U. S. History (Period 2,4,6) Assignments
- Instructors
- Term
- Spring 2015
- Department
- Social Studies
- Description
-
In second semester we are continuing our study of the Constitution and the roles of the 3 branches. We are delving into the foundation of the American political system and the ways in which citizens participate (Early Republic). In looking at the New Nation (post George Washington), we will attempt to understand the ideals of the people. Eeks! The U.S. Will become involved in a war w Britain once again. So the theme to examine at that point will be foreign policy. Remember early on I said one on-going theme will be Westward expansion which begins formally w the acquisition of the Louisiana Territory. Another themes we will peruse will be slavery and women's rights... We end our exploration of our nation's history this semester with fighting the CIvil War & Reconstruction! Hold on to your caps, it should be a thrilling ride !
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
5/29 Aim: The Civil War
warmup=
1. Brainpop-Reconstruction
Classwk=
1. US Citizenship
2. National Treasure
____________________
5/28 Aim: The Civil War
warmup/classwk=
1. Write the essay for the district assessment
2. When finished, see what you remember of the US Citizenship test
_________________
5/27 Aim: The Civil War
warmup/classwk
1. Finish discussing the Gettysburg Address
2. Choose essay prompt and make sure you have enough evidence. Work with a partner to look for evidence.
3. Start rough draft of the essay
4. Tomorrow your partner will critique your essay
_______________________________________
5/26 Aim: The Civil War
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If you didn't finish answering the Gettysburg questions, do so and gather your thoughts to write the essay in class tomorrow.
Warmup/Classwk=
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Work on the Gettysburg Address-
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Finish Answering questions
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Begin thinking/organizing thoughts & info. for writing the essay
Due:
Assignment
5/26 Aim: The Civil War
-
If you didn't finish answering the Gettysburg questions, do so and gather your thoughts to write the essay in class tomorrow.
Warmup/Classwk=
-
Work on the Gettysburg Address-
-
Finish Answering questions
-
Begin thinking/organizing thoughts & info. for writing the essay
_______________________________________
5/22 Aim: The Gettysburg Address
Warmup=
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Watch Brainpop- President Lincoln
Classwk=
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Watch the animated version of the Gettysburg Address.
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With classmate (work with a partner only) review the Gettysburg speech, answer all the questions.
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Prepare to write on one of the prompts
___________
5/21 Aim: The Civil War (1861-1865)
Did anyone do the extra credit? Coincidences between Lincoln and John F. Kennedy?
Warmup=
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How did the telegraph help the Union side achieve victory in the Civil War?
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Who was Clara Barton and why was she significant?
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When was the Emancipation Proclamation signed, and how did it shape the Civil War?
Classwk=
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Continue watching America: Story of U.S. As you watch, please be able to tell me some of the outcomes of the Battle of Gettysburg and why this battle is still remembered as a turning point in the Civil War.
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District Assessment- Gettysburg Address
5/8 Aim: The Nation Breaking Apart
warmup=
1. Write a few words to Supreme Court Chief Justice Roger Taney and tell him what you think about the Dred Scott Decision? 467-8
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What did the Dred Scott Decision make unconstitutional? 469
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What was the difference between Stephen Douglas and Lincoln's belief on slavery? 468-9 (Make sure to read the excerpt from the “House Divided” speech.
Classwk=
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Debates- period 2-6
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Presentations
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Cnn student news per. 1/clip from James Buchannan Presidency
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Interpretation of John Brown
After learning about the "caning" of Senator Sumner by Preston Brooks, do you think Sumner went to far in his 2 day rant against A.P. Butler? Sumner called him an “imbicile, a damn fool who had a mistress----slavery? How would you dealt with the situation if you were a Senator? Who should be punished? How?
3.Write a few words to Supreme Court Chief Justice Roger Taney and tell him what you think about the Dred Scott Decision? 466-7
5/4 Aim: Tensions between No. & So.
HW=
1. Read pp 462-465 Do 1,3 AND 465-470 D0 1,3. Both DUE WEDNESDAY ! NO EXCUSES!!!
2. Debate groups prepare for Friday
Warmup=
1. Why did free workers in the North oppose slavery? 458
2. What reasons did Southern slaveholders offer in defense of slavery? Why would poor Southern whites also support slavery even if they didn't have any slaves? 458
Classwk=
1. Review p 461 from last week
2. Youtube clip: The presidents from Zach Taylor- Millard Fillmore
3. Share projects? Begin hw?
Due:
Assignment
Due:
Assignment
Due:
Assignment
Due:
Assignment
______________
___5/4 Aim: Tensions between No. & So.
HW=
1. Read pp 462-465 Do 1,3 AND 465-470 D0 1,3. Both DUE WEDNESDAY ! NO EXCUSES!!!
2. Debate groups prepare for Friday
Warmup=
1. Why did free workers in the North oppose slavery? 458
2. What reasons did Southern slaveholders offer in defense of slavery? Why would poor Southern whites also support slavery even if they didn't have any slaves? 458
Classwk=
1. Review p 461 from last week
2. Youtube clip: The presidents from Zach Taylor- Millard Fillmore
3. Share projects? Begin hw?
__________
5/1 Aim: The Woman's Movement
***Be responsible!!! From the rest of the semester on, NO MISSING WORK! I don't take kindly (sorry) to individuals who will now begin to think it's already the end of the semester and slack off! If you are absent, you get one day for every day you were gone to make up the work.
warmup=
1. What is the historical significance of the Declaration of Sentiments?
2. Finish discussing the Declaration of Sentiments
3. Frederick Douglass brainpop
Classwk=
1. Debates
2. Finish project presentations
3. Cnn student news?
_________
4/29 Aim: The Woman's Movement
HW=
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Finish reading/answering BOTH handouts: Declaration of Sentiments /Ain't I a Woman
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Make up all missing work from the semester- due Friday
Warmup=
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What barriers to equality did women face in the early and mid-1800's? 443
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How did the abolitionist movement lay the groundwork for the fight for woman's rights? 443
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What was the purpose of the Seneca Falls Convention? 444
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What does “sentiment” mean?
Classwk=
1.Read an excerpt of the Declaration of Sentiments. Underline any word you don't know/define it/answer the questions at bottom of page. Be prepared to discuss. SEE p. 182-5 for DECLARATION OF INDEPENDENCE and compare.
2. Read “Ain't I a woman” and do your best at answering questions on backside of that paper.
Due:
Assignment
4/30 Aim: The Women's Movement
HW=
1. Debate groups prepare as well as those still needing to share their projects on reform.
2. Make up missing work...last chance.
Warmup/classwk=
1.Read:
a. "The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
b. He has never permitted her to exercise her inalienable right to the elective franchise.
c. He has compelled her to submit to laws, in the formation of which she had no voice.
Answer:
Before you do, please look at p. 181-2. Which parts of the Declaration of Independence would you find a,b,c?Look at structure...
Firstly, rewrite in more simple language a,b,c
a. According to this portion of the declaration (above) has the denial of women's rights been intentional or unintentional?
b. According to this declaration, how have men unfairly used the law to control women?
Classwk=
1. Review Seneca Falls handout-What is the author arguing? How does she appeal to people's logic? How does she appeal emotionally to her audience? Do you find Stanton's arguments (based on our excerpts) convincing? explain.
2. Read: Ain't I a Woman--a speech delivered by Sojourner Truth in 1851. This time she's talking about her experiences as a BLACK woman. We will watch clip from ted talks (a modern day Sojourner Truth giving the speech). Answer questions on backside as best as you can. Ask your neighbor for assistance...
_________
4/29 Aim: The Woman's Movement
HW=
-
Finish reading/answering BOTH handouts: Declaration of Sentiments /Ain't I a Woman
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Make up all missing work from the semester- due Friday
Warmup=
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What barriers to equality did women face in the early and mid-1800's? 443
-
How did the abolitionist movement lay the groundwork for the fight for woman's rights? 443
-
What was the purpose of the Seneca Falls Convention? 444
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What does “sentiment” mean?
Classwk=
1.Read an excerpt of the Declaration of Sentiments. Underline any word you don't know/define it/answer the questions at bottom of page. Be prepared to discuss. SEE p. 182-5 for DECLARATION OF INDEPENDENCE and compare.
2. Read “Ain't I a woman” and do your best at answering questions on backside of that paper.
____________________
4/27 Aim: Abolitionist & Woman's Movements
HW=
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Read ch. 15 pp 457-461. Do #1,3,4 . Due tomorrow
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Complete any other assignments! Grades are due now!
Warmup=
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Who were some prominent abolitionists? 440-442
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What roles did former slave play in the movement? 441-2
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“This 4th of July is yours not mine. You may rejoice, I must mourn...above your national, tumultuous joy, I hear the mournful wail of millions.”--Frederick Douglass 1852. Write a paragraph explaining why he cannot celebrate the 4th of July.
Classwk=
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Discuss the Abolitionists a little more
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Get your reforms together and share.
Have: a. Paper with your names & brainstorm of 10 problems today.
b. Have paragraph as to what your particular cause/reform is.
Describe the problem, why it is of major concern, what will
happen if change doesn't take place
c. What you plan to do to improve the conditions
d. Your poem/poster/pamphlet/song, etc. Must be filled w/
content.
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Begin reading “Declaration of Sentiments” and answering the questions.
Due:
Assignment
Due:
Assignment
4/29 (Wed) Aim: The Woman's Suffrage Movement
HW=
1. FINISH handout on Declaration of Sentiments.
Warmup/classwk=
1.Read:
"The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.--The Seneca Falls Convention, "Declaration of Sentiments"
Answer:
a. What does 'sentiments' mean? Why was the Declaration of Sentiments written? 444
b. According to this portion of the declaration (above) has the denial of women's rights been intentional or unintentional?
c. According to this declaration, how have men unfairly used the law to control women? (this is only a snipet of what's in the document)
2. Read MORE (not all) of the Declaration of Sentiments. Underline words you don't understand, look them up, answer questions in complete sentences from this paper.
3. Do you think the women should have taken a different tactic or not? explain.
4. Begin reading "Ain' I a Woman" by Sojourner Truth. Practice reading aloud!!!
_______________________
4/28 Aim: Abolitionists and other reformers
HW=
1. Make up missing work. Last date for current semester work is this Friday!
2. Debate groups- prepare for Friday or let me know which day you want to present this week and we'll do it first thing! Sorry for the delay.
Warmup/classwk=
1. Share "Reforming America" projects
2. Brainpop- Frederick Douglass
_____________________
4/27 Aim: Abolitionist & Woman's Movements
HW=
-
Read ch. 15 pp 457-461. Do #1,3,4 . Due tomorrow
-
Complete any other assignments! Grades are due now!
Warmup=
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Who were some prominent abolitionists? 440-442
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What roles did former slave play in the movement? 441-2
-
“This 4th of July is yours not mine. You may rejoice, I must mourn...above your national, tumultuous joy, I hear the mournful wail of millions.”--Frederick Douglass 1852. Write a paragraph explaining why he cannot celebrate the 4th of July.
Classwk=
-
Discuss the Abolitionists a little more
-
Get your reforms together and share.
Have: a. Paper with your names & brainstorm of 10 problems today.
b. Have paragraph as to what your particular cause/reform is.
Describe the problem, why it is of major concern, what will
happen if change doesn't take place
c. What you plan to do to improve the conditions
d. Your poem/poster/pamphlet/song, etc. Must be filled w/
content.
-
Begin reading “Declaration of Sentiments” and answering the questions.
4/21 Aim: Reform Movements of the 19th Century
HW=
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Debate groups prepare
2. GET AHEAD & read pp 440-445 do #1,3,4 due Thurs. (abolitionists)
3. Make up all missing work
Warmup/classwk=(work with you neighbor if you are not sure)
A.
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How did the Second Great Awakening foster a spirit of reform? 433
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What societal problems did many reformers blame on the use of alcohol? How successful was the movement? 434
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Who is the “Father of Public Education”? He called public education the “great equalizer”. What did he mean by that? Do you agree?435
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What efforts were made to improve educational opportunities for women? What obstacles faced African Americans, who wanted education? 435 Why is it important for to educate ALL members of a democratic society?
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Imagine you are Dorothea Dix. Complete this prompt in at least 3 sentences: “I noticed_____________________________”.
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How do you think some of the reform movements of the early and mid-19th c. similar or different from reform efforts today? (what might be some things you'd like to reform here at Millikan? Los Angeles? The U.S.?
B.
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Youtube-Dorothea Dix?
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Presidents Harrison-Polk?
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a. Make a t-chart. On the left, list as many comic books as you can. On the right, list as many superheroes as you can.
b. List the qualities the superheroes have in common on your chart.
c. What features of comic books make people so interested in them?
d. How many female superheroes do you have on your list compared to males? Why do you think this is?
e. Read
f. Think how the timing of Wonder Woman's first appearance aided her popularity.
g. How was Wonder Woman different from the few female superheroes who existed before her?
f. What was Marston's goal in creating Wonder Woman?
Due:
Assignment
Due:
Assignment
4/21 Aim: Reform Movements of the 19th Century
HW=
-
Debate groups prepare
2. GET AHEAD & read pp 440-445 do #1,3,4 due Thurs. (abolitionists)
3. Make up all missing work
Warmup/classwk=(work with you neighbor if you are not sure)
A.
-
How did the Second Great Awakening foster a spirit of reform? 433
-
What societal problems did many reformers blame on the use of alcohol? How successful was the movement? 434
-
Who is the “Father of Public Education”? He called public education the “great equalizer”. What did he mean by that? Do you agree?435
-
What efforts were made to improve educational opportunities for women? What obstacles faced African Americans, who wanted education? 435 Why is it important for to educate ALL members of a democratic society?
-
Imagine you are Dorothea Dix. Complete this prompt in at least 3 sentences: “I noticed_____________________________”.
-
How do you think some of the reform movements of the early and mid-19th c. similar or different from reform efforts today? (what might be some things you'd like to reform here at Millikan? Los Angeles? The U.S.?
B.
-
Youtube-Dorothea Dix?
-
Presidents Harrison-Polk?
-
a. Make a t-chart. On the left, list as many comic books as you can. On the right, list as many superheroes as you can.
b. List the qualities the superheroes have in common on your chart.
c. What features of comic books make people so interested in them?
d. How many female superheroes do you have on your list compared to males? Why do you think this is?
e. Read
f. Think how the timing of Wonder Woman's first appearance aided her popularity.
g. How was Wonder Woman different from the few female superheroes who existed before her?
f. What was Marston's goal in creating Wonder Woman?
1. How was Oregon Country acquired? 407
2. How did annexation of Texas affect U.S.-Mexican relations? 407
3. How did Pres. Polk try to avoid war with Mexico? 407-8
Due:
Assignment
Due:
Assignment
4/9 Aim: Westward Expansion (1810-1850)
HW=
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Make up all missing work
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Debate groups prepare
EC= be a pioneer for a day
Warmup=
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Write a paragraph about what you learned about interpreting the painting, American Progress, yesterday.
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Read the story about Luzena Wilson and answer the questions in complete sentences in your notebk. You may discuss with your table-mate. Make sure you understand vocab...look up in need be.
Classwk=
Oregon Trail side notes: This was the American dream, to have a better life, emigrants were middle class and encapsulated the American spirit, the journey took 6 months,family had to save up $ a couple of years, usually started in spring, a wagon cost $5000 ($ by today's standards) , supplies included 200 lb of flour, 150 lbs of bacon, 10 lbs of coffee, 10 lbs of salt, cooking kettle, fry pan, coffee pot, tin plates/cups, knives, forks.Breakfasts= coffee/bacon/bread; dinner= coffee/cold beans/bacon or dried beef; supper= tea, boiled rice, dried beef. Cholera = biggest killer . For every mile, there were 10 burials along the side of the dirt road.
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America- Story of US: watch video clip or Brainpop: Westward Expansion
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Read play on Oregon Trail
Due:
Assignment
________________
4/7 Aim: Manifest Destiny
(Western Expansion 1810-1850)
HW=
1. Review ch 13, section 1 or DO IT if you haven't #1,3 THEN start reading ch. 13 section , 2 pp 400-405. Do #1,3.
2. Debate groups prepare/make up assignments
Warmup=
1. What motivated mountain men to be out west? 393
2. What is a rendezvous? Why didn't it last too long? 394
3. See map. p. 395. How long was the Oregon Trail? Why did many of the trails leading out west stay next to the rivers?
Classwk=
1. Story of US clip on Oregon Trail. 9 min.
____________________________________________
3/27 Aim: Manifest Destiny
EXTRA CREDIT: Go ahead, check link on "Jackson and $20 bill." Read 1 or more of the female replacement candidates. Write a 1 page bio with picture (in your own words) about this woman and why you feel she makes a worthy replacement. Also...be sure to 'vote'.
HW=
1. Make up missing work
2. Have recent ch. 12 test signed by parents
Warmup=
1. Finish up: "Should Andrew Jackson be removed from the $20 bill"? 3 paragraphs...intro./body-cite evidence from text to back up your opinion/conclusion. I will share example by solo student who completed this assignment yesterday.
Classwk=
1. Debate
2. Discuss "Trails West" reading...
a. What motivated mountain men to be out west? 393
b. What's a rendezvous? Why didn't it last too long? 394
c. See map p. 395. How long was the Oregon Trail? Why did so many of the trails leading out west stay next to the rivers?
3. Clip from Ken Burns "the West--empire upon the trails. or Brainpop "Manifest Destiny" or America: Story of US!
________________
3/26 Aim: Andrew Jackson
HW=
1. Debate groups prepare
2. Make up missing wk...like p. 397 #1,3 that many students didn't complete yesterday.
Warmup=
1. score tests
Classwk=
1. finish assignment- Should Jackson be removed from the $20 bill? Please click on "See All" (as in all assignments. The instructions were given yesterday & earlier this week.
__________________
3/25 Aim: Andrew Jackson
HW=
1. Read pp 393-397 Manifest Destiny. Do #1,3...due tomorrow!
1. Debate groups prepare
2. Make up missing work
Warmup=
Review for ch. 12 test
Classwk=
1. Take test
2. Read or complete review puzzle while waiting for others to finish
3.
a.With your partners write a 1/2-1 page on the topic: Should Andrew Jackson be removed from the $20 bill? Explain why. Think about his background, character, chivalry, military career, 1824 & 1828 presidential election,"just common folk" campaign, what he did while in office (spoils system, kitchen cabinet, Defender of Peggy Eaton, Indian Removal Act, Tariff of 1828, states rights & nullilfication, Bank of the U.S. etc.
b. Who, instead, would you like to see on the $20 bill if it wasn't Jackson and why? Compose a paragraph with 3-5 reasons of explanation.
__________________________
3/24 Aim: Andrew Jackson & the Bank of the US
HW=
1. Study for ch. 12 test tomorrow. See below for potential items on test. Please answer the extended response question in complete sentences , a well formed paragraph , and details or examples. ***go to classzone.com to do flip-card activity.
2. Debate groups prepare for Friday
Warmup=(Discuss w/ table partners ((no more than 3)) & WRITE DOWN in notebksand be prepared to SHARE your paragraphs with the class. Each person should jot down some thoughts first/discuss with partners/come to an agreement...or not/
1. Should Andrew Jackson be removed from the twenty dollar bill? think about presidential character, his policies as president (or even before): election of 1824/1828, Indian Removal, Nullification and states rights, the Bank of the US.
2. Who might be a more suitable face on the twenty dollar bill and why?
*political cartoon of "King Andrew"
Classwk=
1. Finish up clip on History channel-Jackson/Van Buren
2. things to consider for test:
EXTENDED RESPONSE: What is the difference between secession and the Doctrine of Nullification? How might either practice affect the US gov't?
Jefferson Democracy v. Jackson Democracy
spoils system
differences between John Quincy Adams v. Andrew Jackson
"corrupt deal"- JQ Adams/Henry Clay in election 1824
Indian Removal, Indian Territory, Trail of Tears
Sequoya
Osceola and Seminole resistance to Indian Removal in Florida/Everglades
Tariff of Abominations
Webster v. Hayne debate over "states rights" and nullification
secession
Inflation
Panic of 1837
depression
Whig party and candidate William Henry Harrison
John Tyler- first VP to ascend to the Presidency after death of a President
___________________
3/20 Aim: Jacksonian Era
HW=
Make up assignments
Warmup=
1. Choose one to write 1paragraph :
a. Imagine you are EITHER Jackson or Calhoun and are at a dinner honoring Thomas Jefferson (who is long gone). Make a toast on how you stand on the issue of STATES RIGHTS. Instead you may choose Daniel Webster or Robert Hayne who are giving a debate. 382-3 for ideas. Be prepared to share orally for points.
Classwk=(not necessarily in this order)
1. Review Pt. "B" on handout/collect
2. Watch Andrew Jackson vs. Bank on History Channel ;Mr. Beat and the Story of the Whig Party.
3. Debate
______________________
3/19 Aim: Jacksonian Era
HW=
1. Prepare for debates
2. Make up missing work
warmup=
1. Fill in chart (what did each section think of the issue)
Issue Northeast West South
public lands
internal improvements
tariffs
2. Why might sectionalism undermine a nation's greatness?
Classwk=
1. film clip on Jackson and the Tariff of Abominations/ bank
2. Review homework
3. Mr. Beats? Jackson song?
3. Role play Jackson & Calhoun at the dinner honoring Jefferson; Daniel WEbster v Robert Hayne on nullification;
_____________________________
3/18 Aim: Era of Jackson
HW=
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Read pp379-383 and do # 1 p. 383 (vocab) AND handout (side w/ State's Right's Conflict-Key players). DUE TOMORROW!
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Debate groups prepare
Warmup=
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What were some effects of the Indian Removal Act on Native Americans? On whites? (375-378)
Classwk=
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Clip on Andrew Jackson- Take notes
-
Read play- Trail of Tears
_________________________________
3/17 Aim: Jacksonian Era
HW=
Make up missing work
Warmup=
1. Imagine you are representing the Cherokee Nation in Georgia. You have a document you want to read to the President of the U.S. What does this document say? Discuss your attempts to "assimilate" into American culture OR ask to negotiate. 1-3 paragraphs. 374-6
Classwk=
1. Review backside of handout.
2. Clip- Jackson Presidency...take some notes as I will ask you How history should remember Andrew Jackson.....there's lot to draw upon.
_________________
3/16 Aim: The Jacksonian Era
*Distribute papers
HW=
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Read pp 374-378 and do #1 p. 378 AND 2nd side of handout w/ timeline.
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Make up missing work
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Debate groups prepare
Warmup=
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What is the spoils system?373
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What might be the advantages and disadvantages of the spoils system?guess
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Look at the political cartoon below:
a. What do you see? What's going on?
-
What are some images? Symbols?
b. In what ways does this image of a statue remind you of monuments dedicated to great or heroic figures?
c. What visual symbols in this cartoon go against the idea that the statue is meant to be heroic or admirable?
Classwk=
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Get out handout from last week, let's review. Correct your answers
-
Take notes on film: “The American Presidents: JQ Adams/A. Jackson”
**I am going to ask you to write a paragraph and submit it : How was Andrew Jackson different from other presidents? Does that make him better or worse?
Due:
Assignment
3/27 Aim: Manifest Destiny
HW=
1. Make up missing work
2. Have ch. 12 tests signed/returned as well as "real time" progress report that will be given to you today.
Warmup=
1. Finish up: 3 paragraphs(intro/body---cite evidence from book/dvd's/ conclusion) on "Should Andrew Jackson be removed from the $20 bill?"
Classwk=
1. Debate
2. Discuss "Trails West" p. 393-397
3. Ken Burns "West" clip (really excellent/check out link to watch)
_________________
3/26 Aim: Legacy of Andrew Jackson
hw=
1. Make up missing work
2. Debate groups prepare
Warmup=
1. Score tests
Classwk=
1. Should Andrew Jackson be removed from the twenty dollar bill? explain. Write 1 page . Who should be replaced?
_______________________
3/25 Aim: Andrew Jackson
HW-
1. Read ch 13 section 1. Do #1,3
2. Debate groups prepare
Warmup=
1. Take 5 min. for test
Classwk=
1. Take test ch. 12
2. When finished :
a. start on homewk
b. complete review puzzle for extra credit
c. read Scholastic Mag.
3. Work w/ partner on paper: Should Andrew Jackson be removed from the $20 Bill.
_____________________
3/24 Aim: Andrew Jackson & the Bank of the US
HW=
1. Study for ch. 12 test tomorrow. See below for potential items on test. Please answer the extended response question in complete sentences , a well formed paragraph , and details or examples. ***go to classzone.com to do flip-card activity.
2. Debate groups prepare for Friday
Warmup=(Discuss w/ table partners ((no more than 3)) & WRITE DOWN in notebksand be prepared to SHARE your paragraphs with the class. Each person should jot down some thoughts first/discuss with partners/come to an agreement...or not/
1. Should Andrew Jackson be removed from the twenty dollar bill? think about presidential character, his policies as president (or even before): election of 1824/1828, Indian Removal, Nullification and states rights, the Bank of the US.
2. Who might be a more suitable face on the twenty dollar bill and why?
*political cartoon of "King Andrew"
Classwk=
1. Finish up clip on History channel-Jackson/Van Buren
2. things to consider for test:
EXTENDED RESPONSE: What is the difference between secession and the Doctrine of Nullification? How might either practice affect the US gov't?
Jefferson Democracy v. Jackson Democracy
spoils system
differences between John Quincy Adams v. Andrew Jackson
"corrupt deal"- JQ Adams/Henry Clay in election 1824
Indian Removal, Indian Territory, Trail of Tears
Sequoya
Osceola and Seminole resistance to Indian Removal in Florida/Everglades
Tariff of Abominations
Webster v. Hayne debate over "states rights" and nullification
secession
Inflation
Panic of 1837
depression
Whig party and candidate William Henry Harrison
John Tyler- first VP to ascend to the Presidency after death of a President
___________________________
3/23 Aim: Andrew Jackson
HW=
-
Complete back side of handout (ch. 12 sect 4. 384-387) And vocab. Due tomorrow!! Study for ch 12 Test on Wednesday
-
Debate groups prepare for Friday
-
Make up any missing work- ask for printout
Warmup=
-
Thus far, what do you think you will remember Andrew Jackson for and why? Explain. 369-387
-
Why is Jackson like no other Presidents before him?369-387
Classwk=
-
Video clip- American Presidents-Jackson
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Whig party
-
Begin reading & answering the questions from the handout. You MUST read.
_________________________________
3/18 Aim: Era of Jackson
HW=
-
Read pp379-383 and do # 1 p. 383 (vocab) AND handout (side w/ State's Right's Conflict-Key players). DUE TOMORROW!
-
Debate groups prepare
Warmup=
-
What were some effects of the Indian Removal Act on Native Americans? On whites? (375-378)
Classwk=
-
Clip on Andrew Jackson- Take notes
-
Read play- Trail of Tears
Due:
Assignment
Due:
Assignment
3/27 Aim: Manifest Destiny
HW=
1.Make up missing work
2. Have recent ch. 12 test signed by parents
Warmup=
1. Finish up: "Should Andrew Jackson be removed from the $20 bill"? 3 paragraphs...intro./body-cite evidence from text to back up your opinion/conclusion. I will share example by solo student who completed this assignment yesterday.
Classwk=
1. Debate
2. Discuss "Trails West" reading...
3. Clip from Ken Burns "the West--empire upon the trails. or Brainpop "Manifest Destiny"
Due:
Assignment
/27 Aim: Manifest Destiny
EXTRA CREDIT: Go ahead, check link on "Jackson and $20 bill." Read 1 or more of the female replacement candidates. Write a 1 page bio with picture (in your own words) about this woman and why you feel she makes a worthy replacement. Also...be sure to 'vote'.
HW=
1. Make up missing work
2. Have recent ch. 12 test signed by parents
Warmup=
1. Finish up: "Should Andrew Jackson be removed from the $20 bill"? 3 paragraphs...intro./body-cite evidence from text to back up your opinion/conclusion. I will share example by solo student who completed this assignment yesterday.
Classwk=
1. Debate
2. Discuss "Trails West" reading...
a. What motivated mountain men to be out west? 393
b. What's a rendezvous? Why didn't it last too long? 394
c. See map p. 395. How long was the Oregon Trail? Why did so many of the trails leading out west stay next to the rivers?
3. Clip from Ken Burns "the West--empire upon the trails. or Brainpop "Manifest Destiny" or America: Story of US!
_______________
______________________
3/25 Aim: Andrew Jackson
HW=
1. Read ch. 13 (Manifest Destiny) pp 393-397. do 1,3 due tomorrow!
2. Debate groups prepare
3. Make up missing work
Warmup=
Review for ch. 12 test
Classwk=
1. Take test
2. Read or complete review puzzle while waiting for others to finish
3.
a. With your partners write a 1 page on the topic: Should Andrew Jackson be removed from the $20 bill? Explain why. Think about his background, character, chivalry, military career, 1824 & 1828 presidential election,"just common folk" campaign, what he did while in office (spoils system, kitchen cabinet, Defender of Peggy Eaton, Indian Removal Act, Tariff of 1828, states rights & nullification, Bank of the U.S. etc.
b. Who, instead, would make a better candidate on the $20 bill if it wasn't Jackson and why? Compose a paragraph with 3-5 reasons of explanation.
Due:
Assignment
1. Make up missing work
2. Have recent ch. 12 test signed by parents
Warmup=
1. Finish up: "Should Andrew Jackson be removed from the $20 bill"? 3 paragraphs...intro./body-cite evidence from text to back up your opinion/conclusion. I will share example by solo student who completed this assignment yesterday.
Classwk=
1. Debate
2. Discuss "Trails West" reading...
3. Clip from Ken Burns "the West--empire upon the trails. or Brainpop "Manifest Destiny"
________________
3/26 Aim: Andrew Jackson
HW=
1. Debate groups prepare
2. Make up missing wk...like p. 397 #1,3 that many students didn't complete yesterday.
Warmup=
1. score tests
Classwk=
1. finish assignment- Should Jackson be removed from the $20 bill? Please click on "See All" (as in all assignments. The instructions were given yesterday & earlier this week.
_____________________________
3/25 Aim: Andrew Jackson
HW=
1. Read ch. 13 (Manifest Destiny) pp 393-397. do 1,3 due tomorrow!
2. Debate groups prepare
3. Make up missing work
Warmup=
Review for ch. 12 test
Classwk=
1. Take test
2. Read or complete review puzzle while waiting for others to finish
3.
a. With your partners write a 1 page on the topic: Should Andrew Jackson be removed from the $20 bill? Explain why. Think about his background, character, chivalry, military career, 1824 & 1828 presidential election,"just common folk" campaign, what he did while in office (spoils system, kitchen cabinet, Defender of Peggy Eaton, Indian Removal Act, Tariff of 1828, states rights & nullification, Bank of the U.S. etc.
b. Who, instead, would make a better candidate on the $20 bill if it wasn't Jackson and why? Compose a paragraph with 3-5 reasons of explanation.
__________________________
3/24 Aim: Andrew Jackson & the Bank of the US
HW=
1. Study for ch. 12 test tomorrow. See below for potential items on test. Please answer the extended response question in complete sentences , a well formed paragraph , and details or examples. ***go to classzone.com to do flip-card activity.
2. Debate groups prepare for Friday
Warmup=(Discuss w/ table partners ((no more than 3)) & WRITE DOWN in notebksand be prepared to SHARE your paragraphs with the class. Each person should jot down some thoughts first/discuss with partners/come to an agreement...or not/
1. Should Andrew Jackson be removed from the twenty dollar bill? think about presidential character, his policies as president (or even before): election of 1824/1828, Indian Removal, Nullification and states rights, the Bank of the US.
2. Who might be a more suitable face on the twenty dollar bill and why?
*political cartoon of "King Andrew"
Classwk=
1. Finish up clip on History channel-Jackson/Van Buren
2. things to consider for test:
EXTENDED RESPONSE: What is the difference between secession and the Doctrine of Nullification? How might either practice affect the US gov't?
Jefferson Democracy v. Jackson Democracy
spoils system
differences between John Quincy Adams v. Andrew Jackson
"corrupt deal"- JQ Adams/Henry Clay in election 1824
Indian Removal, Indian Territory, Trail of Tears
Sequoya
Osceola and Seminole resistance to Indian Removal in Florida/Everglades
Tariff of Abominations
Webster v. Hayne debate over "states rights" and nullification
secession
Inflation
Panic of 1837
depression
Whig party and candidate William Henry Harrison
John Tyler- first VP to ascend to the Presidency after death of a President
_____________________________
3/23 Aim: Andrew Jackson
HW=
-
Complete back side of handout (ch. 12 sect 4. 384-387) And vocab. Due tomorrow!! Study for ch 12 Test on Wednesday
-
Debate groups prepare for Friday
-
Make up any missing work- ask for printout
Warmup=
-
Thus far, what do you think you will remember Andrew Jackson for and why? Explain. 369-387
-
Why is Jackson like no other Presidents before him?369-387
Classwk=
-
Video clip- American Presidents-Jackson
-
Whig party
-
Begin reading & answering the questions from the handout. You MUST read.
Due:
Assignment
3/17 Aim: Jacksonian Era
HW=
Make up missing work
Warmup=
1. Imagine you are representing the Cherokee Nation in Georgia. You have a document you want to read to the President of the U.S. What does this document say? Discuss your attempts to "assimilate" into American culture OR ask to negotiate. 1-3 paragraphs. 374-6
Classwk=
1. Review backside of handout.
2. Clip- Jackson Presidency...take some notes as I will ask you How history should remember Andrew Jackson.....there's lot to draw upon.
_
3/16 Aim: The Jacksonian Era
*Distribute papers
HW=
-
Read pp 374-378 and do #1 p. 378 AND 2nd side of handout w/ timeline.
-
Make up missing work
-
Debate groups prepare
Warmup=
-
What is the spoils system?373
-
What might be the advantages and disadvantages of the spoils system?guess
-
Look at the political cartoon below:
a. What do you see? What's going on?
-
What are some images? Symbols?
b. In what ways does this image of a statue remind you of monuments dedicated to great or heroic figures?
c. What visual symbols in this cartoon go against the idea that the statue is meant to be heroic or admirable?
Classwk=
-
Get out handout from last week, let's review. Correct your answers
-
Take notes on film: “The American Presidents: JQ Adams/A. Jackson”
**I am going to ask you to write a paragraph and submit it : How was Andrew Jackson different from other presidents? Does that make him better or worse?
___________________
3/13 Aim: Era of Andrew Jackson and the Common Man
HW=
1. make up missing work
warmup=(For all his popularity, Jackson was a controversial President. In the voice of Jackson himself, defend # 1 and #2 attacks on his record)
1. Andrew Jackson dishonored the presidency by holding a raucuous inaugural celebration inside the White House.372-3 (also read "voice from the past").
2. Jackson is awarding federal jobs to friends and political cronies (friends). This "spoils system" will fill our government with unskilled people.
3. Jackson ushered in a new political era? See chart on 373 entitled Changes in Ideas about Democracy? Answer the 2 skill builder questions? It's interesting to note, that Jefferson thought Jackson was a "dangerous" person.
classwk=
1. Debates
2. Andrew Jackson- brainpop? History channel?
__________________________
3/12 Aim: Era of Andrew Jackson
HW=
1. Debate groups prepare
2. Make up any missing work NOW!
Warmup=(you may discuss w/ partner, but write the quote & explain)
1. On July 4, 1821, as James Monroe's Secretary of State, John Quincy Adams delivered a speech to Congress on FOREIGN POLICY in which he said: "but she (the U.S.) goes not abroad, in search of monsters to destroy. She is the well wisher to freedom and independence of all. She is the champion and vindicator only of her own. " Explain what he is trying to say. Write 3-5 sentences. Think: what is foreign policy? What does vindicator mean? Which other presidents echoed this policy?
2. In the Presidential election of 1824, there were 4 contenders for that office. Andrew Jackson won 43% of popular vote; Adams won 30%; however , the presidency is determined by the electoral college. JQ Adams won 84 votes while Jackson won 99. Did Jackson, who lost in the House of Representatives, have a legitimate grievance? Do you think that John Quincy Adams was party to this "corrupt bargain"? Were Jackson & his supporters behaviors ethical, destructive, divisive or actually helpful to the nation by NOT accepting the outcome of the election of 1824? Write in complete, coherent sentences.
3. Why do you think Jackson was popular but Adams was not? What is the lesson learned? 370
4. What are the characteristics of a strong leader?
Classwk=
1. REview homewk....
2. Disney American Presidents clip-John Quincy Adams
3. Score tests?
_________________________
3/11 Aim: Era of Andrew Jackson
HW=
-
Read 369-373. Do vocab. On 373 AND A/B on side 1 of handout (graphic organizer).
-
Make up any missing work!
Extra Credit=
-
Do word wall or graphic organizer for ch. 11 and/or 12.
Warmup=
-
Take 2 minutes to review
Classwk=
-
Take test. Make sure you write a full explanatory paragraph for the extended response.
-
When finish, put papers up front on table and then pick up the “Scholastic Magazine” and read some articles of your choice, but also ANSWER the questions to “Analyze the Cartoon” in the back of the magazine AND then read SELMA!
a. Background: in theory, the citizenship and voting rights of black Americans were protected by 3 amendments to the Constitution passed following the Civil War. The 13th (ratified in 1865) abolished slavery, the 14th (1868) ensured citizenship, and the 15th(1870) guaranteed voting rights. But in the decades following Reconstruction (186501877), states of the former Confederacy systematically eliminated African-Americans from the voting rolls. By 1910 nearly ALL black citizens were disenfranchised there, according to a 2009 report from the US Dept. of Justice.
Attempts by Congress to change this with legislation beginning in the 1950's didn't solve the problem. Literacy tests, poll taxes, and other formal & informal practices combined to keep black registration rates to a minimum in Alabama, Louisiana, and Mississippi.
a. Look over the article, (sub-headings ,photos, words to know)
b. Read the article: Who were the key players in Bloody Sunday ? Why
is March 7 regarded as Bloody Sunday?How is the story structured?
What do the photos add to the article?
c. Discuss w/ partners: How much artistic freedom should filmmakers be able to take when making a historical event? Is it their responsibility to be strictly accurate? When is artistic license appropriate?
Due:
Assignment
3/11 Aim: Era of Andrew Jackson
HW=
-
Read 369-373. Do vocab. On 373 AND A/B on side 1 of handout (graphic organizer).
-
Make up any missing work!
Extra Credit=
-
Do word wall or graphic organizer for ch. 11 and/or 12.
Warmup=
-
Take 2 minutes to review
Classwk=
-
Take test. Make sure you write a full explanatory paragraph for the extended response.
-
When finish, put papers up front on table and then pick up the “Scholastic Magazine” and read some articles of your choice, but also ANSWER the questions to “Analyze the Cartoon” in the back of the magazine AND then read SELMA!
a. Background: in theory, the citizenship and voting rights of black Americans were protected by 3 amendments to the Constitution passed following the Civil War. The 13th (ratified in 1865) abolished slavery, the 14th (1868) ensured citizenship, and the 15th(1870) guaranteed voting rights. But in the decades following Reconstruction (186501877), states of the former Confederacy systematically eliminated African-Americans from the voting rolls. By 1910 nearly ALL black citizens were disenfranchised there, according to a 2009 report from the US Dept. of Justice.
Attempts by Congress to change this with legislation beginning in the 1950's didn't solve the problem. Literacy tests, poll taxes, and other formal & informal practices combined to keep black registration rates to a minimum in Alabama, Louisiana, and Mississippi.
a. Look over the article, (sub-headings ,photos, words to know)
b. Read the article: Who were the key players in Bloody Sunday ? Why
is March 7 regarded as Bloody Sunday?How is the story structured?
What do the photos add to the article?
c. Discuss w/ partners: How much artistic freedom should filmmakers be able to take when making a historical event? Is it their responsibility to be strictly accurate? When is artistic license appropriate?
________________________________
3/10 Aim: National and Regional Growth
HW=
1. Prepare for test tomorrow (see below)
2. Debate groups prepare
Warmup=
1. Turn to p. 363. Look at the map and do the questions.
2. Select the term or name below that best completes the sentence. (Ans. only).
With the spread of the ___________ , machines replaced hand tools. As part of this change, manufacturers began using the ________, which brought more and more workers and machines under one rool. Some firms went even further and created new towns, such as ______________, Massachusetts. One politician who supported industrial growth was Kentucky congressman ____________. His proposal, known as the __________included a protective tariff, a national bank, and improvements in transportation.
American System cotton gin factory system Henry Clay Industrial Revolution
Lowell Missouri Compromise James Monroe Monroe Doctrine
nationalism sectionalism Sam Slater spirituals Nat Turner interchangeable parts
Classwk=
1. Classzone review
2. Game
3. Disney clip on Pres. Monroe
KNOW FOR TEST
Extended response: How did the American System propose to strengthen the nation's economy? Explain each of the 3 points.
Henry Clay, factory system, Nat Turner, Monroe Doctrine, spirituals, Sam Slater, nationalism, Robert Fulton, Missouri Compromise, Industrial Revolution, sectionalism, Lowell Massachusetts, Samuel Morse, Eli Whitney, role of cotton gin in South.
___________________________________________________
3/9 Aim: Nationalism & Sectionalism
HW=
1. Study ch. 11 for test on Wednesday. Go to classzone.com for flashcard review, etc.
2. Debate groups/newsgroup prepare
3. Make up missing work. I'm starting the process Thursday to do 10wk report cards.
Warmup=
1. How would you explain the phrase, "the Era of Good Feeling" ? Whose presidency do we associate that phrase with? From reading the chapter, what might have been some examples of this "good feeling"? 354-359
2. Write a paragraph expressing your opinion of either the Missouri Compromise (358) or the Monroe Doctrine (359).
Classwk=
1. Discuss nationalism/American system & Henry Clay
2. How did the Erie Canal help the nation grow? 355...see map. Erie Canal song- sing-along w/ Bruce Springsteen . It was proposed in 1808 and completed in 1825. An engineering marvel. It crossed 363 miles of wilderness, 80 locks, had to be built to raise/lower ships where elevation changed along the route. The song was written in 1905 by Thomas Allen after the Erie Canal converted from mule power to engine power, raising the speed of traffic.
3. Review rest of chapter/ clip on Madison/Monroe?
____________________________________
3/6 Aim: Plantation & Spread of Slavery
E.c. - Learn a Spiritual (religious folk songs that contained coded messages about the desire to be free from slavery or planned escapes to the states where slavery had been abolished or to Canada). You can also do a report on how spirituals influenced blues, jazz, rap. You can find and listen to some "clean" (rated G) songs on youtube that mention Nat Turner and write about why certain reggae bands, Kanye West, and others would bother mentioning this slave leader.
HW=
Make up any missing assignments or re-do assignments for better grade
Warmup=
1. Take out handout from yesterday (The Clock). Finish reading and answer the questions at the end of the story. Write on that sheet.
Classwk=(discuss)
1. Who invented the cotton (en)gin(e) ? What did it do? Describe its efficiency and how did this invention change Southern life? 348-9
2. See map on p. 350, Which 5 states had the largest areas devoted to growing cotton in 1840?
3. Why did many white Southern farmers without slaves still support slavery? 350
4. As you read, African-American slaves sometimes organized revolts against their owners. A number of these rebellions were violent, resulting in the death of slave owners & their families. For example, Nat Turner's rebellion, in 1831 , a group of slaves murdered 55 men, women and children. Were such rebellions justified or were they just morally wrong? What do you think? 353, 353
5. Review Question 4 p. 353
6. Cnn Student News/ debates/ newsgroups
7. Brainpop- slavery
_________________________
3/4 Aim: Industrial Revolution
e.c. =
Ask parents about their job history: age of first job, what job was, salary (fair? minimum wage:), task, workplace environment, relationship with boss or other workers, hours benefits (paid for overtime, disability, social security, unemployment insurance, workers compensation, family leave), pressure from rest of family to work. Then ask them about the evolution of their job history. How did they get from that job to their current position. What words of wisdom can they give you about first jobs and career choices. Be prepared to share with class. (Write it out)
HW=
1. Read 354-359 do #1,3 on p. 359 Due Friday.
2. Debate /newsgroups (per. 5 ) prepare for Fri.
Throughout history, people have imagined to make our lives better, easier, and more enjoyable. From the wheel, to penicillin, to computer , inventions continue to change the way we live in the world.
Warmup= (converse w/ neighbor and write question & answer)
1. What is the difference between an invention and a discovery?
2. What are the most important inventions of the 20th century? (make educated guesses) and why?
3. What arse some inventions since 2000 that have had an impact on our lives? Which ares the most significant and why?
4. What are some advantages and disadvantages of some technological advancements?
5. copy:
industrial= having to do with industry, business, manufacturing
revolution=a huge change or change in way things are done
industrial revolution= a change from making things by hand to making things in factories
Classwk=
1. quick powerpoint on Industrial revolution/clip on Lowell factories
2. Discuss: what were Sam later's contributions to American industry? He was an English employee at the Milford cotton mill and absconded (ran away) to America with details of the cotton processing machinery, where he set up a competing mill. This was a defiance of the British gov't. Should we consider him a hero or villain? Explain? 341-2
3. How did Eli Whitney transform the manufacturing process?
Due:
Assignment
-
3/4 Aim: Industrial Revolution
e.c. =
Ask parents about their job history: age of first job, what job was, salary (fair? minimum wage:), task, workplace environment, relationship with boss or other workers, hours benefits (paid for overtime, disability, social security, unemployment insurance, workers compensation, family leave), pressure from rest of family to work. Then ask them about the evolution of their job history. How did they get from that job to their current position. What words of wisdom can they give you about first jobs and career choices. Be prepared to share with class. (Write it out)
HW=
1. Read 354-359 do #1,3 on p. 359 Due Friday.
2. Debate /newsgroups (per. 5 ) prepare for Fri.
Throughout history, people have imagined to make our lives better, easier, and more enjoyable. From the wheel, to penicillin, to computer , inventions continue to change the way we live in the world.
Warmup= (converse w/ neighbor and write question & answer)
1. What is the difference between an invention and a discovery?
2. What are the most important inventions of the 20th century? (make educated guesses) and why?
3. What arse some inventions since 2000 that have had an impact on our lives? Which ares the most significant and why?
4. What are some advantages and disadvantages of some technological advancements?
5. copy:
industrial= having to do with industry, business, manufacturing
revolution=a huge change or change in way things are done
industrial revolution= a change from making things by hand to making things in factories
Classwk=
1. quick powerpoint on Industrial revolution/clip on Lowell factories
2. Discuss: what were Sam later's contributions to American industry? He was an English employee at the Milford cotton mill and absconded (ran away) to America with details of the cotton processing machinery, where he set up a competing mill. This was a defiance of the British gov't. Should we consider him a hero or villain? Explain? 341-2
3. How did Eli Whitney transform the manufacturing process?
Due:
Assignment
3/5 Aim: Industrial Revolution
HW=
1. Read 354-359, Do #1,3 on 359. Due tomorrow.
2. Prepare for debate if you are doing it tomorrow; per. 5 prepare for newsgroup
Warmup=
1. How did the Industrial Revolution change the way people worked?
2. Did the Industrial Revolution increase or decrease the demand for skilled workers?
3. How did the Industrial Revolution change the way people & goods were transported?
4. Did the Industrial Revolution really end or is it still going on today? explain.
Classwk=
1. Brainpop=Industrial Revolution
2. Read "The Clock" and answer the questions. You may work w/ table partner(s)
3.. Period 1-2 "Industrial Revolution Overview" clip? See webpage/ MORSE CODE song (youtube)
_______________
3/2 Aim: The War of 1812
Extra Credit= Do visual summary, "Jefferson Era" on p.334. Title, and headings (copy, BUT include 3+ bullet points of detail per heading), graphics. Make informative and attractive so I can hang in class.
HW=
1.Read pp 341-345 Do 1,4 on p. 345 AND 348-353 Do 1,4 on p. 353. Due Wednesday
2. Debate groups Friday/per 5= Newsgroups
Warmup=
1. Take a few minutes to put together your Lewis & Clark project.
2. Share your project w/ class.
3. Answer in complete sentences:
a. Why did Britain try to avoid war? What steps did it do to avoid war?
b. What is the importance of Francis Scott Key in this war? 332
c. What were the effects of the war? 333
Classwk=
1. Get out your handout on Presidents: Madison....We will watch film clip on "The Presidents" from the History channel. You can take notes and fill out the form.
2. Turn to 338-9 w/ your table mates, discuss & answer "How will new inventions change your country?" p. 339
3. Begin reading pp 342-345.
-
4 to a group (no more)
a. Attractive over page with illustration & title
b. Mention how we acquired Louisiana territory AND the purpose of the Expedition. Show map.
c. One page on an event that took place on journey (must have season and year) & illustration. Consult your notes)
d. One page on a new animal that was discovered (description & where encountered, and illustration).
e. One page on new plant/flower that was discovered (description & where found, illustration).
f. One page on Native American tribe you met (description,& where encountered, how they helped expedition, illustration)
g. Results of the Expedition
Due:
Assignment
3/2 Aim: The War of 1812
Extra Credit= Do visual summary, "Jefferson Era" on p.334. Title, and headings (copy, BUT include 3+ bullet points of detail per heading), graphics. Make informative and attractive so I can hang in class.
HW=
1.Read pp 341-345 Do 1,4 on p. 345 AND 348-353 Do 1,4 on p. 353. Due Wednesday
2. Debate groups Friday/per 5= Newsgroups
Warmup=
1. Take a few minutes to put together your Lewis & Clark project.
2. Share your project w/ class.
3. Answer in complete sentences:
a. Why did Britain try to avoid war? What steps did it do to avoid war?
b. What is the importance of Francis Scott Key in this war? 332
c. What were the effects of the war? 333
Classwk=
1. Get out your handout on Presidents: Madison....We will watch film clip on "The Presidents" from the History channel. You can take notes and fill out the form.
2. Turn to 338-9 w/ your table mates, discuss & answer "How will new inventions change your country?" p. 339
3. Begin reading pp 342-345.
Due:
Assignment
3/5 Aim: Industrial Revolution
HW=
1. Read 354-359, Do #1,3 on 359. Due tomorrow.
2. Prepare for debate if you are doing it tomorrow; per. 5 prepare for newsgroup
Warmup=
1. How did the Industrial Revolution change the way people worked?
2. Did the Industrial Revolution increase or decrease the demand for skilled workers?
3. How did the Industrial Revolution change the way people & goods were transported?
4. Did the Industrial Revolution really end or is it still going on today? explain.
Classwk=
1. Brainpop=Industrial Revolution
2. Read "The Clock" and answer the questions. You may work w/ table partner(s)
3.. Period 1-2 "Industrial Revolution Overview" clip? See webpage/ MORSE CODE song (youtube)
___________________
3/4 Aim: Industrial Revolution
e.c. =
Ask parents about their job history: age of first job, what job was, salary (fair? minimum wage:), task, workplace environment, relationship with boss or other workers, hours benefits (paid for overtime, disability, social security, unemployment insurance, workers compensation, family leave), pressure from rest of family to work. Then ask them about the evolution of their job history. How did they get from that job to their current position. What words of wisdom can they give you about first jobs and career choices. Be prepared to share with class. (Write it out)
HW=
1. Read 354-359 do #1,3 on p. 359 Due Friday.
2. Debate /newsgroups (per. 5 ) prepare for Fri.
Throughout history, people have imagined to make our lives better, easier, and more enjoyable. From the wheel, to penicillin, to computer , inventions continue to change the way we live in the world.
Warmup= (converse w/ neighbor and write question & answer)
1. What is the difference between an invention and a discovery?
2. What are the most important inventions of the 20th century? (make educated guesses) and why?
3. What arse some inventions since 2000 that have had an impact on our lives? Which ares the most significant and why?
4. What are some advantages and disadvantages of some technological advancements?
5. copy:
industrial= having to do with industry, business, manufacturing
revolution=a huge change or change in way things are done
industrial revolution= a change from making things by hand to making things in factories
Classwk=
1. quick powerpoint on Industrial revolution/clip on Lowell factories
2. Discuss: what were Sam later's contributions to American industry? He was an English employee at the Milford cotton mill and absconded (ran away) to America with details of the cotton processing machinery, where he set up a competing mill. This was a defiance of the British gov't. Should we consider him a hero or villain? Explain? 341-2
3. How did Eli Whitney transform the manufacturing process?
_________________
3/3 Aim: War of 1812
HW=
1.Read pp 341-345 Do 1,4 on p. 345 AND 348-353 Do 1,4 on p. 353. Due Wednesday. Details, specifics, complete sentences. No pronouns!
-
Debate groups Friday/per 5= Newsgroups
Warmup=
1. Review old homewk
2.a. Why did Britain try to avoid war? What steps did it do to avoid war?330
b. What is the importance of Francis Scott Key in this war? 332
-
What were the effects of the war? 333
Classwk=
1. Get out your handout on Presidents: Madison....We will watch film clip on "The Presidents" from the History channel. You can take notes and fill out the form. Review questions from last week.
2. Turn to 338-9 w/ your table mates, discuss & answer "How will new inventions change your country?" p. 339
3. Begin reading pp 342-345. Handouts on Mill life in Lowell, Ma.
____________________________________________
3/2 Aim: The War of 1812
Extra Credit= Do visual summary, "Jefferson Era" on p.334. Title, and headings (copy, BUT include 3+ bullet points of detail per heading), graphics. Make informative and attractive so I can hang in class.
HW=
1.Read pp 341-345 Do 1,4 on p. 345 AND 348-353 Do 1,4 on p. 345. Due Wednesday
2. Debate groups Friday/per 5= Newsgroups
Warmup=
1. Take a few minutes to put together your Lewis & Clark project.
2. Share your project w/ class.
3. Answer in complete sentences:
a. Why did Britain try to avoid war? What steps did it do to avoid war?
b. What is the importance of Francis Scott Key in this war? 332
c. What were the effects of the war? 333
Classwk=
1. Get out your handout on Presidents: Madison....We will watch film clip on "The Presidents" from the History channel. You can take notes and fill out the form.
2. Turn to 338-9 w/ your table mates, discuss & answer "How will new inventions change your country?" p. 339
3. Begin reading pp 342-345.
_____________
2/27 Aim: Lewis & Clark Expedition (1804-6)
HW=
Lewis & Clark Booklet due Monday. I will give you 10 minutes to ASSEMBLE it!
WARMUP/CLASSWK=
1. DEBATE
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Work on assignment:
4 to a group (no more)`
a. Attractive cover page with illustration & title
b. Mention how we acquired Louisiana territory AND the purpose of the Expedition. Show map.
c. One page on an event that took place on journey (must have season and year) & illustration. Consult your notes)
d. One page on a new animal that was discovered (description & where encountered, and illustration).
e. One page on new plant/flower that was discovered (description & where found, illustration).
f. One page on Native American tribe you met (description,& where encountered, how they helped expedition, illustration)
g. Results of the Expedition
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CNN student news?
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Period 5
Newsgroups: each week you will give a 'team' current event.
You must include a story from each category
a. international news (world_
B. national news (USA)
c. local news (Ca. or Los Angeles)
d. sports
e. entertainment (music, book reviews, fun)
f. weather (explain national and local weather trends/patterns)
________________________________
2/27b. Aim: War of 1812
HW=
Diary is due Monday! No excuses!
warmup=
classwk=
1. Review ch. 10
2. debate
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2/26 A. Aim: Lewis & Clark Expedition (1804-6)
HW=
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Lewis & Clark journals due Monday- bring items tomorrow to work AFTER the debate. 50 points. Be neat/proofread, be descriptive & detailed.
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Debate teams prepare
Warmup=
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L& C spelling test/Day in life- work w/ partner
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Imagine you are Pres. Jefferson and are honoring Lewis & Clark at a banquet. What would you say? Think about their discoveries of plants (name some),animals (name some), tribes encountered. Mention again the purpose of the trip and it's success, and how you you envision the course of the U.S. to change.
Classwk=
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Video clip on James Madison & War of 1812
2.Work on assignment:
4 to a group (no more)
a. Attractive over page with illustration & title
b. Mention how we acquired Louisiana territory AND the purpose of the Expedition. Show map.
c. One page on an event that took place on journey (must have season and year) & illustration. Consult your notes)
d. One page on a new animal that was discovered (description & where encountered, and illustration).
e. One page on new plant/flower that was discovered (description & where found, illustration).
f. One page on Native American tribe you met (description,& where encountered, how they helped expedition, illustration)
g. Results of the Expedition
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Brief timeline of Lewis & Clark's trip
1803- Camp Wood prepare for tirp
May 14, 1804- left on breezy , rainy day, Corps sets out
June 1804-heavy rains, on plains, saw buffalo, prairie dogs, bull snake
Summer 1804-reach Council Bluffs, first meeting with Oto and Missouri indians. Smoke peace pipe/present peace medal
August 1804- Sgt. Charles Floyd dies from ruptured appendix
Sept 1804-confront Teton Sioux on Missouri River
Nov 1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea, Toussaint Charbonneau (French trapper) to be used as interpreters/get horses. Jean Baptiste. Chilling temps
April 1805- sent back specimens to DC, onward bound, reach Yellowstone River.
May 1805- white bluffs(cliffs) mosquitos, bugs, Great Falls of the Missouri . Must detour (portage 17 miles around falls).
Summer 1805- Continental Divide. Corps notices the ridge that separates rivers that originate on east side of ridge flow eastward and flow into Mississippi R. and out into Gulf of Mex. Those rivers that originate on west side of ridge flow westward into the Pacific O.
Rapids- rafts tip into river, Sacajwea recovers important items to the Corps.
Sacajawea helps find edible roots/plants: wild artichoke, licorice,
The corps meets Cameahait (Sacajawea's brother), a Shoshone chief, who provides them with horses.
Fall 1805-Bitteroot Mountains. Early snow, Indian guide, Toby, loses his way, Corps is very hungry, resort to eating dogs (not Seaman, Lewis's dog), horses, candles.
November 1805- Reach Beacon Rock (see ch. 12?in text), Nez Perce indians, Columbia River, reach the Pacific. Set up camp at Ft. Clatsop on the coast. only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers, abound
March 1806-start return trip to St. Louis.
Sept. 1806- reach St. Louis, hailed as heroes!
Plants: cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, indian paintbrush, cotton wood, primrose.
Indians: Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop and others we mentioned.
animals: coyote, badger, grizzly bear, porcupine, mt. sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, grey fox, magpie, prairie dog, bighorn sheep, deer.
Results of the Expedition:
No doubt, L & C became heroes of the American West. There were newspaper reports, dinners, parties, parades, and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi R. and the Pacific O. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific/cultural knowledge that was gained.
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2/26 B Aim: Lewis & Clark and beyond
HW=
1. write 3 diary entries (see 2/25 entry) where you must write 1-1 1/2 page of information from the expedition. Take one month/year mention location of where you are (or have been), mention the geography (land/terrain), describe at least 1 indian tribe you've come upon, one plant and/or animal...must get geography correct. You must hand write in your neatest penmanship, draw the plant/animal/indian and describe. You may check out, www.pbs.org/lewisandclark/ for help. DO NOT COPY. DUE MONDAY. You should proofread your work, you may make the paper look old by crumpling it (after you write on it), dip paper in tea or coffee).
2. Debate groups prepare.
Extra credit=
prepare red/white/blue cupcakes for the class for tomorrow (Fri) to honor Lewis & Clark.
warmup=
classwk=
_________________
2/25 Aim: Lewis & Clark Expedition (1804-5)
HW=
Debate groups prepare
Warmup=
1. Analyze the photo by OC Seltzer
Classwk=
1. sign language
2. finish up film?
3.Imagine you are on the trip with Lewis & Clark. You had been keeping a report of your findings to share with Pres. Jefferson. Based on the film and notes you took from National Geo. presentation, write 3 journal entries and include info about life on the trip. Journal entries should be at 1- 1 1/2page . You must mention 1 Native American tribe A ND 1 animal or 1 plant. Keep in chronological order of film .
1803- Camp Wood prepare for tirp
May 14, 1804- left on breezy , rainy day, Corps sets out
June 1804-heavy rains, on plains, saw buffalo, prairie dogs, bull snake
Summer 1804-reach Council Bluffs, first meeting with Oto and Missouri indians. Smoke peace pipe/present peace medal
August 1804- Sgt. Charles Floyd dies from ruptured appendix
Sept 1804-confront Teton Sioux on Missouri River
Nov 1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea, Toussaint Charbonneau (French trapper) to be used as interpreters/get horses. Jean Baptiste.Chilling temps
April 1805- sent back specimens to DC, onward bound, reach Yellowstone River.
May 1805- white bluffs(cliffs) mosquitos, bugs, Great Falls of the Missouri . Must detour (portage 17 miles around falls).
Summer 1805- Continental Divide. Corps notices the ridge that separates rivers that originate on east side of ridge flow eastward and flow into Mississippi R. and out into Gulf of Mex. Those rivers that originate on west side of ridge flow westward into the Pacific O.
Rapids- rafts tip into river, Sacajwea recovers important items to the Corps.
Sacajawea helps find edible roots/plants: wild artichoke, licorice,
The corps meets Cameahait (Sacajawea's brother), a Shoshone chief, who provides them with horses.
Fall 1805-Bitteroot Mountains. Early snow, Indian guide, Toby, loses his way, Corps is very hungry, resort to eating dogs (not Seaman, Lewis's dog), horses, candles.
November 1805- Reach Beacon Rock (see ch. 12?in text), Nez Perce indians, Columbia River, reach the Pacific. Set up camp at Ft. Clatsop on the coast. only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers, abound
March 1806-start return trip to St. Louis.
Sept. 1806- reach St. Louis, hailed as heroes!
Plants: cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, apsen trees, buffalo grass, bitteroot flower, redwoods, sage, indian paintbrush, cotton wood, primrose.
Indians: Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop and others we mentioned.
animals: coyote, badger, grizzly bear, porcupine, mt. sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, grey fox, magpie, prairie dog, bighorn sheep, deer.
Results of the Expedition:
No doubt, L & C became heroes of the American West.There were newspaper reports, dinners, parties, parades, and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi R. and the Pacific O. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific/cultural knowledge that was gained.
Lewis & Clark's scienfitic discoveries were impressive. They encountered 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine (see others).They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged not to a fish but a prehistoric reptile. They did record information that would be helpful in the fur trade & made suggestions as to how the US could get the better of the British. However the had written detailed descriptions of the customs/languages of the Indian tribes they had met.
After hearing the report of L & C, one newspaper in NY suggested the country they had explored was so wild that it would never be visited again. Some people could hardly believe the things the men said- bears that weighed a thousand pounds, mts, higher than the Adirondacks, a river bigger than the Missouri and so full of fish, trees taller that church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. Lewis & Clark crossed mts. that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.
The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO.American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined.Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.
Lewis: after the expedition:
He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.
In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankrupctcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.
Clark: after the expedition:
After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.
Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.
Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.
On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territoroy. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.
Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.
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2/24 Aim: Lewis & Clark expedition (1804-6)
HW= Debate groups prepare
extra credit= Take a hike in the Santa Monica Mts., document which trail you are on, what you can expect to see on the hike (look up ) in the way of plants, wild flowers, geographic features/landmarks, animals. Photograph, press flowers (dried flowers). Do any time. Get off the pavement & onto the dirt trail.
**CHeck out Lewis & Clark game (I've got link on webpage)
warmup=Making Decisions
Lewis & Clark had to make an important decision. Read about it and answer the questions in complete sentences.
The Corps left Fort Mandan in April 1805 and headed west on the Missouri River. The land beyond was known only to Native Americans. By the end of April, the expedition passed the mouth of the Yellowstone River. They were no in present-day Montana. On June 3, 1805, the expedition came to a large fork in the river. They had to make a decision. The soldiers wanted to take the north fork because it seemed muddy like the Missouri River. Lewis & Clark scouted both forks, then decided to take the southern fork because they felt it led to the mountains. Many of the men weren't convinced it was the right way to go, fortunately, the captains had made the right decision.
1. Describe on important decision that you have made.
2. What were some things you had to consider before you made your decision?
3. How did you go about making your decision?
4. Did you ask anyone for advice?
5. Did your decision affect anyone else other than yourself?
6. What were the consequences of your decision?
7. Would you make the same decision again? explain.
Classwk=
1. Watch film/take notes
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2/23 Aim: Lewis & Clark Expedition(1804-6)
HW=
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Review notes you're taking on the dvd
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Make up missing work
******COLLECT POST CARDS/STAMPS
Warmup=(read and write paragraph)
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What was the daily routine like on the Missouri River? The men were up at sunrise and on the river by 7am. Capt. Clark was the better riverboatman, so he usually stayed on the keelboat drawing maps & supervising the men. Capt. Lewis was the better naturalist, so he usually walked along the shore or rode one of their 2 horses. He investigated plants, animals and minerals.
There were 3 sergeants on board the keelboat who looked for Native Americans, watched for obstacles in the river, reported island and streams to the captain, and kept the men working.
It was hard work for the privates who had to row, pole, or tow the boats against the current. George Drouillard and John Shields spent each day hunting for deer or other game. They hung their quarry from the trees along the river for the men to find. In the afternoon, scouts looked ahead for a good campsite. In the evening, the men secured the boats, gathered firewood, and pitched their tents. York gathered salad greens and cooked their supper. Some men were on guard duty each night. If the men weren't too tired, they wrote in journals or danced and sang as Pierre Cruzatte played the fiddle.
***
Write a paragraph of at least 5 sentences explaining which job you would have liked to do. Explain why you would have been good at that job.
Classwk=
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Watch video and take notes. You will be asked to write journal entires about the trip and include illustrations of the day.. You can go to pbs.org (and search for Lewis & Clark...for info on their journals
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2/20 Aim: Lewis & Clark Expedition
HW=
Postcard/stamp due Monday
Make up any missing assignments
***turn in advertisements
warmup=
cnn student news
Classwk=
A.Read the partial list of supplies that Lewis & Clark took on the expedition and answer the questions
List of supplies
1 mariner's compass 4 tin blowing trumpets 6 copper kettles
12 gross fishing hooks 24 iron spoons 2 pickaxes
1 microscope rope 1 tape measure
nails 6 papers of ink powder spades
4 metal pens vises 15 rifles
portable soup 1 lb of ointment (blisters) 2 crayons
dried/salted rations mosquito curtains medicine
1 pair of pocket pistols 30 linen shirts knives
sci./math equipment air gun blacksmith tools
cannons for boat blankets,socks, coats books on animals
mirrors 20 sheep skins
ribbons/beads 50 lbs of pork blank paper
oil cloth tents fishing line
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Which items did you NOT expect to see on the list? Explain
-
Which items do you think would be important to take that are not on the list? Explain
-
What kinds of items would you take on an expedition today that were not available in 1804?
Make venn diagram comparing Lewis & Clark
Lewis:
Born in Virginia
5 years normal school, learned to hunt, fish, make herbal medicines as young kid. He was an excellent amateur naturalist. Before expedition, he studied medicine, botany, zoology, celestial navigation. He was over 6 feet tall, had slender build and had dark hair. He was often moody and impatient. He preferred to be by himself rather than with people. He had been a captain in the army. He brought his dog, a Newfoundland, on the trip.
Clark:
Born in Virginia. He didn't have much formal schooling, his older brothers helped him with his studies. He became experienced as a geographer, mapmaker, nature artist and riverboat man. He had excellent hunting, fishing, trapping, and camping skills. He was over 6 feet tall and had a stocky build and bright red hair. He was sociable and even tempered. He had been a captain in the army. He brought his slave York on the trip.
Make a Venn diagram
Lewis only L& C Clark only
B. Watch National Geo. Film on Lewis & Clark AND TAKE NOTES! YOU WILL BE WRITING A DIARY AND MAKING ILLUSTRATIONS
______________________________________
2/18 Aim: Lewis & Clark Expedition (Corps of Discovery)1803-6
HW=
1. Jefferson/Monticello or Lewis & Clark postcard (or stamp) with paragraph due Monday, instead
2.make up all missing work
Warmup=
1. What was the purpose of the Lewis & Clark Expedition? 320
2. In 1803, Capt. Meriwether Lewis wrote William Clark and asked him to join the expedition. William Clark knew that he would have to endure many hardships, but also that he would have a chance to see new places and discover new people, plants and animals. If you had been asked by Captain Lewis to travel with him to unknown lands, what would have been your response? Write a letter to Lewis. Will you join him? Why/why not?
Oct 1803
Dear Captain Lewis,
___________________________________
_____________________________________
Sincerely,
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Lewis & Clark had to attract volunteers to the expedition. Imagine you are helping to recruit people to the Corps of Discovery. What type of persons would you want to accompany the group?
a. The trip will be a physical challenge. List 3 traits or abilities a person should have to qualify.(young, strong)
b. What type of skills could be put to use on the expedition. List 3 and explain. (medicine, language, etc)
c. List 3 personal traits you think each member of the expedition should have. Explain why important. (brave, etc)
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If you could plan a trip to the unknown, where might that be? What might you need to do to prepare for it? Who/what might you take?
Classwk=
-
Brainpop- Lewis & Clark
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With no more than 3, create an advertisement (with your warmup answers) to attract volunteers to the Lewis & Clark Expedition. Include where you are going, why, possible rewards, skills needed, map. Contact info. Color up....
Due:
Assignment
2/20 Aim: Lewis & Clark Expedition
HW=
Postcard/stamp due Monday
Make up any missing assignments
***turn in advertisements
warmup=
cnn student news
Classwk=
A.Read the partial list of supplies that Lewis & Clark took on the expedition and answer the questions
List of supplies
1 mariner's compass 4 tin blowing trumpets 6 copper kettles
12 gross fishing hooks 24 iron spoons 2 pickaxes
1 microscope rope 1 tape measure
nails 6 papers of ink powder spades
4 metal pens vises 15 rifles
portable soup 1 lb of ointment (blisters) 2 crayons
dried/salted rations mosquito curtains medicine
1 pair of pocket pistols 30 linen shirts knives
sci./math equipment air gun blacksmith tools
cannons for boat blankets,socks, coats books on animals
mirrors 20 sheep skins
ribbons/beads 50 lbs of pork blank paper
oil cloth tents fishing line
-
Which items did you NOT expect to see on the list? Explain
-
Which items do you think would be important to take that are not on the list? Explain
-
What kinds of items would you take on an expedition today that were not available in 1804?
Lewis:
Born in Virginia
5 years normal school, learned to hunt, fish, make herbal medicines as young kid. He was an excellent amateur naturalist. Before expedition, he studied medicine, botany, zoology, celestial navigation. He was over 6 feet tall, had slender build and had dark hair. He was often moody and impatient. He preferred to be by himself rather than with people. He had been a captain in the army. He brought his dog, a Newfoundland, on the trip.
Clark:
Born in Virginia. He didn't have much formal schooling, his older brothers helped him with his studies. He became experienced as a geographer, mapmaker, nature artist and riverboat man. He had excellent hunting, fishing, trapping, and camping skills. He was over 6 feet tall and had a stocky build and bright red hair. He was sociable and even tempered. He had been a captain in the army. He brought his slave York on the trip.
B. Watch National Geo. Film on Lewis & Clark AND TAKE NOTES! YOU WILL BE WRITING A DIARY AND MAKING ILLUSTRATIONS
Due:
Assignment
2/20 Aim: Lewis & Clark Expedition
HW=
Make up any missing assignments
warmup=
cnn student news
Classwk=
A.Read the partial list of supplies that Lewis & Clark took on the expedition and answer the questions
List of supplies
1 mariner's compass 4 tin blowing trumpets 6 copper kettles
12 gross fishing hooks 24 iron spoons 2 pickaxes
1 microscope rope 1 tape measure
nails 6 papers of ink powder spades
4 metal pens vises 15 rifles
portable soup 1 lb of ointment (blisters) 2 crayons
dried/salted rations mosquito curtains medicine
1 pair of pocket pistols 30 linen shirts knives
sci./math equipment air gun blacksmith tools
cannons for boat blankets,socks, coats books on animals
& plants
-
Which items did you NOT expect to see on the list? Explain
-
Which items do you think would be important to take that are not on the list? Explain
-
What kinds of items would you take on an expedition today that were not available in 1804?
B. Watch National Geo. Film on Lewis & Clark AND TAKE NOTES! YOU WILL BE WRITING A DIARY AND MAKING ILLUSTRATIONS
__________________
2/19 Aim: Lewis & Clark Expedition
HW=
-
postcard/stamp due on Monday
-
Debate groups prepare for tomorrow
Warmup=
create an advertisement (with your warmup answers) to attract volunteers to the Lewis & Clark Expedition. Include an eye catching title, where you are going, why you are going, possible rewards, skills needed (mention why those skills might be needed, map or any other graphic. Contact info. (Monticello, or White House, Fort Wood). Use any other graphic. Make professional and enticing. Color up....
Classwk=
1. Watch film on “Corps of Discovery” and TAKE NOTES! You will be asked to write a couple diary entries with illustrations.
___________________________________
2/18 Aim: Lewis & Clark Expedition (Corps of Discovery)1803-6
HW=
1. Jefferson/Monticello or Lewis & Clark postcard (or stamp) with paragraph due Monday
2.make up all missing work
Warmup=
1. What was the purpose of the Lewis & Clark Expedition? 320
2. In 1803, Capt. Meriwether Lewis wrote William Clark and asked him to join the expedition. William Clark knew that he would have to endure many hardships, but also that he would have a chance to see new places and discover new people, plants and animals. If you had been asked by Captain Lewis to travel with him to unknown lands, what would have been your response? Write a letter to Lewis. Will you join him? Why/why not?
Oct 1803
Dear Captain Lewis,
___________________________________
_____________________________________
Sincerely,
-
Lewis & Clark had to attract volunteers to the expedition. Imagine you are helping to recruit people to the Corps of Discovery. What type of persons would you want to accompany the group?
a. The trip will be a physical challenge. List 3 traits or abilities a person should have to qualify.(young, strong)
b. What type of skills could be put to use on the expedition. List 3 and explain. (medicine, language, etc)
c. List 3 personal traits you think each member of the expedition should have. Explain why important. (brave, etc)
-
If you could plan a trip to the unknown, where might that be? What might you need to do to prepare for it? Who/what might you take?
Classwk=
-
Brainpop- Lewis & Clark
-
With no more than 3, create an advertisement (with your warmup answers) to attract volunteers to the Lewis & Clark Expedition. Include where you are going, why, possible rewards, skills needed, map. Contact info. Color up....
_________________________________
2/17 Aim: Age of Jefferson
HW=
1. Design a stamp or postcard commemorating Jefferson's accomplishments and/or his historic home, Monticello. For stamp, on one side, draw or get graphic (color) of one or many things that represent Jefferson. Explain on other side, the importance of the man, and his achievements as PRESIDENT! For the Monticello postcard, one side is picture of anything in his house and back side, explain several things you know learned about his home in paragraph form and why it should be on the World Heritage list. EXPLAIN WHY HE IS STILL RELEVANT TODAY, even though he lived 200 years ago. Go to Monticello.org. Due Friday!
2. Debate groups prepare for Friday.
Warmup=
1. Why was the U.S. likely to have conflicts with other nations? 326-7
2. What caused the conflict between the U.S., Britain, and France? 327
3. Why did American's call for war against Britain? 327
4. What were the results of the Embargo Act? 328
Classwk=
1. Brainpop- Tecumseh
Due:
Assignment
2/17 Aim: Age of Jefferson
HW=
1. Design a stamp or postcard commemorating Jefferson's accomplishments and/or his historic home, Monticello. For stamp, on one side, draw or get graphic (color) of one or many things that represent Jefferson. Explain on other side, the importance of the man, and his achievements as PRESIDENT! For the Monticello postcard, one side is picture of anything in his house and back side, explain several things you know learned about his home in paragraph form and why it should be on the World Heritage list. EXPLAIN WHY HE IS STILL RELEVANT TODAY, even though he lived 200 years ago. Go to Monticello.org. Due Friday!
2. Debate groups prepare for Friday.
Warmup=
1. Why was the U.S. likely to have conflicts with other nations? 326-7
2. What caused the conflict between the U.S., Britain, and France? 327
3. Why did American's call for war against Britain? 327
4. What were the results of the Embargo Act? 328
Classwk=
1. Brainpop- Tecumseh
______________________
2/16 President's Day!!!
__________________________
2/13 Aim: Age of Jefferson
HW=
1. Complete p329 #1,3 AND p. 333 #1,3 if you didn't do so
warmup=
1. Take out Jefferson's INaugural Address. You have 15min. to complete. Review
2. Debate groups
3. Brain pop- political parties
Pick a president that you find interesting. Look up some things that the president did that were important. Pick 2 of those things and write about them, as well as write about the obstacles they faced in trying to get them done. Who was against them? Why? What did they do? And write how the president responded. Who helped? Was it successful? What lesson about life did you learn from looking into this? Get a picture of the President. Mount info. on poster board so I can display
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2/12 Aim: Age of Jefferson
HW=
1. Read ch. 10 pp Do #1,3 on p. 329 AND #1,3 p. 333.
2. Debate groups prepare
warmup=
1. What did Jefferson believe about the role of the gov't? 316
2. How did Jefferson reduce the size & power of the gov't? 316
3. How did the case of Marbury v Madison establish the idea of "judicial review"? 317
classwk=
1. W/ partner read excerpts from Jefferson's first inaugural speech. Circle and define words you don't know. Discuss and put this speech into your own words. Answer the questions.
2. Brainpop? political parties
Period 3=
1. What were some lessons that you learned from the Congressional Medal of Honor recipient, Gary Litrell? What was his main theme?
2. Did you hear the type of questioning Mr. McLemore's students asked? That is the type of inquiry I'd like you to use....always. You always want to ask questions that are insightful and render an answer longer than 1-2 words, or even a sentence.
__________________
2/11 Aim: Age of Jefferson
HW=
Read ch 10 pp 326-329 Do #1,3 AND 330-333 Do #1,3 Due Friday
2. Debate groups prepare
Warmup=
1. copy- Incumbent= office holder facing re-election. This was the case of John Adams in the 1800 presidential race. Answer- What might be the pro's/cons of being an incumbent?
2. See p. 302 and 315 (speeches by Washington & Jefferson-"voice from the past". What do these speeches have in common?
3. copy- deficit-debt
classwk=( be prepared to discuss- work w/ partner at your table)
1. Read "voice from past"- p. 313. Why did James Callender attack President Adams.
2. How did the political positions of the Federalists & Democratic Republicans differ? 313
3. What was unusual about the 1800 presidential election?313-4
What is the 12th Amendment?314
4. What areas did Jefferson excel besides politics? 314-5
5. Read "voice from the past" p. 315. What was Jefferson's plan for uniting America?
6.How did Jefferson reduce the size of teh gov't? 316
7. What did the Judiciary Act of 1801 do? 316
8. What did the case of Marbury v Madison establish? 317
9. Brainpop- origins of political parties
_________________
2/10 Aim: Age of Jefferson
HW=
1. Read 313-317 Do #1 & 4 AND 318-323 do #1 &4. Due tomorrow
warmup/classwk=
1. Take roll and per. 1-4 go to Burrill Hall for "Chat w/ the Dean"
______________________________
2/9 Aim: Age of Jefferson
HW=
-
Read pp 313-317. Do #1,4 on 317 AND 318-323. Do #1,4 on 323 Due Wednesday!
-
Make up missing work!
Debate groups=
per 1= David & Matt v Anoush & Johanna
2= Riley & Tom v Gwyn & Juiper
3= Sarah & Talat v Macee & Janista
4= Daniella & Devon v Bella & Tonaztin
6= Daniel & Ben v Gabriel & Zach
Warmup=
-
Based on what you know, why would John Adams be defeated in his bid for the presidency I 1800?
-
Scan the subtitles for ch. 10 section 1 & 2. What might you be more interested in knowing more about President Jefferson? 313-323
Classwk=
-
Score test
-
Washington/Adams clip
-
political parties - brainpop
_____________
Due:
Assignment
2/13 Aim: Age of Jefferson
HW=
1. Complete p329 #1,3 AND p. 333 #1,3 if you didn't do so
warmup=
1. Take out Jefferson's INaugural Address. You have 15min. to complete. Review
2. Debate groups
3. Brain pop- political parties
Pick a president that you find interesting. Look up some things that the president did that were important. Pick 2 of those things and write about them, as well as write about the obstacles they faced in trying to get them done. Who was against them? Why? What did they do? And write how the president responded. Who helped? Was it successful? What lesson about life did you learn from looking into this? Get a picture of the President. Mount info. on poster board so I can display
___________________________
2/12 Aim: Age of Jefferson
HW=
1. Read ch. 10 pp Do #1,3 on p. 329 AND #1,3 p. 333.
2. Debate groups prepare
warmup=
1. What did Jefferson believe about the role of the gov't? 316
2. How did Jefferson reduce the size & power of the gov't? 316
3. How did the case of Marbury v Madison establish the idea of "judicial review"? 317
classwk=
1. W/ partner read excerpts from Jefferson's first inaugural speech. Circle and define words you don't know. Discuss and put this speech into your own words. Answer the questions.
2. Brainpop? political parties
Period 3=
1. What were some lessons that you learned from the Congressional Medal of Honor recipient, Gary Litrell? What was his main theme?
2. Did you hear the type of questioning Mr. McLemore's students asked? That is the type of inquiry I'd like you to use....always. You always want to ask questions that are insightful and render an answer longer than 1-2 words, or even a sentence.
__________________
2/11 Aim: Age of Jefferson
HW=
Read ch 10 pp 326-329 Do #1,3 AND 330-333 Do #1,3 Due Friday
2. Debate groups prepare
Warmup=
1. copy- Incumbent= office holder facing re-election. This was the case of John Adams in the 1800 presidential race. Answer- What might be the pro's/cons of being an incumbent?
2. See p. 302 and 315 (speeches by Washington & Jefferson-"voice from the past". What do these speeches have in common?
3. copy- deficit-debt
classwk=( be prepared to discuss- work w/ partner at your table)
1. Read "voice from past"- p. 313. Why did James Callender attack President Adams.
2. How did the political positions of the Federalists & Democratic Republicans differ? 313
3. What was unusual about the 1800 presidential election?313-4
What is the 12th Amendment?314
4. What areas did Jefferson excel besides politics? 314-5
5. Read "voice from the past" p. 315. What was Jefferson's plan for uniting America?
6.How did Jefferson reduce the size of teh gov't? 316
7. What did the Judiciary Act of 1801 do? 316
8. What did the case of Marbury v Madison establish? 317
9. Brainpop- origins of political parties
_________________
2/10 Aim: Age of Jefferson
HW=
1. Read 313-317 Do #1 & 4 AND 318-323 do #1 &4. Due tomorrow
warmup/classwk=
1. Take roll and per. 1-4 go to Burrill Hall for "Chat w/ the Dean"
______________________________
2/9 Aim: Age of Jefferson
HW=
-
Read pp 313-317. Do #1,4 on 317 AND 318-323. Do #1,4 on 323 Due Wednesday!
-
Make up missing work!
Debate groups=
per 1= David & Matt v Anoush & Johanna
2= Riley & Tom v Gwyn & Juiper
3= Sarah & Talat v Macee & Janista
4= Daniella & Devon v Bella & Tonaztin
6= Daniel & Ben v Gabriel & Zach
Warmup=
-
Based on what you know, why would John Adams be defeated in his bid for the presidency I 1800?
-
Scan the subtitles for ch. 10 section 1 & 2. What might you be more interested in knowing more about President Jefferson? 313-323
Classwk=
-
Score test
-
Washington/Adams clip
-
political parties - brainpop
_______________________________________________________
2/6. Aim: Launching the new govt
hw=
make up missing work
Warmup=
take 2 min to review
classwk=
1. Take test
2. Read Scholastic magazine article
3. Debate
----------------------------------------------------
2/5. Aim: launching the gov't
hw=
1. Study for chapt 9 test Friday ( scroll below for extended response questions) Review p 302/307
2. Debate groups prepare
3. Make up missing wk! I'm doing grades tonite
warmup=
1.did the formation of political parties make the nation more or less democratic? 304
2. How might the farmers in the Whiskey Rebellion have expressed their disapproval of the whiskey tax while staying within the law? 301
classwk=
1. Review p 302/307
2. Finish tableaus
3. Brainpop - French Revolution
4. Xyz affair
---------------------------------------
2/4 Aim: Launching the Gov't
HW=
Study for ch 9 test (see below for test concerns)
Debate teams prepare
Warmup=(write q/a)
1. Do you think Washington's warning about political parties was good advice? explain. think: roles of parties, advantages of parties, disadvantages of political parties
Classwk=
1. Take 10 min to refine your tableaus (living historical pictures).Know what you are trying to convey to the class.2. Share tableaus & analyze whether that group's message was clear.3. Brainpop- French Revolution4. Washington's Farewell speech (you know I like to overplan)
_________________________________________
***2/3 continued-
Test prep for Friday!
Know:
Kentucky & Virginia Resolution
Alien/Sedition Act
political parties
Federalists v Democratic Republicans
foreign policy
Mad Anthony Wayne
Ohio Valley
Little Turtle
Treaty of Greenville
Whiskey Rebellion
Trans-Appalachian West
Battle of Fallen Timbers
Jay's Treaty
importance of Ohio and Mississippi R. valley's
Federal Judiciary Act
Hamilton's plan
tariff v. excise tax
cabinet of GW
1. Why was it important to the nation that Congress tax goods that were imported to the US?
2. Should the US have remained neutral during the French Revolution?
3. Was the law that Congress passed against sedition in 1798 a violation of American's right to freedom of speech? Explain.
______________________________________
2/3 Aim: Launching the Gov't
HW=
read pp 298-302 Do 1,3 (302) AND 303-307 do 1,3(307) DUE TOMORROW! Be sure to cite page/paragraph. Complete sentences/long answers!
Warmup=
-
Why was neutrality a difficult policy for the U.S. to maintain? 302. think British/French/ trade
-
With regard to the French Revolution, whose viewpoint would you support? Hamilton/Jefferson? Explain. 302
Classwk 1= Tableau
The name of this strategy comes from the term tableau vivant which means "living picture." In this activity you will create a still picture, without talking to capture and communicate the meaning of a concept. Your job (AT YOUR TABLE) is to truly understand the meaning of the main idea of your assigned heading and communicate it using physical poses, gestures, and facial expressions rather than words.
Each table will be given a "prompt" or section of the chapter to convey. PLEASE make/use prompts; brainstorm the best way you can communicate this idea. Present your freeze frame product to the entire class. You must UNDERSTAND the idea you're trying to get across to class!!! (Class should be able to take notes) . You can have a narrator...to explain the tableaux. Do NOT read from book. Put into own words!
You have 15 minutes! Max!!! Stat!!! (You are working with your tables). 10 points each! Share with class!! You can have a narrator for groups a-e! Others must rely on props!!!! We will try to guess what you are doing. Just tell us the page you are covering. Nothing more.
a. Washington retires p. 303
b. Growth of politics p. 304
c. John Adams takes office p. 305
d.Alien/Sedition Acts p. 306
e. Peace with France p.307
g. Securing the No.West Territory p.298- 9
h. Whiskey Rebellion p. 301-2
i.French Revolution p. 302-3
j. Remaining neutral p. 302
k. Battle of Fallen Timbers p. 299-10
j. Washington's cabinet p. 294
k. Hamilton's plan p. 295-6
l. Interpreting the Constitution p. 297
Classwk 2=
-
Take notes.
-
Clips on French Revolution (Brainpop)
XYZ Affair
Alien/Sedition Acts
Brainpop-John Adams?
__________________________________
2/2 Aim: Launching the Gov't
Test ch. 9 Friday
e.c. Word Wall ch. 9
*debate groups prepare
HW= Read pp 298-302. Do 1,3 on p. 302 AND read pp 303-307. Do 1,3 on p. 307. Due WEDNESDAY! You must write LONG answers and cite page/paragraph you found answer.
Warmup=(write in complete sentences)
-
How did Hamilton & Jefferson differ in their interpretation of the Constitution? 297
-
Which member of Washington's cabinet had the most responsibilities? Explain. 294
-
Read “voice from the past” 298. Be prepared to tell me what GW is saying.
Classwk=
-
Take notes
-
Watch Mt. Vernon (10 min) inside his home. Brainpop Washington or French Revolution
-
Begin READING ch. 9 sect 2-3 and answering . Do silently.
Due:
Assignment
Due:
Assignment
2/2 Aim: Launching the Gov't
e.c. Word Wall ch. 9
*debate groups prepare
HW= Read pp 298-302. Do 1,3 on p. 302 AND read pp 303-307. Do 1,3 on p. 307. Due WEDNESDAY! You must write LONG answers and cite page/paragraph you found answer.
Warmup=(write in complete sentences)
-
How did Hamilton & Jefferson differ in their interpretation of the Constitution? 297
-
Which member of Washington's cabinet had the most responsibilities? Explain. 294
-
Read “voice from the past” 298. Be prepared to tell me what GW is saying.
Classwk=
-
Take notes
-
Watch Mt. Vernon (10 min) inside his home. Brainpop Washington or French Revolution
-
Begin READING ch. 9 sect 2-3 and answering . Do silently.
_
1/30 Aim: Launching the New Gov't
Freedom Friday
HW=
-
Make up any missing work!
-
Debate groups for next week- prepare
*Get out notebks so I can check hw
Warmup=WRITE IN COMPLETE SENTENCES!!!
-
Write a letter to Alexander Hamilton either in SUPPORT or OPPOSITION to his new plan for the nation's finances. Explain what you like/may not like. (295-6?)
-
Based upon the video of Mt. Vernon:
a. Why did Washington love spending time at Mt. Vernon?
b. Why does Mt. Vernon attract so many tourists?
c. Why are there so many myths about Washington? (like wooden teeth, cherry tree)
Classwk=
a. Review HW #3
b. Debate
-
Finish video on Mt. Vernon (8 min)
-
Cnn student news
e. Brainpop? Geo. Washington
_________________________________
1/29 Aim: Launching the Gov't
HW=
-
#1,3 p. 297 is due. WRITE question and provide LONG, THOUGHTFUL ANSWER and CITE page(p) Paragraph(#).
-
Debate groups prepare for tomorrow
Warmup=(write question as well as answer)
-
Read “voice from the past” p293. According to Thomson, why was Washington chosen as president?
-
What does Thomson mean by the “ the voice of America”?
Classwk=
-
Take notes
-
Brainpop- Washington
-
Begin reading p. 293
-
Imagine you oppose or support Hamilton's plan for the nation's finances. Write a letter to the editor of a newspaper or draw a political cartoon expressing your opinion 297.
-
Start reading ch. 9, section 2, p. 298 “Challenges to the New Gov't”
Due:
Assignment
1/30 Aim: Launching the New Gov't
Freedom Friday
HW=
-
Make up any missing work!
-
Debate groups for next week- prepare
*Get out notebks so I can check hw
Warmup=WRITE IN COMPLETE SENTENCES!!!
-
Write a letter to Alexander Hamilton either in SUPPORT or OPPOSITION to his new plan for the nation's finances. Explain what you like/may not like. (295-6?)
-
Based upon the video of Mt. Vernon:
a. Why did Washington love spending time at Mt. Vernon?
b. Why does Mt. Vernon attract so many tourists?
c. Why are there so many myths about Washington? (like wooden teeth, cherry tree)
Classwk=
a. Review HW #3
b. Debate
-
Finish video on Mt. Vernon (8 min)
-
Cnn student news
e. Brainpop? Geo. Washington
Due:
Assignment
1/29 Aim: Launching the Gov't
HW=
-
#1,3 p. 297 is due. WRITE question and provide LONG, THOUGHTFUL ANSWER and CITE page(p) Paragraph(#).
-
Debate groups prepare for tomorrow
Warmup=(write question as well as answer)
-
Read “voice from the past” p293. According to Thomson, why was Washington chosen as president?
-
What does Thomson mean by the “ the voice of America”?
Classwk=
-
Take notes
-
Brainpop- Washington or America's palaces (mt. Vernon) dvd, or Mt. veron.org
-
Begin reading p. 293
-
Imagine you oppose or support Hamilton's plan for the nation's finances. Write a letter to the editor of a newspaper or draw a political cartoon expressing your opinion 297.
-
Start reading ch. 9, section 2, p. 298 “Challenges to the New Gov't”
___________________________________________
1/28 Aim: Launching the New Gov't (1789-1800)
Extra Credit=
-
Word Wall! Go to p.308. Write down terms/names, define or identify them, then get a graphic. Do thorough job so I can hang on the wall.
HW=
-
Get ahead and read ch. 9 sect 1 (290-297). Do #1,3 on 297. YOU MUST CITE PAGE * PARAGRAPH WHERE YOU found answer for credit. DO NOT USE GLOSSARY IN BACK OF BOOK! Due Friday!!!!
-
Debate groups prepare
*share/collect t-shirts!
Warmup=(see p. 290-1 for visual)COPY & ANSWER
1.The year is 1789 and G. Washington has been inaugurated as president. If you were he, what kind of persons would you choose to help you run the government?(what sort of responsibilities would you want them to have, think about the personalities/character of the people you would choose to have as leaders)
-
What kinds of challenges would you have? What would be some of the things you'd like to do as president?
Classkw=
-
a. Clip on 25 interesting facts you didn't know about Washington
b. Clip on Washington AS our first president
-
Take notes-Creating America
_____________________________________________
1/27 Aim: Amendments to the Constitution
HW=
-
Amendment T-shirts due tomorrow. # of Amendment, title,graphic and explanation IN YOUR OWN WORDS! (10 points)***scroll down in you are having difficulty.
-
Debate groups prepare
-
Make up missing work NOW!
-
*e.c.=play quizlet game : http://quizlet.com/20129/amendments-flash-cards/ ( I've got a link on my web page)
Warmup=Know your Bill of Rights (266-278). Only give # of amendment.
-
You are arrested for grand theft auto and your lawyer advises you not to testify at your trial.
-
You can state your point of view at a town meeting.
-
You can wear a t-shirt that reads: “Save the Whales!”
-
States have the right to regulate businesses.
-
You are arrested and taken directly to court to be tried for your alleged crimes.
-
You have the right to attend college if you want to.
-
A policeman, unannounced, walks into your house & begin a search without a search warrant.
Classwk=
-
Smart songs rap
-
Review Amendment Pre-test paper
-
Work on your t-shirt. If you have difficulty with the amendment, please see me, ask your neighbor & do close reading of it.
-
If finished, with shirt then do this:
a. with a partner write a 1-2 amendments you'd like to have included as #28 and 29 in the Constitution. Give the title of the amendment, give an explanation, provide reason for this amendment.
******Amendments explained
#9-The rights staed in the Constitution does not mean that rights not stated are not given to the people. It implies that the rights given by the constitution are not all inclusive. There are rights still given to the people.
#10The powers & freedoms not spelled out (listed) in the Constitution are given to the states or to the people.
#11 Citizens cannot sue another state other than their home state or to the people. (you cannot sue another state except with permission by the state's judicial system.
#12- This outlines the electoral college system as we understand it today. Before the 12th amendment each elector cast 2 votes for President, the winner in the electoral college became the president and the runner up became vice pres. With the passage of the 12th amendment each elector cast 1 vote for President & 1 for VP.
#13- Emancipation (freedom) for all slaves.
#14- Former slaves were made citizens. This also redefines citizenship as any person born or naturalized (made a citizen). All citizens shall not be denied rights & privileges given by the U.S. without due process (fairness/respect) under the law.
#15-All former (male)slaves are allowed to vote. THis amendment forbids the govt' from depriving the right to vote based on race.
#16-The Federal govt' is allowed to impose (levy) an income tax.
#17-Provides for people directly electing their own Senators.
#18-Alcohol is forbidden: that means the sale, purchase or consumption (drinking) of 'intoxicating spirits'.
#19-Women get the right to vote
#20-This changes inauguration day for the President and VP to January 20th and changes inauguration day for Senators & Conngressmen to Jan 3. Before that Pres. was sworn into office on March. 4. This prevents the president from being a lame duck. Not being able to do too much in his/her remaining time in office.
#21- it's no longer illegal to drink alcohol. It repeals the 18th
#22- Term limits on President (2 terms)
#23- Washington dc can vote
#24-prohibits the use of poll taxes. People don't have to pay $$4 to be able to register to vote.
#25-outlines the procedures for presidential succession. VP is next in line. Up until the 25th amendment the constitution was not clear in whether or not the vp become the President or acting president upon the death or resignation of the president. John Tyler set the precident in 1841 with the death of William Henry harrison that the vp becomes president until the end of the term.
#26-Guarantees citizens age 18 or older have the right to vote.
#27- Stipulates that changes made in the salaries of congress men/women do not take effect until the next Congress meets (or convenes)
_________________________________________
1/26 Aim: The Amendments to the Constitution
HW=
-
To design a t-shirt for your given amendment. You must include the number of the amendment, the title of the amendment , explain what it means in your own words, and get graphic that illustrates it. Prepare to share with class. Please read through your amendment several times to understand it!! You will share with the class! AND FINISH THE PRE-test for the AMENDMENTS.Due Wednesday , no later!
-
Debate teams prepare for Friday (get statistics, cite sources)
warmup=
a. What are the Bill of Rights? 266 intro. What does “amendment” mean?
b. Brainpop- Bill of Rights
(note to me, scroll to see illustration on how the process works)
(know your Bill of Rights-which amendment?) 266-8
-
A bail of $500 is set for writing bad checks.
-
The speed limit on state highways is 55 mph.
-
A gun enthusiast can keep his collection in his/her home.
-
You can file a lawsuit against the person who ran into your fence with his car.
-
You can attend the Jewish synagogue.
-
Copy below: Catagorizing the Amendments
* Bill of Rights: 1-10
* Voting : 19, 26, 23
* Civil War/Civil rights: 13,14,15,24
* President: 12,20,22,25
*alcohol: 18,21
* Federal laws: 11,16,17, 27
Classwk=
-
Smart Songs- Bill of Rights rap
-
Work with partner on the Constitution sheet- Which part is which? AND What gives you the right? See Constitution pp 240-277
-
Each student gets a t-shirt and a number. You're homework will be the amendment # I give you!
__________________________________________
1/23 Aim: The Executive Branch
*Freedom Friday? Haven't seen many wear “spirit” colors!
*distribute tests and other papers! If you did poorly on test, do the extra credit I asked for yesterday...the visual summary of the Constitution.
*History channel 2 has some interesting programing like “things you didn't know about the Founding Fathers” .
HW=
-
Make up any work you owe me; debate groups prepare for next Fri.
warmup=
-
If you had an opportunity to sit down with President Obama what would you ask him? Write 3 thought-provoking questions.
-
Write 3 questions you'd like to ask Michelle Obama, Natasha, or Mahlia.
Classwk=
-
Brainpop- The Presidency
-
Review “man of many hats”/collect /game or activity from brainpop/**smart songs rap "The Presidents" (can you name them)?
-
An Amendment is a revision (change or addition) in a legal document such as the Constitution. Turn to p. 266-277.
TAKE the PRETEST. You may work with your tablemates, quietly and efficiently.
_______________________________________
1/22 Aim: Article 2 (Executive Branch)
*Turn in State of Union analysis
Extra Credit-
Create a poster of the Constitution of the U.S. visual summary on p. 278.
Further explain a little something about the branches, fed system, etc for more credit. Make colorful and neat so I can hangIf you are NOT performing a skit, song, poem for the “I have a bill” mini-assignment, give to me
HW=
1. Finish “man of many hats” if you don't finish in class today.
warmup=(copy & answer)5 min ONLY!
-
Who was the only president to kill a man in a duel? AKA “Old Hickory”. R36
-
How many presidents have died on the Fourth of July?R36
-
Which president was such an avid reader he read 3 books daily? R37
-
Which president could write simultaneously write a sentence in Greek with his right hand and Latin with his left? R37
-
Do you agree the President should be at least 35 years old? explain
Classwk=
-
Finish up “I have a bill” performances
-
Score Tests
-
Presidential Qualifications
The Constitutional qualifications for the president of the U.S. deal only with age, citizenship, and residence. What personal qualifications should a president have? Below are listed 21 items. Which items do you think should be the most important considerations. Give reasons. (LIST 5 and rank them; 1 being MOST important/5 being LEAST important)
honesty compassion(concern for others)
intelligence leadership skills
appearance integrity(being honest/upright)
experience toughness
education core set of values(responsible, truthful)
religious affiliation dignity (self-respect,worthy of respect)
gender age
ethnic background health
position on issues decisiveness(make decisions/stand firm)
financial resources family structure
speaking ability
-
A man of many hats handout- read the explanation of the jobs the president does, then answer 1-20.
-
Game-scholastic mag.
_____________________________________
1/21 Aim: Article 2 (the Executive Branch)
HW=
-
Debate groups prepare for Friday (MUST HAVE DONE RESEARCH with STATISTICS/FACTS to support your argument. See me for list of topics.
-
Make up any assignments- Freedom bell, Senate/House, anything from last week of school in DEC ( Constitution packet)
*if you need to take the test from Friday, see me. Use your own paper.
*get out your homewk from last night so I can stamp it.
Warmup= (copy and make guess...see presidents pictures in back of book)
-
Which Founding Father was the first president to wear trousers (long pants) rather than knee breeches (like long shorts w/ stockings)? R36
-
Who was the first president to wear a beard?R37
-
Which president personally answered the phone at the White House?R37
-
Which president had no formal education. His wife taught him reading, writing and math?R37
-
Which president served the shortest presidency of 1 month?R36
Classwk=
-
Discuss the State of the Union Speech. Your reactions?
-
Finish up the I'm just a bill mini-projects
-
Qualifications of President-your assessment
-
Score Legislative Branch tests
Presidential Qualifications
The Constitutional qualifications for the president of the U.S. deal only with age, citizenship, and residence. What personal qualifications should a president have? Below are listed 21 items. Which items do you think should be the most important considerations. Give reasons. (LIST 5 and rank them; 1 being MOST important/5 being LEAST important)
honesty compassion(concern for others)
intelligence leadership skills
appearance integrity(being honest/upright)
experience toughness
education core set of values(responsible, truthful)
religious affiliation dignity (self-respect,worthy of respect)
gender age
ethnic background health
position on issues decisiveness(make decisions/stand firm)
financial resources family structure
speaking ability
____________________________________________
1/20 Aim: Article 2 (The Exec. Branch)
HW=
-
Watch/listen/read excerpts of the President's State of the Union Speech and fill out both sides of the sheet. What are your responses to this speech? Who were the special guests? 6Pm channel 7; cspan; cnn, msnbc; any computer source will highlight it.
-
Debate groups prepare for Friday
-
Make up assignments from the last week of school in December
*if you didn't take Test from Friday, do so now; if you didn't turn in the freedom bell, do for hw
Warmup= Go to p. 259. Read Article 2 section 3 (first 2 lines).ANSWER:
-
What do you know about the State of the Union Address? Why does the President give this speech every year? Who attends the address? What topics might be discussed?
-
Do side “A” first 2 columns on handout
-
1 min. video clip???
Classwk=
-
Share and turn in asssignment- “How a bill becomes a law”
-
Score tests?
Due:
Assignment
1/20 Aim: Article 2 (The Exec. Branch)
HW=
-
Watch/listen/read excerpts of the President's State of the Union Speech and fill out both sides of the sheet. What are your responses to this speech? Who were the special guests? 6Pm channel 7; cspan; cnn, msnbc; any computer source will highlight it.
-
Debate groups prepare for Friday
-
Make up assignments from the last week of school in December
*if you didn't take Test from Friday, do so now; if you didn't turn in the freedom bell, do for hw
Warmup= Go to p. 259. Read Article 2 section 3 (first 2 lines).ANSWER:
-
What do you know about the State of the Union Address? Why does the President give this speech every year? Who attends the address? What topics might be discussed?
-
Do side “A” first 2 columns on handout
-
1 min. video clip???
Classwk=
-
Share and turn in asssignment- “How a bill becomes a law”
-
Score tests?