Friday, March 4, 2016
General Reminders
 Rockefeller documents were due Tuesday (2 parts)
 Please pay me for The Jungle soon.
 Lesson 14 will be due on MONDAY. (Including those last 2 pages)
Today’s Objective
 Consider the following essential questions:
To what extent should the government interfere in society?
Today’s Activities
 Discussion of Lesson 14 – Thinkers D – F (Carnegie, Alger, George)
Homework:


Read Chapter 1 of The Jungle.
Complete character analysis. Due Monday.
Thursday, March 3, 2016
General Reminders
 Rockefeller documents were due Tuesday (2 parts)
 Please pay me for The Jungle soon.
 Read Chapter 1 by Friday. You will be doing a character analysis of all the major
characters introduced in this chapter. Be ready.
Today’s Objective
 Consider the following essential questions:
To what extent should the government interfere in society?
Today’s Activities
 Discussion of Lesson 14 – Thinkers A – E (Smith, Spencer, Sumner, Carnegie, Alger)
Homework:


Read Chapter 1 of The Jungle.
Complete character analysis. Due Monday.
Wednesday, March 2, 2016
General Reminders
 Rockefeller documents were due yesterday (2 parts)
 Please pay me for The Jungle soon.
 Read Chapter 1 by Friday. You will be doing a character analysis of all the major
characters introduced in this chapter. Be ready.
Today’s Objective
 Consider the following essential questions:
To what extent should the government interfere in society?
Today’s Activities
 Discussion of Lesson 14 – Thinkers A – E (Smith, Spencer, Sumner, Carnegie, Alger)
Homework:

Read Chapter 1 of The Jungle.
Friday, February 26, 2016
General Reminders
 Please pay me for The Jungle soon.
Today’s Objective
 Consider the following essential questions:
“Should the Government Role Be Laissez-faire or the General Welfare State?”
Today’s Activities
 Discussion of Chapter 17, Edison essays, and Lesson 14 (as time allows)
 Please get a text book and open to Chapter 17.
Homework:


Complete GCT Lesson 13 – “Identifying and Analyzing Types of Reasoning”
Finish GCT Lesson 14 – “Should the Government Role Be . . . ?”
 You MUST read Chapter 17 before you can do this lesson.
 Annotations will not be required or graded.
 Read the viewpoint of one thinker at a time and then answer the questions about
that viewpoint. Continue until you have completed all 10 thinkers.
 Complete all questions 1 – 21 by MONDAY.
Thursday, February 25, 2016
General Reminders
 I have ordered The Jungle. They’ll be here Friday. Please pay me soon.
Today’s Objective
 Consider the following essential questions:
“Should the Government Role Be Laissez-faire or the General Welfare State?”
Today’s Activities
 Video: DCCCD Transforming America Lesson #1: The Gilded Age
 This video is posted on our YouTube Channel, Haltom APUSH
Homework:




Finish reading Chapter 17 – “Industrial America: Corporations and Conflicts”
Read the 2 essays about Edison in Profiles in Audacity (p. 87) and Folly (p. 193)
Complete GCT Lesson 13 – “Identifying and Analyzing Types of Reasoning”
Begin GCT Lesson 14 – “Should the Government Role Be . . . ?”
 You MUST read Chapter 17 before you can do this lesson.
 Annotations will not be required or graded.
 Read the viewpoint of one thinker at a time and then answer the questions about
that viewpoint. Continue until you have completed all 10 thinkers.
 Complete questions 1 – 11 (Thinker E) by TOMORROW.
Wednesday, February 24, 2016
General Reminders
 I have ordered The Jungle. They’ll be here Friday. Please pay me soon.
Today’s Objective
 Consider the following essential questions:
“Should the Government Role Be Laissez-faire or the General Welfare State?”
Today’s Activities
 Work day – see assigned tasks below:
Homework:




Finish reading Chapter 17 – “Industrial America: Corporations and Conflicts”
Read the 2 essays about Edison in Profiles in Audacity (p. 87) and Folly (p. 193)
Complete GCT Lesson 13 – “Identifying and Analyzing Types of Reasoning”
Begin GCT Lesson 14 – “Should the Government Role Be Laissez-faire or the General
Welfare State?”
 You MUST read Chapter 17 before you can do this lesson.
 Annotations will not be required or graded.
 Read the viewpoint of one thinker at a time and then answer the questions about
that viewpoint. Continue until you have completed all 10 thinkers.
 Complete questions 1 – 11 (Thinker E) by Friday.
Tuesday, February 23, 2016
General Reminders
 We will be reading the book, The Jungle by Upton Sinclair. I need to order copies
immediately. They are $5. Or you may download for free on your electronic device.
 If you want or need a hard copy, start bringing me $$$$$ ASAP
 Movie night TONIGHT. 5:30 – 8:00. Omni Room. Bury My Heart at Wounded Knee
Today’s Objective
 Consider the following essential questions:
 How did the rise of “big business” change America?
 Were these changes beneficial or detrimental for Americans?
Today’s Activities
 Audacity – “Edison and Electric Light” (pp. 87 – 91)
 Folly – “Edison and the Fight Against Alternating Current” (pp. 193 – 199)
Homework:

Begin reading Chapter 17 – “Industrial America: Corporations and Conflicts”
 This weekend – The Rise of Big Business (pages 546 – 556)
 Monday night – Immigrants, East and West (pages 556 – 564)
 Wednesday night – Labor Gets Organized (pages 564 – 571)
Monday, February 22, 2016
General Reminders
 We will be reading the book, The Jungle by Upton Sinclair. I need to order copies
immediately. They are $5. Or you may download for free on your electronic device.
 If you want or need a hard copy, start bringing me $$$$$ ASAP
 Movie night TOMORROW. 5:30 – 8:00. Omni Room. Bury My Heart at Wounded Knee
Today’s Objective
 Consider the following essential questions:
 How did the rise of “big business” change America?
 Were these changes beneficial or detrimental for Americans?
Today’s Activities
 Formulating valid, meaningful questions over subject content.
Homework:

Begin reading Chapter 17 – “Industrial America: Corporations and Conflicts”
 This weekend – The Rise of Big Business (pages 546 – 556)
 Monday night – Immigrants, East and West (pages 556 – 564)
 Tuesday night – Movie night - no homework
 Wednesday night – Labor Gets Organized (pages 564 – 571)
Friday, February 19, 2016
General Reminders
 We will be reading the book, The Jungle by Upton Sinclair. I need to order copies
immediately. They are $5. Or you may download for free on your electronic device.
 If you want or need a hard copy, start bringing me $$$$$ ASAP
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Long essay practice responding to the above prompt
Homework:

Begin reading Chapter 17 – “Industrial America: Corporations and Conflicts”
 This weekend – The Rise of Big Business (pages 546 – 556)
 Monday night – Immigrants, East and West (pages 556 – 564)
 Tuesday night – Movie night - no homework
 Wednesday night – Labor Gets Organized (pages 564 – 571)
Thursday, February 18, 2016
General Reminders
 First complete long essay will be written in class TOMORROW
 We will be reading the book, The Jungle by Upton Sinclair. I need to order copies
immediately. They are $5. Or you may download for free on your electronic device.
 If you want or need a hard copy, start bringing me $$$$$ ASAP
 MOVIE NIGHT NEXT TUESDAY. 5:00 TO 8:00 IN THE OMNI ROOM! (Bury My Heart at
Wounded Knee)
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Vocabulary Test Chapters 12 - 16
Homework:

Prepare for essay. Prompt above.
Wednesday, February 17, 2016
General Reminders
 Vocabulary Test chapters 12 – 16 this TOMORROW
 First complete long essay will be written in class FRIDAY
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Review Game – Please get in groups of 6
 Picture story time: How the West Was Lost and Won
Homework:

Study vocabulary and prepare for essay
Tuesday, February 16, 2016
General Reminders
 Vocabulary Test chapters 12 – 16 this THURSDAY
 First complete long essay will be written in class FRIDAY
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Video and notes:
 “Let Them Eat Grass” (Dakota 38)
 “A Good Day to Die” (Battle of Little Big Horn)
 “I Will Fight No More Forever” (Chief Joseph and the Nez Perce)
Homework:

Study vocabulary and prepare for essay
Friday, February 12, 2016
General Reminders
 Vocabulary Test chapters 12 – 16 next WEDNESDAY
 First complete long essay will be written in class THURSDAY
 DEBATERS – Your flow sheets, speeches, and all preparatory materials should be put
together as a team and turned in together in one big stack. Due NOW.
 SPECTATORS -Your debate critique, flow sheet, and notes (stapled together in that
order) are due NOW.
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Discuss documents assigned yesterday
 16-6 “Custer’s Last Stand,” Helena Daily Herald (July 4, 1876)
 16-7 A Century of Dishonor (1881)
 16-8 “The Dawes Severalty Act” (1887)
Homework:

Study vocabulary and prepare for essay
Thursday, February 11, 2016
General Reminders
 MOVIE NIGHT TONIGHT. (Omni Room 5:00 to 8:30) Movie starts at 6:00
 Great Debates – “How Should Americans Treat the Land” questions were due
yesterday
 A one page critique of the debate is due no later than TOMORROW
Today’s Objective
 Consider the following essential questions:
 How did U.S. policy makers seek to stimulate the economy and integrate the
trans-Mississippi west into the nation, and how did these policies affect the
indigenous people living there?
Today’s Activities
 Analyze and prepare to discuss documents assigned yesterday
 16-6 “Custer’s Last Stand,” Helena Daily Herald (July 4, 1876)
 16-7 A Century of Dishonor (1881)
 16-8 “The Dawes Severalty Act” (1887)
Homework:

Begin studying vocabulary from chapters 12 – 16 for test next week
Wednesday, February 10, 2016
General Reminders
 MOVIE NIGHT TOMORROW.. (Omni Room 5:00 to 8:30)
Today’s Objective
 Consider the following essential questions:
 “How Should Americans Treat the Land”?
Today’s Activities
 Class discussion of viewpoints offered by Chief Seattle, Theodore Roosevelt, and
Jesup W. Scott
Homework:

Read selected documents from Chapter 16 – “A Harvest of Blood: Native Peoples
Dispossessed
 16-6 “Custer’s Last Stand,” Helena Daily Herald (July 4, 1876)
 16-7 A Century of Dishonor (1881)
 16-8 “The Dawes Severalty Act” (1887)
Tuesday, February 9, 2016
General Reminders
 “How Should Americans Treat the Land” debate questions are due WEDNESDAY. (If
you were absent Friday, get one from the table.
 MOVIE NIGHT THIS THURSDAY. BE THERE OR BE SQUARE. (Omni Room 5:00 to 8:00)
Today’s Objective
 Consider the following essential questions:
 Should John Brown be honored as hero in the fight for the abolition of slavery?
Today’s Activities
 Debate
Homework:

Finish reading – Textbook Chapter 16 “Conquering a Continent”
Monday, February 8, 2016
General Reminders
 All class debates will occur tomorrow TUESDAY. We will meet in the Omni Room and
begin promptly.
 “How Should Americans Treat the Land” debate questions are due WEDNESDAY. (If
you were absent Friday, get one from the table.
 MOVIE NIGHT THIS THURSDAY. BE THERE OR BE SQUARE. (Omni Room 5:00 to 8:00)
Today’s Objective
 Consider the following essential questions:
 Should John Brown be honored as hero in the fight for the abolition of slavery?
Today’s Activities
 Final debate preparation
Homework:

Finish reading – Textbook Chapter 16 “Conquering a Continent”
Friday, February 5, 2016
General Reminders
 All teams MUST plan to debate MONDAY or TUESDAY. Tell me your plan today.
 If you have a document reader, it’s time to return it and mark your name off the list.
 Reconstruction Lesson 7 must be completed by 4:00 p.m. TODAY
Today’s Objective
 Consider the following essential questions:
 How do cultural differences between Anglos and Native Americans shape their
view of land ownership and use?
Today’s Activities
 How to “flow” a debate?
 Great Debates in American History: “How Should Americans Treat the Land?”
Homework:

Read and take notes – Textbook Chapter 16 “Conquering a Continent”
 Thursday night – pages 508 – 515
 Saturday – pages 515 – 525
 Sunday – pages 525 - 536
Thursday, February 4, 2016
General Reminders
 All teams MUST plan to debate MONDAY or TUESDAY.
 If you have a document reader, it’s time to return it and mark your name off the list.
 Reconstruction Lesson 7 must be completed by 4:00 p.m. TOMORROW (Friday)
Today’s Objective
 Consider the following essential questions:
 How does Anglo westward expansion impact Native Americans of the Great
Plains?
 How does Anglo westward expansion impact Hispanics in the southwest region?
Today’s Activities
 Introduction to Westward Expansion
 Transforming America video lesson #2 “The American West”
Homework:

Read and take notes – Textbook Chapter 16 “Conquering a Continent”
 Thursday night – pages 508 – 515
 Saturday – pages 515 – 525
 Sunday – pages 525 - 536
Wednesday, February 3, 2016
General Reminders
 Actual John Brown debate will be this week. (Thursday or Friday?)
 If you have a document reader, it’s time to return it and mark your name off the list.
Today’s Objective
 Consider the following essential questions:
 Was Reconstruction a success or a tragic failure?
Today’s Activities
 Critical Thinking Lessons, Book 3, Unit 2 – “Reconstruction”
 Lesson 7 – To What Extent Was Reconstruction a Tragic Era?
Homework:
Tuesday, February 2, 2016
General Reminders
 Actual John Brown debate will be this week. (Thursday or Friday?)
 If you have a document reader, it’s time to return it and mark your name off the list.
Today’s Objective
 Consider the following essential questions:
 Was Reconstruction a success or a tragic failure?
Today’s Activities
 Critical Thinking Lessons, Book 3, Unit 2 – “Reconstruction”
 Lesson 7 – To What Extent Was Reconstruction a Tragic Era?
Homework:
Monday, February 1, 2016
General Reminders
 Actual John Brown debate will be this week. (Thursday or Friday?)
Today’s Objective
 Consider the following essential questions:
 Were Reconstruction governments corrupt?
 Was Reconstruction a success or a tragic failure?
Today’s Activities
 Critical Thinking Lessons, Book 3, Unit 2 – “Reconstruction”
 Discussion of Lesson 6 – How Corrupt Were the Reconstruction Governments?
 Begin reading Lesson 7 – To What Extent Was Reconstruction a Tragic Era?
Homework:
 Lesson 7 – Read Historians A, B, and C
 Do NOT answer any questions yet
Friday, January 28, 2016
General Reminders
 Actual John Brown debate will be next week. No more class time to prepare.
 Your 2 homework assignments from last week (3 pieces of evidence for the
affirmative and negative sides) were due yesterday.
Today’s Objective
 Consider the following essential question:
 Were Reconstruction governments corrupt?
Today’s Activities
 Critical Thinking Lessons, Book 3, Unit 2 – “Reconstruction”
 Lesson 6 – How Corrupt Were the Reconstruction Governments? (Analyzing
historical evidence and arguments)
Homework:
 Finish Chapter 15 – Reconstruction (and STUDY VOCABULARY)
 Tuesday night – pages 478 – 486
 Wednesday night – pages 487 – 496
 Thursday night – pages 497 - 505
Thursday, January 28, 2016
General Reminders
 Actual John Brown debate will be next week. No more class time to prepare.
 Your two homework assignments from last week are due NOW. Please label them
clearly. Affirmative Evidence and Negative Evidence. Staple them together with the
side you are arguing ON TOP.
Today’s Objective
 Consider the following essential question:
 Why did Radical Republicans win a majority in Congress in 1866?
 What caused the development of the KKK after the Civil War?
Today’s Activities
 Critical Thinking Lessons, Book 3, Unit 2 – “Reconstruction”
 Lesson 4 – Recognizing and Assessing Cause-and-Effect Reasoning
 Lesson 5 - Identifying and Evaluating Generalizations
Homework:
 Finish Chapter 15 – Reconstruction (and STUDY VOCABULARY)
 Tuesday night – pages 478 – 486
 Wednesday night – pages 487 – 496
 Thursday night – pages 497 - 505
Wednesday, January 27, 2016
General Reminders
 Actual John Brown debate will be next week. No more class time to prepare.
 Vocabulary/reading quiz tomorrow!
Today’s Objective
 Consider the following essential question:
 Why was there such pronounced disagreement between Andrew Johnson and
Republican members of Congress over a plan for Reconstruction following the
Civil War and Lincoln’s assassination?
 In what ways did the perspectives of freedmen, former Southern aristocrats, and
Northern Republicans clash during the Reconstruction Era?
Today’s Activities
 Teacher lecture on Reconstruction and video if time allows
Homework:
 Begin reading Chapter 15 – Reconstruction and STUDY VOCABULARY
 Tuesday night – pages 478 – 486
 Wednesday night – pages 487 – 496
 Thursday night – pages 497 - 505
(NO NOTES ARE REQUIRED FOR THIS CHAPTER)
Tuesday, January 26, 2016
General Reminders
 Actual John Brown debate will be next week. No more class time to prepare.
 Last chance to see West Side Story tonight at 7:00 p.m.
Today’s Objective
 Consider the following essential question:
 Why was there such pronounced disagreement between Andrew Johnson and
Republican members of Congress over a plan for Reconstruction following the
Civil War and Lincoln’s assassination?
 In what ways did the perspectives of freedmen, former Southern aristocrats, and
Northern Republicans clash during the Reconstruction Era?
Today’s Activities
 Teacher lecture on Reconstruction
Homework:
 Begin reading Chapter 15 – Reconstruction and STUDY VOCABULARY
 Tonight – pages 478 – 486
 Wednesday night – pages 487 – 496
 Thursday night – pages 497 - 505
(NO NOTES ARE REQUIRED FOR THIS CHAPTER)
Monday, January 25, 2016
General Reminders
 Actual John Brown debate will be next Monday (at the earliest). Prep this week.
Today’s Objective
 Consider the following essential question:
 Should John Brown be honored as a hero in the struggle for abolition?
Today’s Activities
 Build the Affirmative and Negative debate teams
 Examine the flow of a cross-examination debate round
 Initial discussion of evidence and reasoning
Homework:
 Each member of each team will choose 3 documents from the posted list that could
be used as evidence for the other side & write the following (due tomorrow for a
grade)
1. List the document by name
2. Explain WHY this document is useful
3. Explain what type of argument/reasoning should be used effectively with this
evidence
Friday, January 22, 2016
General Reminders
 Actual John Brown debate will be next Monday (at the earliest). Prep this week.
Today’s Objective
 Consider the following essential question:
 Should John Brown be honored as a hero in the struggle for abolition?
Today’s Activities
 Build the Affirmative and Negative debate teams
 Examine the flow of a cross-examination debate round
 Initial discussion of evidence and reasoning
Homework:
 Each member of each team will choose 3 documents from the posted list that could
be used as evidence for the other side & write the following (due tomorrow for a
grade)
1. List the document by name
2. Explain WHY this document is useful
3. Explain what type of argument/reasoning should be used effectively with this
evidence
Thursday, January 21, 2016
General Reminders
 Actual John Brown debate will be next Monday (at the earliest). Prep this week.
Today’s Objective
 Consider the following essential question:
 Should John Brown be honored as a hero in the struggle for abolition?
Today’s Activities
 Build the Affirmative and Negative debate teams
 Examine the flow of a cross-examination debate round
 Initial discussion of evidence and reasoning
Homework:
 Each member of each team will choose 3 documents from the posted list that could
be used as evidence for the other side & write the following (due tomorrow for a
grade)
1. List the document by name
2. Explain WHY this document is useful
3. Explain what type of argument/reasoning should be used effectively with this
evidence
Wednesday, January 20, 2016
General Reminders
 Actual John Brown debate will be next Monday (at the earliest). Prep this week.
Today’s Objective
 Consider the following essential question:
 Should John Brown be honored as a hero in the struggle for abolition?
Today’s Activities
 Build the Affirmative and Negative debate teams
 Examine the flow of a cross-examination debate round
 Initial discussion of evidence and reasoning
Homework:
 Each member of each team will choose 3 documents from the posted list that could
be used as evidence for your side and write the following (due tomorrow for a grade)
1. List the document by name
2. Explain WHY this document is useful
3. Explain what type of argument/reasoning should be used effectively with this
evidence
* This will earn a 90 for a daily grade. For a 100, find a piece of evidence NOT in the
posted set and do the same.
Tuesday, January 19, 2016
General Reminders
 New Semester. New opportunity to be awesome.
Today’s Objective
 Consider the following essential questions:
 How can critical thinking skills be a factor in responding to multiple choice and
short answer questions?
Today’s Activities
 Discuss Semester Exam
Homework:
 Prepare for John Brown debate. READ, READ, READ.
Friday, January 15, 2016
General Reminders
 If you answered the Lincoln document questions for extra credit, turn them in
NOW.
Today’s Objective
 Consider the following essential questions:
 How can critical thinking skills help students to evaluate arguments regarding
the causes of the Civil War?
Today’s Activities




Semester Exam
Get a scan tron
Get 2 sheets of MY notebook paper.
You need a pencil and a pen (blue or black only)
Homework:
 Prepare for John Brown debate. READ, READ, READ.
Thursday, January 14, 2016
General Reminders
 John Brown debate next week. I need 8 volunteers in each class to participate.
Come see me to sign up.
Today’s Objective
 Consider the following essential questions:
 How can critical thinking skills help students to evaluate arguments regarding
the causes of the Civil War?
Today’s Activities
 Continue whole class discussion of GCT Lessons 19 - 23
Homework:
 Read selected sections of Chapter 14
 Read selected Chapter 14 documents and answer assigned questions
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Wednesday, January 13, 2016
General Reminders
 John Brown debate next week. I need 8 volunteers in each class to participate.
Come see me to sign up.
Today’s Objective
 Consider the following essential questions:
 How can critical thinking skills help students to evaluate arguments regarding
the causes of the Civil War?
Today’s Activities
 Whole class discussion of GCT Lessons 19 - 23
Homework:
 Read selected sections of Chapter 14
 Read selected Chapter 14 documents and answer assigned questions
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Tuesday, January 12, 2016
General Reminders
 John Brown debate next week. I need 8 volunteers in each class to participate.
Come see me to sign up.
Today’s Objective
 Consider the following essential questions:
 How can critical thinking skills help students to evaluate arguments regarding
the causes of the Civil War?
Today’s Activities
 GCT Lessons 19 - 23 in groups
Homework:
 Review Guide to Critical Thinking Unit 1
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Monday, January 11, 2016
General Reminders
 John Brown debate next week. I need 8 volunteers in each class to participate.
Come see me to sign up.
Today’s Objective
 Consider the following essential questions:
 Why was compromise between North and South no longer possible by the end
of 1860?
Today’s Activities
 Finish teacher lecture – The Sectional Crisis (1820 – 1860)
 Possibly work on GCT Lesson 19 in groups (if time allows)
Homework:
 Review Guide to Critical Thinking Unit 1
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Friday, January 8, 2016
General Reminders
 I need 8 volunteers in each class to speak in the John Brown debate. Come see me
to sign up.
Today’s Objective
 Consider the following essential questions:
 Could Southern secession and the Civil War have been avoided if different
decisions had been made in 1850?
Today’s Activities
 Teacher lecture – The Sectional Crisis (1820 – 1860)
 Discussion of Daniel Webster’s 1850 argument on how to save the union
Homework:
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Thursday, January 7, 2016
General Reminders
 I need 8 volunteers in each class to speak in the John Brown debate. Come see me
to sign up.
Today’s Objective
 Consider the following essential questions:
 Could Southern secession and the Civil War have been avoided if different
decisions had been made in 1850?
Today’s Activities
 Teacher lecture – The Sectional Crisis (1820 – 1860)
 Discussion of John C. Calhoun 1850 argument on how to save the union
Homework:
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Wednesday, January 6
General Reminders
 I need 8 volunteers in each class to speak in the John Brown debate. Come see me
to sign up.
 Tomorrow we will discuss the Opposing Viewpoints speeches (Calhoun and
Webster)
Today’s Objective
 Consider the following essential questions:
 In the cause of abolitionism, was John Brown a murderer, a martyr, or a
madman?
Today’s Activities
 Finish video and notes: John Brown’s Holy War
 Teacher lecture – The Sectional Crisis (1820 – 1860)
Homework:
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Tuesday, January 5
General Reminders
 Your Dred Scott court case and Chapter 13 documents were due YESTERDAY.
 I will accept these NOW. (LATE)
 I need 8 volunteer in each class to speak in the John Brown debate. Come see me
to sign up.
Today’s Objective
 Consider the following essential questions:
 In the cause of abolitionism, was John Brown a murderer, a martyr, or a
madman?
Today’s Activities
 Continue video and notes: John Brown’s Holy War
Homework:
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Monday, January 4
General Reminders





Your Dred Scott court case is due NOW.
Your questions for the 3 Chapter 13 documents are due NOW.
I will accept these tomorrow (LATE)
2 weeks until the end of the fall semester.
Your semester exam will be next week.
Today’s Objective
 Consider the following essential questions:
 In the cause of abolitionism, was John Brown a murderer, a martyr, or a
madman?
Today’s Activities
 Video and notes: John Brown’s Holy War
Homework:
 Read as many John Brown documents (posted on line) as possible to prepare for
debate on the following resolution  Resolved: John Brown should be honored with a statue in the U.S. Capitol Hall of
Statues as a hero in the fight for abolition.
Thursday, December 17
General Reminders
 Your semester exam will be AFTER the break.
 You will have work to complete work over the break.
Today’s Objective
 Consider the following essential questions:
 How were slaves able to maintain a sense of dignity and meaning while
enduring the hardships of slavery in the American South?
 Did slaves successfully resist their condition of bondage?
 Could a reasonable argument be made for slavery as a “positive good” rather
than a “necessary evil”?
Today’s Activities
 Read and discuss “Brer Rabbit and the Tar Baby”
 Watch Shaping America Video Lesson 16, “The Slave South”
 Read and analyze George Fitzhugh’s “The Blessings of Slavery”
Homework:
 Christmas Break task list and all necessary readings will be posted to the class
web page soon
Wednesday, December 16
General Reminders
 Your semester exam will be AFTER the break.
 You will have work to complete work over the break.
Today’s Objective
 Consider the following essential questions:
 How were slaves able to maintain a sense of dignity and meaning while
enduring the hardships of slavery in the American South?
 Did slaves successfully resist their condition of bondage?
Today’s Activities
 Document set for Chapter 12, “The South Expands: Slavery and Society”
 Creating the Cotton South (p. 285)
 The African American World (p. 298)
 Documents: 4, 6, 7, 8, 9, 10, 11
 Answer ONE question for each of the documents. These will serve as your
notes for textbook Chapter 12
Homework:
 Finish reading the assigned documents
Tuesday, December 15
General Reminders
 Your semester exam will be AFTER the break.
 You will have work to complete work over the break.
Today’s Objective
 Consider the following essential questions:
 How were slaves able to maintain a sense of dignity and meaning while
enduring the hardships of slavery in the American South?
 Did slaves successfully resist their condition of bondage?
Today’s Activities
 5th period – Finish Shaping America video “Perfection”
 Document set for Chapter 12, “The South Expands: Slavery and Society”
 Creating the Cotton South (p. 285)
 The African American World (p. 298)
 Documents: 4, 6, 7, 8, 9, 10, 11
 Answer ONE question for each of the documents. These will serve as your
notes for textbook Chapter 12
Homework:
 Finish reading the assigned documents
Monday, December 14
General Reminders
 Your semester exam will be AFTER the break.
Today’s Objective
 Consider the following essential questions:
 How can the understanding of key terms in U.S. History be helpful?
Today’s Activities
 VOCABULARY TEST!
Homework:
 Begin reading and taking notes on chapter 12
Friday, December 11
General Reminders
 Extra Credit analysis of Cherokee viewpoint due NOW
 Vocabulary test will be MONDAY – Chapters 7 – 11
Today’s Objective
 Consider the following essential questions:
 How can the understand of key people, events, and concepts in U.S. History be
helpful?
Today’s Activities
 VOCABULARY SHOOTOUT!
Homework:
 Read and take notes on Chapter 11
 Study vocabulary for the upcoming test
Thursday, December 10
General Reminders
 Vocabulary test will be next MONDAY – Chapters 7 – 11
 Friday we are playing a review game (Vocabulary Shootout) Study the words so you
can help your team win!!!!
Today’s Objective
 Consider the following essential questions:
 How did individuals and groups attempt to create a perfect society in the early
1800s?
 How successful were they?
Today’s Activities
 Discussion of Documents Chapter 11
Homework:
 Read and take notes on Chapter 11
 Study vocabulary for the upcoming test (and game tomorrow)
Wednesday, December 9
General Reminders
 Your Worcester v. Georgia case analysis is due NOW.
 Vocabulary test will be next MONDAY – Chapters 7 – 11
 Friday we are playing a review game (Vocabulary Shootout) Study the words so you
can help your team win!!!!
Today’s Objective
 Consider the following essential questions:
 How did individuals and groups attempt to create a perfect society in the early
1800s?
 How successful were they?
Today’s Activities
 Document Analysis for Chapter 11
Homework:
 Finish reading your assigned documents and answering the analysis questions
Tuesday, December 8
General Reminders
 Vocabulary test will be next MONDAY – Chapters 7 – 11
Today’s Objective
 Consider the following essential questions:
 Is it possible to create a perfect society?
 If so, how?
 If not, why not?
Today’s Activities
 Shaping America Video Lesson 17: “Perfecting Society”
 Take notes that would help answer the essential question above
Homework:
 Read Argument B – Indians Should Be Allowed to Remain in Their Homeland
 You may analyze for extra credit (due FRIDAY)
 Worcester v. Georgia (1832) case analysis (due WEDNESDAY)
Monday, December 7
General Reminders
 Notes for chapters 4 – 10 are due NOW. (stack on my desk)
 The analysis of Andrew Jackson’s argument for Indian removal is due NOW. (put in
black bin)
 I will take both tomorrow, but they will be counted late. (10 point deduction)
 Vocabulary test is coming soon (Probably this FRIDAY or next MONDAY)
Today’s Objective
 Consider the following essential questions:
 To what extent does Andrew Jackson promote a “democratic revolution” for
the common man in the 1820s?
 To what extent does Andrew Jackson use or abuse his presidential power?
Today’s Activities
 Shaping America Video Lesson 15: “A White Man’s Democracy”
 Take notes that would help answer the essential question above
Homework:
 Read Argument B – Indians Should Be Allowed to Remain in Their Homeland
 You may analyze for extra credit (due FRIDAY)
 Worcester v. Georgia (1832) case analysis (due WEDNESDAY)
Friday, December 4
General Reminders
 I will be checking notes for chapters 4 – 10 Monday!!!!! Major grade.
Today’s Objective
 Consider the following essential question:
 To what extent does Andrew Jackson present a reasonable argument for the
removal of the Native Americans from the Southeastern United States in
1830?
Today’s Activities
 Opposing Viewpoints Argument A – Indians Should Be Removed to the West
(Andrew Jackson)
 Using your Guide to Critical Thinking, identify the 5 main parts of Jackson’s
argument: Thesis, Evidence, Reasoning, Assumptions, Values
Homework:
 Finish to analysis of Jackson’s argument
 Read Argument B – Indians Should Be Allowed to Remain in Their Homeland
 Have notes for Chapters 4 – 10 ready to turn in
Thursday, December 3
General Reminders
 I will be checking notes for chapters 4 – 10 next Monday!!!!! Major grade.
Today’s Objective
 Consider the following essential question:
 Does universal suffrage and majority rule always lead to the best
result in a democracy?
Today’s Activities
 Great Debates in American History: Who Should be Allowed to Vote?
 Discussion (You will need your Guide to Critical Thinking Unit 1 today)
Homework:
 Begin reading Chapter 10
 Tuesday – pages 314 – 322
 Wed – 322 – 332
 Thurs – 332 - 340
Wednesday, December 2
General Reminders
 I will be checking notes for chapters 4 – 10 next Monday!!!!! Major grade.
Today’s Objective
 Consider the following essential question:
 Does universal suffrage and majority rule always lead to the best
result in a democracy?
Today’s Activities
 Great Debates in American History: “Who Should be Allowed to Vote?”
Homework:
 Begin reading Chapter 10
 Tuesday – pages 314 – 322
 Wed – 322 – 332
 Thurs – 332 - 340
Tuesday, December 1
General Reminders
 I will be checking notes for chapters 4 – 10 next Monday!!!!! Major grade.
Today’s Objective
 Consider the following essential question:
 How did the first industrial revolution change America socially and
economically?
Today’s Activities
 Discussion of GCT Lesson 6 – Social and economic changes brought by
early industrialization
Homework:
 Begin reading Chapter 10
 Tonight – pages 314 – 322
 Wed – 322 – 332
 Thurs – 332 - 340
Monday, November 30
General Reminders
 Thanksgiving is over. Christmas is 3 weeks away.
Today’s Objective
 Consider the following essential question:
 How did society view women in the early 1800s?
 How did women view themselves in the early 1800s?
Today’s Activities
 Discussion of GCT Lesson 7
Homework:
 Finish reading and taking notes on all of chapter 9
Friday, November 20
General Reminders
 You will have assignments to complete over Thanksgiving Break – including reading
all of Chapter 9 in the textbook.
Today’s Objective
 Consider the following essential question:
 How did the development of a market economy change the lives of Americans?
Today’s Activities
 Crash Course in American History Episode 12 – “The Market Revolution”
 The Story of Us – “Division”
Homework:
 Selected readings in Chapter 8 (the list is posted on line under Assignments)
 Read all of chapter 9
 Critical Thinking Guide, Book Two, Unit 2, Lessons 6 and 7
Thursday, November 19
General Reminders
 You will have assignments to complete over Thanksgiving Break – including reading
all of Chapter 9 in the textbook.
Today’s Objective
 Consider the following essential question:
 What principles should be the foundation of a republican society?
Today’s Activities
 The Great Paper Dispersal
 Musings on Hamilton’s financial plan
 Discussion of how to write a satisfactory introductory essay
Homework:
 Selected readings in Chapter 8 (the list is posted on line under Assignments)
 Read all of chapter 9
 Critical Thinking Guide, Book Two, Unit 2, Lessons 6 and 7
Wednesday, November 18
General Reminders
 Your analysis of The War Hawks of 1812 is due NOW.
 Your Missouri Compromise Maps are also due NOW.
 You will have assignments to complete over Thanksgiving Break – including reading
all of Chapter 9 in the textbook.
Today’s Objective
 Consider the following essential question:
 What principles should be the foundation of a republican society?
Today’s Activities
 Selected readings from Chapter 8
Homework:
 Selected readings in Chapter 8 (the list is posted on line under Assignments)
Tuesday, November 17
General Reminders
 Grades for Term 2 will be finalized in Skyward tonight at midnight
 Your analysis of The War Hawks of 1812 is due NOW (but I will take it tomorrow)
Today’s Objective
 Consider the following essential question:
 Why did Thomas Jefferson call the Missouri Compromise a “fire bell in the
night”?
Today’s Activities
 Missouri Compromise map and analysis
Homework:
 Selected readings in Chapter 8 (the list is posted on line under Assignments)
Monday, November 16
General Reminders
 Today is the first day of Term 3
 Grades for Term 2 will be finalized in Skyward tomorrow at midnight
Today’s Objective
 Consider the following essential questions:
 What were the causes of the War of 1812?
 Did the “War Hawks” act foolishly?
Today’s Activities
 Reading in Profiles in Folly
 Author’s Note (pp. VIII and IX)
 “The ‘War Hawks’ and the War of 1812” (pp. 151 – 160)
Homework:
 Selected readings in Chapter 8 (the list is posted on line under Assignments)
Friday, November 13
General Reminders
 Today is the last day of Term 2
 Today is a useless half day
 John Marshall Court cases project due Saturday
Today’s Objective
 Consider the following essential questions:
 How did the Supreme Court become a powerful entity, equal to the Executive
and Legislative branches?
Today’s Activities
 Work on John Marshall’s Supreme Court cases
Homework:
 Marshall Court cases analysis. Due electronically Saturday 10 p.m. TEST GRADE
Thursday, November 12
General Reminders
 Tomorrow is the last day of Term 2 and a useless half day
 John Marshall Court cases project due Saturday
Today’s Objective
 Consider the following essential questions:
 How did the Supreme Court become a powerful entity, equal to the Executive
and Legislative branches?
Today’s Activities
 Discussion of John Marshall’s Supreme Court –The Marbury v. Madison case
 Video: The Supreme Court – Episode 1 “One Nation Under Law”
Homework:
 Marshall Court cases analysis. Due electronically Saturday 10 p.m. TEST GRADE
Wednesday, November 11
General Reminders
 No test this week.
 John Marshall Court cases project due Saturday
Today’s Objective
 Consider the following essential questions:
 Who should have the power to decide if state and federal laws are
Constitutional?
Today’s Activities
 John Marshall’s Supreme Court –The Marbury v. Madison case
Homework:
 Marshall Court cases analysis. Due electronically Saturday 10 p.m. TEST GRADE
Tuesday, November 10
General Reminders
 No test this week.
 John Marshall Court cases project due Saturday
Today’s Objective
 Consider the following essential questions:
 Did the Sedition Act of 1799 violate the Bill of Rights?
Today’s Activities
 Class Debate
Homework:
 Marshall Court cases analysis. Due electronically Saturday 10 p.m. TEST GRADE
Monday, November 9
General Reminders
 Our next class debate will be TOMORROW over the Sedition Act of 1798
 No test this week.
Today’s Objective
 Consider the following essential questions:
 Was Hamilton’s Five Point Financial Plan successful for America?
 Did the Sedition Act of 1799 violate the Bill of Rights?
Today’s Activities
 Quiz over Hamilton’s 5 point financial plan
 Debate preparation
Homework:
 Marshall Court cases analysis. Due electronically Saturday 10 p.m. TEST GRADE
Friday, November 6
General Reminders
 Your introductory paragraphs for the Revolution essay are due NOW. Staple to the
chart on the Revolution.
 Our next class debate will be MONDAY over the Sedition Act of 1798
 We will probably have our next test over chapters 7 & 8 next THURSDAY.
Today’s Objective
 Consider the following essential questions:
 Was Hamilton’s Five Point Financial Plan successful for America?
Today’s Activities
 Discussion of Hamilton and Jefferson
Homework:




Read chapter 7, pages 216 – 226 by Wednesday
Read chapter 7, pages 226 – 234 by Thursday
Read chapter 7, pages 234 – 245 by Friday
Helpful pages in Chapter 8 for completing the Revolution chart –
pp. 257 – 258 (women), pp. 264 – 265 (blacks)
Thursday, November 5
General Reminders




Quiz TOMORROW over Hamilton’s 5 point financial plan
Your introductory paragraphs for the Revolution essay are due TOMORROW
Our next class debate will be MONDAY over the Alien and Sedition Acts
We will probably have our next test over chapters 7 & 8 next THURSDAY.
Today’s Objective
 Consider the following essential questions:
 Who had a more reasonable vision for the new American republic, Alexander
Hamilton or Thomas Jefferson?
Today’s Activities
 Complete comparison of Hamilton and Jefferson (due TOMORROW)
Homework:




Read chapter 7, pages 216 – 226 by Wednesday
Read chapter 7, pages 226 – 234 by Thursday
Read chapter 7, pages 234 – 245 by Friday
Helpful pages in Chapter 8 for completing the Revolution chart –
pp. 257 – 258 (women), pp. 264 – 265 (blacks)
Wednesday, November 4, 2015
General Reminders
 We will probably have our next test over chapters 7 & 8 next Friday.
Today’s Objective
 Consider the following essential questions:
 Who had a more reasonable vision for the new American republic, Alexander
Hamilton or Thomas Jefferson?
Today’s Activities
 Review and discussion of Unit 3A test
 Writing practice: Write an introductory paragraph and thesis statement for the
following long essay prompt:
 Prompt: Was the American Revolution actually revolutionary?
 Support your answer by comparing and contrasting how TWO of the following
groups were affected by the outcome of the American Revolution.
(women, African Americans, Native Americans, the elite, the commoners)
Homework:
 Read chapter 7, pages 216 – 226 by Wednesday
 Read chapter 7, pages 226 – 234 by Thursday
 Read chapter 7, pages 234 – 245 by Friday
Tuesday, November 3, 2015
General Reminders
 We will probably have our next test over chapters 7 & 8 next Friday.
 Critical Thinking Lessons 20, 21, and 23 are due NOW.
Today’s Objective
 Consider the following essential questions:
 Who had a more reasonable vision for the new American republic, Alexander
Hamilton or Thomas Jefferson?
Today’s Activities
 Read Time Magazine article on Hamilton and Jefferson
 Graphic organizer – “Hamilton and Jefferson: Different Ideas of Republicanism”
Homework:
 Finish “How Revolutionary Was the American Revolution?” (We will write the
paragraph tomorrow in class)
 Read chapter 7, pages 216 – 226 by Wednesday
 Read chapter 7, pages 226 – 234 by Thursday
 Read chapter 7, pages 234 – 245 by Friday
 Helpful pages in Chapter 8 for completing the Revolution chart –
pp. 257 – 258 (women), pp. 264 – 265 (blacks)
Monday, November 2, 2015
General Reminders
 We will probably have our next test over chapters 7 & 8 next Friday.
 Critical Thinking Lessons 20, 21, and 23 were taken up yesterday.
Today’s Objective
 Consider the following essential questions:
 What is a better system of government – a CONFEDERATION or a FEDERATION?
Today’s Activities
 Brief teacher lecture and demonstration of the following key terms:
 Republic, factions, confederation, federation
 Crash Course in U.S. History Episode 9 – “Where U. S. Politics Came From”
Homework:





Finish “How Revolutionary Was the American Revolution?” (chart part)
Read chapter 7, pages 216 – 226 by Wednesday
Read chapter 7, pages 226 – 234 by Thursday
Read chapter 7, pages 234 – 245 by Friday
Helpful pages in Chapter 8 for completing the Revolution chart –
pp. 257 – 258 (women), pp. 264 – 265 (blacks)
Friday, October 30, 2015
General Reminders
 This is the end of the 3 week reporting period.
Today’s Objective
 Consider the following essential questions:
 What caused the British American colonies to rebel?
 What problems did the new American republic face?
 What were the strengths and weakness of the Articles of Confederation?
 Why was there great opposition to the Constitution as written in 1787?
 Was Madison’s defense of the Constitution a strong argument?
Today’s Activities
 Unit 3A Test (Chapters 5 & 6)
Homework:
 Begin reading Chapter 7.
Thursday, October 29, 2015
General Reminders
 NO Unit test over Chapters 5 & 6 today because of the NHS assembly and the pep
rally schedule. Shocking, right? It shall happen TOMORROW.
Today’s Objective
 Consider the following essential questions:
 Why was there great opposition to the Constitution as written in 1787?
 Was Madison’s defense of the Constitution a strong argument?
Today’s Activities
 Work on all unfinished assignments: Critical thinking lessons 20, 21, 23
Homework:
 STUDY FOR THE TEST.
Wednesday, October 28, 2015
General Reminders
 Unit test over Chapters 5 & 6 will be TOMORROW. (ABSOLUTELY DEFINITELY)
Today’s Objective
 Consider the following essential questions:
 Why was there great opposition to the Constitution as written in 1787?
 Was Madison’s defense of the Constitution a strong argument?
Today’s Activities
 Critical Thinking Lesson #23 – “Arguments over Constitutional Ratification”
Homework:
 Complete Critical Thinking lessons 20, 21 & 23
 Finish “How Revolutionary Was the American Revolution?” (chart)
Tuesday, October 27, 2015
General Reminders
 Unit test over Chapters 5 & 6 will be THURSDAY. (ABSOLUTELY DEFINITELY)
Today’s Objective
 Consider the following essential questions:
 What problems did the new nation face?
 How well did the Articles of Confederation address these problems?
Today’s Activities
 Video: Shaping America Lesson #10 – “Inventing a Nation”
 Take notes responding to the essential questions above.
Homework:
 Be ready to intelligently discuss Critical Thinking lessons 20 & 21
 “How Revolutionary Was the American Revolution?” (chart)
Monday, October 26, 2015
General Reminders
 Unit test over Chapters 5 & 6 will be WEDNESDAY. (ABSOLUTELY DEFINITELY)
Today’s Objective
 Consider the following essential questions:
 Was the United States of America a FEDERATION or a CONFEDERATION?
Today’s Activities
 Quick retake of Section 4 of Vocabulary Test. Get a scan tron NOW if participating.
 Brief teacher lecture on Confederation and Federation
 Creating a CONFEDERATION – The United States of M&Ms
Homework:
 Be ready to intelligently discuss Critical Thinking lessons 20 & 21
 “How Revolutionary Was the American Revolution?” (chart)
Friday, October 23, 2015
General Reminders
 Unit test over Chapters 5 & 6 will be next TUESDAY. (possibly)
Today’s Objective
 Consider the following essential questions:
 Was the American Revolution actually revolutionary?
Today’s Activities
 GCT Lessons 20 - 21
Homework:
 Finish reading and marking your Guide to Critical Thinking Unit 1 – pages 11 – 18
(Reasoning by Proof, Assumptions, Values)
 Read Chapter 6 - You may skip the following sections: War in the North; Armies and
Strategies; Perils of War; Valley Forge; War in the South
 Be sure to read “Thinking Like a Historian” on pages 192 – 193
 Complete “How Revolutionary Was the American Revolution?” chart and essay
introduction
Thursday, October 22, 2015
General Reminders
 Unit test over Chapters 5 & 6 will be this MONDAY. (possibly)
Today’s Objective
 Consider the following essential questions:
 Is a thorough understanding of relevant terms important in understanding the
key concepts in U.S. History?
Today’s Activities
 Finally - Vocabulary Test – Chapters 1 -6
Homework:
 Finish reading and marking your Guide to Critical Thinking Unit 1 – pages 11 – 18
(Reasoning by Proof, Assumptions, Values)
 Read Chapter 6 - You may skip the following sections: War in the North; Armies and
Strategies; Perils of War; Valley Forge; War in the South
 Be sure to read “Thinking Like a Historian” on pages 192 - 193
Wednesday, October 21, 2015
General Reminders
 Vocabulary test over Chapters 1 – 6 will be this THURSDAY!
 Unit test over Chapters 5 & 6 will be this FRIDAY. (possibly)
Today’s Objective
 Consider the following essential questions:
 Was the American Revolution actually revolutionary?
Today’s Activities
 GCT Lessons 11 - 14
Homework:
 Finish reading and marking your Guide to Critical Thinking Unit 1 – pages 11 – 18
(Reasoning by Proof, Assumptions, Values)
 Read Chapter 6 - You may skip the following sections: War in the North; Armies and
Strategies; Perils of War; Valley Forge; War in the South
 Be sure to read “Thinking Like a Historian” on pages 192 - 193
Tuesday, October 20, 2015
General Reminders
 Vocabulary test over Chapters 1 – 6 will be this THURSDAY!
 Unit test over Chapters 5 & 6 will be this FRIDAY.
Today’s Objective
 Consider the following essential questions:
 Was the American Revolution actually revolutionary?
Today’s Activities
 GCT Lessons 11 - 14
Homework:
 Finish reading and marking your Guide to Critical Thinking Unit 1 – pages 11 – 18
(Reasoning by Proof, Assumptions, Values)
 Read Chapter 6 - You may skip the following sections: War in the North; Armies and
Strategies; Perils of War; Valley Forge; War in the South
 Be sure to read “Thinking Like a Historian” on pages 192 - 193
Monday, October 19, 2015
General Reminders
 Vocabulary test over Chapters 1 – 6 will be this THURSDAY!
 Unit test over Chapters 5 & 6 will be this FRIDAY.
 Your group work for Lesson 16 (Was the Stamp Act justified?) is due NOW. Staple
the group’s work together.
 Your individual Lesson 16 annotations are due NOW. (Do not staple them to the
others)
Today’s Objective
 Consider the following essential questions:
 Was the American Revolution actually revolutionary?
Today’s Activities
 Finish reading and marking your Guide to Critical Thinking Unit 1 – pages 11 – 18
(Reasoning by Proof, Assumptions, Values)
Homework:
 Complete GCT Lessons 11 – 14
 Read Chapter 6 - You may skip the following sections: War in the North; Armies and
Strategies; Perils of War; Valley Forge; War in the South
 Be sure to read “Thinking Like a Historian” on pages 192 - 193
Friday, October 16, 2015
General Reminders
 Vocabulary test will be early next week. It will be over Chapters 1 – 6.
 Lesson 15 was due Tuesday to be checked for annotations
Today’s Objective
 Consider the following essential questions:
 Was the Stamp Act justified, or were the colonists justified in not paying it?
Today’s Activities
 GCT Lesson 16 – Taking a position and planning an argument using primary and
secondary sources as evidence
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Complete GCT Lessons 11 – 13
Thursday, October 15, 2015
General Reminders
 Vocabulary test will be early next week. It will be over Chapters 1 – 6.
 Lesson 15 was due Tuesday to bee checked for annotations
Today’s Objective
 Consider the following essential questions:
 Was the Stamp Act justified, or were the colonists justified in not paying it?
Today’s Activities
 GCT Lesson 16 – Taking a position and planning an argument using primary and
secondary sources as evidence
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Complete GCT Lessons 11 – 13
Wednesday, October 14, 2015
General Reminders
 Vocabulary test will be early next week. It will be over Chapters 1 – 6.
 We will work with Lesson 16 on Thursday. Be prepared!
Today’s Objective
 Consider the following essential questions:
 How can I improve my college entrance exam taking skills?
Today’s Activities
 PSAT for all 11th graders
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Complete GCT Lessons 11 – 13
 Read and ANNOTATE GCT Lesson 16
Tuesday, October 13, 2015
General Reminders
 PSAT is tomorrow. Yes, it is important.
 Vocabulary test will be early next week. It will be over Chapters 1 – 6.
 We will work with Lesson 16 on Thursday. Be prepared!
Today’s Objective
 Consider the following essential questions:
 What caused the American colonists to demand independence from England?
 Was the Revolutionary War avoidable?
Today’s Activities
 Debate: 3 interpretations of the causes of the American Revolution (Critical
Thinking Lesson 15)
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Complete GCT Lessons 11 – 13
 Read and ANNOTATE GCT Lesson 16
Thursday, October 7, 2015
General Reminders
 Vocabulary test has been postponed for a couple of weeks. It will be over Chapters
1 – 6.
Today’s Objective
 Consider the following essential questions:
 What caused the American colonists to demand independence from England?
 Was the Revolutionary War avoidable?
Today’s Activities
 Discuss Guide to Critical Thinking – Lessons 1 - 6
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Complete GCT Lessons 11 – 13
 Read and annotate GCT Lessons 15 & 16
Wednesday, October 6, 2015
General Reminders
 Vocabulary test has been postponed for a couple of weeks. It will be over Chapters
1 – 6.
 We will review Critical Thinking Lessons 1 -6 (Cause and Effect) soon. Have it here.
Today’s Objective
 Consider the following essential questions:
 What caused the American colonists to demand independence from England?
 Was the Revolutionary War avoidable?
Today’s Activities
 Continue Video: Liberty, Part I
 Take notes using the 2 essential questions (above) and the 4 guiding questions
(printed paper) as a guide
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Study vocabulary (Words, Words, Words on the webpage)
 Read and take notes Chapter 5 in the textbook – must be complete by Friday
Tuesday, October 6, 2015
General Reminders
 Vocabulary test has been postponed for a couple of weeks. It will be over Chapters
1 – 6.
 We will review Critical Thinking Lessons 1 -6 (Cause and Effect) soon. Have it here.
Today’s Objective
 Consider the following essential questions:
 What caused the American colonists to demand independence from England?
 Was the Revolutionary War avoidable?
Today’s Activities
 Video segment: Crash Course in U.S. History, Lesson 5 – “The Seven Years War”
 Video: Liberty, Part I
 Take notes using the 2 essential questions (above) and the 4 guiding questions
(printed paper) as a guide
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Study vocabulary (Words, Words, Words on the webpage)
 Read and take notes Chapter 5 in the textbook – must be complete by Friday
Monday, October 5, 2015
General Reminders
 Vocabulary test has been postponed for a couple of weeks. It will be over Chapters
1 – 6.
Today’s Objective
 Consider the following essential questions:
 What caused the American colonists to demand independence from England?
 Was the Revolutionary War avoidable?
Today’s Activities
 Read and take notes for Chapter 5 using the essential questions above as a guide.
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Study vocabulary (Words, Words, Words on the webpage)
 Read and take notes Chapter 5 in the textbook – must be complete by Friday
Friday, October 2, 2015
General Reminders
 Today is the last day of Term 1 grading period.
Today’s Objective
 Consider the following essential question:
 How can young people avoid situations that could lead to sexual assault?
Today’s Activities
 Play it Safe presentation from the Women’s Center
Homework:
 Read and take notes for Chapter 5 in the textbook
 Study vocabulary terms for chapters 1 -4
Thursday, October 1, 2015
General Reminders
 Bonus points for The Crucible – Write 2 or 3 sentences describing what you believe
was the most emotionally powerful scene in the performance. Due TODAY.
 Play it Safe presentation is TOMORROW.
 Your Vocabulary test over chapters 1 – 4 will be MONDAY.
Today’s Objective
 Consider the following essential questions:
 What are the most effective strategies in performing well on a stimulus based
multiple choice exam
Today’s Activities
 Unit 2 exam
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Study for Vocabulary test
 Begin reading Chapter 5 in the textbook
Wednesday, September 30, 2015
General Reminders
 Bonus points for The Crucible – Write 2 or 3 sentences describing what you believe
was the most emotionally powerful scene in the performance. Due TODAY.
 Unit 2 Exam is tomorrow. Review today at 4:00
 The last day of term 1 grading period is FRIDAY.
 Play it Safe presentation is FRIDAY.
 Your Vocabulary test over chapters 1 – 4 will be next MONDAY.
Today’s Objective
 Consider the following essential questions:
 What are the most effective strategies in performing well on a stimulus based
multiple choice exam
Today’s Activities
 Review of Unit 1 exam
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Review for test
Tuesday, September 29, 2015
General Reminders
 Unit 2 Test (chapters 3 & 4) will be this THURSDAY.
 The last day of term 1 grading period is FRIDAY.
 Your Vocabulary test over chapters 1 – 4 will be next MONDAY.
Today’s Objective
 Consider the following essential question:
 To what extent did the First Great Awakening impact the future course of
America’s history?
 To what extent did the Enlightenment impact the future course of America’s
history?
Today’s Activities
 Argument presentation
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Review for test
Monday, September 28, 2015
General Reminders
 Unit 2 Test (chapters 3 & 4) will be this THURSDAY.
 The last day of term 1 grading period is FRIDAY.
 Your Vocabulary test over chapters 1 – 4 will be next MONDAY.
Today’s Objective
 Consider the following essential question:
 To what extent did the First Great Awakening impact the future course of
America’s history?
 To what extent did the Enlightenment impact the future course of America’s
history?
Today’s Activities
 Argument preparation
Homework:
 Study the Guide to Critical Thinking – Reasoning by Comparison and Generalization
(pp. 7 – 11)
 Review for test
Friday, September 25, 2015
General Reminders
 We will have our first class debate next MONDAY:
 Did the Great Awakening or the Enlightenment have a more profound and
lasting impact on social and political developments in America?
 Be sure to look at documents I have posted on the web page!!!!!
Today’s Objective
 Consider the following essential question:
 To what extent did the First Great Awakening impact the future course of
America’s history?
 To what extent did the Enlightenment impact the future course of America’s
history?
Today’s Activities
 Individual work day. Too many students away on AVID field trip
Homework:
 Study the Guide to Critical Thinking – Reasoning: Cause and Effect (pp. 4 – 7)
 Begin Guide to Critical Thinking Unit 2, Lessons 1 – 6 (complete by FRIDAY)
 Complete independent research on the Enlightenment and the First Great
Awakening
Thursday, September 24, 2015
General Reminders
 We will have our first class debate next MONDAY:
 Did the Great Awakening or the Enlightenment have a more profound and
lasting impact on social and political developments in America?
 Be sure to look at documents I have posted on the web page!!!!!
Today’s Objective
 Consider the following essential question:
 To what extent did the First Great Awakening impact the future course of
America’s history?
 To what extent did the Enlightenment impact the future course of America’s
history?
Today’s Activities
 The Great Awakening: Jonathan Edwards “Sinners in the Hands of an Angry God”
 Video: God in America – George Whitefield and the Great Awakening
Homework:
 Study the Guide to Critical Thinking – Reasoning: Cause and Effect (pp. 4 – 7)
 Begin Guide to Critical Thinking Unit 2, Lessons 1 – 6 (complete by FRIDAY)
 Complete independent research on the Enlightenment and the First Great
Awakening
Wednesday, September 23, 2015
General Reminders
 We will have our first class debate next MONDAY:
 Did the Great Awakening or the Enlightenment have a more profound and
lasting impact on social and political developments in America?
Today’s Objective
 Consider the following essential question:
 To what extent did the First Great Awakening impact the future course of
America’s history?
 To what extent did the Enlightenment impact the future course of America’s
history?
Today’s Activities
 Independent work day.
Homework:
 Study the Guide to Critical Thinking – Reasoning: Cause and Effect (pp. 4 – 7)
 Begin Guide to Critical Thinking Unit 2, Lessons 1 – 6 (complete by FRIDAY)
 Begin independent research on the Enlightenment and the First Great Awakening
Tuesday, September 22, 2015
General Reminders
 We will have our first class debate next MONDAY:
 Did the Great Awakening or the Enlightenment have a more profound and
lasting impact on social and political developments in America?
 Play It Safe Program will be in this class on Friday, October 2.
 A parent preview night is scheduled for TODAY, Sept. 22 at the FAAC for parents who
would like to see the presentation in advance.
Today’s Objective
 Consider the following essential question:
 What can we learn from the slave codes passed in Virginia from 1662 to 1752?
Today’s Activities
 Continue Virginia Slave Code document analysis discussion
Homework:
 Study the Guide to Critical Thinking – Reasoning: Cause and Effect (pp. 4 – 7)
 Begin Guide to Critical Thinking Unit 2, Lessons 1 – 6 (complete by FRIDAY)
 Begin independent research on the Enlightenment and the First Great Awakening
Monday, September 21, 2015
General Reminders
 You should have read and taken notes on chapter 4 by now.
 Play It Safe Program will be in this class on Friday, October 2.
 A parent preview night is scheduled for TOMORROW, Sept. 22 at the FAAC for
parents who would like to see the presentation in advance.
Today’s Objective
 Consider the following essential question:
 What can we learn from the slave codes passed in Virginia from 1662 to 1752?
Today’s Activities
 Oral questioning over the Critical Thinking assigned pages.
 Virginia Slave Code document analysis discussion
Homework:
 Study the Guide to Critical Thinking – Reasoning: Cause and Effect (pp. 4 – 7)
Friday, September 18, 2015
General Reminders
 Because of the pep rally schedule, we are postponing the planned lesson until
Monday
 Play It Safe Program will be in this class on Friday, October 2.
 A parent preview night is scheduled for next Tuesday, Sept. 22 at the FAAC for
parents who would like to see the presentation in advance.
Today’s Objective
 Consider the following essential question:
 Why did the Middle Colonies develop such a diverse economy and society by
the mid 1700s?
Today’s Activities
 Video and notes: Shaping America Lesson # 5 – “Diversifying British America”
Homework:
 Read and take notes for Chapter 4. They should be complete by Monday.
Thursday, September 17, 2015
General Reminders
 If you did not give me your notes for chapters 1 -3 to check, yesterday, you better do
that NOW.
 Oral quiz over the critical thinking reading assignment TOMORROW.
Today’s Objective
 Consider the following essential question:
 What can we learn from the slave codes passed in Virginia from 1662 to 1752?
Today’s Activities
 Virginia Slave Code document analysis
Homework:
 Read “Guide to Critical Thinking” pages 1 - 4
APUSH Binder Organization
 Cover Page - Using a pen or marker, center this information
prominently on the page:
Your Name
AP U.S. History (APUSH)
Ms. Ayala
Period ___
2015 – 2016
• Immediately after your cover page, place miscellaneous
items, such as Course Information, Reading Schedules, etc.
 Then 5 dividers for the fall semester - Clearly label the dividers
 Period 1 – (1491-1607) – Chapters 1 & 2
 Period 2 – (1607-1754) – Chapters 3 & 4
 Period 3 – (1754-1800) – Chapters 5 - 8
 Period 4 – (1800-1848) – Chapters 9 – 12
 Period 5 – (1844-1877) – Chapters 13 - 16
Wednesday, September 16, 2015
General Reminders
 You MUST have your binder ready to organize by NOW.
Today’s Objective
 Consider the following essential question:
 Why is organization a valuable skill?
 What is the difference in argumentation and contradiction?
Today’s Activities
 Note check – chapters 1 – 3
 Binder organization
 Discussion of critical thinking and argumentation
Homework:
 Read “Guide to Critical Thinking” pages 1 - 4
Tuesday, September 15, 2015
General Reminders
 You MUST have your binder ready to organize by tomorrow.
 I will be checking for notes for chapters 1 – 3 this week.
Today’s Objective
 Consider the following essential question:
 Why did African slavery replace white indentured servitude in the colonies?
 How did indentured servitude and slavery differ in the colonial period?
Today’s Activities
 Shaping America Video Lesson #3 – Settling the Southern Colonies
 Notes as pertain to the essential questions above
Homework:
 Finish Venn diagram and reading chapter 3
Monday, September 14, 2015
General Reminders
 Open House tonight!
 You MUST have your binder ready to organize.
 I will be checking for notes for chapters 1 – 3 this week.
Today’s Objective
 Consider the following essential question:
 Why did African slavery replace white indentured servitude in the colonies?
 How did indentured servitude and slavery differ in the colonial period?
Today’s Activities
 Venn diagram – Comparison of Indentured Servitude and African Slavery
Homework:
 Finish Venn diagram.
Friday, September 11, 2015
General Reminders
 TEST TODAY!!!!
 Get a scan tron sheet and fill in information. For Subject – Unit 1
 Be sure you have a binder for this class by next Monday. Bring it!
Today’s Objective
 Consider the following essential question:
 Although both were settled by the English, why did the New England and
Chesapeake regions develop such different societies?
 How did contact with the Spanish, French, and English affect Native American
societies?
Today’s Activities
 Multiple choice and short answer exam
Homework:
 Read and take notes over Chapter 3 in the textbook. All notes will be checked next
week (probably Monday)
Thursday, September 10, 2015
General Reminders
 Our first test will be FRIDAY over textbook chapters 1 and 2.
Today’s Objective
 Consider the following essential question:
 Although both were settled by the English, why did the New England and
Chesapeake regions develop such different societies?
Today’s Activities
 Collaborative Learning – Mystery Document Challenge
 Discussion of investigation
Homework:
 Complete Venn diagram comparing New England and the Chesapeake
 Study for exam
Wednesday, September 9, 2015
General Reminders
 Your Columbus and Pueblo Revolt interpretation papers are due NOW.
 Our first test will be FRIDAY over textbook chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 Was Bacon’s Rebellion a turning point in early colonial America?
 Although both were settled by the English, why did the New England and
Chesapeake regions develop such different societies?
Today’s Activities
 Bacon’s Rebellion – group analysis of evidence
 Brief teacher explanation of colonial regions
 Collaborative Learning – Mystery Document Challenge
Homework:
 Complete Venn diagram comparing New England and the Chesapeake
Tuesday, September 8, 2015
General Reminders
 Our first test will be this FRIDAY over textbook chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 Why was Puritan society intolerant of non-conformity?
Today’s Activities
 Teacher lecture and notes: Puritan Theology
 Video and notes: “God in America – Anne Hutchinson”
Homework:
 Complete Interpretation activities: “Assessment of Columbus” & “Pueblo Revolt”
 Complete additional interpretive activities on Puritans in the New England colonies
Friday, September 4, 2015
General Reminders
 Our first test will be next Friday over textbook chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 Why is evaluating sources of information an important skill in historiography?
Today’s Activities
 Collaborative historiography activity:
 Evaluating historical sources– John Smith and Pocahontas
 Group presentations of evaluation of evidence in the John Smith/Pocahontas
rescue story
Homework:
 Read Chapter 2 of the textbook and take notes. Read a section each night and you
will be finished by Friday.
 Complete Interpretation activities: “Assessment of Columbus” & “Pueblo Revolt”
 Complete additional interpretive activities on Puritans in the New England colonies
Thursday, September 3, 2015
General Reminders
 Our first test MIGHT be Tuesday September 8th (the day after Labor Day) over
textbook chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 Are John Smith’s accounts of events at the Jamestown, Virginia settlement
reliable? Was he really rescued by Pocahontas?
Today’s Activities
 Collaborative historiography activity:
 Interpreting historical evidence – John Smith and Pocahontas
Homework:
 Read Chapter 2 of the textbook and take notes. Read a section each night and you
will be finished by Friday.
 Complete Interpretation activities: “Assessment of Columbus” & “Pueblo Revolt”
Wednesday, September 2, 2015
General Reminders
 Our first test will be Tuesday September 8th (the day after Labor Day) over textbook
chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 Are John Smith’s accounts of events at the Jamestown, Virginia settlement
reliable? What really happened during the “starving time” at Jamestown?
Today’s Activities
 Historical evidence of the “starving time” in Jamestown.
 Discussion
Homework:
 Read Chapter 2 of the textbook and take notes. Read a section each night and you
will be finished by Friday.
 Complete Interpretation activities: “Assessment of Columbus” & “Pueblo Revolt”
Tuesday, September 1, 2015
General Reminders
 Sign the list at my desk if you never received an AP contract.
 Return signed AP contract ASAP
 Our first test will be Tuesday September 8th (the day after Labor Day) over textbook
chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 How did the arrival of Europeans on the American continent affect native
populations?
 How did the native populations in the Southwest respond to the Spanish
Catholic priests’ efforts to Christianize them? Was the response appropriate?
Today’s Activities
 Video: God in America: Pope’s Rebellion
Homework:
 Read Chapter 2 of the textbook and take notes. Read a section each night and you
will be finished by Friday.
Monday, August 31, 2015
General Reminders
 Turn in your essays to the black bin. No late work will be accepted.
 Return signed AP contract ASAP
 Our first test will be Tuesday September 8th (the day after Labor Day) over textbook
chapters 1 and 2.
Today’s Objective
 Consider the following essential questions:
 How did the arrival of Europeans on the American continent affect native
populations?
 Whose account (Dinesh D’Souza or Howard Zinn) of the first European
encounter with the native people of America do you find to be more reliable?
Today’s Activities
 Class discussion of D’Souza and Zinn
Homework:
 Read Chapter 2 of the textbook and take notes. Read a section each night and you
will be finished by Friday.
Friday, August 28, 2015
General Reminders
 Please bring assigned supplies and check your name off the orange list at my desk.
 Return signed AP contract ASAP
Today’s Objective
 Consider the following essential questions:
 To what extent does Dinesh D’Souza present a valid argument concerning
America in his documentary film, America, Imagine the World be Without
Her?
Today’s Activities
 Consider D’Souza’s responses to the 5 indictments against America, and analyze
the validity and effectiveness of one or two of his arguments in a short paper of no
more than 2 typed pages
Homework:
 Read Chapter 1 of Howard Zinn’s, A People’s History of the United States
Thursday, August 27, 2015
General Reminders
 Please bring assigned supplies and check your name off the orange list at my desk.
Today’s Objective
 Respond to the following essential questions:
 Are you proud to be an American? If so, why?
 Are you ever ashamed of America? If so, why?
Today’s Activities
 Video: America, Imagine the World be Without Her
 Take notes, recording D’Souza’s list of 5 indictments against America and his
response to each
Homework:
 Read Chapter 1 in textbook and take notes in a spiral or composition book
Wednesday, August 26, 2015
General Reminders
 Please bring assigned supplies and check your name off the orange list at my desk.
Today’s Objective
 Respond to the following essential questions:
 Are you proud to be an American? If so, why?
 Are you ever ashamed of America? If so, why?
Today’s Activities
 Video: America, Imagine the World Without Her
 Take notes, recording D’Souza’s list of 5 indictments against America and his
response to each
Homework:
 Read Chapter 1 in textbook and take notes in a spiral or composition book
Tuesday, August 25, 2015
General Reminders
 Please bring assigned supplies and check your name off orange list at my desk.
Today’s Objective
 Respond to the following essential questions:
 Are you proud to be an American? If so, why?
 Are you ever ashamed of America? If so, why?
Today’s Activities
 Receive textbooks
 Enroll in Remind 101
 Discussion of the above essential questions in small groups and whole group.
Homework:
 Read Chapter 1 in textbook and take notes in a spiral or composition book
Monday, August 24, 2015
Today’s Activities
 Issue textbooks
 Homework:
 Read pages 6 - 19
 Discuss introductory topics as time permits:
 Course overview – Academic Honesty
 AP Contracts
 Supplies
 Remind 101
 G mail address
 General course expectations
 Binder for APUSH (exclusively)
 Reading quizzes
 Make up work
 Late work
 Test retakes
 Extra credit
E Mail Communication
Use the following e mail address to communicate
with me about APUSH. If you have a question
about an assignment or would like to turn in a
written assignment electronically, this is the best
account to use.
ayalaapush@gmail.com
Send a message to this address with your name
and period number in the subject line, and I will
add you to contacts for this account.
Remind 101 Directions
 Enter this number into your cell phone:
81010
 Then enter the following message for your class:
 1st period - @b1e
 2nd period - @50d9d
 3rd period – @5c06cb
 5th period – @111ec
 6th period – @22b96
 I will be able to text you important reminders
for class. Our cell numbers will remain hidden
to each other for privacy.
Please sign in and be seated.
We will begin in a few minutes.
District e-mail:
Faith.ayala@birdvilleschools.net