Assignments+Page

__** Friday, February 21 **__ __**SWBAT:**__ Identify and analyze the factors that changed the American city in the 2nd half of the 19th century __**//Procedure//**__: 1) Collect Homework 2) Discuss Homework due on Monday 23.2 (also work ahead to 26.2 that will be due on Tuesday) 3) Continue discussing Notes from 25

__**Homework**__: __** 23.2 due Monday/ 26.2 due Tuesday **__

__** Thursday, February 20 **__ __**Objectives:**__ __**SWBAT:**__ Identify and analyze the factors that changed the American city in the 2nd half of the 19th century __**//Procedure//**__: 1) **Warm-up-** Video Godfather II 2) Notes/Discuss CH 25 __**Homework**__: CH 25 Homework/ American Cities

__** Wednesday, February 19 **__ __** Objectives: **__ **SWBAT** Identify and analyze the factors that changed the American city in the 2nd half of the 19th century. __**Procedure**__: 1) Review Quiz toughies 2) Discussion on New Immigrants and American City life __//**Homework**//__: 1) Finish CH 25 homework and "Story of Us" by Friday! 2) Check PowerSchool grades __** Tuesday, February 18 (SCHOOL CLOSED) **__ __ I Sent a RemindMe 101 twice to take the 24.2 Quia quiz __

__** Monday, February 17 (HPD!) **__ __** Procedure: **__ __** 1) **** WARM UP ACTIVITY **__- LIST AS MANY PRESIDENTS AS YOU CAN. 2) Pass back Homework/ Pass up Homework from weekend/ GRADE UPDATE 3) Continue discussion on CH 24 __ 4) __ __**HOMEWORK**__:
 * ** PREP FOR CLASS DISCUSSION TOMORROW ** (PARTICIPATION GRADE) "ROBBER BARON'S vs. CAPTAIN OF INDUSTRY. Review your notes on the 2 articles you read last week.
 * Prepare for quiz tomorrow 24.2
 * If you haven't done so, start your CH 25 homework. It's posted on the weebly. You have a choice in the format of your assignment. See details.

__** Friday, February 14 (HVD!) **__ **Objectives:** Trace the development of organized labor and the plight of the industrial worker in the Gilded Age **Procedure**: 1) Take attendance (class rosters on clipboard) 2) Collect homework (“Robber Baron or Captains of Industry” Questions) 3) GO TO LIBRARY AND GO TO koapush.weebly.com 4) Open PPT or PDF and complete the questions from the worksheet (Sub will have one or you may print it in the library) 5) __**HOMEWORK**__: Finish the worksheet and take notes on the 3 movies regarding Pittsburgh, Carnegie and Homestead. on __** [|Industrial Worker Weebly Excercise] **__

__** Thursday, February 13 **__ (Tomorrow is Valentine's Day.....just sayin!) __** Objectives: **__ Continue analysis and discussion on the development of Big Business during the "Gilded Age" __** Procedure: **__ 1) __** DBQ WARM UP **__ **-** PARTICIPATION DRILL (5 Minutes) 2) (Period 2- Review Quiz- Then Notes/ Period 3 Notes) __**Homework**__: quia.com Quiz on early parts of CH 24/ Robber Baron/Captain of Industry assignment due tomorrow

__** Wednesday, February 12 **__ __** Objectives: **__ // Further discuss and analyze the development of Big Business (pros and cons) during the "Gilded Age" // __** PROCEDURE: **__ 1) Introduce Extra Resource: https://login.cengagebrain.com koapush@gmail.com  KOapush1776  Security: Keystone Oaks  2) Notes/Discuss Age of Big Business Corruption vs. Necessity and the role that the government played or didn't play 3) //**Homework**//: Weebly 24.2 (Watch vids, read two articles, answer questions)

__** Tuesday, February 11 **__ __** Objectives:SWBAT **__ __**PROCEDURE: **__ 1) __**WARM UP**__: GET OUT AND REVIEW YOUR NOTES FROM LAST NIGHTS HOMEWORK ASSIGNMENT 2) Collect 24.2 Homework 3) STUDENTS WILL BE GIVEN 2 GROUPS of FRQ Style Prompts. Students will have to select one from each group and complete the information category chart as well as write a THESIS STATEMENT for the 2 prompts. (25 Minutes) \ 4) Discuss confusion on any of the terms, court cases etc. 5) Explain log in procedure for online sources (practice quizzes, final preparation, online textbook, etc.) __**Homework**__: Weebly 24.2 (Due on Thursday) or 25 Homework Assignments if you have an opportunity to work ahead.
 * 1) Explain how the transcontinental railroad network provided the basis for an integrated national market and the great post–Civil War industrial transformation.
 * 2) Identify the abuses in the railroad industry and discuss how these led to the first efforts at industrial regulation by the federal government.

__** Monday, February 10 **__ __** Objectives: SWBAT **__ __**Procedure:**__ 1) ** Warm up **- __**Grade Update**__: (Back of the room)(Read Quote(s) interpret) (Pass back graded materials) 2) Finish any questions from Lesson 1 (FJT) 3) Check and Discuss Weebly Native American Lesson 2 4) Review Quia Online Quiz __**Homework**__: 24.2 Guided Reading and Weebly Assignment #24.1 Homework Link: __**[|24.1 Weebly Lesson]**__ __** Friday, February 7th **__ __** OBJECTIVES: TSWBAT **__ __** Procedure: **__ 1) Collect 24.1 2) Sign up for quia 3) Finish Discussion 1/ Turn in Evaluation 4) Complete Evaluation for 2/ Discuss 5) Explain Homework for over weekend and next week (Check APUSH CALENDAR LINK) - Take Quiz on quia.com (Username and password required) (If you were absent, email me and I'll send you your username and password) __**(Quiz must be taken by Sunday evening at 11:00pm!)**__ - Don't forget to do practice activities on quia and also the 2 practice quizzes below for help prepping for the final quiz. -24.2 is due on Tuesday
 * 1) Describe the nature of the cultural conflicts and battles that accompanied the white American migration into the Great Plains and the Far West.
 * 2) Explain the development of federal policy towards Native Americans in the late nineteenth century
 * 1) Describe the nature of the cultural conflicts and battles that accompanied the white American migration into the Great Plains and the Far West.
 * 2) Explain the development of federal policy towards Native Americans in the late nineteenth century.
 * 3) Analyze the brief flowering and decline of the cattle and mining frontiers, and the settling of the arid West by small farmers increasingly engaged with a worldwide economy.
 * 4) Summarize Frederick Jackson Turner’s thesis regarding the significance of the frontier in American history, describe its strengths and weaknesses, and indicate the ways in which the American West became and remains a distinctive region of the United States
 * HOMEWORK UPDATE:**
 * -[|24.1 and 24.2 Flipped Classroom Assignment] is due on Tuesday and Thursday. **

__** Links to help review for the quiz over the weekend **__ [|Post Civil War and Westward Expansion Practice Quiz 1] [|Practice Quiz 2] __ ** Thursday, February 6th ** __ __** Objectives **__: __** PROCEDURE: **__ __** WARM UP **__ __:__ Briefly discuss with the people around you Frederick Jackson Turner's "Frontier Thesis" and whether you agree or disagree with it 1) Take Quiz on Flipped Classroom Activity #1  2) Follow up Discussion as a class (Participation Points) on Flipped Activity #1 3) If time permits, work on Flipped Activity #2 __** Homework **__ : Complete Flipped Activity #2 which was assigned yesterday/
 * 1) Describe the nature of the cultural conflicts and battles that accompanied the white American migration into the Great Plains and the Far West.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain the development of federal policy towards Native Americans in the late nineteenth century.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Analyze the brief flowering and decline of the cattle and mining frontiers, and the settling of the arid West by small farmers increasingly engaged with a worldwide economy.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Summarize Frederick Jackson Turner’s thesis regarding the significance of the frontier in American history, describe its strengths and weaknesses, and indicate the ways in which the American West became and remains a distinctive region of the United States

__ ** Wednesday, February 5th ** __ **(** __ ** CLOSED ** __ **)** __** UPDATE :**__

__**Follow the below directions so we stay on the necessary pace**__
5) **You will have a** __quiz on 23.1 and 26.1 on Friday.__ **At the bottom of the Weebly Lesson Page above, there are excellent** YOUTUBE Review Videos **that are congruent to your text books. USE THEM!**
 * 1)** The CH **24.1** will be due on **Friday** //(Many of you already have this done)//
 * 2)** __**24.2**__ is now below on the wiki will be due __**Tuesday**__ of next week. **//(The word doc./pdf is attached from below from Monday)//**
 * 3)** Be sure to **__finish__** the **Flipped classroom activity from yesterday** / You will have a **quiz** on that material tomorrow. Before we discuss your opinions and points for participation.
 * 4)** If you are all caught up on that material, you may begin working on Lesson 2 from the weebly link below. Scroll past the assignment you had for today. **[|WEEBLY LESSON 2 "Clash of Cultures"] The activity questions are attached below.**** (Word [[file:Flipped Classroom Activity 2.doc]]Doc) **
 * [[file:Flipped Classroom Activity 2.pdf]] (Pdf version) **
 * If you have trouble printing for some reason, you may complete your answers on a separate piece of paper.**

//* Your online instructor!//
 * As always, if you have questions email me at sieg@kosd.org or post your question on the above discussion board. Thanks. **


 * REMEMBER, We need to stay on pace so in May we can all say "No excuses, no regrets." (OK, I know many of you are rolling your eyes, laughing, etc..., but it's the truth. 97 DAYS! **

__ Tuesday, February 4 __ __ Objectives: __ __ **Procedure**: __ 1) Warm up- Get out 26.1 Guided Reading and complete self-evaluation/ Get out the "Realities of Reconstruction worksheet and prepare for class discussion. 2) Work on Weebly Flipped assignment for tomorrow  Homework: Complete activity from the following website for tomorrow  [|Weebly Lesson 1]  Follow all directions on worksheet
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the political corruption of the Grant administration and the mostly unsuccessful efforts to reform politics in the Gilded Age.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the economic crisis of the 1870s, and explain the growing conflict between hard-money and soft-money advocates.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain the intense political partisanship of the Gilded Age, despite the parties’ lack of ideological difference and poor quality of political leadership.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Indicate how the disputed Hayes-Tilden election of 1876 led to the Compromise of 1877 and the end of Reconstruction.
 * 5) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe how the end of Reconstruction led to the loss of black rights and the imposition of the Jim Crow system of segregation in the South.

__ Monday, February 3 (CLOSED) __ 1) In order to keep our __ **pace** __, be sure to complete the Guided Reading Questions below from __ **Chapter 24** __ (#1-#7) //If your printer is not working, complete it on separate piece of paper.// (PDF version in case you can't open Word Doc) 2) I will also collect __ **26.1** __ __ **Guided Reading** __ tomorrow as well (I forgot to collect it on Friday) 3) I will also evaluate the the work/effort and preparation you have all put into the homework from over the weekend on the ** "Realities of Reconstruction" ** worksheet. Be sure to have taken notes on all of the content and use it to prepare responses to the 2 questions at the end. Students with the last name that starts __ **A-L** __ prepare a thesis and and outline/diagram for question #1. Students __ **M-Z** __ will prepare a thesis and an outline/diagram for question #2.


 * Dances with Wolves**// (Academic Enhancement- Opportunity)

media type="custom" key="25019744"

__**Friday, January 31**__
__**Objectives:**__ 1) Identify the main characteristics of constructing a successful DBQ. 2) Identify the legacies and realities of the Reconstruction South __**PROCEDURE:**__ a) Identify all documents referenced in the DBQ b) Identify the POV/Bias c) Come up with a consensus AP Grade for the DBQ Response 2) Stay in groups and complete the "Legacies assignment." Each member must submit responses and take notes. What ever you don't finish is due on Monday. __**Homework**__: Finish "Legacies" Activity./ CHAPTER 24 Guided Reading is next big assignment due. It will be due Wednesday of next week
 * 1) Warm Up- Drill: Get into small groups and immediately: **

__**Thursday, January 30**__
__**Objectives:**__ 1) Understand acceptable and superior thesis statements for DBQs 2) Identify main characteristics of a successful DBQ Response 1) CH 23.1 Warm Up Activity: Answer the following questions on a small piece of paper with your name on it (IF YOU KNOW IT!) 2) Presentation and Grading of DBQ Introductions 3) Homework : Read the DBQ on African Americans and their impact on the Civil War Documents. Read the student sample response and use the rubric to provide your AP Grade. We will check and discuss this at the beginning of class tomorrow. Review CH 23.1 for tomorrow's lesson. **Also 26.1 is due tomorrow.**
 * Procedure**:
 * TOPIC: ECONOMICS**
 * 1) #1) This lowered the amount of Greenbacks in circulation and started redeeming paper money at face value
 * 2) #2) Over building (especially railroads) and too many bad loans caused this

__**Wednesday, January 29th (2 Hour Delay)**__
__**Objectives:**__

__**Procedure**__ __**1) Review Reconstruction Quizzes (3 minutes)**__ __**2) Group Work:**__
 * (WARM UP DRILL: LOOK AT #1 and 6 (Most missed) and discuss which is the best answer) **
 * 1) **Discuss any documents which gave individuals trouble.**
 * 2) **Categorize the documents into as many groups as you can think of and list which documents fit into each category. Use the diagram in the back as an example.**
 * 3) **Select the groups which help you answer the questions the best. Come up with a PPT Presentation for your group for tomorrow's class. (USE THE TEMPLATE PPT BELOW or CREATE YOUR OWN)**
 * 4) ** Homework ** : Continue 26.1/ Collaborate with your group on Thesis and Intro (use google docs, twitter, facebook, discussion board on wiki, etc.) (The PowerPoint must be completed and ready to go for class tomorrow am)
 * 5) **NOTE**: ANYONE WHO MISSES CLASS IS RESPONSIBLE FOR THEIR OWN PPT and COMPLETION OF THIS ASSIGNMENT [[file:Reconstruction DBQ Part 1 Assignment.pptx]]
 * 6) http://koapush.wikispaces.com/share/view/65886494 (DISCUSSION BOARD LINK)

__**Tuesday, January 28th**__
- SCHOOL CLOSED DUE TO FRIGID TEMPS - BE SURE TO COMPLETE ALL MATERIAL FROM LAST WEEK - IN ORDER TO KEEP PACE, THE FOLLOWING ASSIGNMENT IS DUE ON FRIDAY

NOTE: FOR THIS UNIT, WE WILL BE BOUNCING AROUND A LITTLE (26.1 is next)

BE SURE TO CHECK THIS WEEKS ITINERARY ON THE APUSH CALENDAR 2013-2014 Section in the Menu Bar to the left

__//**January, 24, 2014**//__ //**2-Hour Delay**// 1) Open Note Quiz for CH 22 (No copier: We will work in groups of 2) / ** (NOTE: ** IF YOU MISSED CLASS TODAY, YOU MAY DOWNLOAD THE QUIZ AND IT IS DUE ON TUESDAY AM BEFORE HOMEROOM) 2) __ **Homework** __: Finish the DBQ Introductory Activity for Tuesday. //(The next Chapter will help you with some of the documents)// Then follow the following Directions regarding CH 23.1 **(A)** Read pp. 489-494 and answer in detail the questions from the above Guided Reading Assignment **(B)** Then go the PowerPoint posted on the wiki and go through the presentation. (This will add reinforcement to much of the material from the reading/ It is crucial you do this due to 2-hour delays, in service days etc.) **(C)** When finished, complete the quiz. Must turn in the quiz on Tuesday before homeroom to receive credit. (no exceptions). **(D)** When finished, watch the YouTube presidents clips of Johnson and Grant. (only watch through 20:43) media type="custom" key="24934952" =January 23, 2014 (Thursday)= __**Objectives:**__ 1) Collect CH 22.2 2) Discuss as a class 22.1
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Define the major problems facing the nation and the South after the Civil War.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the responses of both whites and African Americans to the end of slavery.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Analyze the differences between the presidential and congressional approaches to Reconstruction.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain how the blunders of President Johnson and the resistance of the white South opened the door to the Republicans’ radical Reconstruction.
 * 5) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the intentions and the actual effects of radical Reconstruction in the South.
 * Procedure**:
 * Homework**: Reconstruction DBQ Activity 1: Follow Directions accordingly

=January 22, 2014 (Wednesday)= I'm out today. I have a stomach virus and will spare you details. Don't get it!! __**Objectives**__: 1) Battle through CH 22 despite norovirus and polar vortex II 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Define the major problems facing the nation and the South after the Civil War <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">3) Describe the responses of both whites and African Americans to the end of slavery <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">4) Analyze the differences between the presidential and congressional approaches to Reconstruction. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">__**Procedure**__: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">If sub, turn in homework from last night and complete CH 22.2 for tomorrow. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">If no sub, you still need to complete CH 22.2 for tomorrow. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">

Below are some additional resources to assist you with the content of CH 22 media type="file" key="kennedy_15e_chaptsum_ch22.mp3" width="240" height="20" [|RECONSTRUCTION LECTURE POINT] You may also go to the Unit 8 link on the navigation bar to the left for Youtube videos for quiz and test prep. =January 21, 2014 (Tuesday)= 1) Review Civil War and Lincolns assassination 2) Review Strengths and Weaknesses on Mid Term Evalauation 1) Lincoln Movie 2) Review Mid-Terms 3) Homework : Read CH 22 Part 1 and complete GR =January 14, 2014 (Tuesday)= __**Objectives**__: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">__**Procedure**__: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">1) Students Check CH 19 Packets/ Answers/ Pass back yesterday's homework <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">2) Continue Discussion of CH 21/ Movies Sprinkled in <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">__**Homework**__: STUDY FOR MID-TERM =January 13, 2014 (Monday)= __**Objectives:**__ <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">**Procedure**: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">1) Pass back material/ Grade Update <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">2) Review and Check AP REVIEW M/C/ Collect <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">3) Review Mid Term procedure Sheet <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">4) Review and Discuss CH 21.1 **Homework**: Finish Guided Reading for 21 and study for Mid Term
 * __Objectives__**:
 * Procedure**:
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain the critical importance of the failed Peninsula Campaign and the Battle of Antietam in changing the Civil War from a limited war for the Union into a total war against slavery.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the role that African Americans played during the war.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain why the battles of Gettysburg in the East and Vicksburg in the West decisively turned the tide toward Union victory and Confederate defeat.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the politics of the War in both North and South, and the end of the South’s hope for winning independence through a defeat of Lincoln in the election of 1864.
 * 5) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the end of the war and list its final consequences.
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the consequences for both sides of the North’s defeat at the First Battle of Bull Run.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Outline Union’s original military strategy and how Lincoln was forced to adjust it during the course of the War.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain the critical importance of the failed Peninsula Campaign and the Battle of Antietam in changing the Civil War from a limited war for the Union into a total war against slavery.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the role that African Americans played during the war.

=__January 10, 2014 (Friday)__= <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">__**Procedure**__: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">1) Review Objectives/ Take AP REVIEW QUIZ/ FILL OUT HOMEWORK EVALUATION <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">2) Continue Discussion of Economics, Diplomacy and Politics of Civil War <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">3) Fill out participation guide as we progress thru lesson <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">4) __**HOMEWORK**__: FINISH QUIZ IF NOT ALREADY DONE. Read Chapter 21 and complete guided reading 1-7 for Monday. Also review for Mid Term. media type="file" key="kennedy_15e_chaptsum_ch21.mp3" width="240" height="20"
 * __OBJECTIVES:__**
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the contest for European political support and intervention, and explain why Britain and France finally refused to recognize the Confederacy.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Compare Lincoln’s and Davis’s political leadership during the war
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe Lincoln’s policies on civil liberties and how both sides mobilized the military manpower to fight the war
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Analyze the economic and social consequences of the war for both sides.

=__January 9, 2014 (THURSDAY)__= __**PROCEDURE**:__ 1) Pass back Unit 7 FRQ Prompts 2) Continue Notes/ Discuss/ Presidents video __** HOMEWORK **__: Review Notes. Prepare for Quiz tomorrow. =__January 8, 2014 (Post Polar Vortex)__= //__**Procedure**__//: 1) Pass back Post T-Giving Mid Term Review Prep Answer Sheets- Turn in CH 19 "Old Guard" Essay Activity/ Collect Movie Participation Worksheets (Guided Notes) 2) Notes/ Discuss- CH 20.1 3) __** Homework **__: Finish 20.2 (#7-13- For tomorrow) Optional MT Review Activity today from 2:40-3:00pm. media type="file" key="kennedy_15e_chaptsum_ch20.mp3" width="240" height="20" (Audio of CH 20) [|**LECTURE POINT FOR CIVIL WAR (CH 20 and 21)**]
 * //__Objectives__//__: TSWBAT__**
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain how the South’s firing on Fort Sumter galvanized the North and how Lincoln’s call for troops prompted four more states to join the Confederacy.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain why the slave holding Border States were so critical to both sides and how Lincoln maneuvered to keep them in the Union
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Indicate the strengths and weaknesses of both sides at the onset of the war, what strategies each pursued, and why the North’s strengths could be brought to bear as the war dragged on.
 * 4) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Describe the contest for European political support and intervention, and explain why Britain and France finally refused to recognize the Confederacy.
 * 5) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Compare Lincoln’s and Davis’s political leadership during the war
 * 6) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Describe Lincoln’s policies on civil liberties and how both sides mobilized the military manpower to fight the war
 * 7) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Analyze the economic and social consequences of the war for both sides.
 * //__Objectives__//__: TSWBAT__**
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain how the South’s firing on Fort Sumter galvanized the North and how Lincoln’s call for troops prompted four more states to join the Confederacy.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Explain why the slave holding Border States were so critical to both sides and how Lincoln maneuvered to keep them in the Union.

=__January 6, 2014 (Happy New Year!)__=

__Objectives: TSWBAT__

 * __"Return to Normalcy" and bring it right before the Mid Term and in the face of the__ **POLAR VORTEX!!!!**

__**Procedure:**__
1) Welcome Back! 2) Pass up Chapter 19 Answer Sheets (Do over opportunity on Old Guard and New Guard "Historical Argument") 3) Pass back CH 15/16 Review Thesis __Thesis:__ Despite the institution of slavery being the crux of the Southern economy and the apparent religious justification, **the moral ramifications were a far more substantial argument that manifested the unethicality of forced labor**. The question of slavery and the Southern **feeble** attempts to justify it's institution had produced political parties and the abolitionist movement first attempting to prevent it's expansion and then eventually calling for its entire eradication. 4) Pass around Grade Update 5) Pass back Unit Reviews and answer sheets for all 6) Pass out Chapter 20 Homework: 7) Watch Biography movie reviewing Stuff from over break (Take Active Notes for Participation) __** HOMEWORK **__: Read CH 20 and complete part 1 of Guided Reading. (Questions 1-7)/ //FINISH WATCHING THE MOVIE THAT WE WEREN'T ABLE TO FINISH IN CLASS// //**__MOVIE LINK__**//: [|BIOGRAPHY: COMING OF CIVIL WAR] __** NOTE **__: Brief Review Sessions to prepare for the MID-TERM will begin Wednesday from 2:40-3:00 if interested. media type="custom" key="24804346"

=__Wednesday, Dec. 18__= 1) Describe how the dramatic American victory in the Mexican War led to the breathtaking territorial acquisition of the whole Southwest.  2) Describe the consequences of the Mexican War, and especially how the Mexican territorial acquisitions explosively opened the slavery question. __Procedure:__ __Period 2 (Discuss CH 18.1)__ __Period 3 (I will be attending funeral) you must go to the library and work in groups to discuss your homework or work on the next part of your homework. You can check your answers with the notes I've submitted below.__ __**Homework**: Read the rest of Chapter 18 and finish the Reading log__ =__Tuesday, Dec. 17__= __ **Objectives**: SWBAT __ 1) Explain how President Polk’s goals for his administration, especially the acquisition of California, led to the Texas boundary crisis and war with Mexico. 2) Describe how the dramatic American victory in the Mexican War led to the breathtaking territorial acquisition of the whole Southwest. 3) Describe the consequences of the Mexican War, and especially how the Mexican territorial acquisitions explosively opened the slavery question. __**Homework**: CH 17 Take Home Quiz/ CH 18. 1: First 7 Questions__ =__Monday, December 16__= __ **Objectives**: SWBAT __ 1) Explain why the U.S. government increasingly saw the independent Texas Republic as a threat and sought to pursue annexation. 2) Indicate how the issues of Oregon and Texas became central in the election of 1844 and why Polk’s victory was seen as a mandate for Manifest Destiny. 3) Explain how President Polk’s goals for his administration, especially the acquisition of California, led to the Texas boundary crisis and war with Mexico. 4) Describe how the dramatic American victory in the Mexican War led to the breathtaking territorial acquisition of the whole Southwest. 5) Describe the consequences of the Mexican War, and especially how the Mexican territorial acquisitions explosively opened the slavery question. __** Procedure: **__ 1) Library Survey 2) Come back for notes and discussion __**Homework**__: Finish 17 and/or start 18
 * Objectives: TSWBAT **



=__Over break Extra Credit Opportunity__=
 * __Nineteenth Century Movie List\__**
 * __Amistad__ – A Spielberg directed film set in 1839-40 about a group of escaped slaves on trial for mutiny.
 * __Adventures of Huckleberry Finn__ – It would be better to read the book, but this story does tell you a little about life along the Mississippi River in the mid 19th Century, from the existence of slavery, to the scandalous behavior of traveling “snake oil” salesmen, etc.
 * __Gettysburg__ – A film based on Jeff Sharra’s book __The Killer Angels__. Outstanding book and a moving film set in and around the Battle of Gettysburg.
 * __Glory__ – A really good movie about the 54th of Massachusetts during the Civil War.
 * __Gone With the Wind__ – This classic love story is set in Georgia before, during and after the Civil War; it is basically a great love story, but it does portray the opulence of the aristocratic South as well as the devastation of the war. Make note of the somewhat racist stereotyping of the blacks in the movie, noting that the film was made in the 1930s. Compare this to __Glory__ or __A House Divided__.
 * __A House Divided__ – A good story but poorly made film about a family in Hancock county Georgia before and after the Civil War. It involves racial issues as well as property rights etc. Warning: it has a short, but not particularly violent or sexual, rape scene in it that could be disturbing to some people.
 * __Dances with Wolves__ – This is a great movie about an American soldier who is greatly influenced by the Indians during his time stationed on the frontier.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">The intent of this assignment is to aid students in understanding the role of history in films and to determine whether or not a topic and period is accurately represented. Also, movies afford students an opportunity to visualize particular eras and people. <span style="font-family: Arial,sans-serif; font-size: 10pt;">In the course of your movie review, make sure that you include the following information:


 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Movie title; year movie made; main characters
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Historical period covered (Revolutionary War; 19th century)
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Analysis: (use the below list)
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What historical perceptions are being presented? Are they accurate? Are the facts accurate?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">If you had no background on the topic, would you have been left with a false impression about the time period?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Does the film provide you with a better historical understanding of the topic?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">How did the movie contribute to your understanding of the events depicted? If it is fiction, how did it add to your understanding of the time period?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">How could the movie have been improved?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">How do you rate the film? On a scale of one to four flags (four being the highest), what do you give to this film? Would you recommend it to others?

=__Friday, 12/13!__= 1. Explain the spirit and meaning of the Manifest Destiny that inspired American expansionism in the 1840s. 2. Outline the major conflicts between Britain and the United States over debts, Maine, Canada, Texas, Oregon, and growing British hostility to slavery. 3. Explain why the U.S. government increasingly saw the independent TexasRepublic as a threat and sought to pursue annexation. 4. Indicate how the issues of Oregon and Texas became central in the election of 1844 and why Polk’s victory was seen as a mandate for Manifest Destiny. __**PROCEDURE**__: 1) HOMEWORK QUIZ 2) MOVIE TIME 3) DISCUSS NOTES
 * SWBAT**__:__
 * HOMEWORK**: Complete the below

=__Thursday 12/12__= 1) Review and Discuss Review Project 2) Pass up Reviews / Mr. Sieg will review and check the written portion for points 3) Begin Unit 7 (Chapter 17 and 18) Homework: Read 360-364 and complete the following questions.

Also, turn in the Unit Review assignments from the Post Thanksgiving Review.

= = =__Wednesday__ (NO ACCESS IN CLASS TO WIKI/ SORRY)= 1) We passed back and reviewed CH 15 Take Home Quiz 2) Worked on assignment CH 15/16 Unit Group Assessment / Due tomorrow.

=Tuesday, 12/10 (2 Hour Delay)=

(Reminder:Mr. Sieg will be in training)
Procedure: 1) Take Survey in Library 2) Use PPT Notes to check your Reading Log answers and add notes. You will use them on a graded review activity on Wednesday. 3) __**Homework**__: Review Notes on Wiki/ whatever you didn't get through in class. You may transfer information from the CH 16 part 1 and part 2 notes below to your reading log. You will use that reading log (only) tomorrow for an in class assignment. Also, bring your CH 15 Notes/ Reading log also tomorrow 12/11 =Monday, 12/9= 1. Describe the economic strengths and weaknesses of the Cotton Kingdom and its central role in the prosperity of Britain as well as the United States. 2. Outline the hierarchical social structure of the South, from the planter aristocracy to African American slaves. 3. Describe the nonslaveholding white majority of the South, and explain why most poorer whites supported slavery even though they owned no slaves. 4. Describe the workings of the peculiar institution of slavery, including the role of the domestic slave trade after the outlawing of international slave trading. 5. Describe African American life under slavery, including the role of the family and religion. 1) Many students missed due to band/choir festivities and the blood drive assembly. You were responsible for submitting the Chapter 15 Quiz prior to class. 2) Period 3 will finish notes from CH 15/ Review Chapter 16.1 Notes/Discuss
 * Objectives**:
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the rise of abolitionism in both the United States and Britain, and explain why it was initially so unpopular in the North.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the fierce southern resistance to abolitionism, and explain why southerners increasingly portrayed slavery as a positive good.
 * Objectives**: STWBAT Identify:
 * Procedure**:
 * Homework**: Finish all of Chapter 16 Reading Log for tomorrow.

=Friday, 12/6 (Pearl Harbor is tomorrow!)= 1. What educational developments occurred in the first half of the nineteenth century? 2. Who led the various reform movements in the early half of the nineteenth century? 3. How did Americans contribute to the advance of science during this time? 4. Who were America’s foremost artistic and literary figures in the first half of the nineteenth century? 1) Finish Notes 2) Take Quiz =Wednesday 12/4= __**Objectives: (NO NEED TO WRITE/ I WILL PASS THEM OUT)**__
 * Objectives**: STWBAT Identify:
 * Procedure**:
 * Homework**: First 8 of Chapter 16 Reading Logs

<span style="font-family: Arial,Helvetica,sans-serif;">–4.What educational developments occurred in the first half of the nineteenth century?
<span style="font-family: Arial,Helvetica,sans-serif;">__**Procedure**__: <span style="font-family: Arial,Helvetica,sans-serif;">1) Diagnostic analysis (10 minutes) <span style="font-family: Arial,Helvetica,sans-serif;">2) Homework Evaluation/ Discussion <span style="font-family: Arial,Helvetica,sans-serif;">**Homework**:Complete Reading Log through #12 =Tuesday, 12/3= = __Objectives__: TSWBAT = __**Procedure**__: 1) Turn in Chapter 14 Homework/ Pass out Scantrons 2) __** Homework **__: Begin Chapter 15.1. Complete the first 8 sections.
 * Assess their strengths and weaknesses regarding comprehensive content from Units 1-5.
 * Structure an action plan to attack their weaknesses and improve scores for the Mid-Term and College Board Exam in May.

=Tuesday, 11/26= 1) Brief Quiz 2) Class Discussion (Participation) on Homework from last evening 3) ** Homework **: Finish Chapter 13 Questions Guided Reading Packet for tomorrow. ALSO WATCH THE BELOW JACKSON VIDEO __<span style="background-color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 13px; line-height: 1.5;">*** SPECIAL NOTICES!**** __ 1) IF YOU WERE VISITED BY THE GRIM REAPER OR WERE THE GRIM REAPER TODAY AND MISSED CLASS, YOU ARE STILL RESPONSIBLE FOR SHOWING ME YOUR HOMEWORK AND PICKING UP THE MATERIALS YOU MISSED 2) I AM ALSO PASSING OUT THE CHAPTER 14 MATERIAL WHICH IS DUE AFTER BREAK IN CASE WE GET THAT SNOW STORM AND MISS CLASS TOMORROW. media type="custom" key="24531610" =Monday, 11/25= Objectives: TSWBAT 1) Review Unit Exams from Friday/ Make Ups 2) I<span style="font-family: 'Century Gothic',sans-serif; font-size: 8pt; line-height: 1.5;">dentify evidence from FRQ Drill and examples (15 Minutes)/ USE Past Exam Chart <span style="font-family: 'Century Gothic',sans-serif; font-size: 8pt; line-height: 1.5;">3) Self-Evaluation for FRQ (5 Minutes) 4) Collect Hwk/ Check
 * Objectives**: TSWBAT
 * Identify New Democracy and the changing political climate in the early 19th century United States
 * Discuss the formation of the 2nd American Party system as the Republicans split over social, economic, political and sectional differences
 * Procedure**:
 * Identify New Democracy and the changing political climate in the early 19th century United States
 * Discuss the formation of the 2nd American Party system as the Republicans split over social, economic, political and sectional differences
 * Procedure**:
 * HOMEWORK**: Students complete PPT/PDF assignment & **watch Adams** clip below/ This will be checked and we will discuss material in class

media type="custom" key="24515856"

=Friday, 11/22= - Demonstrate their mastery of Unit 4 (CH 11-12) Procedure: Test/ FRQ DRILL =Thursday, 11/21= **Procedure**:1) Finish/ Discussing Reading from CH 12/ If time Review __**Homework**__: Study for 27 Question Unit Exam/ FRQ DRILL =Wednesday, 11/20= -Explain and discuss the significance of the Era of Good feelings, Sectionalism, American System, and the Missouri Compromise =Tuesday, 11/19 (Happy 150th Anniversary of the Gettysburg Address!)= 1) Explain why the War of 1812 was so politically divisive and poorly fought by the United States 2) Describe crucial military developments of the War of 1812, and explain why Americans experienced more success on water than on land Procedure:  1) Turn in Take Home Chapter 11 Quizzes 2) Commemorate the Gettysburg Address 3) Check and Discuss Homework from last evening HOMEWORK : Read the rest of Chapter 12 and finish the Reading Questions **Unit Test**: 20 Objective Questions and FRQ Drill (Project grade) on Thursday
 * Objectives:TSWBAT**
 * Homework**: Read CH 13 pp. 246-259 ("The Corrupt Bargain- Trail of Tears)
 * Objectives: TSWBAT**
 * 1) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the furious conflict over slavery that arose in 1819, and indicate how the Missouri Compromise at least temporarily resolved it.
 * 2) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Indicate how John Marshall’s Supreme Court promoted the spirit of nationalism through its rulings in favor of federal power.
 * 3) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 13px;">Describe the Monroe Doctrine and explain its real and symbolic significance for American foreign policy and for relations with the new Latin American republics.
 * Objectives: SWBAT**
 * Homework**: Prepare for UNIT 4 EXAM FRIDAY
 * Objectives: TSWBAT**
 * Identify the terms of the Treaty of Ghent, and outline the short-term and long-term results of the War of 1812

=Monday, 11/18= =Objectives: SWBAT Demonstrate proficiency on Chapter 11 Materials.= 1) Jefferson Video 2) Jefferson Chapter 11 Take Home Quiz =Thursday, 11/14-15= - Bully-Free Lesson/Discussion (Overall, remember you are accountable for this material one way or the other. It will be on the Unit Exam and the AP Exam May 14th) <span style="display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Describe Jefferson’s basic foreign-policy goals and how he attempted to achieve them. 2. Analyze the causes and effects of the Louisiana Purchase. 3. Describe how America was gradually drawn into the turbulent international crisis of the Napoleonic Wars. 4. Describe the original goal of Jefferson’s embargo, and explain why it failed. 5. Explain why President Madison became convinced that a new war with Britain was necessary to maintain America’s experiment in republican government.
 * Procedure:**
 * Homework**: Chapter 11 Quiz/ Read Chapter 12 pp. (224-232) and answer Reading Log Questions through "The American System" #7
 * Homework**- Finish Reading and Homework
 * Friday** you will watch Jefferson Video and Begin Take Home Exam together.

=Wednesday, 11/13/13= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Procedure: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">1) Review Exams <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">2) Discuss 11.2 (Questions 5-9) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">If you missed class here are the notes you missed <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;"> =Tuesday, 11/12/13 (That's weird!)= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">**Procedure**: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">1) FRQ DRILL: 15 Minutes (Timed) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">2) Review and discuss Chapter 11 (questions 1-4) __** Homework **__<span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">: Be ready to answer,discuss and show Chapter 11 (#5-11) <span style="font-family: verdana,arial,helvetica,sans-serif;"> If you miss for the assembly, all notes will be posted on the wiki. We won't have time to go back. It is your responsibility to make sure you understand content. =Monday, 11/11 (Veteran's Day/ Armistice Day)= Procedure: 1) Pass out Scan Trons 2) Take Exam =Friday, 11/8= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Describe the causes of the undeclared war with France, and explain Adams’s decision to seek peace rather than declare war. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2. Describe the poisonous political atmosphere that produced the Alien and Sedition Acts and the Kentucky and Virginia resolutions. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">3. Describe the contrasting membership and principles of the Hamiltonian Federalists and the Jeffersonian Republicans, and how they laid the foundations of the American political party system. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">Procedure: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Watch "Washington and Adams" Clips <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2) Discuss Adam's presidency <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">3) Review <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">**HOMEWORK**: STUDY FOR 50 QUESTION UNIT 3 EXAM (CHAPTERS 8-10) =Thursday, 11/7= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Explain how the conflict between Hamilton and Jefferson led to the emergence of the first political parties. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2. Describe the polarizing effects of the French Revolution on American foreign and domestic policy and politics from 1790 to 1800. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">3. Explain the rationale for Washington’s neutrality policies, including the conciliatory Jay’s Treaty and why the treaty provoked Jeffersonian outrage. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">**Procedure**: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Review and Discuss Notes <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">**HOMEWORK**: REVIEW UNIT 3 MATERIALS/ VIDEOS on UNIT 3 VIDEOS PAGE =Wednesday, 11/6= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Describe the methods and policies Alexander Hamilton used to put the federal government on a sound financial footing. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2. Explain how the conflict between Hamilton and Jefferson led to the emergence of the first political parties. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">__**Procedure:**__ <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Self Evaluation of Homework <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2) Discuss Homework and add supplemental notes to answers <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">* NOTE: Students who missed class are responsible for getting notes off of other students or seeing Mr. Sieg directly. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">__**Homework:**__ <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Unit 3 Review Sheet (Test has been moved to Monday due to all the chaos this week/ Yes, I'm getting soft) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2) Chapter 11 Reading Log <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">
 * Objectives**:
 * <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Analyze the impact of the Louisiana Purchase on the United States
 * <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Describe the conflicts between Federalists and Republicans over the judiciary and how John Marshall turned the Supreme Court into a bastion of conservative, federalist power to balance the rise of Jeffersonian democracy
 * Homework **<span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">: 10-14 Questions due tomorrow
 * Objectives: SWBAT**
 * <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Discuss the differences and tension between Jefferson and Hamilton
 * Analyze the relationship between Hamilton and Aaron Burr
 * <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Explain how Jefferson’s idealistic Revolution of 1800 proved to be more moderate and practical once he began exercising presidential power.
 * Objectives**: SWBAT dominate Unit 3 Material via Exam
 * Homework**: Begin Chapter 11 (answer at least through the first 4 Questions)/ Prep for a FRQ Drill
 * FRQ**: HINT: Jefferson and Hamilton
 * Objectives: SWBAT**
 * Objectives**: SWBAT
 * Objectives: SWBAT**

=Tuesday, 11/5 NO SCHOOL- ELECTION DAY= =Monday, 11/4= __**Objectives: SWBAT**__ 1) Identify key concepts they missed on Ch 9 Quiz 2) Discuss/ Explain key components of the Constitution 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">State why George Washington was pivotal to inaugurating the new federal government. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">4) Describe the methods and policies Alexander Hamilton used to put the federal government on a sound financial footing. __**Procedure:**__ 1) Pass up homework from weekend 2) Pass back materials/ Make up Quizzes from CH 9 3) Review FRQ and Quiz from CH 9 4) Review Homework as a group 5) Discuss George Washington's presidency including Hamilton's solutions to stabilize the young government 1) Finish Chapter 10 Reading 2) Prepare for Unit 3 Exam later in week - Use study guide books/ practice tests, and Unit 3 Review passed out in class =Friday, 11/1= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Understand the central concerns that motivated the antifederalists, and indicate their social, economic, and political differences with the federalists. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2. Describe the issues at stake in the political fight over ratification of the Constitution between federalists and antifederalists, and explain why the federalists won. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">3. Explain how the new government, set up by the Constitution, represented a conservative reaction to the American Revolution, yet at the same time, institutionalized the Revolution’s central radical principles of popular government and individual liberty. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">**Procedure**: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Review Discuss/ Notes <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2) Quiz 25 Questions <span style="font-family: verdana,arial,helvetica,sans-serif;">**HOMEWORK**: READ CH 10 and complete Guided Reading (due by Wednesday) / Constitution Scavenger Hunt due Monday =Thursday, 10/31= <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1. Explain the crucial role of Shays’s Rebellion in sparking the movement for a new Constitution. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2. Describe the basic ideas and goals of the Founding Fathers in the Philadelphia Constitutional Convention and how they incorporated their fundamental principles into the Constitution.
 * Homework:**
 * Friday 11/8 Unit 3 Test **
 * Objectives:**
 * Objectives:**

<span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">**Procedure**: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Review/ discuss Homework 2) Homework: Chapter 10 Reading (Start it) and Prep for quiz on 9 tomorrow =Wednesday, 10/30= =**Objectives**:= 1. Explain the broad movement toward social and political equality that flourished after the Revolution and indicate why certain social and racial inequalities remained in place. 2. Describe the government of the Articles of Confederation and summarize its achievements and failures. 3. Explain the crucial role of Shays’s Rebellion in sparking the movement for a new Constitution. <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">__**Procedure**__: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">1) Review Homework/ Discussion/ Quiz last 5-8 Minutes <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">2) Homework: Chapter 9.1 Supplemental notes and questions <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px;">Quiz Friday = = =Monday, 10/28= __**Objectives**__: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Procedure: <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">1) Review Quizzes/ Make Up Quizzes <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">2) Brief Reading Quiz 5 minutes <span style="font-family: verdana,arial,helvetica,sans-serif;"> 3) Notes/ Discussion on the objective above <span style="font-family: verdana,arial,helvetica,sans-serif; line-height: 1.5;">**Homework**: <span style="font-family: 'Times New Roman',serif; font-size: 8pt;">Read pp. 166-179b and review notes from class <span style="font-family: 'Times New Roman',serif; font-size: x-small; line-height: 14.545454025268555px;">: <span style="font-family: 'Times New Roman',serif; font-size: x-small; line-height: 14.545454025268555px;">**Academic Enhancement Alert**: Movie analysis Sheet due by Friday <span style="font-family: 'Times New Roman',serif; font-size: x-small; line-height: 0px; overflow: hidden;">
 * <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Explain the broad movement toward social and political equality that flourished after the Revolution and indicate why certain social and racial inequalities remained in place.

=Friday, 10/25= - Demonstrate your dominance in knowledge of Chapter 8 and The American Revolution - Finish discussion from yesterday -Take Quiz
 * Objectives**:
 * Procedure**:
 * Homework**: Read Chapter 9 and complete the guided reading questions and vocab from 1-7.

**Thursday, 10/24**

Objectives:
- Discuss the impact of the revolution on women, Native Americans, African Americans. <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">-Analyze why the American colonies were able to win the American Revolution. <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">**Procedure**: <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">1) Discuss homework <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">2) Group FRQ Activity/ Check Homework <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">__**HOMEWORK**__: <span style="font-family: Verdana,sans-serif; font-size: 11pt; line-height: 1.5;">CH 8 QUIZ TOMORROW: STUDY and organize notes

=Wednesday, 10/23= - Identify the chief reasons in which the American colonists were able to defeat the mighty British Army - Analyze the relationship between the colonists, British and the French - Discuss the involvement of the different types of people (age, gender, race) who participated in the war and their contributions. 1) Check and discuss homework from yesterday 2) Work on PPT.2 3) Homework: PPT.2 and CHAPTER 8 Guided Reading 4) **QUIZ** on 8 Moved to Friday
 * Objectives**:
 * Procedure:**

=Tuesday, 10/22= - Identify the early sentiments of the colonists with the revolution including Tories, Whigs, and Patriots - Discuss the early stages of the Revolutionary military conflict - Analyze the political developments between the crown and the colonists involving the Olive Branch Petition, Common Sense and the Declaration of Independence 1) Work in groups of 2-3 and complete the note/discussion sheet from PPT 2) What you don't finish is homework/ In addition to reading and completing the questions from your textbooks =__Monday, 10/21__=
 * Objectives: SWBAT**
 * Procedure**:

3) Using Rubrics from national exam, students will read and discuss a group grade for 4 different FRQ responses (6 minutes each station)
4) __**HOMEWORK**__: Begin reading Chapter 8: America secedes from Empire. Due on Thursday (Quiz)

=Friday, 10/18= Homecoming In Class Write! =Thursday, 10/17= __**Wednesday, 10/16**__ REVIEW DAY FOR UNIT TEST TOMORROW == =media type="custom" key="24111330"= = = =__//**Monday, 10/14**//__= __//**Objectives:**//__ // **__Procedure__:** // // 1) PPT Activity/ Book Distribution // // 2) **HOMEWORK**: // // a) 2 Documents APPARTS for HOH Class discussion tomorrow // // b) Finish CH 7 if you haven't already done so // // c) STUDY FOR UNIT TEST (Thursday)/ Inclass Write (FRQ) on Friday // =__//**Friday, 10/11 (FGF!)**//__= __//**Objectives: SWBAT**//__ __//**Procedure:**//__ //1) Homework Quiz 7.1// //2) Notes/Discussion// //HOMEWORK: FINISH CH 7 READING// =__//**Thursday, 10/10**//__= __//**Objectives: SWBAT**//__ **Procedure**: 1) Notes/ Discussion
 * ** UNIT 2 EXAM **
 * ** TOMORROW: IN CLASS WRITE FRQ **
 * // **Explain how England's changing policy toward its North American colonies led to a rising call for independence.** //
 * // **Explain how England's changing policy toward its North American colonies led to a rising call for independence** //
 * === Explain how England's changing policy toward its North American colonies led to a rising call for independence. ===
 * Homework**: Read CH 7 and Guided Reading/ Reading Quiz on Pt 1 and notes first thing.

=__//**Wednesday, 10/9**//__= __//**Objectives: SWBAT**//__ **Procedure**: 1) Review Quiz 2) Peer/Self Check Thesis and review categories and facts 3) Notes: Road to Revolution = = =__//**Monday, 10/7**//__= __//**Objectives:**//__ SWBAT 1) Quiz on Chapter 6 (40 Questions) 30 Minutes 2) DBQ Drill / If not finished, due tomorrow Homework: DBQ DRILL/ BEGIN READING AND LOG FOR CHAPTER 7: THE ROAD TO REVOLUTION
 * === analyze the causes of the American Revolution. ===
 * Homework**: Read CH 7 and Guided Reading
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 22px; line-height: 1.5;">Demonstrate proficiency in content from Chapter 6
 * Procedure**:

= = =__//**Friday, October 4th**//__= __Procedure__: 1) FRQ Activity due beginning of class Monday (EVEN IF YOU SOLVED CALCULUS!) 2) Study for Quiz on Chapter 6 Monday Here are the notes you may have missed if you were not in class Friday from CH 6
 * __Objectives__:**
 * Indicate how and why the British victory in the Seven Years' War and French and Indian War became one of the causes of the American Revolution
 * Demonstrate their proficiency in writing FRQs
 * 1) **Finish Notes/ Lasting impact of French and Indian War**
 * 2) **FRQ Training/ FRQ on Chapter 6**
 * __Homework__:**

**Thursday, October 3**
1) Pass back quizzes/ copy itinerary into Notebook 2) __**Homework**__: Be able to identify the list of Vocabulary terms provided. List as many possible groupings or categories that you can think of (Example: Economic, Political, Diplomatic, Taxation, Items which upset colonists, issues which upset the British, etc.). Try to use unique categories if possible. You'll need this for the activity tomorrow. I will check your preparation work.
 * Objectives:**
 * Explain how Britain's colonists became embroiled in the home country's wars with France
 * Describe the colonist's role in the 7 Years War (FR & IND) and indicate the consequences of the French defeat for Americans
 * Indicate how and why the British victory in the Seven Years' War (French and Indian War) became one of the causes of the American Revolution
 * Procedure:**

**Wednesday, October 2**
__**Procedure**__: 1) Review the Quiz for Chapter 5.2 2) Notes for CH 6.1 __**Homework**__: Read the rest of Chapter 6 and work on Student Review Guide which will be due on Monday/ CH 6 Quiz on Monday
 * __Objectives__: SWBAT**
 * Explain the causes of the competition for N.A. between Br. and FR
 * Describe France's colonial settlements and their expansion
 * Compare New France with Britain's colonies in North America.

**Tuesday, October 1**
__HOMEWORK__**: Read CH 6 pp. 98-111**
 * Objectives: SWBAT**
 * **Identify the major religious denominations of the 18th century colonies, and indicate their role in American early society**
 * **Explain the causes of the Great Awakening, and describe its impact on American religion, education, and politics.**
 * **Describe the origins and development of education, culture and journalism in the colonies.**
 * **Identify developments or events in the colonial era which led to the development of popular democracy.**
 * Procedure:**
 * 1) Discuss/ Notes/ Participation grade for discussion**
 * 2) Discuss answers and concepts together.**
 * 3) Quiz on 5.2**

**Monday, September 30**
__HOMEWORK__** : Review supplemental notes, answer homework questions, prepare for quiz and FRQ prompt tomorrow. **
 * Objectives: SWBAT**
 * ** Identify the major religious denominations of the 18th century colonies, and indicate their role in American early society **
 * ** Explain the causes of the Great Awakening, and describe its impact on American religion, education, and politics. **
 * ** Describe the origins and development of education, culture and journalism in the colonies. **
 * ** Identify developments or events in the colonial era which led to the development of popular democracy. **
 * Procedure: **
 * 1) Copy itinerary including objectives: **
 * 2) Discuss/ Notes/ Participation grade for discussion **
 * 3) Discuss answers and concepts together. **

**Friday, September 27**
__**PROCEDURE:**__ 1) Students should come into class and read this and quietly complete the following tasks. 2) Take out homework and notes. 3) Students have 15 Minutes to use notes and Guided Reading to answer the 18or so question open note homework quiz. You may not use the book or the copy of text I gave you. 4) Note: If you prepared and did a good job on the reading questions, you should not need the homework for every answer. 5) The purpose of this is to identify to a few of you the amount of preparation you should put into __not just getting your homework done__, but understanding your homework and the material. 6) We will then continue the notes for Section 5.1

__**OBJECTIVES FOR THIS CLASS: SWBAT**__ 1. Describe the demographic, ethnic, and social character of Britain’s colonies in the eighteenth century, and indicate how colonial society had changed since the seventeenth century. 2. Explain how the economic development of the colonies altered the patterns of social prestige and wealth, and brought growing class distinctions and class conflict to British North America.


 * HOMEWORK:** Read the DOMINANT DENOMINATIONS and GREAT AWAKENING SECTIONS pp. 86-97 (Finish the Chapter)

**Thursday, September 26 2013**
__**OBJECTIVES**__: //**SWBAT**// discuss the ethnic diversity and identify the features which led to a more stratified class hierarchy. __**Procedure**__: 1) Review Exams/ 2) CH 5.1 Notes/Discussion __**Homework**__: 1) Read CH 5 page 78-87. Review your notes and be ready for a quiz on Part 1 notes and reading.

**Wednesday, September 24, 2013**

 * OBJECTIVES**: SWBAT demonstrate their master of content of Unit 1: 33,000 BCE- 1700. (Only in APUSH!)
 * PROCEDURE**: TEST
 * HOMEWORK**: Begin or finish Chapter 5. If you need CH 6 I will post it shortly.

**__Monday, September 23, 2013__**

 * __Objectives:__**
 * //**Identify the __political__, __religious__, __economic__ and __social__ __traits__ which made the middle colonies unique in comparison to the tightly knit New England towns and the scattered hierarchical south**//
 * __Procedure:__**
 * Pass out Material/ Copy down agenda
 * Notes/ Discuss Middle Colonies
 * __HOMEWORK:__ Continue to review for Exam Wednesday. Tomorrow is a in class review activity for points.**

**__Friday, Sept, 20 2013__**
1) Pass Back CH 3/ Unit 1 Review Sheet 2) Middle Colonies Notes/ Etc. Homework: Review for Exam
 * __OBJECTIVES:__**
 * Identify the political, religious, economic and social traits which made the Middle colonies unique in comparison to the tightly knit New England towns and the scattered hierarchical south
 * Procedure:**

**__Wednesday, Sept 18, 2013__**
__**Procedure**__: Quiz: 25 Minutes on CH 3.1 Begin Discussing Middle Colonies __**Homework**__: Ch 4 GR Due Friday
 * __OBJECTIVES:__**
 * Identify the political, religious, economic and social traits which made the Middle colonies unique in comparison to the tightly knit New England towns and the scattered hierarchical south

**__Tuesday, Sept. 17, 2013__**
1) Complete discussion of Salem Docs 2) __**Homework**__: Personal Evaluation of your Paragraph (Checklist)/ Complete Review Vocabulary from yesterday: New England Colonies Vocab / QUIZ TOMORROW
 * __Objectives:__**
 * Review Salem Witch Trials and discuss the DBQ Process
 * Prepare for Quiz
 * Procedure**:

**__Monday, Sept 16, 2013__**
__**Procedure**__:
 * __Objectives:__**
 * Review Salem Witch Trials and discuss the DBQ Process
 * pass out additional notes from class. Complete vocab and prep for FRQ's at the end of Chapter 3
 * Class Participation/Discussion on Salem and DBQ
 * __Homework__**
 * __**DBQ ASSIGNMENT 2**__: Complete a Introductory Paragraph for the DBQ Prompt below. \
 * In order to complete this assignment you will need to view the following DBQ INTRO PARAGRAPH PPT
 * __**PROMPT**__: What factors and considerations motivated the witch trials of 1692 in colonial Salem, Massachusetts?
 * **Additional Homework**: Finish reviewing the notes passed out in class/ **Due Wednesday**

**__Friday, Sept 13, 2013__**

 * __**Objectives**:__
 * Identify dissenters in MBC and discuss their theories and why they were so influential to the development of the MBC
 * Explain the controversial Salem Witch Trials (Causes, realities, long term impact)
 * Introduce "HOW TO DBQ"
 * __**Procedure**__:
 * Notes/ Discussion
 * ANALYZE DBQ
 * __**HOMEWORK:**__ 1) Re-Analyze the DBQ Document. 2) View the DBQ INTRO PARAGRAPH PPT 3) Complete the DBQ Activity Part 2 (intro) using the following prompt:
 * What factors and considerations motivated the witch trials of 1692 in colonial Salem, Massachusetts?

CH 5 READING QUESTIONS:



__**Thursday, Sept. 12, 2013**__

 * __**Objectives**:__
 * Explain the controversial Salem Witch Trials (Causes, realities, long term impact)
 * Introduce "HOW TO DBQ"
 * __**Procedure**__:
 * Notes/ Discussion
 * ANALYZE DBQ
 * __**HOMEWORK:**__ 1) Re-Analyze the DBQ Document. 2) View the DBQ INTRO PARAGRAPH PPT 3) Complete the DBQ Activity Part 2 (intro)
 * [[file:WRITING A SUPERIOR INTRODUCTORY PARAGRAPH FOR A FRQ OR DBQ.ppt]]

__**Wednesday, Sept 11, 2001 (Never Forget)**__
__**Objectives:**__ 1) 9/11 Tribute 2) Discuss MBC/ Notes / Lecture WITCH TRIAL TOMORROW. / If no additional homework, complete CH 4 or CH 5
 * Idenfity reasons Puritans came to America
 * Discuss the "Great Migration"
 * Explain the significance in "City on a Hill"
 * Identify the key featurs in Religion and politics in MBC
 * Discuss Religious dissension and its impact on MBC
 * Procedure:**

__**Tuesday, Sept. 10**__
__**Procedure**__: 1) Copy Agendas 2) Discuss/ Lecture Notes Here is a Crash Course to help you review what we went over in class today: media type="custom" key="23782888"
 * Objectives: SWBAT**
 * Identify the key figures in the development and founding of Plymouth and the Massachusetts Bay Colony.
 * Discuss the similarities and differences between the two colonies in regard to religion, politics, and economic development
 * Identify the significance of the "Mayflower Compact"
 * Discuss relations between Plymouth and Natives
 * Explain 4 reasons for the success of the Plymouth Colony
 * Homework**: Prepare for Salem DBQ Discussion/ Due tomorrow

**Monday, Sept. 9**
1) Same learning objectives from Friday 2) SWBAT identify their strengths and weakness in writing FRQ thesis statements and organizational strategies PROCEDURE 1) Review Chapter 2 Quizzes 2) Review and Peer Grade Organizational Chart 3) Turn in Chapter 3 Guided Reading/ How Capitalism Saved America 4) Discuss Notes on Chapter 3 New England/ __**Homework**__; NOTEBOOKS WILL BE CHECKED TOMORROW FOR Open House. You need an area for the agendas/itinerary, and all material should be divided into Chapters; Review notes and work on Chapter 4
 * Objectives:**

**Friday, Sept 6**
OBJECTIVES:SWBAT 1. Identify What political and religious circumstances in England led to the formation and development of New England? 2. Discuss how did religion play a role in the development of the New England colonies? 3. Explain how did New England differ socially, economically and politically from the southern colonies? 4. Explain how Puritanism in New England lead towards democracy? 5. Trace the decline in the prestige of the Puritan clergy in 17th century New England: 1) TAKE QUIZ ON 2 2) Collect CH 3 3) BEGIN NOTES ON CHAPTER 3 HOMEWORK: WORK ON CH 4/ CAPITALISM DOC and SALEM DBQ EARLY NEXT WEEK.
 * PROCEDURE**

**__Thursday, Sept 5__**
**__Objectives:__** Analyze the development of the southern colonies in the 17th century __**Procedure**__: 1) Finish Carolinas and Slavery 2) Quiz on CH 2 and Notes **HOMEWORK**: FInish CH 3 FOR TOMORROW

**__Wednesday, Sept 4__**

 * __Objectives:__**


 * 1) Identify international events and domestic changes which prompted England to begin Colonization
 * 2) Identify what life was like for early Jamestown settlers
 * 3) Explain why Native Americans were unable to repel the English colonization of North America.
 * 4) Identify important crops which were crucial to the English colonies in the south of North America.
 * 5) Explain how cultivation of certain crops shaped the southern colonies
 * 6) Discuss the difference between English sugar plantations of the Caribbean differed from the English colonies in the South of North America
 * 7) Discuss the development of Slavery in North America during colonization
 * 8) Identify features shared by Virginia, South Carolina, North Carolina and Georgia/ Identify the main differences


 * Procedure**:

1) Add Materials to Agenda/Review and Discuss Homework

2) Continue Discussing Southern Colonies

__**HOMEWORK**__: Quiz on Chapter 2 and Notes tomorrow (Objective and Written)

**__Tuesday, Sept 3__**
**__Objectives:__** 1) Add Materials to Agenda/Review and Discuss Homework 2) Continue Discussing Southern Colonies __**HOMEWORK**__: Quiz on Chapter 2 and Notes tomorrow (Objective and Written)
 * 1) Identify international events and domestic changes which prompted England to begin Colonization
 * 2) Identify what life was like for early Jamestown settlers
 * 3) Explain why Native Americans were unable to repel the English colonization of North America.
 * 4) Identify important crops which were crucial to the English colonies in the south of North America.
 * 5) Explain how cultivation of certain crops shaped the southern colonies
 * 6) Discuss the difference between English sugar plantations of the Caribbean differed from the English colonies in the South of North America
 * 7) Discuss the development of Slavery in North America during colonization
 * 8) Identify features shared by Virginia, South Carolina, North Carolina and Georgia/ Identify the main differences
 * Procedure**:

**__Friday, August 30__**
**__Objectives: SWBAT__**
 * 1) Identify types of questions, techniques and styles of thesis statements to maximize their potential to attain a 3 or higher on the National Exam
 * 2) Students will analyze the development of the Southern Colonies in the 17th century
 * __**HOMEWORK**__: Continue to finish summer assignment if not done (CH 3, "Capitalism", etc)/ Southern Colonies PPT Part 1 AND complete the questions and vocabulary for Tuesday

(First 22 Slides)

**__Thursday, August 29__**
**__Goals: Review Chapter 1 Materials/ Introduce and comprehend FRQ Questions and Thesis Statements__** -Officer Vanatta (Per 2) - Discuss/ Review Quizzes -Collect COLOMBIAN EXCHANGE - Discuss Essay Drill
 * Homework**: CHAPTER 2 GR Due tomorrow/ ALSO FINISH DBQ/CAPITALISM STUFF FROM SUMMER IF NOT DONE

**__Wednesday, August 28__**
**- Goals/ Objectives:** Test comprehension of Summer materials especially the Colombian Age **- //Procedure//:** 1) Take Open Note Exam / CH 1 2) Work on Essay Material Assignment __**HOMEWORK**__: Thesis and Essay Notes/ CH 2 GUIDED READING DUE ON FRIDAY

**__Tue__** __**, August 27 **__
-Reviewed Syllabus - Collected Maps - Discussed wiki - TOMORROW TEST (OPEN NOTE) ON CH 1

__** Monday, August 26 **__
- Reviewed Syllabus and expectations - Signed up for RemindMe101 - Homework: Map due tomorrow/ CH 1 and Colombian Exchange Wednesday

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