Class Agenda: Monday 6/8/20-Friday 6/12/20
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Announcements:
Class Agenda: Monday 6/1/20-Friday 6/5/20
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Class Agenda: Tuesday 2/26/20- Friday 5/29/20
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Class Agenda: Monday 5/18/20- Friday 5/22/20
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Class Agenda: Monday 5/11/20- Friday 5/15/20
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Class Agenda: Monday 5/4/20- Friday 5/8/20
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Class Agenda: Monday 4/27/20- Friday 5/1/20
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Class Agenda: Monday 4/20/20- Friday 4/24/20
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Class Agenda: Tuesday 4/14/20-Wednesday 4/15/20
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Class Agenda: Wednesday 4/1/20-Thursday 4/2/20
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Class Agenda: Tuesday 3/31/20
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Class Agenda: Thursday 3/26/20
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Class Agenda: Wednesday 3/25/20
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Input:
https://www.youtube.com/watch?v=grYMYHLCym8&list=PLoGgviqq4847VRWTPXkDwxeVvNNfoKD7J
Activities:
https://www.youtube.com/watch?v=grYMYHLCym8&list=PLoGgviqq4847VRWTPXkDwxeVvNNfoKD7J
Exit Ticket:
Class Agenda: Tuesday 3/24/20
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Class Agenda: Friday 3/20/20
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Class Agenda: Wednesday 3/18/20
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Class Agenda: Tuesday 3/17/20
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Class Agenda: 3/13/20
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Class Agenda: 3/10/20-3/11/20
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Class Agenda: 3/6/20
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Class Agenda: 3/3/20-3/4/20
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Do Now:
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Closure:
Class Agenda: 2/28/20
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Class Agenda: 2/25/20-2/26/20
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Class Agenda: 2/21/20
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Class Agenda: 2/18/20-2/19/20
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Class Agenda: 2/12/20-2/14/20
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Class Agenda: 2/7/20-2/11/20
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Class Agenda: 2/4/20-2/5/20
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Class Agenda: 1/28/20-1/31/20
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Class Agenda: 1/24/20
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Class Agenda: 1/21/20-1/22/20
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Class Agenda: 1/15/20-1/17/20
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Class Agenda: 12/17/19
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Class Agenda: 12/13/19
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Class Agenda: 12/10/19-12/11/19
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Class Agenda: 12/6/19
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Class Agenda: 12/4/19
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Class Agenda: 12/3/19
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Class Agenda: 11/22/19
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Class Agenda: 11/20/19
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Class Agenda: 11/19/19
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Class Agenda: 11/15/19
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Class Agenda: 11/12/19-11/13/19
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Class Agenda: 11/7/19
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Class Agenda: 11/6/19
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Class Agenda: 11/5/19
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Class Agenda: 11/1/19
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Class Agenda: 10/30/19
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Class Agenda: 10/25/19
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Class Agenda: 10/22/19-10/23/19
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Class Agenda: 10/18/19
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Class Agenda: 10/15/19
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Class Agenda: 10/9/19-10/11/19
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Class Agenda: 10/8/19
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Class Agenda: 10/2/19-10/4/19
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Class Agenda: 10/1/19
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Class Agenda: 9/27/19
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Class Agenda: 9/23/19-9/25/19
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Class Agenda: 9/20/19
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Class Agenda: 9/13/19
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Class Agenda: 9/10/19-9/11/19
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Class Agenda: 9/6/19
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Activities:
Announcements:
Class Agenda: Monday 6/1/20-Friday 6/5/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand what is going to be included in their final grade, how to make up assignments, and when the deadline is to turn in missing assignments.
- (Optional) Students will be able to understand the social and economic changes that occurred in the United States from 1953-1960 by watching the documentary "The Century, America's Time: 1953-1960 Happy Days" and completing the video guide questions.
- "The Century, America's Time: 1953-1960 Happy Days"
- https://www.youtube.com/watch?v=b_D4fWogbZM
- Students will review their Google Classroom and PowerSchool accounts to check for missing and incomplete assignments.
- Students will work on completing and submitting missing assignments.
- (Optional) Students who are not missing assignments can watch the Cold War documentary "The Century, America's Time: 1953-1960 Happy Days" and complete the video guide.
- “the_century_america’s_time__1953-1960_happy_days”_video_guide_.gdoc
Class Agenda: Tuesday 2/26/20- Friday 5/29/20
Standard(s):
Lesson Objective(s):
- Students will understand what they must do in order to pass this class before the grade deadline of 6/12/20.
- Students will be able to understand the changes in American society and foreign policy that took place at the start of the Cold War by watching a documentary and completing the video guide questions.
- "The Century, America's Time: 1946-1952 Best Years"
- https://www.youtube.com/watch?v=4VdXTw4q6y8&has_verified=1
- Review your Google Classroom account and PowerSchool account for missing assignments to make up.
- (Optional) "The Century, America's Time: 1946-1952 Best Years" documentary and video guide.
- “the_century_america’s_time__1946-1952_the_best_years”_video_guide.gdoc
- Each Zoom session from here on out will be dedicated to helping students catch up on missing work.
- The optional assignments are for students who are not missing work and wish to increase their knowledge and possibly their grade.
Class Agenda: Monday 5/18/20- Friday 5/22/20
Standard(s):
Lesson Objective(s):
- Allow for fun and informative debriefing for AP students who just took the AP exam by watching a historically relevant movie from the Cold War Era.
- "Apollo 13"
- As a class, we will watch the movie "Apollo 13" via zoom.
- Grades are due in a few weeks, make up missing assignments and turn them in on Google Classroom!
Class Agenda: Monday 5/11/20- Friday 5/15/20
Standard(s):
Lesson Objective(s):
- Students will be prepared to take the AP Exam this Friday 5/15 @11am by completing the final DBQ practice essay this Tuesday @1pm.
- All course content from units 3-7.
- Monday 5/11 from 3-4pm Zoom feedback and review of scores from Friday's practice DBQ.
- If you need help, but cannot attend the review from 3-4, you must contact me to arrange another time and I will do my best to accommodate you.
- Tuesday 5/12 from 1pm to 2pm: Mandatory check in and practice DBQ with adjusted documents and time.
- Friday 5/15 @10:30am check-in for the AP Exam.
- Friday 5/15 @11am the AP U.S. History Exam begins.
Class Agenda: Monday 5/4/20- Friday 5/8/20
Standard(s):
Lesson Objective(s):
- Students will continue to prepare for the upcoming AP Exams on 5/15/20 by viewing and taking notes on the AP Central youtube lessons and completing a practice DBQ during our class Zoom on Tuesday 1-2pm.
- Students will view and take note on at least 3 online lessons posted by the College board to prepare for the AP Exam.
- Students will complete a practice DBQ during our Tuesday Zoom class from 1-2pm.
- Controversial Issues #11. Prohibition. Due Friday by 9pm. ci_11_prohibition.pdf
- Explore AP Classroom for additional resources for the exam and use the exemplars that I posted on Google Classroom to help you study.
- My office hours are 3-4pm on Thursday, I will post the Zoom link on the Google Classroom stream.
Class Agenda: Monday 4/27/20- Friday 5/1/20
Standard(s):
- All standards form 2nd semester: 11.1.4-11.7.8
- Students will be prepared to show their learning of the second semester content and prepare for the AP Exam by taking the Spring Semester Final Exam.
- Students will be able to show mastery of historical thinking skills by completing a timed DBQ essay.
- spring_final_study_guide.pdf
- Textbook Chapters 12-23.
- ap-history-rubric-2020-dbq__1_.pdf
- Students will use the Spring Final Study Guide to create a note sheet to help them during the Spring Final Exam.
- Regular Zoom Class on Wednesday from 1-2pm, this is a mandatory meeting.
- Final Review during my Zoom office hours on Thursday from 3-4pm.
- Spring Final Exam on Google Classroom from 1-2pm.
- Week-15 grades due, all make up work must be turned in before Friday 5/1 to count for this progress report.
Class Agenda: Monday 4/20/20- Friday 4/24/20
Standards:
- 11.1.3: Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
- Student will be able to evaluate the statement "From 1781-1889 the Articles of Confederation provided the United States with an effective government." in a 5 paragraph essay response.
- Students will be able to analyze multiple documents and cite and explain evidence from those documents to support their argument and how the evidence from those documents supports their evaluation.
- Textbook A People & A Nation Ch.7 Forging a Nation.
- 1985_dbq_-_articles_of_confederation.pdf
- Students will review the Ch.7 text to re-familiarize them with the issues with the Articles of Confederation.
- Students will then review the prompt: Evaluate the following statement "From 1781-1889 the Articles of Confederation provided the United States with an effective government."
- Students will then develop a thesis based on the documents about whether or not the statement is true and why it is or is not true.
- Students will then develop 3 reasons in support of their thesis and collect 1-2 pieces of evidence from the documents for each reason they have in support of their thesis.
- Student will also attend a Zoom meeting with me on Tuesday 4/21 from 1-2pm for updates and guidance.
- Students will then develop an outline for their 5 paragraph essay, including introductory paragraph by 9pm Wednesday 4/22 and submit it as a picture or google doc on google classroom.
- The final draft of the essay is due by Friday 4/24 by 9pm.
- Zoom meeting with Mr. Pouget on Tuesday 4/21 from 1-2pm.
- https://zoom.us/j/2786605220?pwd=aERMZXhBVktmWWU4TEpocENaYUprQT0
Standard(s):
- 11.5.4: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
- Students will be able to analyze the conflicting views of women in American society in the context of the passage of the 19th Amendment by using primary sources documents to complete a 3-5 paragraph writing project complete with thesis and evidence citations from the documents.
- Controversial Issues #8: Votes for Women reading.
- ci_8_votes_for_women.pdf
- Students will read the controversial issues documents.
- Students will then select one of the writing projects from part C to complete.
- Students will write a 3-5 paragraph response to their chosen project complete with a thesis and body paragraphs citing at least 3 pieces of evidence to support their argument.
- AP Zoom information session at 1pm.
- Check google classroom for AP Exam updates.
Class Agenda: Tuesday 4/14/20-Wednesday 4/15/20
Standard(s):
- 11.5.4: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
- 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
- Students will be able to understand the politics of the 1864 election and the fight for women's suffrage in the United States by analyzing the readings and political cartoons and answering the critical thinking questions.
- Political cartoon #30 and critical thinking questions. us_political_cartoon_collection_-_toons_part30.pdf
- Political cartoon #31 and critical thinking questions. us_political_cartoon_collection_-_toons_part31.pdf
- Zoom session for AP Exam prep from 1pm-2pm Today! Everyone should be there!
Class Agenda: Wednesday 4/1/20-Thursday 4/2/20
Standard(s):
- 11.5.4: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
- 11.2.8: Examine the effect of political programs and activities of Populists.
- Students will be able to understand the struggle for women's suffrage by analyzing a political cartoon and the accompanying reading and by answering the critical thinking questions.
- Students will be able to understand the Populist political party in the late 1800s and early 1900s by analyzing the primary source documents and answering the critical thinking questions.
- Describe the social and political changes that were occurring in the United States due to industrialization and urbanization.
- Ch.16
- us_political_cartoon_collection_-_toons_part24.pdf
- Students will analyze the political cartoon and read the background information to answer the critical thinking questions about women's suffrage.
- ci_7_populism.pdf
- Students will read the background information and analyze the primary source documents in order to complete Part A of the handout.
- Students must log into AP Classroom and complete one of the progress checks I have assigned.
Class Agenda: Tuesday 3/31/20
Standard(s):
- 11.2.5: Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
- Students will review Unit 6 material in order to prepare for the AP Exam.
- Students will be able to analyze the primary source text and answer the critical thinking questions.
- Describe in complete sentences, the practices of trusts that led to antitrust laws in the late 1800s and early 1900s.
- Ch.16
- Zoom Meeting with Mr. Pouget at 12 noon! https://zoom.us/j/406507988
- Students will read the Controversial Issues #6 primary source and complete part A.
- ci_6_railroad_rebates.pdf
- Log on to AP Classroom and review the progress checks I have posted.
Class Agenda: Thursday 3/26/20
Standard(s):
- Students analyze America’s participation in World War II.
- Students will be able to show their understanding of the U.S. participation in WW2 abroad and on the home front by taking the Ch.23 quiz on Edulastic.
- In what ways were American notions of civil liberties and basic freedoms tested during the war years?
- Ch.23 quizlet study set.
Activities:
- Students will use the Ch.23 study set to review for the quiz.
- Students will take theCh.23 quiz on Edulastic which will open automatically at 11am and close automatically at 9pm.
- How did racial and gender norms play out in the military during WW2?
Class Agenda: Wednesday 3/25/20
Standard(s):
Lesson Objective(s):
- To help students prepare for the upcoming AP Exam by having students view and participate in a AP College Board online review.
- Students will also prepare for the Ch.23 Quiz by taking note on the section 4 ppt.
Input:
https://www.youtube.com/watch?v=grYMYHLCym8&list=PLoGgviqq4847VRWTPXkDwxeVvNNfoKD7J
Activities:
https://www.youtube.com/watch?v=grYMYHLCym8&list=PLoGgviqq4847VRWTPXkDwxeVvNNfoKD7J
Exit Ticket:
- What are you expected to be able to do to pass the AP Exam?
Class Agenda: Tuesday 3/24/20
Standard(s):
- 11.7: Students analyze America’s participation in World War II.
- Students will be able to understand how the United States entered WW2, the effects of the war on the Homefront, and the war's end by watching the documentary "1941-1945: Homefront" and completing the video guide questions.
- Was the United States prepared for when it entered WW2? Explain your answer.
- WW2 documentary "1941-1945: Homefront"
Activities:
- Students will watch "1941-1945: Homefront" and complete the video guide questions while they watch.
- Students will make sure that they make a copy of the GoogleDoc so that they can submit their work through GoogleClassroom.
- What was the impact of the war on family life? Explain your answer.
- Zoom meeting tomorrow @11am.
- Remember to keep up with the study guide! Ch.23 quiz on Thursday.
Class Agenda: Friday 3/20/20
Standard(s):
- 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
- Students will be able to show what they have learned about the Great Depression and the New Deal by completing the Ch.22 quiz on Edulastic.
- How did President Roosevelt respond to the rising tensions in Europe between 1935 and the outbreak of war in 1939?
Activities:
- Students will review for the Ch.22 quiz by using the Ch.22 study set on quizlet. quizlet.com/_885rlk?x=1qqt&i=28w9nf
- Students will take the Ch.22 quiz on Edulastic.
- Preview Ch.23 and begin the first section of the Ch.23 study guide.
Class Agenda: Wednesday 3/18/20
Standard(s):
- 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
- Student will be able to understand the implementation of the New Deal and the obstacles faced by the Roosevelt administration by participating in an online zoom meeting and taking notes on the New Deal slideshow.
- What were the hallmarks (unique parts) of the second New Deal?
- New Deal Slideshow on ppt. new_deal_ppt.pptx
- Zoom meeting and class discussions on the New Deal.
- PowerPoint Presentation and notes on the New Deal.
- Both the Do Now and Exit Ticket are in GoogleClassroom and must be turned in by 9pm.
- In what ways did the Depression inspire the emergence of a youth culture?
- Reminders: Study guide section 3 due tomorrow.
- Ch.22.4 due Friday.
- Ch.22 quiz on Friday.
Class Agenda: Tuesday 3/17/20
Standard(s):
- 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
- Students will be able to understand the effects of the Great Depression and how it forces the U.S. to rethink economics and gave FDR the mandate to institute his New Deal policies by watching the documentary "1929-1936-Stormy Weather" and completing the video guide questions.
- "The Century: America's Time-1929-1936: Stormy Weather" https://www.youtube.com/watch?v=zSfzFWU5LbY
- Watch the documentary on the Great Depression and the New Deal and complete the video guide questions and submit your completed video guide to GoogleClassroom by 9pm.
- the_century__america’s_time-1929-1936__stormy_weather_video_guide_.docx
- https://classroom.google.com/u/0/w/NDk4NzgyMDk2ODha/t/all
- Reminder: Ch.22.3 is due tomorrow.
- Zoom checkin tomorrow at the usual class time.
Class Agenda: 3/13/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of America's involvement in WWI and the social and economic impacts of the war on the homefront by completing the Ch.20 quiz.
- What was the Red Scare? How did it affect labor unions?
- Ch.20 Quizlet study set.
- Ch.20 quizlet live review.
- Ch.20 quiz.
- Preview of upcoming chapter and study guide due dates.
Class Agenda: 3/10/20-3/11/20
Standard(s):
Lesson Objective(s):
- Student will be able to understand the effects of WWI on the homefront and how the rise of the Soviet Union led to the Red Scare by participating in class discussions, completing the video guide questions for " taking notes on the WWI homefront PowerPoint presentation.
- Describe the trench warfare on the Western Front in WWI.
- "1914-1919: Shell Shock" documentary. https://www.youtube.com/watch?v=1GBWDQ5cF_U
- Slideshow Presentation: Post WWI Red Scare post_wwi_red_scare.pptx
- Students complete the video guide questions as we watch and discuss "1914-1919: Shell Shock" “1914-1919__shell_shock”_video_guide_.docx
- Students take note on and participate in class discussions during the post WWI Red Scare presentation.
- Class debrief.
- Reminder: study guide 20.4 due tomorrow!
Class Agenda: 3/6/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of the Great Depression and the new Deal by completing the Ch.20 quiz on Edulastic.
- What are some New Deal Programs that are still around today?
- Ch.20 study set on quizlet.
- Quizlet live review of the Great Depression and New Deal.
- Ch.20 Quiz on Edulastic.
- Introduce Ch.22 study guide and due dates.
Class Agenda: 3/3/20-3/4/20
Standard(s):
Lesson Objective(s):
Do Now:
Input:
Activities:
Closure:
Class Agenda: 2/28/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of the Progressive Era by completing the CH.18 Quiz on Edulastic.
- What were some of the accomplishments of Teddy Roosevelt's presidency?
- Ch.18 Study Set.
- Ch.18 review and quizlet live.
- Ch.18 quiz on Edulastic.
- Ch.19 preview and study guide assignment.
Class Agenda: 2/25/20-2/26/20
Standard(s):
Lesson Objective(s):
- Students will ba able to understand the motives and policies of the Progressive Era reformers.
- What were some specific reforms that Progressives wanted to enact?
- The Progressive Era slideshow. the_progressive_era.pptx
- Documentary: "America in the 20th Century: The Progressive Era"
- Students will take notes and participate in class discussions during the Progressive Era slideshow.
- Students will complete the video guide questions as we watch the "America in the 20th Century: The Progressive Era" documentary.
- Reminder: Ch.18 quiz tomorrow.
Class Agenda: 2/21/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of the rise of industry and the Gilded Age by taking the Ch.16/17 quiz.
- Who were the different factions that existed in the Democratic Party?
- Ch.16/17 study set.
- Ch.16/17 quizlet live review.
- Ch.16/17 quiz on Edulastic.
- Debrief and Ch.18 study guide assignment.
Class Agenda: 2/18/20-2/19/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand and discuss the rise of industry in American cities and the corruption of Gilded Age politics by participating in class discussion and taking notes.
- What impact did new inventions have on everyday life in America?
- Triumph of Industry ppt. triumph_of_industry.pptx
- Gilded Age Politics ppt. gilded_age.pptx
- Notes and class discussions on the rise of industry and the Gilded Age.
- Debrief and reminder that the quiz is tomorrow.
Class Agenda: 2/12/20-2/14/20
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of Post-Civil War Reconstruction and its failures by completing the Ch.15 quiz.
- What was presidential reconstruction?
- Reconstruction slideshow presentation. reconstruction_ppt.pptx
- Notes and discussion on the Reconstruction slideshow.
- Ch.15 quizlet live review.
- Ch.15 quiz.
- Debrief and Ch.16/17 study guide assignment.
Class Agenda: 2/7/20-2/11/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the failure of Reconstruction by completing the video guide questions and participating in class discussions as we watch the documentary on Reconstruction.
- Students will be able to analyze primary source material and answer critical thinking questions to show their understanding.
- What difficulties do you think might come up as the South is brought back into the Union?
- "Reconstruction: America After the Civil War"
- Controversial issues: The Trial of Andrew Johnson.
- Students will answer the video guide questions and participate in discussions as we watch the Reconstruction documentary.
- Students will work in pairs to complete the critical thinking questions about the Controversial issues handout on the Trial of Andrew Johnson and be prepared to share out and defend their answers.
- Class review.
Class Agenda: 2/4/20-2/5/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand how the Civil War changed in the public mind during the early years of the war by watching "The Civil War" documentary and completing the video guide questions as we watch.
- Students will be able to show their learning of the Ch.13 content by completing the Ch.13 Quiz.
- Where did the first official fighting of the Civil War occur?
- "The Civil War" documentary.
- Ch.13 Quizlet study set.
- Students participate in discussion and complete the video guide questions as we watch the documantary on the first years of the Civil War.
- Ch.13 quizlet live review
- Ch.13 quiz.
- Class debrief.
Class Agenda: 1/28/20-1/31/20
Standard(s):
Lesson Objective(s):
- Students will be able to analyze and evaluate evidence from multiple documents.
- Students will be able to formulate a thesis and opening paragraph to answer the prompt "What caused the Civil War?"
- Hook exercise compare and contrast Union and Confederate marching songs.
- Background essay and documents.
- Class reading of the background essay on the Civil War.
- Students will work in pairs to divide the 11 documents between them and use the scafolded document analysis sheets to anayze and evaluate the evidence in each document.
- As a class we will bucket each document into one of our class themes.
- Students will formulate a thesis and opening paragraph to respond to the essay prompt "What caused the Civil War?"
- Class debrief.
Class Agenda: 1/24/20
Standard(s):
- 11.1.4
- Students will be able to show their learning of the CH.12 material by completing the CH.12 quiz.
- Case study: Dred Scott v. Sanford discussion.
- Ch.12 quizlet review. quizlet.com/_7vsm8g?x=1jqt&i=28w9nf
- Quizlet live.
- Ch.12 quiz on edulastic.
- Ch.13.1 Studyguide.
- Quiz debrief.
Class Agenda: 1/21/20-1/22/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the political divisions between the North and the South due to westward expansion and the formation of new political parties by taking notes and participating in class discussions.
- What was the nullification doctrine and how did it threaten the Union?
- Slide show and discussion: "The Politics of Expansion" politics_of_expansion.pptx
- Notes and class discussion on westward expansion and political parties.
- Debrief and reminder about reading and studyguide due dates.
Class Agenda: 1/15/20-1/17/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand how slavery and political parties influenced politics in the Jacksonian era.
- What were some of the key regional differences between the North and the South?
- Controversial issues handout on slavery and the Politics and the Fate of the Union PowerPoint.
- Students will receive the handout "Controversial Issues: Slavery".
- Students will work in pairs to complete the critical thinking questions based on the reading.
- We will discuss and review the reading and questions as a class.
- PowerPoint presentation on "Politics and the Fate o the Union".
- Students will take notes and participate in class discussions.
- I will ask questions to determine student understanding.
Class Agenda: 12/17/19
Standard(s):
Lesson Objective(s):
- Students will be able to complete the Fall Final Exam to show what they've learned this semester.
Input:
- Finals review.
- Edulastic instructions.
- Fall Final Exam on edulastic.
- NA
Class Agenda: 12/13/19
Standard(s):
Lesson Objective(s):
- Students will prepare for the final exam.
- What were some key differences btween the North and the South?
- NA
- Finals review: Quizlet live.
- Post study sets on GoogleClassroom.
Class Agenda: 12/10/19-12/11/19
Standard(s):
- 11.1.4
- Students will be able to work in small groups in order to create a presentation on GoogleSlides for one of the sections for Ch.9 and be able to present it to the class.
- How have people tried to justify slavery in the past?
- I will assign students into numbered groups.
- Each number will correspond to the section of CH.9 that group is responsible for presenting to the class.
- I will explain to students how they should break up each section in order to present it effectively.
- Student will work in their groups to create their Ch.9 presentations on GoogleSlides.
- After groups have finished in their groups, each group will make their presentations to the class.
- I will provide feedback for each group.
Class Agenda: 12/6/19
Standard(s):
Lesson Objective(s):
- To assess student learning about the Ch.7&8 unit.
- Students will show their understanding of the unit material by completing the Ch.7/8 quiz on edulastic.
- Review of the Whisky Rebellion handout.
- Ch.9 study guide for next unit.
- Quizlet live Ch.7/8 review.
- Ch.7/8 quiz.
- Introduce Ch.9 study guide.
Class Agenda: 12/4/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the early formation of the Union through the presidency of Andrew Jackson.
- What was the significance of Marbury V. Madison?
- Ch.8 PowerPoint apush_ch.8_powerpoint.pptx
- Students will take notes and participate in class discussions during the Ch.8 PowerPoint presentation.
- Debrief.
- Reminder about Friday's quiz.
Class Agenda: 12/3/19
Standard(s):
Lesson Objective(s):
- Students will be able to answer questions about the Constitutional Convention of 1787 by completing the video guide for the "Making of the Constitution" documentary in class.
- What were some of the weaknesses of the Articles of Confederation?
- "The Making of the Constitution" documentary.
Activity:
- Students will complete the video guide for "The Making of the Constitution" as we watch and discuss the documentary.
- Students will complete the Controversial Issues: The Whiskey Rebellion.
- Review questions as a class.
Class Agenda: 11/22/19
Standard(s):
Lesson Objective(s):
- Students will be able to answer questions about the making of the Constitution from the video guide as they watch the documentary "The Making of the Constitution".
- Documentary "The Making of the Constitution"
- I will pass out the video guides and review instructions.
- Students will complete the video guide questions as we watch the first part of the documentary.
- Review HW for the break: Ch.7 study guide sections 1 and 2.
Class Agenda: 11/20/19
Standard(s):
Lesson Objective(s):
- Students will be able to show their understanding of the Revolutionary War by taking the ch.6 quiz.
- Kahoot review
- Review of quiz-taking procedures.
- Ch.6 quiz.
- Collect quizzes.
Class Agenda: 11/19/19
Standard(s):
- 11.1
- Students will be able to show their understanding of the American Revolution by completing the ch.6 SAQ review questions.
- Review for Ch.6 Quiz.
- What was the significance of the Battle of Saratoga for the Americans?
Activity:
- Students will use their notes and textbooks to complete the SAQ review questions individually.
- After 30 minutes, we will review the questions as a class.
- We will then do a quizlet live and kahoot review for the upcoming ch.6 quiz.
- Debrief.
Class Agenda: 11/15/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the British views of the American Revolution, through media analysis and class discussion.
- Students will be able to understand the first year of the Revolutionary War by taking notes on a PowerPoint presentation and participating in class discussions.
- What were the 3 assumptions of Lord North about the war?
- American Revolution PPT. apush_american_rev_ppt.pptx
- Students will analyze Political Cartoon #12 and the accompanying text and answer the critical thinking questions.
- Students will take notes and participate in class discussions during the American Revolution Powerpoint(continued).
- I will collect Political Cartoon #12.
Class Agenda: 11/12/19-11/13/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the first year of the Revolutionary War by taking notes on a PowerPoint presentation and participating in class discussions.
- What was the significance of the battles of Lexington and Concord?
- Ch.6.1 text and American Revolution: The Early Years PPT.
- Sudents will finish their Ch.3/5 quiz corrections and work on the Ch.6.1 study guide.
- Students will take notes on and participate in class discussion during the American Revolution: The Early Years PPT.
- Preview next lesson.
Class Agenda: 11/7/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand their performance on the Ch.3/5 Quiz by making quiz corrections on the questions that they missed for partial credit.
- Ch.3/5 class debrief.
- I will explain how the students are to make their quiz corrections.
- Ch.3/5 Quiz corrections.
- Check progress.
Class Agenda: 11/6/19
Standard(s):
Lesson Objective(s):
- To assess students learning of the Ch.3/5 content. Students will be able to complete the Ch.3/5 quiz.
- How did the British react to the Boston Tea Party?
- Review of quiz-taking procedures.
- Independent review for the quiz.
- Students take the Ch.3/5 Quiz.
- I will collect the quizzes and quiz forms.
Class Agenda: 11/5/19
Standard(s):
Lesson Objective(s):
- Students will prepare for the Ch.3/5 Quiz tomorrow.
- Quizlet Live
- Quizlet live and class review.
- Review of commonly missed terms.
Class Agenda: 11/1/19
Standard(s):
Lesson Objective(s):
- To assess student progress on the first 2 sections of the CH.3/5 unit.
- Student will be able to answer questions about the origins of the American Revolution.
- Pop Quiz
- Pop Quiz debrief and discussion.
- Instructions for Political Cartoon #8 on the Albany Plan of Union.
- Preview of PBS documentary on the American Revolution and video guide.
- Students will work in pairs or small groups to complete the critical thinking questions for the Political Cartoon #8 handout.
- Class review of handout and discussion.
- Students will begin the PBS "The American Revolution" documentary and video guide.
- Progress check.
Class Agenda: 10/30/19
- NWEA Testing
Standard(s):
Lesson Objective(s):
- Student will be able to analyze the Atlantic slave trade and the initial impacts of the Proclamation of 1763.
- NWEA Testing.
- Students will be instructed to complete the first 15 questions of the NWEA reading test.
- When students complete the first part of the testing, they are to work on the Ch.5.1 section of the study guide.
- When students complete the first part of the testing, they are to work on the Ch.5.1 section of the study guide.
- Check Student progress.
Class Agenda: 10/25/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze and evaluate the Atlantic Slave trade system.
- Why were Africans from the Rice Coast sought after by South Carolinian slavers?
- Review of questions answered so far on the video guide.
- Finish watching the documentary "Africans in America".
- Review the video guide and discuss as a class.
- Collect the video guides.
Class Agenda: 10/22/19-10/23/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze and evaluate the Atlantic Slave trade system.
- Students will be able to evaluate their performance on the CH.2 quiz.
- Review the first part of the documentary "Africans in America" w/ video guide questions.
- Ch.2 Quiz review.
- Students will watch the documentary "Africans in America" about the Atlantic slave trade and middle passage. www.youtube.com/watch?v=6UeLHl7Xo7w
- Students will complete the video guide questions as we watch the documentary and discuss the questions. africans_in_america_video_guide.docx
- Review questions.
Class Agenda: 10/18/19
Standard(s):
Lesson Objective(s):
- To introduce the next chapters in our textbook.
- Get students signed up for AP Classroom.
- Introduce students to the Atlantic slave trade.
- Describe the triangular trade routes.
- Preview the chapters and content for the upcoming unit.
- Introduce AP Classroom and procedures for creating an account.
- Introduce the documentary "Africans In America" documentary and video guide.
- Students create their account for AP Classroom.
- Begin watching and completing the video guide for "Africans In America" documentary.
- www.youtube.com/watch?v=6UeLHl7Xo7w
- africans_in_america_video_guide.docx
- Class debrief.
Standard(s):
Lesson Objective(s):
- To assess student comprehension of the Ch.2 material.
- What were the primary economic activities of New England vs. Chesapeake colonies.
- Review of quiz taking strategies.
- Kahoot review for students missing last class.
- Ch.2 quiz.
- Collect quizzes.
Class Agenda: 10/15/19
Standard(s):
Lesson Objective(s):
- Students will prepare for the upcoming quiz on Ch.2.
- Name the religious groups that founded each of the following colonies: New England, Chesapeake.
- Tell students that they will have 45 min to work on their study guides before we begin a kahoot review of the material.
- Students work on Ch.2 study guides.
- Ch.2 kahoot review.
- Kahoot debrief.
Class Agenda: 10/9/19-10/11/19
Standard(s):
Lesson Objective(s):
- Students will be able to compare and contrast the Chesapeake and New England colonies.
- Question: "What are 3 differences between the Chesapeake and New England colonies?"
- PowerPoint presentation and discussion on the Protestant Reformation and English migration to the American colonies.
- english_migration_.pptx
- Ch.2 Key Terms Quizlet.
- https://quizlet.com/_79pski
- Class review.
Class Agenda: 10/8/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the differences in the founding of the Chesapeake and New England Colonies.
- How did religion influence the founding and growth of the New England and Chesapeake colonies?
- I will introduce the Ch.2.2 study guide.
- Students will work independently to complete the Ch.2.2 study guide as they read through Ch.2.2 as I walk around the room and assist students with their questions.
- Check student progress.
Class Agenda: 10/2/19-10/4/19
Standard(s):
Lesson Objective(s):
- Students will understand the relationship between Jamestown colony and their Native American neighbors.
- What were the key differences between French and Dutch colonies vs. English colonies?
- Introduce "Political Cartoon #2: Jamestown Faced Hardships" and I will go over the directions with the students.
- Students will work independently or in pairs to complete the Political Cartoon #2 handout and answer all of the critical thinking questions.
- Debrief of the activity and class discussion.
- Students are then to continue working on their Ch.2 study guide
- Collect the handouts as students leave.
Class Agenda: 10/1/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the distinctions between the early colonies of Spain, France, the Dutch, and England.
- Answer the following question on your own sheet of paper using complete sentences: Explain what "freedom dues" were, and what might they consist of?
- I will preview the Ch.2.1 study guide and note-taking strategies.
- Students will work independently or in pairs to complete the CH.2.1 study guide.
- Check student progress.
Class Agenda: 9/27/19
Standard(s):
Lesson Objective(s):
- To assess student learning of Native American, European and African cultures, as well as the motives for, and effects of European explorations in the late 15th century.
- Answer the following question on your own sheet of paper using complete sentences: What were the motivations for European explorations in the 15th century?
- I will go over quiz-taking procedures prior to the quiz.
- I will instruct the students to remove everything from their desks except for: a blank sheet of paper, their hand-written notes, and a pen.
- I will pass out the quiz forms alternating versions for every student.
- I will have the students take the Ch.1 quiz.
- After the quiz I will hand out the "The Spanish Empire in the Americas-Colonization or Exploitation?" reading.
- I will instruct the students to read the document and work in pairs or small groups to complete part A questions1-5 on the back.
- 29bdfc3e-f6f4-444a-9190-0a98eb10bf90.olk15message
- Class debrief.
Class Agenda: 9/23/19-9/25/19
Standard(s):
Lesson Objective(s):
- Students will be introduced to the SAQ format and be able to answer the key concept questions in SAQ format to prepare for the chapter quiz.
- Answer the following question on your own sheet of paper using complete sentences: What diseases were exchanged between Europe and the Americas? Which diseases came from Europe and which went to Europe from the Americas?
- I will model for the students how to write a short answer question using the do now question.
- I will explain to the class the process of writing an SAQ and that this is one portion of the AP Exam.
- I will handout the SAQs and have the students work independently or in pairs to complete the SAQ questions.
- I will circulate throughout the room to assist struggling students.
- Once the students have completed the questions, I will review and collect the SAQs.
- Kahoot review for Ch.1: Three Old Worlds Make a New.
- Review of commonly missed questions.
Class Agenda: 9/20/19
Standard(s):
Lesson Objective(s):
- Students will understand the factors that led to the Spanish conquests in Mezoamerica.
- Students will understand the impacts of the Columbian Exchange on the Americas and on Europe.
- Introduce students to the Ch.1.3 and 1.4 Study Guide.
- Review note taking strategies for completing the study guides.
- Students will read Ch.1 sections 3 and 4 and take notes using the study guide.
- Students may work independently or in pairs.
- Check progress.
Standards: Lesson Objective(s):
- Students will be able to understand the significance of the early European explorations of the Mediterranean Atlantic region and how those voyages led to the Atlantic slave trade and the discovery of the New World.
- Students will analyze the conquest of the Aztec Empire by Spain through a primary source document.
- "How did new inventions such as the lateen (triangular) sail affect European exploration efforts?" Answer on your own sheet of paper using complete sentences.
- PowerPoint presentation and class discussion on early European explorations. voyages.pptx
- Students are to take notes and participate in class discussion.
- Primary source analysis and critical thinking handout on the Spanish conquest of the Aztecs (Paper copy only, see me if you missed class today).
- Students read the passage on the handout and analyze the political cartoon.
- Students then answer the critical thinking questions using both the passage, and the political cartoon.
- Class debrief and discussion.
- Students turn in the completed handout.
Class Agenda: 9/13/19
Standard(s):
Lesson Objective(s):
- Students will familiarize themselves with AP note-taking strategies.
- Students will understand the different cultures of pre-1492 America, Africa and Europe in order to understand how these cultures formed the colonial America.
- I will introduce the study guide for the first 2 sections of Ch.1, which is posted under classwork on Google Classroom.
- Students will work in pairs or independently to use the study guide to read and take notes on the first section of CH.1.
- I will work with students to help them through this process.
- Students will have read and completed the first 2 sections of the study guide by Tuesday 9/17.
Class Agenda: 9/10/19-9/11/19
Standard(s):
Lesson Objetives:
- Students will understand the reasons for the European conquest of the Americas and explore the origins of the power differences between societies throughout the world.
- Students will watch and take notes on the National Geographic special on "Guns, Germs, and Steel" by Professor Jared Diamond. www.youtube.com/watch?v=dCBod2jFFyQ
- After we watch and discuss the video, students will use their notes and understanding to complete the Guns, Germs, and Steel Review handout. guns_germs_and_steel.docx
- As a class, we will review and discuss our answers.
Class Agenda: 9/6/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the different elements of media construction in order to better understand media messaging and bias.
- On your own sheet of paper, answer the following question: "What sources of information do you trust to give you information about the world? Name 3 sources that you trust."
- Followed by class discussion. Students are to put their Do Now in their Promise Binder.
- PPT Lecture and class discussion-"Media Analysis" media_analysis_with_additional.pptx
- During lecture students will take Cornell Notes and participate in class discussion.
- Evaluating Sources handout. evaluating_sources.docx (Espanol)evaluating_sources__espanol_.docx
- Students will work either independently or with a partner to complete the Evaluating Sources handout.
- Evaluating Sources Debrief: As a class, we will review the evaluating sources handout and discuss the answers.
- Students will turn in their work by placing it in the appropriate in-basket.
- NWEA Testing.
Standards:
- N/A
- Students will understand the elements and structure of AP U.S History and learn my classroom procedures and expectations.
- Students will analyze a wood carving of the Boston Massacre and write down all of the elements they can identify.
- As a class we will discuss and interpret the wood carving.
- Introductions and a little about me.
- Review of course syllabus as a class.
- Students will complete a survey about themselves about their interests to help me be a better teacher.
- Students sign on to Google Classroom.
- Students will take the Opening Unit Pre-Assessment.
- Review answers as a class.
Standard(s):
- 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students will be able to analyze conflicting accounts of the same event in order to understand the effects of bias on historical sources.
- Question: "Can people witness the same event see different things?"
- Followed by class discussion.
- Lunchroom Fight 1: lunchroom_fight_1.docx
- Followed by debrief and class discussion.
- Lunchroom Fight 2: The evidence-lunchroom_fight_evidence.docx
- Students will read through all of the different accounts of what happened.
- Students will use the evidence to complete the Evidence Context handout-lunchroom_fight_context_handout.docx
- Students will make their final decision about who is to blame for the lunchroom fight and what punishment they would give out if they were the school principal using the Suspension Report. lunchroom_fight_suspension_report.docx
- We will discuss everyone's decisions as a class and students will turn in their work before leaving.