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...
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
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).
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. 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..
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.
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
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?
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.
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?
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?
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.
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.
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.
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.
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)
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.
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.
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!
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.
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!
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.
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.
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
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.
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)
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.
OVERNIGHTHOMEWORK: 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:
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?
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!