US History

Week of October 16

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Date Agenda Homework
Monday
  • Journal: What questions do you have about the ad project?
  • Lecture/Discussion - The Great Depression and its causes

Quiz 3.2 - tomorrow - How did advertisers in the twenties seek to manipulate people's behavior (BMP);

Ad project - due Friday

Tuesday

Quiz 3.3 - Thursday;

Inequality data questions - due tomorrow (10 points);

Ad project - due Friday

Wednesday
  • Journal: How can income inequality benefit society? How can income inequality harm society? From your perspective, what would be a healthy ratio of the bottom quintile to the top quintile?
  • Discuss/debrief income inequality activity.

Quiz 3.3 - Thursday

Ad project - due Friday

Thursday
  • Quiz 3.3
  • Discuss/correct inequality activity
  • Lecture/Discussion - The impact of the Great Depression

Ad project - due Tomorrow

Friday
  • Newspaper article work time/assembly of newspapers
  • Journal: Based on your research, what was the most significant aspect of the way the great Depression affected the American people? Explain.

Week of October 9

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Date Agenda Homework
Monday
  • Return unit two exam - Retake day - Thursday, October 12
  • 2017 tax reform investigation
Tuesday
  • Quiz 3.1
  • Discussion - Mellon plan v. GOP 2017 plan - similarities and differences
  • Lecture/Discussion - Was the Mellon plan successful?
Wednesday
  • Journal - Do you think the current GOP tax reform plan takes the country in the right direction? Support your answer with at least two reasons
  • Lecture/Discussion - Consumer society
  • Advertisement activity description and example
Thursday
Friday
  • Finish ad activity

Week of October 2

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Date Agenda Homework
Monday
  • Unit 1 exam - Documents section
Tuesday
  • Unit 1 exam - Short answer
Wednesday
  • Unit 3 outline and preview
Thursday
  • Lecture/discussion - Government economic policy in the 1920s - "a Return to Normalcy"
  • Cutting taxes in 2017 - Mellon's return?
Friday
  • Lecture/discussion - The 1920s and the rise of consumer society
  • 1920s advertisement activity

Week of September 25

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Date Agenda Homework
Monday

Complete media activity - due tomorrow;

Unit 2 exam - Friday;

Unit 2 review - due Friday

Tuesday
  • Journal: Taken as a whole, do you think the authors of the documents we examined yesterday would support or reject the idea of Laissez-Fair? Explain your answer with at least one supporting quotation from yesterday's documents.
  • Lecture/Discussion - Teddy Roosevelt
  • TR Political cartoon prediction activity
    • Question - Based on political cartoons from his presidency, would President Teddy Roosevelt (1901-1909) maintain or change the status quo with regard to government's relationship with Business and labor?
    • Investigate at least three cartoons
    • Complete a persuasive paragraph outline (due tomorrow) that answers the question above

Unit 2 exam - Friday;

Unit 2 review - due Friday

Wednesday
  • Discuss: Based on the cartoons you investigated yesterday, would President Teddy Roosevelt (1901-1909) maintain or change the status quo with regard to government's relationship with Business and labor?
  • Journal - Read the excerpt from TR's new nationalism speech and answer The following questions:
    • Does this speech confirm or deny your answer to the question above?
    • Provide one example from the cartoons and one quote from the speech that supports your assertion to the previous question.
  • Current events discussion on Impeachment and the Presidential power to pardon

Unit 2 exam - Monday, October 1 and Tuesday October 3;

Unit 2 review - due Monday, October 2

Thursday
  • Journal: Re read the TR article from yesterday. What do you think the President means by "special interests?" Think about your answer carefully.
  • Lecture/Discussion - Teddy Roosevelt, Woodrow Wilson and Progressive reform

Unit 2 exam - Monday, October 1 and Tuesday October 3;

Unit 2 review - due Monday, October 2

Friday
  • Lecture/Discussion - Wilson's Progressive policies
  • Review for unit 2 exam

Unit 2 exam - Monday, October 1 and Tuesday October 3;

Unit 2 review - due Monday, October 2

Week of September 18

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Date Agenda Homework
Monday
  • Journal - In your own words, describe the ideology of social Darwinism. Then, find an copy a one sentence quote from Sumner that you believe supports the idea of social Darwinism
  • Finish lecture/discussion ideologies of industrialization
Quiz 2.2 - Tuesday, September 19
Tuesday
  • Quiz 2.2
  • Model 2.1 (paragraph) quiz with commentary
  • Journal - What is a political cartoon? Why might political cartoons be useful to historians? Why might they be a problem?
  • Lecture/Discussion - Political reactions to industrialization
Wednesday
Thursday
  • Political cartoon activity - What attitudes did people have regarding the relationship between government and business during the 1890s? (40 minutes - 10 minutes per cartoon)
     
Friday
  • Journal (individually)- How does what we have discussed in lecture and what you have read in the book confirmed or questioned the observations made from the political cartoons? Explain using a specific example and the following frame:

    (Our observations about the relationship between business and government) are (supported/challenged) by (specific example from the book or lecture) because (explanation).

  • Lecture/Discussion - What was the Progressive movement?
  • Journal - Read the excerpt from the Jungle. If you were reading this in 1906, what would you want your congressman to do about it?

Week of September 11

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Date Agenda Homework
Monday
  • Journal - Working in groups of two, using the video notes template as a sources of evidence, complete an argumentative paragraph template that answers the following question:
    • Should the owners of the Triangle Shirtwaist Company have gone to jail for their role in the Triangle fire?
  • Discussion - Should the Triangle owners have gone to jail?
Triangle fire outline - due tomorrow (each person should have one)
Tuesday
  • Quiz 2.1
  • Journal: 1) What role did the government play in the events before and after the Triangle Fire? Please use your notes template for specific examples. 2) What role did government play in the strike your group examined? Explain.
  • Lecture/Discussion - The role of the government in strikes and labor actions
 
Wednesday
  • Journal: Read and record the main points of the article on the right margin.
  • Lecture/Discussion - Ideologies of Industrialization and the impact of ideology on real life
  • In small groups, 1) discuss and record the similarities and differences between the experiences of the workers in the article with the workers in the Triangle factory. 2)What has changed and what has remained the same? 3) What role has government regulation played in workplace safety for modern agricultural workers? Has it been adequate? 4) What would their lives be like if regulations did not exist?
Quiz 2.2 - Tuesday, September 19
Thursday
  • Journal - What role should the government play in the economy. Rate yourself on the following scale: 1) The Government should play no role at all - 10) The government should control, regulate and direct every aspect of the economy. Explain your position using examples from the document yesterday and the video last week.
  • Lecture/Discussion - Ideologies of industrialization: Laissez Faire, Social Darwinism, the Gospel of Wealth and the Social Gospel
Quiz 2.2 - Tuesday, September 19
Friday Quiz 2.2 - Tuesday, September 19

Week of September 4

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Date Agenda Homework
Monday
    No School!
Tuesday
  • Lecture/Discussion - Causes and effects of industrialization
  • Journal - What options did workers have when faced with the problems of industrialization (low wages, long hours, unsafe conditions)?
  • Lecture/Discussion - Unions and collective bargaining
  • Journal: Who would be in favor of unions? Who would be opposed? Where do you think the government would stand (on workers rights to unionize) at the end of the 19th century? Why do you think so?
Quiz 2.1 - Thursday, paragraph based on strikes activity
Wednesday
  • Lecture/Discussion - Unions and strikes
  • Strikes DBQ: To what extent were strikes in late 19th century America successful in improving conditions for American workers? What accounts from this success or lack of success?
    • Journal: In your group, discuss, decide and record what success and failure would look like
    • Read you source
    • Each person in the group should make a t-chart on a fresh piece of paper. Label one side “evidence for success” and the other “evidence for failure”
    • Examine your source and decide whether it provides evidence for success or failure or both. Using bullets, record as many examples of evidence of success and or failure onto your t chart as you can from the document
    • Using strips, add your examples to the chart on the board at the front of the class.
Quiz 2.1 - Thursday, paragraph based on strikes activity
Thursday
  • Journal: Based on the evidence from the board (also available here) How would you answer the question - To what extent were strikes in late 19th century America successful in improving conditions for American workers?
  • Examining the evidence
  • Outlining the DBQ question - instructions (three examples, 2 quotes)
  • Partner work time on outlines (15 minutes )
  • In partner groups answer the following questions and be prepared to support it with a quote from your document or reference to your picture, "What role did the government (Army, courts, president, police etc) play in the strike? Which side was the government on in the dispute?
  • Lecture/Discussion - The relationship between government, big business and unions in the late 19th century.
  • Preview Triangle Fire video/Triangle Fire video notes
Quiz 2.1 - Tuesday September 12
Friday Quiz 2.1 - Tuesday September 12

Week of August 28

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Date Agenda Homework
Monday
  • Formative exam make up dates and procedures
    • Tuesday, August 29 during either lunch (you will likely need more time than the 30 minutes of lunch)
    • Friday, September 1 during either lunch (you will likely need more time than the 30 minutes of lunch)
    • Friday, after school from 3:05-4:00
  • Outlining the letter to the editor

Unit 1 exam re-take - Thursday and Friday;

Letters are due on Friday, September 1

Tuesday
  • Questions on letter to the editor?
  • Lecture/Discussion - Topics and time lines
    • Get into groups of four
    • Each group should get an events packet
    • To the best of your ability, put the events in your packet in order from earliest to latest (10 minutes)
    • Take a picture of your order
    • Using all available phones look the actual dates and re-order your events using the correct dates (5 minutes)
    • Look at your original order. How close did you come
    • Building the timeline as a whole class
    • How topics structure this class

Unit 1 exam re-take - Thursday and Friday;

Letters are due on Friday, September 1

Wednesday
  • Journal - How close did your group come yesterday to getting the chronology correct before using your phones?
  • Corrections to out timeline
  • Lecture/Discussion - Overview of topics and timelines
  • Going to re-take the exam? Here's what to do first.
  • Work time - letters to the editor

Unit 1 exam re-take - Thursday and Friday;

Letters are due on Friday, September 1;

Quiz 2.1 - Thursday, September 7

Thursday
  • Journal - In your groups, using a sentence strip and a marker, write your event in large, clear letters. Put your names on the back. Then identify the value it applies to on the board, and place it in the appropriate section of the board. Then, with your group, identify the three main points of the article  and one way that the article demonstrates either the fulfillment or denial of one of the core values.
  • Current events discussion using your articles

Unit 1 exam re-take - Thursday and Friday;

Letters are due on Friday, September 1;

Quiz 2.1 - Thursday, September 7

Friday
  • Journal - List 5 things you remember about industrialization from your world history class last year.
  • Brainstorm journals onto the board
  • Make a T chart in your notes. label one side "Benefits of Industrialization" and the other Negative consequences of industrialization"
  • Watch the Crash course video. Complete as much of the t-chart as you can from the video 
  • Lecture/Discussion/Brainstorm - Benefits and consequences of industrialization
  • Unit 2 outline

Unit 1 exam re-take - today after school;

Quiz 2.1 - Thursday, September 7

Week of August 21

Date Agenda Homework
Monday Unit 1 exam Wednesday
Tuesday
  • Writing in this class - Basic Model Paragraph (BMP)
  • BMP practice and how it applies to tomorrow's topic
  • Review for tomorrow's exam
  • Journal: What parts of tomorrow's exam can you have notes, what parts are closed notes?
Unit 1 exam Wednesday
Wednesday
  • Unit 1 exam
Thursday
  • Journal: What are some issues from the news today (2017) that demonstrate the core values being fulfilled or denied. List three issues and indicate whether the values are demonstrated or denied.
  • Letter to the editor assignment
  • Group research time and article selection and approval.
Letters are due on Friday, September 1
Friday
  • Exam return and review
  • Identify and print article for letters
Letters are due on Friday, September 1

Week of August 14

Date Agenda Homework
Monday
  • Lecture/Discussion - Trials of creating a new government - Overview from AoC to the Constitution and Federalist papers
Quiz 1.2 - Wednesday
Tuesday
  • Journal: How did yesterday's current events conversation relate to the core American values we have discussed? Explain.
  • Federalist 10 activity and discussion
  • Journal: Based on the Federalist 10 document, explain whether the following statement is true or false. Please use the document to construct your answer.
    • The founding fathers intended that the majority should be able to do whatever they wanted regardless of its impact on groups outside the majority

Quiz 1.2 - Wednesday

Quiz 1.3 - Friday

Wednesday
  • Federalist 10 review
  • Quiz 1.2
  • Lecture/Discussion - American Values in the Constitution of 1787
Quiz 1.3 - Friday
Thursday
  • Journal - Based on what you have learned before this class, in what ways did the Constitution fail to live up to the American core values? List and explain at least one example.
  • Bill of Rights and American Values activity
Quiz 1.3 - Monday, August 21
Friday

Quiz 1.3 - Monday, August 21,

Unit 1 exam - Tuesday, August 23

Week of August 7

Agenda Homework
Monday
  • Welcome!
  • Seating
  • The educational philosophy of this class
  • Syllabus highlights
Syllabus parent signature page - Due Friday
Tuesday
  • Journal - If I ask, "what are your values?" what does that mean? Where do your values come from?
  • DoI activity - Identifying American values
    • Read the excerpts of the DoI and circle unknown words that you think are important
    • Vocab notes
    • With a partner discuss the excerpt, then agree to and record three essential values that arise from the document. Underline a passage from the text that supports each value and then put the value in your own words.
    • Whole class discussion of American values
  • Unit 1 outline and discussion of how unit outlines/quizzes work in this class
  • Exit Journal - Do we always live up to these values? Explain your answer with an example.
Quiz 1.1 - Thursday
Wednesday
  • Journal - What do you remember about the Enlightenment from last year? Brainstorm as many items as you can. What similarities do you see between the ideas of the Enlightenment and the ideas raised by the DoI?
  • Note taking in this class - philosophy, guidelines and suggestions
  • Lecture/Discussion - Core American values
Quiz 1.1 - Thursday
Thursday
  • Quiz 1.1
  • Lecture discussion - Historiography
  • Bailyn/Zinn Activity and discussion
  • Journal: Which historian do you believe most accurately describes the motivations behind the DoI? Which historian reflects what you have been taught in earlier grades?
 
Friday
  • Review Bailyn/Zinn instructions and finish the Venn diagram
  • Discuss historiography activity
  • Journal: Which historian do you believe most accurately describes the motivations behind the DoI? Which historian reflects what you have been taught in earlier grades?
  • Current events - A nuclear North Korea
Quiz 1.2 - Tuesday