VA.+and+U.S.+History

=**Welcome to Va. and U.S. History classes with Ms. Lynde **= I have created an additional page of supplemental U.S. History postings. Items such as Research Paper directions, Class syllabus, Animoto registration, Supreme Court cases, Territories Map, Review Materials, etc. have been moved to the U.S. History Extras Page. This will allow me to post weekly homework in a more efficient manner for your access. U.S. History Extras

=**May 26- June 9th**= In this last phase of US History we will be focusing on more images. We will review famous photographs for what they reveal in accuracy as well as historical content. We will be watching videos; again analyzing some for historical accuracy. But most importantly, for your grade at least, is there will be one last project which will count as a test grade. Please find the details listed below.

We will watch Glory - complete an accompanying worksheet
 * Tuesday May 26th and Wednesday May 27th.**

Introduction of project. We will watch This Century videos and complete worksheets. We will watch Dear America, Letters From Vietnam.
 * Thursday May 28th - June 5th**


 * June 5th PROJECT DUE THOUGH IF TURNED IN EARLY THEN EARLY BIRD SPECIAL OF 10 EXTRA POINTS APPLIES**

=Please Note- due to excessive delay in making up absent work, all students are hereby notified they are expected to make up their work within 3 days of return unless other specific, written, and signed plans are made.=

//Time is moving fast! All daily agendas are subject to sudden change as we cover material for the SOLs//. ==//Please take note of the review cards which have been available since the beginning of the academic year. They may be found on the US History Extras page linked above or from the menu on the left. Now is the time to print, cut out, and use those flashcards at every available moment.// ==

=May 6th - May 18th Modern Times and Review=

=**Wednesday May 6th**= =Cold war history chain= =Domestic Affairs Packet 45-61= =Tiered assignment= =Homework: finish assignment= = = =Thursday May 7th= PPT on Domestic Issues - Civil Rights Review answers on Domestic Issues Packet 1945-1961 Homework: complete Graphic Organizer on Civil Rights using chp 29 section 1 and 2

Friday May 8th Take Exam View practice SOL Homework: complete review cards 1-7 Monday May 11th Packet on Domestic Issues 1961-1980
Tuesday May 12th PPT notes on 1970s - 1980s Review with notes that count as quiz Homework: complete review cards 8-11

Wednesday May 13th EPat review Axselle Study Guide Homework: complete study guide

Thursday May 14th review Axselle study guide highlight notes

Friday May 15th Complete released SOLs for practice

Monday May 18th - REVIEW REVIEW REVIEW = = = = =April 27th- May 5th - WWII and Cold War=

=**//Tanks for the Memories & Everyone Wants to Rule the World//**=

24.1 and 24.2 reteach for review (print copies) Quiz dictators (teacher version) and 24.2 Ppt holocaust Handout on World War II - Summary __Homework__: complete whole packet on WWII review * bring textbook
 * Friday April 24**

Entrance ticket 24.4 quiz Guided reading/reteach 25.2 and 25.3 Reteach on board in class __Homework__ – complete study guide – quiz/test? on Thur.
 * Monday April 27**

__Homework__ – study for WWII quiz/test? thursday Complete testlette
 * Tuesday April 28** *Valentine Museum Discrimination in the 60s

Review testlette Review WWII packet __Homework__: Review for quiz/test tomorrow
 * Wednesday April 29**

cold war chp 26 summary available Test/quiz on WWII Cold war map __Homework:__ complete Cold War Map ]
 * Thursday April 30**

Powerpoint on Cold War available on SchoolSpace Review cold war map __Homework:__ Complete cold war packet (this effort of uploading is for you Frank...and to save trees!)
 * Friday May 1**

Finish cold war Review packet __Homework__: cold war graphic organizer
 * Monday May 4**

Pop quiz cold war Review cold war packet Review cold war graphic organizer Check test nav __Homework__: complete in bullet form one of the essay choices on the cold war packet
 * Tuesday May 5**

Cold war history chain Domestic issues packet __Homework:__ complete domestic issues packet (1945-1961)– don’t do essay
 * Wednesday May 6**

SOLs practice __Homework:__ bullet form one essay response to Domestic Issues packet. Complete second Domestic Issues packet (1961-1990)
 * Thursday May 7**

Review SOLS Civil Rights __Homework__: complete review cards
 * Friday May 8**

=April 21st- April 29th - WWII //Tanks for the Memories//= **STUDY GUIDE**

Test Begin chp 24 by highlighting answers to chp 24 summary __Homework__ – complete map
 * Tuesday April 21st** Test and Begin Chp 24 WWII

Complete 24.1 fill in the blank worksheet Go into 24.2 __Homework:__ complete Hindsight prevention sheet
 * Wednesday April 22nd**

Complete chronology order chart Review chart Review hindsight prevention sheet Complete guided reading 24.2 __Homework:__ quiz dictators 24.1 and 24.2 tomorrow
 * Thursday April 23rd**

24.1 and 24.2 reteach for review (print copies) Quiz dictators (teacher version) and 24.2 Ppt holocaust Handout summary on WWII Homework: complete whole packet on WWII review * bring textbook
 * Friday April 24**

Entrance ticket 24.4 quiz Guided reading/reteach 25.2 and 25.3 Reteach on board in class Homework – complete study guide – quiz on Wed.
 * Monday April 27**

Homework – study for WWII quiz tomorrow. Complete testlette
 * Tuesday April 28 *Valentine Museum Discrimination in the 60s**

Quiz WWII Packet on cold war
 * Wednesday April 29**


=PLEASE NOTE FRIDAY APRIL 3rd - THOUGH ASSIGNED THE WORKSHEET OF TEACHER QUESTIONS 23.1-23.3 STUDENTS SHOULD BE AWARE I HAVE CHANGED THE DUE DATE TO THE WEDNESDAY AFTER SPRING BREAK APRIL 15TH = 

**Monday April 13th - Tuesday April 21st - The Great Depression or ** //Nobody Gets Out of Here Without Singin’ the Blues and There Ain’t No Chicken in Our Pot//
• An individual’s economic status may affect their political and economic priorities. • The national government may increases its scope of power during times of crisis. • An individual’s sense of identity can shape their social and cultural priorities. review chp 22 with crossword puzzle begin notes on chp 23 The Great Depression 23.1 Reteach is exit ticket __Homework:__ quiz on 23.1 tomorrow. Teacher worksheet on section questions 23.1-23.3 is due Wed. the 15th. May (not obligated) bring in paycheck stub on Wed for New Deal program examination  review 23.1 - quiz 23.1 discussion: //How would Thomas Jefferson view New Deal legislation?// - provide specific talking points. Notes on 23.2 Introduction of VoiceThread quiz activity called Critics of FDR and Obama. Due Friday Apr. 17th. __Homework:__ complete guided reading 23.2. Teacher worksheet on section questions 23.1-23.3 is due Wed. the 15th. May (not obligated) bring in paycheck stub on Wed for New Deal program examination
 * Essential Questions**:
 * Monday April 13th **
 * THE BIG UGLY STUDY GUIDE and test essay prompts are available. Test on Tuesday April 21st . **
 * Tuesday April 14 **

collect 23.1-23.3 teacher made questions examine paycheck stubs to identify through deductions which New Deal legislation still exists today review 23.2 with chart of terms called Alphabet Soup make sure you know your critics of FDR as VoiceThread activity Critics of FDR and Obama is due on Friday __Homework__: p. 706 reorganize chart by chronology and label each event either 1st 100 days or 2nd 100 days
 * <span style="color: rgb(0, 0, 0);">Wednesday April 15th **

<span style="color: rgb(0, 0, 0);">

<span style="color: rgb(0, 0, 0);">recap with chart exercise in class discuss how the New Deal affects many groups (chp 23 section 3) may examine editorial cartoons of FDR __Homework__: guided reading 23.3. VoiceThread activity Critics of FDR and Obama (quiz grade) due tomorrow
 * <span style="color: rgb(0, 0, 0);">Thursday April 16th **

<span style="color: rgb(0, 0, 0);">collect/verify VoiceThread activity complete 23.3 reteach go over 23.4 and use guided reading in class for notes essay prompts for test review __Homework__: test on Great Depression is Tuesday April 21st. Over the weekend complete THE BIG UGLY STUDY GUIDE
 * <span style="color: rgb(0, 0, 0);">Friday April 17th **

<span style="color: rgb(0, 0, 0);">check for completion and cover THE BIG UGLY STUDY GUIDE Jeopardy review
 * <span style="color: rgb(0, 0, 0);">Monday April 20th **
 * <span style="color: rgb(0, 0, 0);">Homework: study for test - essay prompts have been available the whole time **
 * <span style="color: rgb(0, 0, 0);">[[file:THE UGLY BIG STUDY GUIDE Chp22 and 23 General Great Depression questions.doc]] **
 * <span style="color: rgb(0, 0, 0);">[[file:Essay Questions Chapter 23 The Great Depression.doc]] **


 * <span style="color: rgb(0, 0, 0);">Tuesday April 21st **
 * <span style="color: rgb(0, 0, 0);">TEST! **

**Monday March 23rd- Friday April 3rd**
<span style="color: rgb(255, 0, 0);"> =<span style="color: rgb(255, 0, 0);">__**PLEASE NOTE FRIDAY APRIL 3rd - THOUGH ASSIGNED THE WORKSHEET OF TEACHER QUESTIONS 23.1-23.3 STUDENTS SHOULD BE AWARE I HAVE CHANGED THE DUE DATE TO THE WEDNESDAY AFTER SPRING BREAK APRIL 15TH**__ = <span style="color: rgb(28, 0, 255);">STUDY GUIDE

• An individual’s economic status may affect their political and economic priorities. • The national government may increases its scope of power during times of crisis. • An individual’s sense of identity can shape their social and cultural priorities.
 * Chp 20 The Politics of the 20s**
 * SOL VUS 9.c**
 * The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.**Generalizations: **Essential Questions**:

• 9.01 How did the economic, social, and political events of the early 1900s lead to the economic cycles of the twenties and thirties? • 9.01 How did the variations in the economy in the 1920s cause major changes in that decade and in the 1930s? • 9.02 How did early government reactions to the economic down turn serve to worsen its effects? • 9.02 How were different groups of people affected by the business cycles of the 1920s and 1930s? • 9.02 How do economic changes impact society? • 9.02 Why and how does economic prosperity vary so much from one segment of society to the next? • 9.03 How do technological and social changes impact American traditions


 * Monday March 23rd** Chp 20 Politics of the 20s turn in written commentary on voice thread posting collect tag cloud activity quiz 20.1 Review guided reading 20.2. Notes clarify with "fake" quiz 20.2 classwork: complete guided reading 20.3 __Homework__: none


 * Tuesday March 24th** Chp 20 Politics of the 20s and Chp 21 The Roaring 20s notes 20.3. Clarify with "fake quiz" Begin chp 21 - Roaring 20s Chp 21 summary available for use but not a graded assignment __Homework:__


 * Wednesday March 25** Special Presentation - Valentine History Museum Rosie the Riveter __Homework:__


 * Thursday March 26th** Chp 21 - The Roaring 20s Notes Chp 21 Use chp 21.1 guided reading for notetaking Homework: quiz tomorrow on 21.1.complete p 645 #1-3. Identify terms. p. 657


 * Friday March 27th** Chp 21 - The Roaring Twenties collect p 645 and p 657 quiz 21.1 continue note chp 21 __Homework__: test chp 19-21 on Tuesday March 31st. Complete review posted online for answers on Monday

<span style="color: rgb(0, 0, 0);">**Monday March 30** Chp 22 Great Depression review study guide answers Watch This Century video found in SchoolSpace read chp 22 summary - highlight answers Create Cause and Effect chart for reading in text 22.1. Under each red subheading (cause) bullet, list, or use graphics to list the effects. Read to answer: How did speculation and margin buying cause stock prices to rise? __Homework__: tomorrow test chp 19-21

test chp 19-21 Begin work on chp 22 The Great Depression Begins Review terms of 22.1 using reteach __Homework__: Answer p. 676 1-2.
 * Tuesday March 31st -** Test and Chp 22

Use video for explanation Dust bowl survivor letter/video Read 22.2 answer p. 683 1-5 __Homework:__ quiz 22.1 tomorrow. May need to complete reading 22.2 to answer p. 683 1-5
 * Wednesday April 1st** Chp 22 The Great Depression Begins

quiz 22.1 Great Depression takes its toll worksheet Great Depression shopping list Idioms for understanding 22.3 complete 22.3 guided reading __Homework__: crossword puzzle
 * Thursday April 2nd** - Chp 22 The Great Depression Begins

Studs Terkel interviews Read to highlight answers Chp 23 summary __Homework__: complete chp 23.1 section questions from comprehensive worksheet
 * Friday April 3rd** - Chp 22 The Great Depression

March 12th - March 30th
==<span style="color: rgb(28, 0, 255);">Main Powerpoint of Notes on Chapter 19 World War I is too large for this site. Please access it at SchoolSpace PowerPoint Notes on Chp 20 and 21 and==

[[file:US Roaring Twenties Chp 21.ppt]] <span style="color: rgb(28, 0, 255);">
==<span style="color: rgb(28, 0, 255);">**Study Guide World War I and the Twenties** <span style="color: rgb(3, 3, 23);">  == ==<span style="color: rgb(31, 18, 196);"><span style="color: rgb(36, 19, 216);">Study Guide Terms Chp 19 - 2 pages <span style="color: rgb(0, 0, 0);"> and <span style="color: rgb(0, 0, 0);"> ==

**SOL VUS 9.b**
• An individual’s economic status may affect their political and economic priorities. • The national government may increases its scope of power during times of crisis. • An individual’s sense of identity can shape their social and cultural priorities.
 * The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations**.
 * Why was the U. S. unable to maintain a policy of neutrality during World War I?
 * What factors combined to draw the world and ultimately the US into World War I?
 * Is it possible for a nation to remain neutral during a conflict in another part of the world?
 * How were certain political and military events significant to the outcome of the war?
 * To what extent did the military, political, and diplomatic turning points of World War I help to determine the outcome of the war?
 * How did the United States’ entry into the war affect the nations already involved in the conflict?
 * How did the war impact America’s social, economic, political, and cultural institutions?
 * To what extent did World War I change US society and affect other nations?
 * How did the industrial and technological advancements in this era impact America and the rest of the global community?
 * How are civil liberties challenged during times of conflict?
 * Chp 20 The Politics of the 20s**
 * SOL VUS 9.c**
 * The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.**Generalizations: **Essential Questions**:

• 9.01 How did the economic, social, and political events of the early 1900s lead to the economic cycles of the twenties and thirties? • 9.01 How did the variations in the economy in the 1920s cause major changes in that decade and in the 1930s? • 9.02 How did early government reactions to the economic down turn serve to worsen its effects? • 9.02 How were different groups of people affected by the business cycles of the 1920s and 1930s? • 9.02 How do economic changes impact society? • 9.02 Why and how does economic prosperity vary so much from one segment of society to the next? • 9.03 How do technological and social changes impact American traditions?

Test __Classwork/Homework__: Read and highlight answers to chp 19 summary, complete 19.1 Reteach, complete teacher questions 19.1 <span style="color: rgb(32, 17, 187);">
 * Thursday March 12th** - Test Chp 16, 17, 18

Notes - review with questions on America's Entry Into the War Student completion of questions 19.1 and 19.2 __Homework__: Reteach 19.3 <span style="color: rgb(59, 23, 217);">
 * Friday March 13th** - Chp 19 World War I //A War to End All Wars?//

make sure you know 19.1 and 19.3 student self directed finish notes 19.4 with PPT and fill in notes comparison maps - pre and post Europe WWI __Homework:__ student choice- guided reading 19.4 or 19.4 reteach <span style="color: rgb(19, 49, 205);">
 * Monday March 16th** - Chp 19 //Why The Treaty of Versailles caused WWII//

Student self directed Peace Ppt and answer Peace Notes & Questions Interwar Activity courtesy of Mike Hasley __Homework__ Work on Interwar Activity <span style="color: rgb(31, 24, 165);">due Thursday Mar 19th <span style="color: rgb(11, 20, 111);"> Interwar activity instructions and link [|interwar activity VoiceThread link] You will have to go directly to the site to comment and complete the assignment but it looks like the following media type="custom" key="3469978"
 * Tuesday March 17th**- Chp 19 Peace

class time to work on interwar activity
 * Wednesday March 18th** - EARLY RELEASE DAY

introduction of WWI Dilemma Activity and Tag Cloud Activity - <span style="color: rgb(0, 0, 0);"><span style="color: rgb(16, 15, 133);">Due Monday March 23rd <span style="color: rgb(26, 10, 174);"><span style="color: rgb(16, 15, 133);">
 * Thursday March 19th** - //Counselor Presentations//

collect interwar activity Predictions Envelope game __Homework__: Guided reading 20.2. Be prepared for quiz on 20.1 on Monday. Complete Chp 20 summary - highlight key answers. complete written commentary on voicethread postings
 * Friday March 20th** Begin Chp 20 Politics of the 20s

turn in written commentary on voice thread posting collect tag cloud activity quiz 20.1 Review guided reading 20.2. Notes clarify with "fake" quiz 20.2 classwork: complete guided reading 20.3 __Homework:__ none
 * Monday March 23rd** Chp 20 Politics of the 20s

notes 20.3. Clarify with "fake quiz" Begin chp 21 - Roaring 20s Chp 21 summary available for use but not a graded assignment __Homework:__
 * Tuesday March 24th** Chp 20 Politics of the 20s and Chp 21 The Roaring 20s

Valentine History Museum Rosie the Riveter __Homework:__
 * Wednesday March 25** Special Presentation -

Notes Chp 21 Use chp 21.1 guided reading for notetaking __Homework:__ quiz tomorrow on 21.1.complete p 645 #1-3. Identify terms. p. 657
 * Thursday March 26th** Chp 21 - The Roaring 20s

collect p 645 and p 657 quiz 21.1 continue note chp 21 review study guide answers __Homework:__ test chp 19-21 on Tuesday March 31st.
 * Friday March 27th** Chp 21 - The Roaring Twenties
 * [[file:Study Guide WW I - 20'S STUDY.DOC]]

Monday March 30** Chp 22 Great Depression review study guide answers Watch This Century video found in SchoolSpace read chp 22 summary - highlight answers Create Cause and Effect chart for reading in text 22.1. Under each red subheading (cause) bullet, list, or use graphics to list the effects. Read to answer: How did speculation and margin buying cause stock prices to rise? __Homework__: tomorrow test chp 19-21

test chp 19-21 Begin work on chp 22 The Great Depression Begins Review terms of 22.1 using reteach __Homework__: Answer p. 676 1-2.
 * Tuesday March 31st -** Test and Chp 22

Use video for explanation Dust bowl survivor letter/video Read 22.2 answer p. 683 1-5 __Homework:__ quiz 22.1 tomorrow. May need to complete reading 22.2 to answer p. 683 1-5
 * Wednesday April 1st** Chp 22 The Great Depression Begins

quiz 22.1 Great Depression takes its toll worksheet Great Depression shopping list Idioms for understanding 22.3 complete 22.3 guided reading __Homework__: crossword puzzle
 * Thursday April 2nd** - Chp 22 The Great Depression Begins

Studs Terkel interviews Read to highlight answers Chp 23 summary __Homework__: complete chp 23.1 section questions from comprehensive worksheet
 * Friday April 3rd** - Chp 22 The Great Depression

February 25th- March 12th - TEST CHP 17 and 18 March 12th
Chp 17 Progressives Chp 18 American Imperialism__<span style="color: rgb(0, 1, 30);"> Scroll down to view individual dates, class materials, homework, and resources __ Content: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the use of labor unions, and the success of the women’s suffrage movement. • How did scientific and technological advances create a mass consumer culture? • To what extent did an emerging mass consumer culture define what it means to be an American? • What tactics were most effective in bringing about the social, economic, and political reforms of the Progressive Era? • How effective was the Progressive Movement in addressing the political, economic, and social needs of all Americans? society? • How successful were the Progressive Era Presidents in leading reform efforts? • To what extent were the social, political, and economic standing of African Americans positively affected by progressive efforts? • What did it mean to be black in America at the turn of the century? • Why did multiple perspectives develop for addressing racial injustice during the Progressive Era? How did Americans of this period define progress? • What was the economic and social impact of the technological changes of the Progressive Era? • How was American culture redefined during the Progressive Era? • Does society cause government to change or does government cause society to change? The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by a) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets How did the government’s role in economic and political affairs change as America became more imperialistic? • To what extent did industrialization affect the relationships between government, business, and the worker? • How did technological advancement lead to the United States’ increased involvement in world affairs? • To what extent was the government’s changing role necessary and beneficial as America became more imperialistic? • How did America and the world change as the US increased its role in world affairs? • To what extent have the effects of US actions and policies been beneficial or detrimental to other countries? • Why did the United States take an active role in world affairs in the late 19th and early 20th century? • To what extent have the actions and policies of the US affected other countries in the world? • How has the media shaped US foreign policy? • As the US becomes increasingly involved in world affairs, should its self-perception be impacted by world opinion. • How intrusive should a nation be in the affairs of another?
 * Chp 17**: **STANDARD VUS 8d**
 * Chp 17 Essential Questions:**
 * How did the political, economic, and social conditions of the Gilded Age lead to the Progressive Era?
 * To what extent did progressive political reform successfully combat the social and economic ills created by a rapidly industrializing
 * Chp 18** **STANDARD VUS.9a**
 * Chp 18 Essential Questions**

<span style="color: rgb(0, 37, 255);">**CHP 17 Progressives PowerPoints**
<span style="color: rgb(0, 37, 255);">

=<span style="color: rgb(0, 37, 255);">CHP 18 Imperialism PowerPoints = <span style="color: rgb(0, 37, 255);">see schoolspace

=<span style="color: rgb(0, 37, 255);">Study Guide for Chp 17 and Chp 18 = <span style="color: rgb(0, 37, 255);">

Pages 508-509 of text: Unit “Modern America Emerges, how the unit is organized Preview chapter 17 – The Progressive Era Guided reading of 17.1 – complete wkbk page 66; be sure to answer questions in part B Answer objectives questions 1-3 with a partner Closure: Answer question # 3 on page 518 __Homework:__ continue classwork if necessary
 * Wednesday Feb 25th**: Chp 17 Progressives

reteach 17.1 discuss 17.1 and 17.2 consider one progressive law/amendment. Identify group most impacted by the law and analyze whether law's objective was achieved. __Homework__ teacher worksheet 17.3
 * Thursday Feb. 26th**

notes on 17.3 guided reading 17.3 compare the party platforms for the election of 1912. Determine which candidate was a true progressive __Homework:__ guided reading 17.4 and 17.5
 * Friday Feb 27th**


 * Monday March 2- Wednesday March 4th SNOW**

review 17.4 fill in notes 17.5 reteach 17.5 __Homework__: Quiz 17.4 and 17.5 tomorrow. Complete Reform Reform worksheet
 * Thursday March 4th**

quiz 17.4 and 17.5 chp 18 summary - answer questions __Homework__: guided reading 18.1 and map activity worksheet
 * Friday March 5th**

fill in notes Hawaii notes given in class 18.2 exit ticket. complete 18.1 reteach __Homework__: complete teacher questions 18.2 for review and complete 18.3 guided reading
 * Monday March 9th** 18.1 Hawaii and 18.2 Cuba

reteach 18.2. review 18.2 fake quizzes 18.1 and 18.2 notes 18.3 use acquire new lands 18.3 as review begin notes 18.4 __Homework__: reteach 18.3 and guided reading 18.4
 * Tuesday March10th** 18.3 China and 18.4 Mexico

go over 18.3 with reteach notes 18.4 reteach 18.4 __Homework__; study guide
 * Wednesday March 11th** 18.4 Mexico and Review
 * [[file:Study Guide Progressive and Imperialism .DOC]]

Thursday March 12th** TEST CHP 17 and 18

February 12th- February 24th
Chp 14 Industrialization, Big Business, Unions and Labor, Chp 15 Immigration and Urbanization, Chp 16 Dawn of Mass Culture __<span style="color: rgb(0, 1, 30);">Scroll down to view individual dates, class materials, homework, and resources __ <span style="color: rgb(0, 1, 30);">Content The student will demonstrate knowledge The Industrial Revolution/Urbanization that occurred in the United States at the end of the 19th century is important because the changes during this period paved the way for the continued growth and changing of the American landscape. • To analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor movement, and businesses. • To analyze the economic, social, and political effects of immigration and to understand the immigrant experience.

__**PowerPoint Notes on Chp 14**__ and business powerpoint too big for this site - it is on Schoolspace with the main powerpoint
 * PowerPoint Notes on Chp 15** [[file:US Chp 15 Immigration and Urbanization.ppt]] and [[file:A7-Politics-in-the-Gilded-Age.ppt]]
 * PowerPoint Notes on Chp 16** found on schoolspace

<span style="color: rgb(0, 1, 30);">**Thursday Feb 12th** quiz 13.1 and 13.3 intro chp 14 __Homework:__ 14.1 guided reading

notes on chp 14 14.2 questions used in class __Homework__: guided reading 14.3 (vertical and horizontal integration) - - include a chart with definition and illustration of the following: Vertical intergration - horizontal integration - trust - holding company
 * Friday Feb 13th** Railroads and Big Business

Notes on 14.3 __Homework:__ illustrate and define each incident and union in labor mov't in the US from 14.3 of text
 * Tuesday Feb. 17th** Labor and Unions

summary work chart on short and long term causes of big business Homework: Test tomorrow. Likely essay: What factors encouraged unionization and what factors led to the ultimate lack of success of the union movement during the period 1877 – 1900?
 * Wednesday Feb 18th** - Summary

Test chp 14 immigration activity __Homework__: guided reading 15.1
 * Thursday Feb 19th**

coverage of immigration reteach 15.1 __Homework:__ 15. 2 and 15.3 guided reading. Quiz 15.3 on Monday
 * Friday Feb 20th** Chapter 15 Immigration and Urbanization

review chp 15. quiz 15.3 __Homework__: guided reading **16.3**. Pay special attention to Booker T. Washington and W.E.B. DuBois. **Quiz tomorrow on 16.3**
 * Monday Feb. 23rd** Chp 15 Immigration and Urbanization

Discussion of 16.2 Segregation and Discrimination reteach 16.2 //Plessy v Ferguson// quiz 16.3 __Homework__; answer main ideas of chp 16
 * Tuesday Feb. 24th** Chp 16 Life at the Turn of the Century

Answer Main Ideas chp 16
 * Wednesday Feb. 25th:** Chp 17 The Progressives

February 9rd- February 13th
The West and Populism __<span style="color: rgb(0, 1, 30);">Scroll down to view individual dates, class materials, homework, and resources __ <span style="color: rgb(0, 1, 30);">Content The student will demonstrate knowledge Essential Questions 4.01 Who migrated West and what problems did they experience? • 4.01 How did the experiences of the settlers impact their successes or failures? • 4.01 Why did different groups of people have such varied experiences as they migrated? • 4.02 How did the environment of the West impact the success of the settlers? • 4.02 How did the migration of people bring about change in the West? • 4.02 What cause individuals or groups to migrate? • 4.02 Was the impact of settlement in the West positive or negative for the individuals affected? • 4.02 How do individuals adapt to their surroundings? • 4.03 How and why was the plight of the American farmer so different from that of other Americans? • 4.03 Why did so many farmers support Populism? • 4.03 How can economically oppressed groups make their voices heard politically? • 4.04 How can technological innovations change society? • 4.04 Why did the agricultural innovations and technological developments impact groups of people in different ways? • 4.04 How did the existence of the frontier impact the technological development of the U.S.?

chp 13 summary available Complete reteach 13.1, quided reading 13.2, reteach 13.2 __Homework__: complete guided reading 13.3
 * Monday Feb. 9th** //Go West Young Man//
 * NOTE - 18 week assessment will be given tomorrow- it will count as extra credit on the next test grade

18 week assessment Intro to chp 13 notes __Homework:__ 13.3 reteach - quiz on 13.1 and 13.3 Thursday
 * Tuesday Feb 10th**
 * Note - powerpoint on Westward mov't is on SchoolSpace - folder labeled Chp 13

13.3 Populism __Homework__: quiz 13.1 and 13.3 tomorrow
 * Wednesday Feb 11th** //Dear John Kerry, Is Populism Dead?//

quiz 13.1 and 13.3 intro chp 14 __Homework:__ 14.1 guided reading
 * Thursday Feb 12th**

notes on chp 14 14.2 questions used in class __Homework__: guided reading 14.3 (vertical and horizontal integration) - include a visual interpretation of both vertical and horizontal integration created by student
 * Friday Feb 13th**

February 3rd- February 6th (including homework due February 9th)
Reconstruction __<span style="color: rgb(0, 2, 255);">Scroll down to view individual dates, class materials, homework, and resources. __ <span style="color: rgb(3, 3, 23);">Content: <span style="color: rgb(0, 2, 255);"> Va US 7c.The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by c) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America. • How are civil liberties challenged during times of conflict and change? • How have changes during Reconstruction made a lasting impact on America? • To what extent did the Civil War and Reconstruction positively impact the lives of former slaves, women, and landless tenants in the US? • To what extent did the federal government wield its power over the states during and after the Civil War? • To what extent did the Civil War and Reconstruction establish the supremacy of the national government? • To what extent have the issues surrounding the Civil War yet to be resolved?
 * Essential Questions**:
 * Which changes of the Civil War and Reconstruction era were short-lived and which have had a lasting impact?

Chapter 12 summary
 * PowerPoint of Reconstruction Notes is available on Schoolspace**

Why you should care about Reconstruction Completion of 12.2 teacher made questions worksheet in class notes on Reconstruction (reference chapter 12.2) Explanation of //Root, Pig, or Die// homework assignment __Homework__: access slave narratives on video thread web site and post comment. If no computer then access the documents and write 1 page written response [|Root, Pig, or Die: An Examimation of the WPA slave narratives]
 * Tuesday February 3rd** - Intro. to Reconstruction //It Takes a Village to Raise a Child but It Takes a War to Raze a Nation//

opener: class will recap 12.2 using picture worksheet to summarize major items in limited, specified amount of well chosen words notes on Reconstruction __Homework__: complete teacher made question worksheet on 12.1
 * Wednesday February 4th** - Reconstruction //If a first you don’t secede you can’t try again//

14 minutes (14th amendment) to complete 12.1 picture synopsis notes on Reconstruction __Homework__: complete teacher made question worksheet on 12.3
 * Thursday February 5th** - Reconstruction
 * discuss elements of Reconstruction still visible in today's society

class use of 12.3 reteach and notes __Homework__: complete guided reading 13.1
 * Friday February 6th** - Reconstruction


 * Note**: Next Tuesday February 10th: 18 week US History assessment given for extra credit option.

January 5- January 26th, 2009
__<span style="color: rgb(0, 2, 255);">Scroll down to view individual dates, class materials, homework, and resources. __ Content Questions • How did political, economic, and social differences develop into the sectionalism that split the North and the South? • To what extent did differing opinions on slavery as well as the institution’s expansion become a deciding factor in instituting a Civil War? • How did the issues of sectionalism lead to the Civil War? • To what extent was slavery the primary cause of the Civil War? • What did a federal union of states mean politically and socially before and after the Civil War?
 * How did the issues of sectionalism lead to the Civil War?

Note: Keys to basic information available Review 10.1 especially Wilmot Proviso and Fugitive Slave Act Reteach 10.1 Analysis of Douglas' biases Flashcard review of information on 10.2 (which was assigned to be read over the holidays!)
 * Monday Jan. 5** Fugitive Slave Act and why not civil war in 1850?
 * __Homework:__** complete 10.2 reteach. Final draft of research paper due tomorrow

Review Use of TURN IT IN Continue coverage of 10.2 and edit by peers Fake quiz 10.2
 * Tuesday Jan 6 RESEARCH PAPER DRAFT DUE** 10.2 Resistance to Slavery
 * __Homework:__** 10.3 guided reading - Note: Please review animoto videos and physically turn in your rating sheet (no drop box please) by Monday the 12th. The videos are posted on SchoolSpace as is the rating sheet.

Political Parties Platforms and Candidates
 * Wednesday Jan 7** 10.3 Formation of Political Parties
 * __Homework__:** quiz tomorrow 10.3 - Note: Please review animoto videos and physically turn in your rating sheet (no drop box please) by Monday the 12th. The videos are posted on SchoolSpace as is the rating sheet.

review 10.3 quiz 10.3 video
 * Thursday Jan 8** 10.3 Formation of Political Parties
 * __Homework__** none - Note: Please review animoto videos and physically turn in your rating sheet (no drop box please) by Monday the 12th. The videos are posted on SchoolSpace as is the rating sheet.

10.4 guided reading
 * Friday Jan 9 SUBSTITUTE** 10.4 Dred Scott
 * __Homework__** Lincoln Douglas Debates worksheet. IN DETAIL outline each debators argument. Research paper due Tues 13th - Note: Please review animoto videos and physically turn in your rating sheet (no drop box please) by Monday the 12th. The videos are posted on SchoolSpace as is the rating sheet.

collect all animoto Mexican War video ratings review Lincoln Douglas Debates ANNOUNCEMENT: no chp 10 test just an essay as material will be on exam along with Civil War material. Homework Research paper due tomorrow! ] 10.4 Slavery and Secession.ppt
 * Monday Jan 12** 10.4 Dred Scott

POP QUIZ 10.4 essay questions may be completed in class or if not, then as homework Homework essay question completion
 * Tuesday Jan 13** FINAL RESEARCH PAPER DUE 10.4 and review 10.4 review

chapter summary id. Union or Confederate 11.1 data activity notes 11.1 KEYS __Homework__: Map Activity on 11.1 and quiz tomorrow
 * Wednesday Jan 14** Intro Civil War

review materials on 11.1 quiz 11.1 notes on 11.2 __Homework:__ guided reading 11.2 * must do this and not notes instead - quiz on 11.2 tomorrow
 * Thursday Jan 15** Civil War

review 11.2 quiz 11.2 11.2 notes 11.3 guided reading __Homework__: diaries of the Civil War
 * Friday Jan 16** Civil War


 * Monday Jan 19th** - HOLIDAY

11.4 guided reading notes 11.4 reteach __Homework:__ quiz on 11.4 tomorrow
 * Tuesday Jan 20th**

quiz 11.4 Gettysburg Address posting - __Homework:__ be prepared for seminar on Gettysburg tomorrow
 * Wed Jan 21st**

Seminar on Gettysburg Address __Homework:__ Post Seminar You will be a number that corresponds to a particular assigned role. You are to pretend that you are present at Lincoln’s Address. You will respond from that assigned perspective to Lincoln’s Gettysburg Address Look for specific statements in the Address that would elicit a response from your perspective. Compose a letter to a friend who shares their perspective, describing Lincoln’s speech You may put your letter on the back of your Gettysburg Address handout. 1. Wounded veteran of the Union Army 2. Escaped slave living in the North 3. Southern sympathizer who believes in a separate Southern nation. 4. Mother of a son killed in battle. 5. Antiwar activist from the North 6. Congressman who is Lincoln’s political enemy 7. Wounded veteran of the Southern army
 * Thurs Jan 22nd**

Chronology quiz notes 11.5 guided reading 11.5 __Homework:__ none but midterm terms list provided
 * Friday Jan 23rd**

Review for midterms Midterms terms list provided
 * Mon Jan 26**
 * see folder on schoolspace

December 3- December 19, 2008
__<span style="color: rgb(0, 2, 255);">Scroll down to view individual dates, class materials, homework, and resources. __ Essential Questions: • How did the issues of sectionalism lead to the Civil War? • How did political, economic, and social differences develop into the sectionalism that split the North and the South? • To what extent did differing opinions on slavery as well as the institution’s expansion become a deciding factor in instituting a Civil War? Topic Framing Questions: • What implications did westward migration hold for national unity? • How did the citizens of the early republic think about Native Americans and their place in the developing nation? • How did Native Americans respond to the westward press of the United States? • How did the United States respond to the presence of Native Americans on the western frontier? Be able to: Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850.

**December 3 Wednesday** Work on 9.1 National Market Economy
work on National Humanities Toolbox - Nationalism - individual readings and questions with posting on Topic Question to SchoolSpace Chp 9 Discussion Board due by Monday December 8. turn in 9.1 guided reading __Homework:__ continue work of today. Topic response due Monday Dec 8

**December 4 Thursday** Research
Research for paper __Homework:__ none but by end of class on Friday the thesis statement and 5 source cards are due

**December 5 Friday** Research
Research for paper. 5 source cards and thesis statement due by end of class. __Homework__: none but 25 notecards are due next Tuesday the 9th!

**December 8 Monday** Chp 9 Section 1 and 2 - New Market Economy and Manifest Destiny
Topic question posting and reading questions due Review 9.1 with reteach Cover 9.2 __Homework:__ Complete 3-in-1 summary sheets on chp 9.1 and 9.2. Quiz tomorrow. 25 notecards due for research tomorrow

**December 9 Tuesday** Expansion in Texas
25 research notecards due review and quiz 9.1 and 9.2 revisit territorial maps and Expansion in Texas Notes review with 9.3 guided reading __Homework:__ 3-in-1 summary on 9.3. Quiz tomorrow

**December 10 Wednesday** Mexican War
reteach 9.3 quiz 9.3 begin Mexican War information __Homework:__ Mexican war worksheet, 9.4 3 in 1 summary? and quiz tomorrow

**December 11 Thursday** Mexican War
review 9.4 with 3-in-1 summary sheet quiz 9.4 introduce SAS pathways #609 with creation of Animoto film due Friday Dec 19th UPDATED MEXICAN WAR PPT (contains comments on the war as precursor to civil war) __Homework:__ outline of research paper due Monday 15th

**December 12 Friday** SAS work
work on SAS project. and/or research project Homework: none but SAS due Friday Dec 19th and test on chp 9 on 16th and research outline due Monday 15th

**December 15 Monday** review for test and SAS work
turn in research rough outline study guide review

**December 16 Tuesday -** TEST CHP 9
work on SAS

**December 17 Wednesday -** Chp 10 Civil War
work on SAS Homework: none

**December 18 Thursday** - Chp 10 Civil War
continue to work on SAS some coverage of 10.1 notes use of note page to organize thoughts 10.1 guided reading analysis of Mexican war documents T- chart or Venn diagram of pro and con sides regarding the justification of the Mexican War __Homework:__ SAS project due tomorrow
 * Note changes to SAS project: length of video can be between 30 seconds and 1 minute now. No storyboard needed. No feedback on SAS needed. I will be looking for:

**December 19 Friday** SAS Project Due
__Homework__ over the holidays: read and note or do the guided reading on 10.2.

**November 17- December 2, 2008**
__<span style="color: rgb(0, 2, 255);">Scroll down to view individual dates, class materials, homework, and resources. __ STANDARD VUS.6 c) e) The student will demonstrate knowledge of the major events during the first half of the nineteenth century by describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union;

OBJECTIVES: Objectives Section 1 1. Describe the new religious mov’t that swept the US after 1790 2. Explain the new philosophy that offered an alternative to traditional religion 3. Characterize the nature of utopian communities.Experimental living to create perfect group like Brook Farm and New Harmony 4. Describe the reforms demanded in schools, mental hospitals, and prisons

Objectives Section 2 1. Id some of the key abolitionists. 2. Describe the experience of slaves in rural and urban areas 3. Summarize slavery debate in the South

Objectives Section 3 1. Explain why women’s opportunities were limited in the mid-1800s. 2. Id the reform mov’ts in which women participated. 3. Describe the progress of the expanding women’s rights mov’t.

Objectives Section 4 1. Demonstrate how new manufacturing techniques shifted the production of goods from home to factory 2. Describe the conditions female employees endured in factories win. 3. Summarize the attempts of factory workers to organize unions. Commonwealth v Hunt Supreme Court allows workers’ right to strike

November 17 Monday
Intro of Research Project <span style="color: rgb(198, 78, 78);"> __Homework__: none =<span style="color: rgb(231, 13, 13);">Excellent link to investigate for your research [|Howard Zinn's A People's History of the United States (History as a Weapon)]<span style="color: rgb(42, 4, 4);"> =
 * Research Paper** - Due Jan 13, 2009. [[file:US Research Instructions.doc]] and [[file:researchchecklist.pdf]] and [[file:Research Paper Rubric Dates Tips.doc]] and[[file:notecards.pdf]] and [[file:How to make a formal outline.pdf]]

**November 18 Tuesday**
Library Research Time __Homework__: none

**November 19 Wednesday**
introduction to chp 8 complete identification sheet given in class __Homework:__ complete 8.1 3-in-1 summary sheet. Quiz tomorrow on 8.1 and 8.2. Complete guided reading 8.2

**November 20 Thursday**
Begin coverage of slavery in the antebellum historical era. quiz 8.1 and 8.2 __Homework__: compete reading on Nat Turner

**November 21 Friday**
review slavery in the antebellum time begin notes on women's rights __Homework__: complete 8.2 and 8.3 3-in-1 summaries

**November 24 Monday**
Notes 8.4 Industrialization complete 8.4 guided reading in class __Homework__: General Research Paper Topic Due tomorrow. Complete guided reading 8.4

**November 25 Tuesday**
General Research Paper topic due review 8.4 summary chart.

**November 26 Wednesday Early Release Day**
review 8.4 with Rise of Industry worksheet __Homework:__ complete study guide and complete 8.4 3-in-1 summary if not already completed in class

**December 1 Monday**
Hudson River art __Homework__: study for test Strong, bold thesis statement for research paper is due tomorrow

**December 2 Tuesday TEST CHAPTER 8**
collect Strong, bold thesis statement for research paper classwork: guided reading or notes 9.1 assigned topic due Monday Dec. 8th. Assignment as follows: Topic Question: How did various people living in the United States in the first half of the nineteenth century respond to the emergence of a national market economy? Link:[| http://nationalhumanitiescenter.org/pds/triumphnationalism/expansion/text1/text1read.htm] Directions: There are 8 readings. You and your partner will be assigned a reading. Click on Reading Guide for your assigned piece to access your particular questions. Click on Link to access the actual documents. Turn in your written answers to the particular document questions. Post your answer to the topic question on the discussion board under U.S. Chapter 9 Schoolspace. Make sure to use evidence from your readings to support your answer. Due Monday Dec. 8th __Homework__: complete 9.1 guided reading.

=October 31 - November 14, 2008= =The new section is Chapter 7: Balancing Nationalism and Sectionalism=

__<span style="color: rgb(0, 2, 255);">Scroll down past the chapter objectives and essay prompts to view individual dates, class materials, homework, and resources. __
__In this chapter you will:__
 * identify economic differences among different regions of the United Sates.
 * analyze Andrew Jackson's presidency
 * describe the conflict over states' rights.

__Objectives:__ Section 1 1. Describe the effects of the Industrial Revolution on the US 2. Explain how two different economic systems developed in the North and the South 3. Summarize the American System, a plan devised to unite the country.

Section 2 1. Discuss how the federal gov’t asserted its jurisdiction over state gov’ts. 2. Explain how foreign affairs were guided by national self-interest. 3. Summarize the issues that divided the country as the US expanded its borders.

Section 3 1. Describe the tension b/w Adams and Jackson; describe the expansion of suffrage 2. Explain Jackson’s spoils system and his appeal to the common citizen 3. Summarize the effects o the Indian Removal Act of 1830

Section 4 1. Explain how the protective tariff laws raised the issue of states’ rights 2. Summarize how Jackson destroyed the Bank of the United States 3. Id some of Jackson’s economic policies and their impact on his successor

__Essay Prompt__ 1. How did the economic systems of the North and South differ in the early 1800s? What problems did these differences cause? Think About: - different types of agriculture - the Industrial Revolution and Eli Whitney's inventions - the American System - the Tariff of 1816

2. Why was the Missouri Compromise of 1820-1821 necessary? What did the Missouri Compromise accomplish? Think About: - the process for admitting states to the Union - regional attitudes toward slavery - the balance of power in Congress

3. Describe two factors that contributed to feelings of nationalism in the early 1800s and two factors that contributed to feelings of sectionalism. Explain your answers. Think About: - the American System - economic differences between regions - the Missouri Compromise - the tariffs of 1828 and 1832 - states' rights and the idea of nullification - the War of 1812 and America's status as a nation

**Friday October 31st:** //Political Freedom in the Emerging Republic//
The Essential Questions Under Consideration How do citizens exercise political freedom in a democracy? In what ways is a citizen disadvantaged if he/she id denied political freedom? In what ways did the gov't promote and impede equality prior to 1820?

There is a warm up activity which absent student will not be able to recoup.

Please complete the worksheet //graphic organizer political freedom// in the emerging republic by copying the information found on the worksheet Graphic Organizer US 1790 Political Freedom in the Emerging Republic (color in the different sections of the pyramid to signify when each group gained the right to vote) and the worksheet Graphic Organizer Today Political Freedom in the Emerging Republic. Class discussion followed re: the essential questions listed above.

__Homework:__ Students were assigned a primary document and given instructions as follow: • In a one-paragraph response discuss what political freedoms where available to this group on 1790. What is the reading's message about political freedom and equality. Use facts within your reading to support your response. • Be prepared to discuss in a Paidea Seminar on Monday. You will need to refer to your reading to support your discussion. You may choose which primary document about which you would like to write. The documents are accessible under the File name Political Freedom in the Emerging Republic in SchoolSpace as well as here. Graphic organizer political freedom

**Monday Nov 3rd**: //Political Freedom in the Emerging Republic//
Paidea (Socratic Method) Seminar. Discuss whether the gov't has fostered or impeded groups of people from reaching political equality in US history - who was the last group to receive political rights? - what does your reading say to support your claims?

__Homework:__ Read chp 7 summary. Complete worksheet questions on 7.1

**Wednesday Nov 5th:** //7.1 Regional Economies Create Economic Differences//
review 7.1 PowerPoint notes to complete graphic organizer. Complete 7.1 3-in-1 summary sheet. __Homework:__ Quiz on 7.1 tomorrow. Complete 7.1 Reteach for Review. Read and either note or complete guided reading 7.2

**Thursday Nov. 6th:** //7.2 Nationalism at Center Stage//
Review then take 7.1 quiz. 7.2 PowerPoint with notes on Supreme Ct, Foreign Policy, and Missouri Compromise. __Homework:__ complete 7.2 3-in-1 summary.

**Friday Nov. 7th:** //7.3 Age of Jackson//
Review then quiz 7.2. PowerPoint notes 7.3 on new presidential style, spoils system, and Indian Removal Act. __Homework:__ complete guided reading 7.3 For students review - not required 7.3 reteach even though it says quiz 7.3 reteach answers

**Monday Nov. 10th:** //7.3 Age of Jackson//
7.3 Reteach, tiered assignment on Jackson. Complete 7.3 3-in-1 summary. __Homework__: guided reading 7.4 or notes

**Tuesday Nov. 11th:** //7.4 Jackson, States' Rights, National Bank//
PowerPoint notes on Tariff of Abominations, Hayne Webster Debates, SC Rebels, National Bank. Worksheet on Jackson __Homework:__ complete 7.4 Reteach for your own review (not required), Finish Jackson questions. Complete study guide Study Guide chp 7

**Wednesday Nov. 12th:** //Review//
Review activities We will complete 7.4 3-in-1 summary sheet study guide chp 7 __Homework:__ study for test //*no essay*// Answers to study guide

**Thursday Nov. 13th: <span style="color: rgb(190, 14, 14);"> <span style="color: rgb(221, 8, 8);">TEST Chp 7 **
__Homework:__ none

**Friday Nov. 14th:** //Rehash- Review//
Chart presidents

Review Activities for Chapters 1-7

Flip cards for review

= = =<span style="color: rgb(221, 14, 14);">NOTE: All absence work needs to be completed by October 31st. = =October 20- October 30, 2008.= =The new section is Chapter 6: Launching A New Nation=

__<span style="color: rgb(0, 2, 255);">Scroll down past the chapter objectives and essay prompts to view individual dates, class materials, homework, and resources. __
The objectives for this section are listed below. You should feel comfortable answering each objective (with detail and with vocabulary terms) by the test scheduled for October 30, 2008. In addition the essay prompts are also listed below. Again, you need to be able to answer these essays in proper format with supporting specifics such as vocabulary terms and major concepts covered in class and in the textbook.

=
<span style="color: rgb(0, 2, 255);">Objectives Section 1 1. Explain how the US confronted the difficult task of forming a new government. 2. Show how the political ideas of Hamilton and Jefferson differed. 3. Describe how political differences evolved into a two party system. Section 2 1. Summarize the nation’s developing foreign policy with France, Great Britain, and Spain 2. Explain how the US dealt with Native Americans and with British interests west of the Appalachians. 3. Identify some of the deep divisions between Federalists and Republicans. Section 3 1. Identify some of the significant changes brought about during the early years of Jefferson’s presidency. 2. Provide examples of the declining power of the Federalists. 3. Summarize the importance of the Louisiana Purchase and the Lewis and Clark expeditions. Section 4 1. Explain the events that led to the War of 1812. 2. Summarize the course of the war =====

=
1. George Washington’s Farewell speech is famous for its warnings of the inherent dangers within political parties yet America quickly developed into a two party system. Explain how the Federalist and Democratic-Republican parties developed. Make sure to address how this system reflects one of the major tensions in American political history.=====

<span style="color: rgb(0, 12, 255);">Specific days with material covered, notes, and homework are posted below:
__**Monday October 20:**__ //Washington Heads a New Gov't.// Chapter summary. Review homework Guided Reading. Notes via PowerPoint. Examine debt issue of new nation. Recap with 3-1 summaries. Reteach with matching. __Homework__: 6.1 Reteach worksheet. Quiz tomorrow.

__**Tuesday October 21//://**__ //Washington Heads a New Gov't.// Review with test questions. Video clip TJ and Alexander Hamilton. Chart comparing Alex. Hamilton and Thomas Jefferson. Examination of political parties. Note: this is the meat of the answer to one of the essay prompts which will be on Oct. 30th's test. Examining primary documents - Washington's Farewell address. Quiz on 6.1. Read Chp 6 summary section 2 in preparation for homework and tomorrow's lecture. __Homework:__ guided reading 6.2

__**Wednesday October 22:**__ //Foreign Affairs Trouble the Nation//. Topics covered will be French Revolution, British relations, through relations and conflicts with Native Americans. Note: this is the meat of the answer to one of the essay prompts which will be on Oct. 30th's test. __Homework:__ Tecumseh reading and creation of anagram of Tecumseh's name. The anagram should reflect the character and history of the man.

__**Thursday October 23//://**__//Foreign Affairs Trouble the Nation.//Topics covered will be President Adams, XYZ Affair, and Alien and Sedition Acts. Note: this is the meat of the answer to one of the essay prompts which will be on Oct. 30th's test. In class illustrated time line of 6.2 events. Recap with the 3 in 1 summary for section 6.2. __Homework:__ guided reading 6.3. Quiz tomorrow on 6.2

__**Friday October 24:**__ //Jefferson's Presidency//. Review with 6.2 chronological order worksheet. Quiz 6.2. In class notes and excercise on Jefferson's presidency. As assigned either examine Marbury v. Madison or Louisiana Purchase or Editorial cartoons.

__Homework__: Complete guided reading 6.4 War of 1812 or take detailed notes. Quiz Monday on Jefferson's Presidency

__**Monday October 27:**__ //War of 1812//**//.//** In class review of 6.3 using 3-1 summary sheets.Quiz Jefferson's presidency. Cover notes on War of 1812.Note: this is the meat of the answer to one of the essay prompts which will be on Oct. 30th's test. __Homework__: Quiz on War of 1812 tomorrow

__**Tuesday October 28:**__ //War of 1812//. Continued coverage of War of 1812. __Homework:__ complete study guide
 * Note: after school writing workshop examining essay prompts will be offered. Everyone is welcome!**

__**Wednesday October 29:**__ Review __Homework:__ Study for test and prepare outline of how you will answer the essay. You will not be allowed to use any prepared essay materials on the test itself.
 * __Study Guide Answers__**

__**Thursday October 30:**__ TEST CHP 6 Homework:none

October 6- October 17th= =__**Chapter 5: Shaping a New Nation**__=

Section 11. Explain the differing ideas of republicanism.2. Id 3 basic issues debated in drafting the Articles of Confederation.3. Describe the political and economic problems faced by the Confederation.Section 21. Id the events that led nationalist leaders to call for a convention to strengthen the government.2. Summarize the key conflicts at the Constitutional Convention and explain how they were resolved.3. Describe the form of government established by the Constitution.Section 31. Contrast Federalist and Antifederalist arguments over ratification of the Constitution.2. Explain how and why the Bill of Rights was added to the Constitution__The larger concepts you should be keeping in mind as you examine the information:(essays)__=== <span style="color: rgb(207, 7, 7);">Why did the Articles of Confederation prove inadequate for governing the new nation? <span style="color: rgb(192, 12, 12);"> Think About:- national unity under the Confederation- the lack of an executive branch- economic issues such as taxation and national debt- how the Confederation dealt with other nationsWhy did the Antifederalists insist on including a bill of rights in the Constitution? What problems with the Constitution did the Bill of Rights solve?Think About:- Antifederalists' beliefs about the role of the federal government- sympathy of the Antifederalists with common people- the specific rights protected by the Bill of RightsWhat concerns did the nation's leaders have as they began to design a new government? What challenges did they face? How did the Articles of Confederation reflect these concerns and challenges?Think About:- the transition from colonies to states- 18th-century views about democracy- the relationship between the states and the national governmentWhat key conflicts emerged at the Constitutional Convention? Analyze these conflicts and explain how the framers resolved them.Think About:- conflicts between large state and small states- conflicts between North and South- conflicts between Federalists and Antifederalists- enumerated and reserved powers- separation of powers within the national government = =**Monday October 6:**= = Turn in notes on 5.1 and Experimenting with Confederation worksheet as assigned Fri. Oct. 4th. . Examination of Confederation with Powerpoint notes. Answer lecture questions. . __Homework__: Complete Articles of Confederation Matrix. Complete, in detail - including terms on the bottom, workbook 5.2.

**Tuesday October 7:**
Turn in AOC matrix. Powerpoint notes given on 5.2. Answer lecture questions. Review potential quiz material. __Homework:__ study for quiz on 5.1 and 5.2 tomorrow. Complete workbook 5.3 in detail.

**Wednesday October 8:**
quiz 5.1 and 5.2. Make sure you are comfortable with the questions. . During class students will be assigned 1 of 3 formats to examine the ratification of the Constitution. They may work in pairs but product will be due at end of class. They will use the 5.3 Powerpoint notes to complete the task.. Some students will need to access the following documents. __Homework__: complete review worksheet.

**Thursday October 9 and Friday October 10:**
teacher workdays

**Monday October 13: Constitution Checks and Balances**
Turn in review worksheet US Chp 5 Constitution Review as found under Wed. Oct 8th. Some students will also have to turn in completed class assignments on Federalist and Antifederalists. Cover The Constitution Review material with issues and branch checks worksheet (not available online) __Homework__: From Confederation to Federal Union - 2 pages on this worksheet and

**Tuesday October 14**: Examining the Constitution Itself
Turn in Confederation to Federal Union Make sure you know your chapter 5!. Review constitution information. Worksheets on Articles within the Constitution and Check understanding with Reteach Constitutional Articles worksheet and __Homework:__ Amendments - Bill of Rights worksheet and

**Wednesday October 15**: PSAT day and The Amendments
Turn in Amendments- Bill of Rights Worksheet Cover Bill of Rights. Discuss in particular, Amendment 1 and historical changes in defining Freedom of Religion Review Amendments with Amendments Choice worksheet __Homework__: test chp 5 tomorrow. Includes essay. Study guide for Chp. 5

**Thursday October 16**: TEST and ESSAY
Test and Essay<span style="color: rgb(190, 162, 162);"> __Homework:__ None!

Friday October 17: Examination of Amendment Process - The Silly Amendments
Read the amendments to the Constitution (excluding the bill of rights) and choose the three that you feel are the most important to your life. Examine Ray's Rights Class Activity - Silly Amendments __Homework:__ Workbook 6.1 Shaping a New Nation.

<span style="color: rgb(229, 6, 6);">

=September 22- October 3, 2008=
 * note: I will be adding further notes and possibly more homework items for the week beginning Monday Sept 29th, so stay tuned!

Goals and Objectives
<span style="color: rgb(214, 0, 0);">GOAL 1: Students will understand the political, social and economic aspects of the American Revolution. GOAL 2: Students will examine the process that led to the creation of the United States Constitution. GOAL 3: Students will understand the relevance of humanities in the development of a distinct American culture. GOAL 4: Students will compare and contrast Colonial America with the world today. General Outline Notes:

E//gad! We Birthed A Nation!// Check if student completed 4.1 guided reading. Review of stirrings of Rebellion. [[file:Stirrings of Rebellion.ppt]]
St udents work on Illustrated Time Line due Wed. 24th at beginning of class!

**Tuesday Sept 23rd:**
//Egad! We Birthed A Nation!// Warm Up: Chronology Order. Students read two accounts of Boston Massacre. John Adams – Boston Massacre. Students work on Illustrated Time Line. Due at very beginning on class on the 24th. __Homework:__ quiz on 4.1 tomorrow. Complete letter to Uncle assignment for Period 4.

**Wednesday Sept 24th:**
//Ideas That Start A Revolution.// Quiz 4.1 Tar and Feathering. Would you be a loyalist or patriot? __Homework__: Respond to SchoolSpace Blog, //What if England had won the war//? Answer these questions, and then respond to 2 classmates answers. • What if the British had won the Revolutionary War? • How would your life be different? • What could the United States be called if history had followed this course Also, make sure you have completed the Terms and Short Questions on the Loyalist Patriot Worksheet.

**Thursday Sept 25th**:
//36 Most Important Words in the World.//Review with 4.2 reteaching. Declaration of Independence. John Adams __Homework:__. Dear Uncle by Period 7

**Friday Sept 26th**:
//John Adams.// __Homework__: Complete guided reading 4.3 and 4.4

**Monday Sept 29**:
//Struggling to Saratoga// __Homework__: reteaching 4.4

**Tuesday Sept 30t**h:
Winning the War. Review with self directed activities. __Homework__: complete Revolutionary Study Guide

**Wednesday Oct 1st**:
review additional work __Homework__: Study for test chp 4 tomorrow!

**Thursday Oct 2nd:**

 * <span style="color: rgb(235, 5, 5);">Test **

Friday Oct 3rd: Class- view John Adams Homework: Read, note chp 5 section 1 of text pp. 132-137. I will be checking notes for a grade. Answer the questions found on worksheet - Essential Questions 5.1 Experimenting with Confederation

=**September 9-19, 2008**= This week we begin our examination of the early colonies. Serious consideration (as in it will likely be an essay prompt...) need to be given to the following issues: <span style="color: rgb(0, 38, 255);">//The method and motivations behind colonization tended to vary based on the sponsoring country. How did the methods and motivations behind Spanish and English settlements differ? Specific instances illustrating motivation and methods are expected.// //<span style="color: rgb(221, 29, 29);">Hard labor was an important element of American culture. What type of forced labor systems existed in America before the European explorers arrived? What was the labor system employed by BOTH the Spanish and English during early settlement? How did the forced labor systems of the Native Americans and the Europeans differ? // We will continue into chp 3 where we will examine the roots of economic/social differences among the colonies as well as the causes and effects of what would be the seeds of revolution.

**Homework and class materials:**
__Homework__: reprocess class notes. Complete guided reading 3.2 on Agricultural South __Be advised:__ essay test next Tuesday. Complete guided reading 3.4. Create a chart for the colonies showing each of the 13 colonies, its date of settlement, its founder, facts particular to that colony such as religion and/or exports (what is was known for).**Quiz** Monday on 3.2 and 3.3. Go ahead and look at the How To Write a History Essay powerpoint in preparation of Tuesday's in class essay. __Homework:__ tomorrow Essay test. Answers (almost all) to Colonial Study Guide
 * Sept. 8:** Collect chp 2 summary and 4 gist cards - How well do you know your colonies?- Colonial study guide -Class completion of Chp 2. Section 1 questions. Review of Spanish Empire in America. __Homework__: Complete guided reading Chp 2 sec 2. Quiz tomorrow on Chp 2 sec. 1
 * Sept 9:** quiz on Chp 2.1. Review of chp 2.2 English settlement at Jamestown and begin information on Puritan New England. __Homework__: guided reading chp. 2.3
 * Sept 10**: Review of chp 2.3 Puritan New England and 2.4 Middle Colonies Review of Jamestown vs. New England notes. __Homework__: Quiz tomorow on chp 2.
 * Sept 11**: Review of chp 2. Quiz chp 2. Introduce topic of Chp 3.1 England and Navigation Acts.
 * Sept 12**: collect reprocessed notes from class on Sept 11th. Continue with 3.3 the Commercial North.
 * Sept 15:** collect weekend homework.Quiz section 3.2 and 3.3 Discussion of French Indian War. Graphic organizer creation. Advise on writing style for history as expected in tomorrow's essay test.
 * Sept 16**: Essay Test
 * Sept. 17**: Review for chp 2 and chp 3 test to be given tomorrow Thurs Sept 18. Review using [[file:VUS.2 questions(2).doc]] and the website http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/presentation/vus2_exploration/vus2page1.html
 * Sept 18**: test chp 2 and chp 3.

media type="custom" key="2019676"

Blog Directions: Many famous individuals came to this country as immigrants and have, in turn, made outstanding contributions to our nation because of rights granted them by the Constitution. You have been assigned an individual. Your task: 1. Please post why your individual is so significant. Make sure you fully explain (in complete sentences) how the rights guaranteed them by the Constitution made such contributions possible. 2. You are also responsible for reading two other entries and commenting on them. 3. This task is due by Monday Sept. 22nd 8:30 a.m. In addition you are responsible for handing in a one page document with a large illustration of that individual and his/her contributions. If you choose to just copy clip art you must give bibliographic citation and you must add well thought out and well placed comments around the clip art picture. I encourage you to produce your own illustration with well thought out and well placed comments rather than taking the easy way of using clip art. __Homework__: read chp 4.1. Complete workbook 4.1 - in detail! Complete Constiutional assignment (blog response, blog comments, and illustrated picture) by Monday Sept. 22nd.
 * Sept 19**: Consitutional week assignment. Investigate, illustrate, evaluate famous American immigrants who have contributed so mightly to this nation and how their constitutional rights protected them.

**Class notes, worksheets, and resources:**
Chapter 2 Study Guide Chapter 2 summary for gist exercise Chapter 2 Objectives map of 3 European Empires in New World Mayflower Compact exercise Chapter 3 objectives: Chapter 3 summary pages

**Class PowerPoint notes**

 * 2.1 Spanish New World [[file:Colonies Spanish 2.ppt]]
 * 2.2 Jamestown [[file:English Colonies 2.ppt]]
 * 2.3 Puritans [[file:Puritan Colonies in America.ppt]]
 * 2.4 New England colonies [[file:NE Colonies in America 2.ppt]]
 * 3.1 England and her colonies - Salutary Neglect [[file:England and Colonies 3.1.ppt]]
 * 3.2 & 3.3 Southern v Northern colonies [[file:N v S Colonial Life 2.ppt]]
 * 3.3 and 3.4 Southern colonies and the commerical north [[file: Southern & Northern colonies 3.2 and 3.ppt]]
 * 3.4 French and Indian war [[file:FrenchAndIndianWar for posting.ppt]]

**Class Outline Notes**
class outline notes on 2.1 Jamestown class outline notes on 2.1 English Colonies class outline notes on 2.3 Puritan Colonies class outline notes on 2.4 Middle Colonies class outline notes on 3.1 England and her colonies, salutary neglect. class outline notes on 3.2 Agricultural Southern colonies class outline notes on the 3.3 Commercial North class outline notes on the 3.4 French Indian War

**Homework and class materials:**

 * Sept. 8:** Collect chp 2 summary and 4 gist cards - How well do you know your colonies?- Colonial study guide -Class completion of Chp 2. Section 1 questions. Review of Spanish Empire in America. __Homework__: Complete guided reading Chp 2 sec 2. Quiz tomorrow on Chp 2 sec. 1
 * Sept 9:** quiz on Chp 2.1. Review of chp 2.2 English settlement at Jamestown and begin information on Puritan New England. __Homework__: guided reading chp. 2.3
 * Sept 10**: Review of chp 2.3 Puritan New England and 2.4 Middle Colonies Review of Jamestown vs. New England notes. __Homework__: Quiz tomorow on chp 2.
 * Sept 11**: Review of chp 2. Quiz chp 2. Introduce topic of Chp 3.1 England and Navigation Acts. __Homework__: reprocess class notes. Complete guided reading 3.2 on Agricultural South
 * Sept 12**: collect reprocessed notes from class on Sept 11th. Continue with 3.3 the Commercial North. __Be advised:__ essay test next Tuesday. Complete guided reading 3.4. Create a chart for the colonies showing each of the 13 colonies, its date of settlement, its founder, facts particular to that colony such as religion and/or exports (what is was known for).**Quiz** Monday on 3.2 and 3.3
 * Sept 15:** collect weekend homework.Quiz section 3.2 and 3.3 Discussion of French Indian War. Graphic organizer creation. Advise on writing style for history as expected in tomorrow's essay test. __Homework:__ tomorrow Essay test.
 * Sept 16**: Essay Test
 * Sept. 17**: Review for chp 2 and chp 3 test to be given tomorrow Thurs Sept 18
 * Sept 18**: test chp 2 and chp 3. Homework: Read to complete guided reading 4.1
 * Sept 19**: coverage of 4.1 Stirrings of Rebellion. Create basic facts in order to critique a showing of John Adams series.

=**September 2- 5, 2008**=

The first week of school will largely serve as an introductory period though the following assignments are due as indicated.
Please respond by Friday the 5th of September with your comments/reflections on the following 4 points:
 * In class work Wed & Thurs 9/3 & 9/4:** Review of the explorers, Renaissance, etc.
 * Due Thursady 9/4:**
 * Students are required to respond to the dropbox as found on SchoolSpace.http://teachers.henrico.k12.va.us/eLearning/
 * 1. Are you a Robin, Eeyore, Piglet, Owl, or Pooh? These categories tell you which part of the brain you tend to use more. Make sure to specify whether you are left brain dominate, right brain dominant, whole brain favoring one side or the other, or just whole brain altogether.
 * 2. Where you surprised by this survey or do you think it an accurate reflection of your learning style?
 * 3. What do you think will be the hardest thing for you to learn in this particular course? It is important that you tell me the **why**... why will this be the hardest task for you.
 * 4. Give one example of something specific you have had to learn and how you might learn it best. Example: I tend to be whole brain favoring the left. If I had to learn a complex math formula I would have to write it down, neatly, organized, perhaps color coded then have indented examples (bullet format) underneath the formula. Then I would have to transfer the formula to an index card and repeatedly look at that information in order to learn it for a test or quiz.
 * Make sure you finish with your first and last name so I can give you credit for your response. The prompt comes from a learning styles survey given in class on Tues. Sept. 2nd. Learning Styles Survey (format II) [[image:http://mlynde.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="https://mlynde.wikispaces.com/space/showimage/DifferentiatedLearningStylesTeachingTest%282%29.pdf"]][| DifferentiatedLearningStylesTeachingTest(2).pdf]
 * Make sure you finish with your first and last name so I can give you credit for your response. The prompt comes from a learning styles survey given in class on Tues. Sept. 2nd. Learning Styles Survey (format II) [[image:http://mlynde.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="https://mlynde.wikispaces.com/space/showimage/DifferentiatedLearningStylesTeachingTest%282%29.pdf"]][| DifferentiatedLearningStylesTeachingTest(2).pdf]


 * Due by Friday 9/5:**
 * There will be a quiz covering notes in class of Wed and Thurs re: motivations for explorers as well as native people of the Americas
 * All signed paperwork including last page of class syllabus. Students are required to keep syllabus in their binders while the signature page is to be turned into the instructor.
 * Due Monday 9/8**
 * Using the provided Telescoping the Times summary of chp 2, students are to read and //selectively// highlight the worksheet. Students are to use the 4 index cards and provide a 20 word (20 words exactly) gist of each one of the 4 sections. [[file:chp 2 summary pg 1.tif]] [[file:chp 2 summary pg 2.tif]]

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