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.