Essay DRAFT & Exam 2.2

You resubmitted your Essay Draft (AGAIN) into the right assignment window:
     Essay (How US Won) DRAFT     DUE 18-Dec-2014 4:00PM

You then took some time to study using the QUIZLET made just for you.  After 15 minutes of class time, you swapped your Chromebook for a test sheet.  We are positive that you all did very well.

Essay Draft, WIL 2.5, and Glory (12-16-14)

There is a lot of confusion going on concerning Google & Turnitin.  most of the problem is not paying attention and asking questions.  Some of it is due to problems with Mpls Public Schools not working well with a usually smooth Google system.  If you do not already have one, please make your own Google account.  Regardless, we've decided to extend some opportunities for you, but EVERYONE MUST DO THESE THINGS!!!

1. WIL 2.5 must be shared/emailed with Romo by 4PM Tuesday.
2. Essay (How the US Won its Independence) DRAFT must be emailed (as a Microsoft .docx file) by 4PM Wednesday to the following:
• yourself
• Karlsson
• Romo

You were also made aware of a scholarship opportunity by writing a separate essay.  Please see us if you are interested.

We began Glory (1989) today, getting through the first 40 minutes.  You picked up a handout (Glory Viewing Questions) that you should go through at the end of each class day.  There will be an additional handout for Extra Credit available on Friday.

Events Leading to War

We went through some slides about events that led to the Civil War.  Please do not forget about WIL 2.5 and your Essay Draft 2.

North-South Economics

We went through the rest of the presidents for next Thursday's exam (NO NOTES!!!).  There's even a quizlet for your study interests & review!

You picked up some handouts:

• Civil War Resources Bar Graph Comparison
• Civil War Europe Cotton Imports
• US History Unit 2 Benchmarks

We then completed the Resources Bar Graph in class and the Cotton Imports Line Graph was assigned as homework.

We also opened a new Independence Essay DRAFT TWO window in turnitin.  Please submit your 2nd draft by Tuesday (4PM) - you can then PeerMark on Weds-Thurs-Fri in class at various times so everyone has some good feedback for the FINAL VERSION which is DUE JANUARY 8th!

We want GOOD PAPERS!  It should take you some time and effort - nothing comes easy.

• 5+ Paragraphs
• 5+ Sentences per paragraph
• MORE THAN 1 Page
• Check originality report!
• Few (if any) grammar mistakes

Presentations, Exam 2.2, and WIL 2.5

We started the presentations yesterday, finishing with Buchanan.  We will finish tomorrow, giving you the rest of class time to complete and submit draft 2 of your essay.  I hope everyone is writing something down for each box of your handout.  I have picked out the best we've seen and made copies for your study purposes in one shared folder.


WIL 2.5 Foreign Intervention
The United States has had a long history with non-interventionism that can be traced backed to the Monroe Doctrine. Today, however, the United States is involved in the affairs of many nations, including both military and aid interventions. Do you believe nations have the right (or responsibility) to intervene in the affairs of other nations? In other words, do you think one country should get involved in another country's business? 

Presentation, Essay, & WIL 2.4

Presentation - Final Preparation Day
RENAME your Presentation:  PERIOD.Prez# PrezLastName You & Partner SHARE WITH: Ashley Karlsson & L. Eduardo Romo
ADD Slide Author's Name at bottom of each slide* 
  -you will present your slides 
You should have on each slide:
Title with President's last name & Topic
1 Image (Chart, graph, or picture)
Information that is factual & relevant to Topic

Name of student(s) who authored the slide

Essay Update
Revision Window opens today at 4:01 PM
Draft 2 is due by Thursday 4 PM
If you DID NOT submit Draft 1, you can STILL GET PARTIAL CREDIT by submitting it in the "Essay Draft 1 LATE" opportunity via turnitin.  We will upload it as your 2nd draft
WIL 2.4 Leaders vs Technology 

Which is more important for the advancement of US civilization: people (leaders, like Presidents) with ideas, relationships, and policies to affect the economy, etc.?  Or technology which helps shape ideas, establish and maintain relationships, affect the economy etc.? Basically, what has shaped our history more…our presidents or technology developed during their term?

Essay Edit, Prez Presentation, WIL 2.4

I'm Back!  I was out with some nasty bug that gave me a fever over 100 (even topping 101) for 3+ days.  While still not 100%, I returned to provide support for you as you do the following:

1. PeerMark (edit draft 1 of your "How We Won" essay) via turnitin.  You had to review FOUR papers using a rubric, or simply providing (critical) feedback (BOTH strengths & needs).  This must be done by 4:00 PM Thursday.  If you did NOT submit a first draft on time, you could not do the peermark.  BUT...we are giving you a half-credit chance to submit a first draft by 4:00 PM Monday - it is titled "Essay Draft 1 LATE" and will be open from 8:30 AM Thursday through 4:00 PM Monday.
2. Work on your President Presentation.  You have now had two days to gather information and maybe plug in some of it into an actual Google Presentation that you must share with us.  You'll have two more days to finish it, beginning with class in the Media Center tomorrow, followed by your last day on Friday. Presentations begin next Tuesday.
3. Your next exam will be on Thursday or Friday before Winter Break covering the Constitution (basically, how the government is organized) and the first 16 presidents (from the presentations).  You should definitely do your best and encourage other to do so as well...so EVERYONE gets a good grade!

WIL 2.4

Which is more important for the advancement of US civilization: people (leaders, like Presidents) with ideas, relationships, and policies to affect the economy, etc.?  Or technology which helps shape ideas, establish and maintain relationships, affect the economy etc.? Basically, what has shaped our history more…our presidents or technology developed during their term?

Exam 2.1 7 Essay Rough Draft Extension

You took your exam today. Also, I decided to leave the Essay Draft 1 window open until 4PM Monday...so get it done by then!  Enjoy your 5 day break...

Essay Draft 1, WIL 2.3, Exam 2.1

You were given the entire class period to type & submit your first draft - submission window will be open until 4PM Tuesday).  Some of you may have done the same for WIL 2.3 (submission window is open until 4PM today) or even studied for tomorrow's exam.  For anyone absent tomorrow, you will make up the exam before or after school BEFORE Friday December 5th - assuming the absence is excused.

Review & Exam 2.1 Prep! (& Extra Credit 2.1)

You turned in what we have done in class thus far & I entered everything into the gradebook.

• Bill of Rights Summaries
• Growth of US Map & Back Side
• Louisiana/War of 1812 Worksheet

The WILs will be in there by Monday - Google & Mpls Pub Schools have not been in a healthy relationship.  While I went through your work, you had about 20 mins to remember or look up four things for Tuesday's exam:

• Shay's Rebellion
• Virginia Plan
• Federalism
• Checks & balances

We then went over the work you submitted today and I ended by sharing the exam breakdown with you:

• (5) Chart (Import/Export)
• (5) Chart (Ratification)
• (4) Articles of Confederation
• (13) Bill of Rights (Look closely at 1,2,4,5)
• (6) Louisiana Purchase/1812
• 4 From Above
• (3) Miscellaneous

That's 40 questions.  You can use your notebooks only - NO HANDOUTS!!!

You also received a handout of the remaining calendar for the year.  Important dates are listed below:
Tuesday, Nov 25th = Exam 2.1 & Essay Draft 1 Due (by 4 PM)
Mon Dec 1st-Fri Dec 5th = Work on President Presentations (assigned to pairs)
Thursday, Dec 4th = Essay Peermark 1 Due (4PM)
Friday, Dec 5th = WIL 2.4 Due (Accepted through Monday 4 PM)
Tues Dec 9th-Thurs Dec 11th = President Presentations
Thursday, Dec 11th = Essay Draft 2 Due (4PM)
Friday, Dec 12th = WIL 2.5 Due (Accepted through Monday 4 PM)
Thursday, Dec 18th = Essay peerMark 2 Due (4PM)
Friday, Dec 19th = Exam 2.2 (Constitution, Presidents, & Growth of US)
Thursday Jan 8th = Essay FINAL VERSION DUE (4PM)
Friday, Jan 9th = WIL 2.6 Due (accepted through Monday 4 PM)
January 14th-15th = Final Exam (specific Date TBD)

Extra Credit 2.1 Legacy
1-2 Page Paper - TYPED - PRINTED (Hard Copy) - DUE by Weds 12/3 (class start time)
Consider the "Founding Fathers" of the United States; George Washington, John Adams, Thomas Jefferson, James Madison, James Monroe, Benjamin Franklin, Samuel Adams, John Hancock, etc.  Why do we celebrate them?  What have we ignored or forgiven (and/or forgotten) about them in order to create early American Heroes?  A legacy includes the entirety of one's life.  But we can only include a tiny fraction when eulogizing and remembering someone.  Can a person's good deeds outweigh any and all evil deeds committed earlier or later in life?  Basically, does the good outweigh the bad when looking back on and judging someone's life?

Lawbreaker & Butt-Kicking & WIL 2.3

We read through TWO Readings:

• Louisiana Purchase (Jefferson Breaks the Law)
• Flag was Still There (War of 1812)

After each, you completed a crossword and then looked at our Flag more closely, introduced by our national anthem, "The Star-Spangled Banner" (a poem by Francis Scott Key).  For that part of the activity, you simply Giggled for info on the Chromebooks.

Tomorrow, we'll go over material that will be on next week's exam and I'll distribute a calendar of due date through the end of the year (calendar, NOT year).

WIL 2.3 Mo' Money (submit via turnitin by 4PM Monday!)
Consider Washington's reputation as being a man who never told a lie. You have a (legal) opportunity to make more money than your fellow workers, but it involves a degree of deception (lying - hiding the truth). Do you do it? Explain your reasoning. What is the "cost" of making your decision?

Turnitin & Finish Growth

We showed you how to register for the right turnitin section:
2US = 9034555 3US = 9039102 6US = 9039108
enrollment key = millernerd

Please submit something for WIL 2.3 - You CAN resubmit an updated WIL. ALL future assignments will be submitted via turnitin from now on. ALL WILs, every component of your "How the US Won..." Essay, and even some other assignments.

Be aware that there is a HARD DUE DATE & TIME. Assignments close at 4:00 PM on the day they are due (WILs on Mondays), so you better have it done by then. Even if you are absent on Monday, you MUST have your WIL turned in via turnitin by 4PM Monday. NO EXTENSIONS!!!

When you finished the turnitin registration and submitting something for WIL 2.3, you were given time to finish you "Growth of the US" Map and questions (on the back side). We also returned your Essay Thesis worksheet. The first draft of your essay is due by Tuesday, so you should make sure you have a good start to your 5-paragraph essay. You'll have to submit something in order to qualify for the opportunity to PeerMark (review & edit). We'll give you some time in class, so do not worry. But, if you need more time, you'll have to do the rest on your own.

Growth of US

You were given about 10 minutes to rework your Essay Thesis paper.  Then, you worked on the "Growth of the US" map (and back side worksheet).  You'll have a little time later this week to finish it.

The plan for the week is as follows:
Tues: Register for turnitin and submit a practice document/Finish Growth of US Map
Weds: Other Revolutions (France, Haiti, Mexico) & Jefferson Breaks the Law
Thurs: Assign WIL 2.3 Question/Write Rough Draft (Due by Tuesday)
Fri: Review for Exam 2.1 (administered either Monday or Tuesday)

Mon: Exam 2.1 or "America, Story of US 03: Westward"
Tues: Exam 2.1 or "America, Story of US 03: Westward"

Bill of Rights

We had a shortened day due to the Dr. Mykee Performance and follow-up discussion.  We went through the Bill of Rights as a class.  You picked up a handout and I went through some slides - you then simplified the first 10 amendments using more easily recognized words (key is available).  You also turned in your Essay Thesis & planning paper.

WIL 2.2

Due to the PLAN test, we simply gave everyone time to write and submit WIL 2.2 (question below - you already answered it, btw).  Please do not forget that you need to submit your Essay Thesis & outline/plan at the beginning of class tomorrow...

WIL 2.2 Plato vs Jefferson 

Who should make decisions?  Plato believed only the wise should rule, while Jefferson trusted ALL of The People.  With whom do you agree?  As always, explain why.

US Constitution: 3 Branches & Powers

You picked up a handout (United States Constitution (LDtC) RDNG & WKSHT) which we went through as a class.  My slides are available for your review, since you did take notes.  Tomorrow's schedule is a bit weird due to the PLAN test.  Those who are in class will be given the entire class period to get the "How We WOn" Thesis written and maybe even tackle the WIL. You should already know what the WIL question is...

Do you agree with Plato or Jefferson when it comes to power and government:  Rule by only the wise, or should everyone (The People) have equal input?

Plato & the US Constitution

You picked up a Chromebook and took out your notebook (for actual note-taking!) as we read through the following:

• Plato (US Constitution Intro)  This simply introduced an important (Ancient Greek) philosopher.  A lot of our American political culture comes from the (Ancient) Greeks & Romans.  The concept of democracy and how we implement (carry it out) it can be traced back to Athens, Greece.

• US Constitution Preamble & Format  For this, you copied the Preamble into your notebook.  We then went through each of the Articles (while you, of course, took notes).  You then used your own words to explain the six purposes of government mentioned in the Preamble.

Hopefully, we got through everything...unless there were some distraction/disruptions.

Flush it Down

We concluded the Articles of Confederation Analysis...surmising its ineffectiveness.  A modern nation needed a government with some actual authority (power) to negotiate, decide, tax, establish a currency, raise an army, enforce laws, etc.  That's why I refer to the Articles as caca...deserving to be flushed down the toilet.

You also picked up a handout (Advice & Essay Model    and     Essay Evaluation) as a means to introduce your Q3 Project: Essay on How We Won the War for Independence.  You will write TWO ROUGH DRAFTS (1% each), conduct FOUR PROOFREADS (.5% each), and then write a FINAL ESSAY(5%).  Your first task is to actually take a stand...pick a reason for our victory and have a basic understanding of how it played out.  Your THESIS is due BY FRIDAY - simply submit the back side of the handout from last Thursday.

This week is a bit messed up due to the PLAN Test (Thursday) and a conclusion to the speaker from Q1 (Friday).  Just keep up with everything and we'll be fine.

Articles of Confederation Analysis

I was gone - meeting with other AVID & IB-MYP coordinators for the day, so Mrs. Karlsson led things.  You picked up a handout (Articles of Confederation Analysis HANDOUT) that you filled in while following the Articles of Confederation Analysis SLIDES.

I hope you showed us your completed Independence Image Chart, because class was started by going through it quickly so everyone had at least 4 full pages of notes!

Do not forget to get WIL 2.1 in by the beginning of class on Monday!  No printed copies...simply place it in the shared Google Folder.

US War for Independence...VICTORY is Ours!

You picked up a handout today while we went through it with you:
     US War for Independence Causes for Victory
     American Independence Five Paragraph Essay Template
YES, you'll be writing an essay over the course of this term.  But it will not be officially assigned until next week.

WIL 2.1 must be submitted via Google...NO PRINTED COPIES!!!
Due by the beginning of class on Monday.
We'll check at the beginning of class!

We also watched Crash Course US History 07 Who Won the American Revolution:

Articles of Caca & WIL 2.1

We watched two short videos yesterday about the Articles of Confederation and you took down some notes.  You then had the rest of class (about 20 mins due to ESO) to complete your Images Charts.  Tomorrow, we'll look at how the War was won by a bunch of ill-prepared rebels.

WIL 2.1 Successful Movement (Change)
Are movements influenced by people, or do people influence movements?  Which is more essential for change - the individual, or the idea?  Consider the American Revolution - were the people who led more important than the ideas that united them?  Or is the opposite true (ideas more important than people)?

Remember that WIL 2.1 MUST BE SUBMITTED VIA GOOGLE DRIVE!!!  Rename your document by copying and editing the following (the link should take you to the folder):

2US WIL 2.1 Last, First
3US WIL 2.1 Last, First
4US WIL 2.1 Last, First

Image Analysis & GoogleDrive & Q1 Grades

You continued working on your American Independence Image Intro assignment begun yesterday.  I also showed you how to submit your WILs via GoogleDrive from now on.  NO MORE PRINTING!!!  Remember that you can see what others submit, so be mindful of what you write, but also consider getting tips from one another!  I will show you again tomorrow, when you'll have a little more class time to finish your work - it must be DONE BY FRIDAY!!!

GRades are DONE.  Your transcript should be updated later this week.  If you did not earn a credit for Q1, consider meeting with us at some point before or after school to discuss a contract.  If you earn a C at the end of Q2, you may be eligible to complete an assignment for a change to your Q1 grade.

American Independence Image Intro

You picked up a handout (American Independence Image Intro) and started the image description component in class.  Tomorrow, you'll start (and maybe finish) answering the specific questions.  Show us your completed work (in your notebook) by Friday, when we'll go over everything as a class.  If you can't find your at-home textbook, you can use this link.

Q1 Grades will be finalized by 4PM today.  Some of you will be offered contracts tomorrow - you do not request one, it is offered to you.  WIL 2.1 will due due Friday/Monday like always, but you'll be submitting a digital version only (via GoogleDocs) - we will show you multiple times this week.  Be aware that your peers CAN see your work.

Final Exam, Timeline, & Last Extra Credit

We went through the previous exams, question-by-question.  You then had about 15 minutes to touch base with your timeline partner and finalize your work, which is due by 5PM.

For tomorrow's exam, in addition to today's review material, there will be some additional questions from the American Revolution.

For the short answer portion, you MUST BE ABLE TO:

• Label parts of the Triangle Trade
• Explain Mercantilism
• Provide details about either 
• George Washington or 
• Benedict Arnold
• Explain the philosophy & Impact on American Independence of ONE of the following:
• John Locke    Jacques Rousseau   Adam Smith

FINAL EXTRA CREDIT (Due Thursday)

What is ONE thing you learned from my course that you found new, interesting, relevant, and will stick with you for a long time?  Explain why or how this is so...

Due by the beginning of class on Thursday - NO EXCEPTIONS

Timeline Hot Sheet & Revolution

We watched "America Story of US: Revolution" (embedded below).  You then had 15-20 minutes to touch base with your partner, share your document (with your partner & us), and make sure you have published your combined information, converted into a knightlab timeline, and emailed the link to Karlsson & Romo.  Directions are on your original handout...and reposted yesterday.

You also got your final assignment - the last part of the timeline activity:  American Independence Event Timeline Hot Sheet.  You were each assigned an event, listed on your Hot Sheet (blank version HERE).  It is due by Wednesday.  Please make sure you attach your HOT SHEET assignment handout to your submission (if you use a separate sheet).  If you left your original sheet in class, and do not remember your event, you'll have to see us after school on Monday or before school on Tuesday.

Monday: Review Exams 1.1 & 1.2.  80% of your Final Exam is made up of questions you have already seen.  Even though you cannot use notes, you should work on your memory by paying attention and not wasting our time in class on Monday so you have 15 minutes to put some final touches on your timeline, which is due by 5PM.

Tuesday: FINAL EXAM.  Due to the PSAT on Weds, we had to move the exam up another day.

Wednesday: Present Timelines

Thursday: Hopefully in St. Cloud watching the Girls Soccer Team Win the State Championship!

Timeline Share

You were given class time to (hopefully) finish your timelines.  We showed you how to share your spreadsheet with your partner and us - FILE:SHARE:(enter our names) - please try to uncheck the "send email" box.  I then pulled the pair leader up and showed you how to turn your spreadsheet into an online timeline and instructed you to email us the link.  The directions are on your handout, but I have added them below:
COMPLEX PART!!! WATCH DEMONSTRATION & FOLLOW DIRECTIONS!!!

1. Open a NEW TAB and enter the following address:  timeline.knightlab.com
2. From your GoogleSheet, go to FILE Menu and select Publish to the Web - Click on START PUBLISHING
3. Copy the link from bottom window
4. paste it into timeline.knightlab.com URL generator (scroll down knightlab tab to step 3)
5. Click LINK TO PREVIEW (A new tab will open)
6. Copy the URL from the address window and email it to your teacher (eduardo.romo and ashley.karlsson    @mpls.k12.mn.us) - make sure to put your name and that of your partner in the subject line/

Timeline Text & Gradebook Issues & WIL 1.6

We showed you how to use the Encyclopedia Britannica in order to summarize your assigned 12 events in simple English so a 4th grader would understand.  You could also just read the Wikipedia intro or the relevant History.com page and edit it down to about 2-5 sentences.
You then entered this into your Timeline spreadsheet.
Project is due Monday...so do not waste time!

Regarding the gradebook, there is a big problem.  We cannot enter grades for half of our students.  The district is aware and trying to correct the issue.  As such, scores for Exam 1.2 & WIl 1.5 will not be entered until it is resolved.

WIL 1.6
What would it take for you to rise up and actually fight for either independence from a dominating nation or revolt against your existing government?

American Independence Timeline

You picked up one of two handouts for the American Independence Timeline Project -  MILITARY     or     POLITICAL (you were assigned one as part of a pair).  You then picked up a Chromebook.  We showed you how to access the Timeline Template so you can start working on making your own timeline (a BASIC & INCOMPLETE version as a sample).  In class today, you were shows how to find images, copy the image URL, paste it into the correct box, indicate the source, and provide a caption.

All of these directions are included in the handout (either Political or Military - above).

the tentative schedule for the remainder of the qtr looks like this:

• T-Th: Complete Timeline - it is DUE by Monday evening (email us your link)
• Wednesday: We'll show you how to enter your text summaries (you were each assigned 12)
• Thursday:
• Thursday (1): WIL 1.6 question is posted.  
• Thursday (2): We'll show you how to complete your project with your partner and assign your final individual component that will be due by Wednesday.
• Thursday (3):  Exam 1.2 Make-Up Opportunity for those with an excused absence (or, take it before/after school by Friday morning).
• Friday: Watch "America, Story of Us: Revolution"
• Monday: We'll go over Exam 1.1 & Exam 1.2 in class - 60% of the FINAL EXAM is made up of repeated questions from past exams.  The FINAL includes any and all material through Chapter 3, Lesson 1 of the online text...READ!!!
• Tuesday: Present Timelines
• Wednesday: FINAL EXAM.  NO NOTES!!!
• Thursday: To Be Determined (there is an auditorium and the girls' soccer team will hopefully be playing in the State Tournament Final at noon.

America, Story of Us: Rebels

We watched "America, Story of Us: Rebels" in class today. I hope it helped you connect a lot of information, ideas, people, and events. We'll try to get through the next episode on Friday after the timeline project that will take up T-Th.

 

Exam 1.2

You took Exam 1.2 in class today.  If you were absent (excused, of course), you have one week to make it up before or after school - but let's make it available through Thursday, Oct 23rd).

Study

You picked up two handouts, one of which we read in class, and the other something we showed you last week, backed by something we will revisit next Tuesday.  You were also given more than 30 minutes to use the Chromebooks for silent reading & study time.  Exam 1.2 is tomorrow.  You can use your notes/worksheets only - no handouts.

I Declare...

You picked up a Study Guide for Exam 1.2 as well as a handout with part of the Declaration of Independence broken down into short phrases - we also had a short list of keywords with easier definitions).  I read it aloud, told you a brief story about its signing, and then assigned you the task of simplifying each segment into easier phrases so an elementary student could understand it.  You then reqrote that into your own (paraphrased) Declaration of Independence.  The back page (part 2) was assigned as extra credit (due Tuesday).  We;ll go through the first part again after next week.

On Monday, you'll get two handouts - one is a short reading and the other is a nice comparison chart.  You'll also have a good 30-45 minutes to read and study for Tuesday's exam.

Go Tax Yourself!

We reviewed the Acts/Taxes/Events chart that was due yesterday after much time spent in class trying to get everyone to actually work.  The displayed material is available here.  You'll get a copy in class tomorrow when we start looking at the Declaration of Independence. You'll also get your 2nd Extra Credit assignment tomorrow (due Tuesday).  I've also decided to post the Acts/Tax/Events KEY so you can fill in your charts, if you'd like.

We also looked at the Adam Smith information (handout given to you previously - with the Locke-Rousseau-Smith chart on the back (including Background, Philosophy, and connections segments).

You have a test next Tuesday.  While we've covered everything in class, you may want to read Chapter 1, Lessons 5 & 5 as well as Chapter 2, Lessons 1 & 2 if you have not been paying close attention in class.

WIL 1.5 Right or Wrong
How do you react when people tell you that you are wrong?  How do you go about telling others that they are wrong?  What if you're BOTH right and/or wrong?

John Adams - 5 Things

I gave you 20 minutes to finish sharing your Act/Tax/Events chart information.  Many of you seemed to just copy and paste without understanding the words.  When you were told to share information by reading what you have, the hope was (and will be) that you realized that simplifying your words by using basic vocabulary makes it easier to not only write, but also understand things.

You then turned it in so I could see how much you actually completed.  Many of you need to maximize the use of your classroom time - too much is wasted.

We concluded class by reviewing the "5 Things to Watch For" in "John Adams Join or Die".

Under Propaganda, we looked at the different visual presentations of the Boston Massacre.  NOtice how Paul Revere's (the first one below) removes Crispus Attucks. While the Pelham drawing was probably more accurate, Revere's was more eye-catching.  Sadly, it also set the precedent of "whitewashing" history - basically removing the Black perspective.

Tomorrow, we'll finish our study of Locke/Rousseau/Smith and confirm what you should have in your Act/Tax/Event chart.

On Friday, we declare Independence.

John Adams Join or Die

Everyone picked up a handout (John Adams, Episode 1 "Join or Die").  We started with you copying the famous "Join or Die" propaganda from a famous American colonist.  Who created & published it?    As a colonist, how would you interpret this political cartoon?  What message does it send?

We then watched the first half of the premiere episode.  You were to keep an eye (and your mind) on being able to present evidence in order to discuss the following:

1. Husband-Wife Relationship & Dynamic (What role/s did each play in the household & with one-another?)
2. Viewpoint & Bias (Who testified & What they Saw – affected by their personal beliefs?)
3. Propaganda (listen for language and look for images that promote a certain viewpoint)
4. Violence = Fear & Intimidation (when is this evident in the video?)
5. Character (traits/qualities) of John Adams (what kind of person was he?)

We will conclude the episode tomorrow and then analyze the Declaration of Independence on Wednesday.

Continuing Acts, Taxes, & Events

You were given time to complete your charts by finishing your individual research & sharing with your table group.  We then went through some of it as a class (and I posted the key so you had everything you needed to better understand some big causes of the push for American Independence).

I concluded by explaining that our origins as an independent nature are rooted in the hatred of taxation.  We have elections every year (1st Tuesday after the 1st Monday of every November) and the biggest issue is always taxes.  It is such a dirty word that some consider it vulgarity (naughty = swear).  My slides are here.

The way you get to the online textbook is changing this weekend (or next week).  An email will be sent to you with instructions.  You should read Chapter 2 (lessons 1-2) for next week.  There will be another test on Tuesday, October 14th.  You will be allowed to use your notebooks & worksheet handouts (charts), but no readings.

(Legislating and Mobilizing the Pathway to American Independence

You picked up yet another handout (Legislating and Mobilizing the Pathway to American Independence), but started class by completing a mini-review of yesterday's material by using yesterday's notes to fill in the "philosophy" boxes under Locke & Rousseau from yesterday's handout.

You should take 5 minutes EVERY evening/day to review material presented earlier that day or the day before.  This is how you move information from your short-term memory into your long-term memory.  We'd love to give you 5 minutes every day at the beginning of class to do this, and will do our best to plan for it, but it is not guaranteed.

You were each assigned two columns to complete, then share with your table group.  The hope was that you at least completed one side of today's handout by simply reading the Wikipedia entry for each Act/Tax/Event.  You can find most of your information in the first section, but may have to read through "Background" to find information for your "cause" box.  You'll have 20 minutes to complete the other side tomorrow, after which we'll go through it all as a class in order to make sure you got everything.  I'll even post an "official" key.

WIL 1.4: Acceptance vs Prosperity
What is more important...social acceptance or personal prosperity?

Freedom - Think About It

We read through some historical documents today while also preparing to filll in a chart for comparative purposes.  Our slides were created using the texts included below:

• Locke
• Rousseau
• Smith (excerpt)
• Smith (notes from excerpt)

We'll finish our study of political (& economic) philosophies that helped shape our nation tomorrow, followed by looking at what we call the "Intolerable Acts" through Friday.

Yesterday's slides are also available. 

Trans-Atlantic Slave Trade

So, you picked up a little slip hinting at what you should be writing down in your notes while I go through the lecture Atlantic Slave Trade Slides. (Perkins' classes had no projector this AM, so they went through them on their iPads).

We covered the African Slave Trade to the Americas.  Some things in history amaze, inspire, sadden, and/or embarrass me.  Slavery is one of the saddest, most ridiculous things that has existed throughout history (and even through today).  It goes against the basic concepts of economics (which is basically the study of choice and how resources are allocated), while also an ethical wrong.

But can we judge the past using today's standards?  That is always an interesting question.  So, use that, as well as your economic reasoning, to explore who or what deserves to be blamed for the horror of slavery, specifically forced African migration to the Americas.  Do we blame the suppliers of slave labor?  The users of slave labor?  What about the people who purchase items derived from slave labor?  What about the institutions (government and/or church) or the culture itself?

Explorer Presentations

You presented your mini-slide shows (2-minute maximum) in class today.  There might be a quiz on the explorers next week (matching of some sort), so I hope you showed respect by listening to your peers.  You can review the material in the shared folder for each class (2US     3US     6US).

You also picked up some sample WILs (link forthcoming).  These were all solid submissions during the first two weeks, from students with various skills, interests, and experiences.

OPVL

You picked up some handouts in class:

• Weekly WIL explanation (AGAIN)
• OPVL Document Analysis Defined
• OPVL Document Analysis Chart
• The American Idea, by Theodore White
• Pledge of Allegiance by Francis Bellamy (from history.org)

In class, weanalyzed the Pledge of Allegiance using the OPVL method and one side of the OPVL Analysis worksheet. I love introducing the Pledge before we establish our new nation because the Pledge is more than symbolic - it is a perfect example of how our nation has evolved and changed over time.  The USA of 2014 is VERY different from the USA of 1892 and 1776.

WIL 1.3 Individual or Group? (9-26-14)
What is more important/valuable - the individual or the group?

You should consider popular American ideals/values, as presented in the Declaration of Independence (specifically paragraph 2) by Thomas Jefferson, Theodore White's "The American Idea"  and the Pledge of Allegiance by Francis Bellamy.  Also consider your Explorer's project & presentation.

Explorer

We defined explorer, looking at what characteristics or traits are consistent within most explorers, as well as making sure to recognize that there were usually many other people who were involved but often unnamed.  It's kind of sad, really.

I showed you how to create a Google Presentation (Powerpoint Slides) and share it with me, Mrs. Karlsson, and within your group.  You placed into pairs and trios and assigned a specific explorer/conqueror.  For each explorer/conqueror, you must find and organize the following information in 2-3 slides or pictures:

1. Basic Information, including:
• FULL NAME
• Birth Date/city/nation
• Picture
2. Previous experience(s)
3. Nation for which he explored/conquered & purpose of journey
4. Map of journey
5. Difficulties encountered (& overcome): obstacles, dangers, etc.
6. Immediate result of journey:  How did the journey impact the world at that time?
7. Long-term result of journey:  How has the journey affected us today?
8. Source Citations:  You should copy the url (web) address from which you collected information, ideas, or images. This should be on a separate slide (2nd or 3rd).

You will present it to class on Friday, 9-26-14.

I have a Neil Armstrong sample that took me 5 minutes...it is rough, incomplete, and VERY basic.

2 US
Aaron, Amaree (Christopher Columbus)
August, Amira (Erik the Red & Leif Ericson)
Brian, Annalista (Ferdinand Magellan)
Camonie, Coral (Francisco Vazquez de Coronado)
Cole, Diana (Henry Hudson)
Cortez, Erika (Hernan Cortes & Francisco Pizarro)
Cristian, Falastin (Hernando de Soto)
Dallas, Josilyn (Jacques Cartier)
Darryl, Karina (John Cabot)
Eduardo ,Maricruz (Juan Ponce de Leon)
Hector, Marylyn (Rene-Robert Cavelier)
Ian, Monet (Samuel de Champlain)
Jonathan, Odalis, Kane (Sieur de La Salle)
Juan, Tai, Luqman (Vasco da Gama)
Marcelo, Mubarek (Vasco Nunez de Balboa)
Cardia, Manuel, William (Zhang He)

3 US
Andres, Alexis (Christopher Columbus)
Anthony, Andrea (Erik the Red & Leif Ericson)
Bastien, Danielle (Ferdinand Magellan)
Brandon, Evelin (Francisco Vazquez de Coronado)
Brian, Isaura (Henry Hudson)
Bryan, Jailene (Hernan Cortes & Francisco Pizarro)
Bukhari, Megan (Hernando de Soto)
Fabian, Rida (Jacques Cartier)
Jan, Sparkle (John Cabot)
Joan, Suzie (Juan Ponce de Leon)
Jose A, Tiffany (Rene-Robert Cavelier)
Jose T, Tyteeona (Samuel de Champlain)
Lauro, Lancelot (Sieur de La Salle)
Kadar, Luke, Nathaniel (Vasco da Gama)
Miguel, Peng, Safe (Vasco Nunez de Balboa)
Nolan, Otokani, Shemsedin (Zhang He)

6 US
Amelio, Cassie (Christopher Columbus)
Andy, Danna (Erik the Red & Leif Ericson)
Aron, Diamond (Ferdinand Magellan)
Corey, Drakeia (Francisco Vazquez de Coronado)
Dante, Shadia, Erick (Henry Hudson)
Dayton, Ines (Hernan Cortes & Francisco Pizarro)
Diego, Isabel (Hernando de Soto)
Griffin, Karla (Jacques Cartier)
Jacob, Maria (John Cabot)
Jose, Mayted (Juan Ponce de Leon)
Logan, Melissa, Shanni (Rene-Robert Cavelier)
Kyle, Ruby (Samuel de Champlain)
Lucy, Ananiah (Sieur de La Salle)
Mahad, Mykel, Davion (Vasco da Gama)
Martin, Romello, Najib (Zhang He)

Exam 1.1

You took your first exam in class today.  Anyone who has an excused absence has one week to make it up before or after school - you MUST let me know a day in advance!  Enjoy the beautiful weekend!

Exam 1.1 Preparation

We reviewed your American Colonies Chart - and I showed you how Google is truly your friend.  Click the first suggested page.  BOOM!  So, I hope you picked up some more on Mercantilism and how trade both helped & hurt the colonies and the mother country of England.  We are having study help after school today (Media Center) and before school tomorrow (337).  We will share a study guide with you. Please make sure you know the differences between the colonies (focusing on religion & trade), as well as material from chapter 1 (lessons 1-4) of the online textbook.

You actually have to work - read, learn, study, & know - in order to succeed in school.  It is not about showing up and earning credit for seat time.  It is about thinking, producing, and proving.  You should be devoting 30-60 minutes a week on each course, plus whatever else you need to do that was not finished during class time or regular assignments (like the WIL).  If you have difficulty reading, comprehending, or simply completing assignments, you will have to spend more time.  But that is what learning and working are all about - doing what is necessary to know and complete tasks.  Again, if you have questions, please see us before or after school - we'd LOVE to help you as you work to achieve success.

Recap & Extra Credit

We've gone through A LOT of different things and your first exam is this Friday.  Please read chapter 1, lessons 1-4 for this exam.  You should also check through everything we've done thus far (go through the posted Daily Agenda).  Since the blog was not up & running until last week, I have posted links to everything done in class before the blog.  Remember that you can use your notebooks during the mid-quarter exams!

Extra Credit 1.1 (Due Monday 9-22)
Draw your own political cartoon about the Colombian Exchange.  There are some examples here, but you cannot simply copy one.  The cartoons were collected in a "Was it Worth It?" book.


Previous Lessons:
Economics Key Terms (slides)
Mayan Math
Aztec Sacrifice/Mythology (Slides)
Colombian Exchange (Shmoop)
Guns, Germs, & Steel (PBS Companion Site)
Protestant Reformation - British Colonization of North America (slides)

Previous Handouts:
Econ Intro & Explorers (Review of Econ Key Terms)
Early Civilizations in the Americas Map
US Chapter 1, Lesson 1 Rdg
Mercantilism & Colonies
Mercantilism Policies

Watched:
500 Nations 01 Ancestors: Early Cultures of North America
Guns, Germs & Steel, Episode 2

Mercantilism

You picked up a handout regarding Mercantilism (wikipedia) wit two sides (1 - Mercantilism Policies, and 2 - Mercantilism & Colonies).  We read through it as a class.  You wrote the actual definition into your notebooks, and then worked in your table groups to decipher/translate/simplify your assigned component of Mercantilist Policies.  You then entered your result into a shared GoogleDoc:
     2 US Mercantilism
     3 US Mercantilism
     6 US Mercantilism

You need to become familiar with this method as it is something we will do quite often.  I then asked you to complete your Mercantilism & Colonies Cost/Benefit analysis (at the bottom of the worksheet) in your notebook.  If time permitted, you could continue working on your American Colonies Chart from yesterday.

American Colonies Chart

You picked up a handout (American Colonies Chart) and used the computer to fill it in at your table groups.  I suggested that you at least look at the textbook (Chapter 1, Lesson 3) in order to better understand The Protestant Reformation, which played a HUGE role in English colonization of the Americas.  I also suggested that you check out some other online sources in order to fill out your chart...

• 13 Originals: Founding the American Colonies
• Shmoop: Colonial New England
• Wikipedia: Colonial History of the United States

But your best bet is probably to use your friend, YahGooBin, and simply conduct an online search.

W started class with a quick slideshow (Reformation Begat American Colonization Slides)as an introduction to English colonization of North America, which can be traced back through the Protestant Reformation (Martin Luther vs Pope Leo X: FIGHT!), the Crusades, the Schism of 1064, the collapse of the Western Roman Empire, the adoption of Christianity as the official Roman religion, and the solidification of the Roman Empire itself.  Without the Printing Press, nor the problem of succession of the English Crown, the United States of America may very well might not have come into existence.

Clickers

We simply went through the process of test-taking via the clicker system.  I had hoped to also introduce the Chromebook procedure, but they were not available...grrr.

Basically, you picked up your assigned clicker (yes, you have a specific clicker assigned to you), tried it out while submitting an answer to a technology survey, and then returned them.  Simple.  Although, it wasn't.  We had a glitch at times as we went through the process, but it was running smoothly by the end of the day and will be fine for next week's exam.

Remembering 9-11

I showed you the events of the morning of September 11, 2001.  It was chaotic, confusing, sad, and the biggest turning point in US affairs during your lifetime.  The attack, and our response(s), have shaped how you see and experience the world every day.

You can visit the HistoryChannel site that documents that day as well as I have ever seen.

Below is the Airspace of that morning, showing you how quickly all aircraft were landed when the order came in to do so.

Consequences of the Colombian Exchange & WIL 1.2

So, our classes were disrupted a little because half of period 3 attended the important auditorium.  I hope you took in the experience, because everything presented is not only true, but extremely important.  This is still a time in your life when your only expectation is to simply learn.  You'll have the rest of your life to work, so cherish this while you can.

In class, we discussed the Colombian Exchange questions presented (cool Prezi here)through the first two days.  We then watched Crash Course 23 The Colombian Exchange (embedded below).  I hope you were attentive through the end, when this week's WIL question was presented,

"The Colombian Exchange has included man, and he has changed the Old and New Worlds. Sometimes inadvertently, sometimes intentionally, often brutally. It is possible that he and the plants and animals he brings with him have caused the extinction of life forms in the last four hundred years than the usual process of evolution might kill off in a million... The Colombian Exchange has left us with not a richer, but a more impoverished genetic pool. We, all of the life on the planet, are the less for Columbus, and the impoverishment will increase."

Crosby, Alfred from "The Colombian Exchange"

Consider how many people died due to the Colombian Exchange...ALL of those experiences, ideas, and potential...gone - forever.  Is the world a better place due to the Colombian Exchange?  Are the gains made in terms of health, technology, knowledge, and population growth worth the near-extinction of Native American people & cultures? Or...How important or irrelevant (NOT important) is any individual in history?  

Tomorrow, we will look at what happened on that fateful day in 2001.  It changed the course of history and radically altered plans to result in the outcomes we experience every day from here on out.

Guns, Germs, & Steel (Episode 2)

We watched the 2nd episode of the PBS series based on Jared Diamond's seminal work, Guns, Germs, and Steel - video embedded below.  I asked you to take notes so you can easily answer the questions below the video.

According to Diamond, so few Spaniards were able to conquer the vast armies, peoples, and areas of American regions because they were the beneficiaries of geographic luck.  We will discuss the episode in class tomorrow, when we will also become familiar with the clickers as I gather technology information from all of you.  I am hoping to have the Chromebooks by Thursday, so we'll play around with those (and Google Calendar) on that day.

Please read chapter 1 of the online textbook for next week's exam.  Take notes, especially since you CAN use them during the exam!  But also be aware that the exam will include other material presented in class thus far.

Why was the balance of power so unequal between the Old World, and the New?
Can you explain how America fell to guns, germs and steel?

You should be able to identify components of the following as well:

     Guns = Weapons

     Germs = Illness & Disease

     Steel = Technology

Here We Go...!

We went through the process of accessing the online textbook in class today.  Until further notice, you should use the generic username (mpsse) and passwords (mpsse1) provided.  You should have chapter 1 read before next week's first exam, which will cover not only chapter 1, but also material presented in class.  You can use your notebooks, so TAKE NOTES!!!

I also showed you how to use the Posted Daily Agenda (what we did) and this blog (what we learned), both of which are updated daily.  If you are ever absent (in body, spirit, and/or mind), you can access EVERYTHING from this blog or (by next week) the WHS Classroom Page.  Remember that you will need to use your MPS Google account in order to access the shared Google Drive (11 US History (Romo) STUDENTS).  That, too, will be set up by the end of this week.  

You were supposed to research and learn about the Columbian Exchange.  EVERYONE must be able to answer the following question:  What is the Columbian Exchange?  You should also be able to give examples of each category (plants, animals, technology, diseases, etc.) and how each altered a region or people.  Included in your notes should be some sort of graphic - a picture or even a simple graph depicting (showing) relevant information...
   

Day One of Many More to Come...

I handout out a syllabus, a more detailed Weekly WIL & OPVL Analysis sheet, as well as your first assignment, the Personal Timeline & Migratory History.