 260, fill out as much of this outlining handout as possible in 15 timed minutes (this is about how much time you should spend in the actual DBQ essay reading and annotating)

OPTIONAL due MONDAY for full credit: 10 pts "Wilmington Riots".

Thursday, Feb 8th

1. Quick review and take test over Chapter 13 and 14.  (55 minutes timed)

2.  There is no reading guide for Chapter 15...you will do an in class DBQ on Tuesday, Feb 13th.  More info to come!  Take your own notes, read it and watch the Jocz on Reconstruction!

OVERNIGHT HOMEWORK: Read and be ready to turn in tomorrow, your dissection of the post Civil War Black Codes.

Wednesday, Feb 7th

Think and Do: On a scratch square, using this graphic, answer the following: A) What "story" does this political cartoon tell? B) What specific actions or events might the logs on the fire be referring to?

1. From the list of Civil War LEQ's, in small groups, discuss ways to organize and layout the body paragraphs for one of the essays of your choosing.  (You can research on a laptop if needed) On large presentation paper, diagram out your evidence list and thesis.  For example, would you have 2 or 3 body paragraphs? In what paragraphs will you put certain types of evidence.

2. Play Antebellum and Civil War Kahoooooot!!

Tuesday, Feb 6th

1. Work to assess sample essays on republican motherhood and cult of domesticity.  Use a peer grading rubric to grade one of the samples on your own.  If you are absent, see me for these documents.  Need a refresher before you "grade" the essays?  Watch from 10:00 minutes to 12:12 in the Jocz Chapter review.

2. Watch  "The Story of Us: Civil War".   Make a chart and jot down the advantages/disadvantages of both the North and South before and during the war.  Think of how you would organize this info for an LEQ : Assess the validity of the statement "The South never had a chance to win a Civil War." Make sure to address specific military, economic and political factors.

Monday, Feb 5th

1. Quick review and take test over Ch 11 and 12. 

2. Pick up Chapter 13 and Chapter 14.  Guides and Test on 13/14 THIS Thursday. 

Friday, Feb 2nd

Think and Do: Read this excerpt from Fredrick Douglass "What is the 4th of July?".   Using the HIPPO criteria from DBQ grading, fill out a description and then each of the HIIPPO analysis for this document.  Here is the form. Turn in when finished.

1. Discuss Talking Point notes over Manifest Destiny and  Causes of the Civil War .

VISUAL LEARNING! Watch Drunk Histories...The Alamo, Fredrick Douglass and LincolnHarriet Tubman,  "Caning of Charles Sumner"

Thursday, Feb 1st

1. Go over Period 4A test.

2. Watch "The Story of Us: Division".  Make a 2 column chart and jot down any evidence you learn from the video to support these 2 prompts:  A) Detail the economic and social characteristics of the North and South.   B) Analyze how new lands in the West and sectionalism leads to the Civil War.  Write a thesis for each!

Wednesday, Jan 31st

1. Quiz over Period 5 Terms.

2. THESIS and INTRO Practice: Watch from 1:35 to 2:42 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.   Using this knowledge and any other you have.  Also, watch this movie clip...what do the slaves reaction to another slave's hanging show us about how they "adjusted to slavery"?  When finished, you will write a thesis and intro paragraph (contextualize!) for the following:

  • Essay Prompt:  Assess the methods and extent to which African Americans resisted the existence of forced bondage in America from 1820-1860.  Use at least 2 categories in your thesis in the "although...ultimately..." format.  Turn this in when finished.

Tuesday, Jan 30th: OPTIONAL HOMEWORK DUE: Indian Removal Act Jackson

1.  Get Reading Guide Ch 11 and 12.   Test and reading guides will be due on Monday, Feb 5th..

2. Take test over Chapter 9 and 10, Period 4B.

3. When finished, with test, get a laptop and go to the Team Drive Vocab for Period 5 and fill in concise but detailed info for ONE vocab term.

Monday, Jan 29th

1. Go over Period 3 Test.  Turn in Reading Guide for Chapter 10

2. Go over your essay DBQ practice results from Friday. Review and get new copies of updated rubrics for the 2018 Essays.

3. Constitution Day! Review the principles and parts of the US Constitution.  We will go through this powerpoint and take summary notes. 

4. Scavenger Hunt!  In timed fashion, which teams can answer more questions using the Constitution in American Pageant books?!

Friday, Jan 26th: Turn in Chapter 9 Reading Guide.

Think and Do:  On scratch paper, write a "describe and analyze" using this political cartoon.

1. Then, on the lined page on the back of your DBQ over Jackson packet: :•Write a one sentence thesis as if you were going to complete the entire DBQ.•Choose any ONE document and write a 2-4 sentence "description and analyze" that supports your thesis.   

2. Play "last Man Standing" to review key ideas in Chapter 10: Market Revolution!

Thursday, Jan 25th

1. Go over Test Period 2.

2. Watch Jocz tell us about Writing the DBQ and take notes and do's and don'ts.

3. Begin discussing the "Age of Jackson".   Watch this hilarious opinion of Jackson.  Then watch the History Channel's less biased version.

4.  Using this packet on a sample DBQ over Jackson as a guide, we will discuss the documents, why they are used, how to write then into YOUR essays, and how to work in outside information.  Take home and review what we don't finish in class for more practice on this tomorrow.

OPTIONAL HOMEWORK DUE TuesdayIndian Removal Act Jackson

Wednesday, Jan 24th

1. Work as a class to finish Dissecting Primary Sources for Period 4A.  This is prep for the upcoming DBQ essay you will need to learn to love!

2.  Take 50 minutes timed test for Chapter 7 and 8 of Period 4.  

3. Get Chapter 9 DUE FRIDAY and Chapter 10 Reading Guides DUE MONDAYTest Tuesday next week on these two chapters.

Tuesday, Jan 23rd

1. With a partner, look at the intro and education section of Chapter 7 in your green book and find the author's thesis on the Jeffersonian vision.  Answer 1-3 on your own paper.   Peer review.

2. Take notes and discuss key events in the Presidency of Thomas Jefferson and watch "Drunk History: Lewis and Clark" .

3. Watch "The Presidents" on James Madison and take notes and discuss the War of 1812 and laws, events and court cases that follow. 

Monday, Jan 22nd

1. Quick "you review' and then take Period 3 test.  Turn in all work below by end of today!

SNOW DAY LEARNING!   Looks like we are out until, I assume, Monday? Here's what you need to accomplish by then.  Everyone should do GREAT on the Chapter 4, 5, and 6 test since you have MANY days to study and lots of time to watch the "video learnin".  Also, I dug up my better notes to "evidence" for the LEQ we did last week.  I recommend you review it!  Remember, its not what you believe on these essays, it's what you can PROVE.  Read on for your work...

1. Know your Presidents! Watch all these videos as well, taking written notes as you watch, probably a good idea to stay focused and remember the info.

2. Review Talking Points for Ch 6 if needed. 

3. Have all the below steps ready to turn in at the start of class the day we return.  The first few are required, the rest, xtra credit.  Read on:

New format on the vocab....(thanks Nathan!) Click on the tabs at the bottom to complete Period 3 and 4 by the day we return as a group.  Between the 2 units, each of you should fill in THREE terms total from Period 3 and 4 (about 60 terms to complete...#math).  Make sure in the 4th column you add your name.  You can cut and paste from Wiki if you want...just get GOOD info in there, simplified for easy review!


**If you want to get a head start on Chapter 7 and Chapter 8, you probably should, as they will be due Wednesday, January 24th.  Click the chapter to download.

Tuesday, Jan 16th

1. Go over Ch 4 Long Answer Essay.  Discuss "evidence" list for both topics and tips to improve.

2. Review and take Talking Point notes over Ch 5 to prepare for test Friday.  The links below are good resources to watch as visual learners.

Breaking Free From England:  Watch these great clips from "John Adams":   King's response to the Olive Branch Petition.  Analyze this scene as they "edit" Jefferson's work on the Declaration!  And get goose bumps at this!

3. Work on the first two primary source documents in this handout,  Dissecting Primary Sources.  Overnight homework will be Part #3, which is found in your textbook

OPTIONAL: For up to 15 pts, read and complete this primary source activity from Thomas Paine's "Common Sense".  Due Thursday.

Monday, Jan 15th: Martin Luther King Jr Holiday!

Friday, Jan 12th

Think and Do: QUIZ over Period 1/2 terms.  This will be EASY, don't freak out!

1. Receive Rubric Packet and other info for your APUSH Bible section.

2.  Write one of the assigned LEQ's in class (40 minutes timed) from Chapter 4.  For this essay, keep in mind you are detailing forms of protests and their effectiveness, while trying to categorize the types of protests for a thesis.  As an example, if you wrote this type of protest in your essay, how could you argue its effectiveness?

3. Receive Chapter 5/6 Reading Guide.   Both of these are due on Wednesday, Jan 17th, test for Period 3, Chapter 4-6 will be Thursday of next week.

Thursday, Jan 11th

Think and Do: Highlight what you think is the thesis in this excerpt from "American Nations".

1. Go over Period 1 Test and peer grade the first Short Answer for completeness.

2. Using these sample thesis statements from the Ch 4 prompts, follow directions on the handout.  Discuss with a partner and the class your critiques.

3.  Use this reading about the Columbian Exchange to recognize a historical thesis (the argument) and then circle "evidence" that supports this thesis. 

OVERNIGHT HOMEWORK: Watch Jocz and take bullet point notes on how to write the LEQ.  Prepare to write one of the two given on your Chapter 4 assignment from yesterday.  When you are finished reading Chapter 4, I recommend you watch the Jocz recap video to be fully informed tomorrow!

Wednesday, Jan 10th

1. Quick review and then take test over Chapter 2 and 3.   (60 minutes timed, one short answer)

2.  When finished with the test or tonight, please take this online student survey so I know more about you.  Read everything carefully!

3. Receive Assignment (not a Reading Guide) for Chapter 4.   Please note, you will have a timed, in class essay practice for this unit.   So take good notes as you read the chapter.  If you need help improving your textbook reading and note-taking skills, here's a good website of tips to assist you.    

OVERNIGHT HOMEWORK:  Look over Period 2  "Terms to Know" and discuss what you already know about them by comparing mental notes with a partner.  In the APUSH Team google drive, define and add detail to your assigned term for this time period.  Use this collaborative effort, completed tonight, to prepare for a quiz using Period 1 and Period 2 Terms on Friday of this week.

Tuesday, Jan 9th

Think and Do: Watch these two clips: Thank Your for Smoking and The Newsroom.  If YOU had this question on an essay, how would YOU answer it?...."Is America the best country in the world?"   

1.  Begin discussing how to write a historical thesis for your APUSH exam essays.  Add to your spiral notes, things you learn by reviewing these tips for writing a good thesis.  When answering essays on the exam, try not to sound like a Miss South Carolina or a Donald Trump.

2. Work to spot some historical thesis statements. Use these two intros from the new Brinkley book and highlight what you and your shoulder buddy think is the thesis.  

3.  Now, practice YOUR thesis statement based on the prompt in today's "Think and Do".  Use the "although...ultimately" format only.  Share with class.

Monday, Jan 8th

Think and Do: Read this story from an Economics professor about how and why he changed his grading system and then fill in the blanks after you read with words you think best explain the meaning behind the story.

1. "You Review!" over Chapter 1 and then take the timed exam (45 min) over Chapter 1 Brinkley textbook reading. 

SNOW DAY WORK:  Thursday, Jan 4th and (maybe?) Friday, Jan 5th...have the following completed the day we return...everything handwritten unless otherwise noted:

Wednesday, January 3rd

Think and Do:  Watch this awesome clip from "Good Will Hunting" and think about what Will is trying to say about learning history.  Introduce yourself and tell the team, how YOU are going to learn the vast amount of info for this class in 4 short months?

DUE TODAY: 1) Zinn Summer Reading 2) Map Activity 3) Chapter 1 Brinkley Textbook Reading Guide.   This will be checked in class and returned to you today.

1. Start a notebook section called "APUSH Bible" in your binder.  Put your "Terms to Know" in this section.

2.  Include in the "Bible" the class Syllabus and Job Training Lodestone.   We will spend about 15 minutes each day going over this until we finish.  Note you have a Class Donation to bring by next Wednesday!

3. Watch and take notes on the Jocz review video for Period 1...he is AMAZING!  

***OVERNIGHT HOMEWORK! STUDY for tomorrow's test, you should review from the following:  a) your Reading Guide and notes for Chapter 1  b) my Talking Points over Period 1  c) to understand tribes in North America, watch this video "Native American Cultures APUSH".  I would create a chart of the 5 major regions as he will explain and any other information on lifestyles of these tribes. d) Visual learning enhancementColumbus comes to Americas!!!  and from "Elizabeth", the defeat of the Spanish Armada.