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Page Last Updated May 21, 2012
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Welcome to American History! Please see the supply list at the bottom of the page.
Thursday, May 24, 2012 AND Wednesday, May 23, 2012 Block Days Today's Objectives: Students will 1. Demonstrate their knowledge of American History in a traditional testing format, The First Semester Exam. Agenda: 1. First Semester Exam for 5th and 7th hours on Wednesday, May 23, 2012 1. First Semester Exam for 2nd and 6th hours on Thursday, May 24, 2012 Homework: None! Have a great Summer Break!
Tuesday, May 22, 2012 Today's objectives: Students will be able to 1. Share their opinions and feelings about the class. 2. Experience Hollywood’s version of the civil rights movement in a video format. Agenda: 1. Announcement: *******Please join us for our Semester 2 Exam Review Sessions: ********* Tuesday, May 22nd: 2:45-3:15PM Wednesday, March 23rd (Test Day for two classes): 6:30-7:10AM 2. Book Check In 3. Participation Grade: Our last Quote of the Day for the year, Quote A59 4. Class Work: Class Survey 5. Video Clip: The Rosa Parks Story Homework: 1. Return your American History book to check it back in. 2. Study your notes and prepare your note card (3"x5", front and back) for the Semester 2 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. The Second Semester Exams will be on Wednesday, May 23rd, for 1st, 3rd, 5th, and 7th hours and on Thursday, May 24th, for 2nd, 4th, and 6th hours. *******Please join us for our Semester 2 Exam Review Sessions: Tuesday, May 22nd: 2:45-3:15PM Wednesday, March 23rd (Test Day for two classes): 6:30-7:10AM The Second Semester Exam will be based on the following materials: Civil War Notes WWI Notes WWII Notes Cold War Notes Civil Rights Notes (one T-note)
Monday, May 21, 2012 Today's objectives: Students will be able to 1. Experience the Vietnam War and the 1980s utilizing primary sources in a video format. Agenda: 1. Book Check In 2. The Cold War Test Make Ups 2. Video Clips: Art of War: Vietnam The Century, America’s Time: 1981-1989: A New World Homework: 1. Return your American History book to check it back in. 2. Study your notes and prepare your note card (3"x5", front and back) for the Semester 2 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. The Second Semester Exams will be on Wednesday, May 23rd, for 1st, 3rd, 5th, and 7th hours and on Thursday, May 24th, for 2nd, 4th, and 6th hours. Mr. Geraghty’s American History Second Semester Exam will be based on the following materials: Civil War Notes WWI Notes WWII Notes Cold War Notes Civil Rights Notes (one T-note that you copied on Block Day)
Friday, May 18, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of the Cold War in a traditional testing format. Agenda: 1. The Cold War Test 2. Book Check In Homework: 1. Return your American History book to check it back in. 2. Study your notes and prepare your note card (3"x5", front and back) for the Semester 2 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. The Second Semester Exams will be on Wednesday, May 23rd, for 1st, 3rd, 5th, and 7th hours and on Thursday, May 24th, for 2nd, 4th, and 6th hours. Mr. Geraghty’s American History Second Semester Exam will be based on the following materials: Civil War Notes WWI Notes WWII Notes Cold War Notes Civil Rights Notes (one T-note that you copied on Block Day)
Thursday, May 17, 2012 or Wednesday, May 16, 2012 Block Days Today's objectives: Students will be able to 1. Demonstrate their knowledge of the map of Europe in 1955 in a traditional testing format. 2. Showcase their knowledge of the Cold War by participating in our Board Races Review Game. Agenda: 1. Bellwork: “Note” time like the present: Civil Rights Notes (They are just one T-note. They will only be on the Semester 2 Exam.) 2. Book Check In 3. The 1955 Europe Map Test 4. Finish PowerPoints: Cold War 5. Board Races Review Game Homework: 1. Study your Cold War Notes. You have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck! 2. Return your American History book to check it back in.
Tuesday May 15, 2012 Today's objectives: Students will be able to 1. Identify the important people, places, and events in the Cold War. Agenda: 1. Bellwork: “Note” time like the present: Civil Rights Notes (They are just one T-note. They will only be on the Semester 2 Exam) 2. Video: The Century, America’s Time: 1960-1964: Poisoned Dreams 3. Book Check In During Video 4. PowerPoints: Cold War Homework: 1. Your graded 1955 Europe Map was returned to you on Wednesday, May 9th, to study. The 1955 Europe Map Test will be on your next block day, either Wednesday, May 16th or Thursday, May 17th. 2. Study your Cold War Notes. You have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck! 3. Return your American History book to check it back in.
Monday May 14, 2012 Today's objectives: Students will be able to 1. Experience early Cold War America utilizing primary sources in a video format. Agenda: 1. Homework collected that was assigned on Wednesday, May 9th: Two paragraphs comparing and contrasting the 1939 and 1955 maps of Europe (1,000 points). 2. Video: The Century, America’s Time: 1953-1960: Happy Daze 3. Book Check In Homework: 1. Your graded 1955 Europe Map was returned to you on Wednesday, May 9th, to study. The 1955 Europe Map Test will be on your next block day, either Wednesday, May 16th or Thursday, May 17th. 2. Study your Cold War Notes. You have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck! 3. Return your American History book to check it back in.
Wednesday May 9, 2012 Today's objectives: Students will be able to 1. List the international and domestic tensions resulting from the Cold War. Agenda: 1. Quote A58 2. Signed progress reports for extra credit (Day 3, last day) 3. Turn in Quotes Journals for grading 4. “Note” time like the present: Finish Cold War Notes Here is the final T-note for 2nd Hour: The Soviet Union Decline Gorbachev: reduced Soviet control of Eastern Europe urged democracy was forced to resign (1989) Berlin Wall torn down (1990) 2 Germanys reunited (1991)14 Soviet republics declared independence several Eastern European countries became democratic 5. Modern World Map practice (hints and “tricks”) 6. The Modern World Map Post-Test 7. Homework Handout: including paragraphs (1,000 points) explained under today’s homework section Homework: 1. Your graded 1955 Europe Map was returned to you today to use for your homework assignment: Two paragraphs (1000 points) due on Monday, May 14th: Compare and contrast your two political maps of Europe (1939 and 1955). The first one is of Europe before World War II (in 1939) and the second one is of Europe after World War II (in 1955, during the Cold War). If you have misplaced the maps that you have created, they are on pages 744 and 830 in your textbook. Paragraph 1: When looking at the two maps, what stayed the same politically (country-wise) when comparing the two maps and why? Be specific and detail-oriented. Paragraph 2: What changed politically (country-wise) when comparing the two maps and why? Be specific and detail-oriented. Once again, as I clearly stated last week, the “why” parts of these paragraphs are where most of the points are derived. Once again, as I clearly stated last week, it is very easy to see the similarities and differences, but it is much more difficult to give a detailed explanation of why the countries stayed the same or changed. The “why” parts of these paragraphs require much more than just basic observations; they require higher order thinking skills, for which you will be rewarded with huge points, clearly! Also, simply saying that countries stayed the same or changed “because of World War II” or “because of the Cold War” is not going to meet my expectations. The use of those kinds of general, blanket statements does not provide the kind of in-depth, specific analysis that I am expecting from you. 2. Your graded 1955 Europe Map was returned to you today to study. The 1955 Europe Map Test will be on your next block day, either Wednesday, May 16th or Thursday, May 17th. 3. Study your Cold War Notes. You have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck!
Tuesday May 8, 2012 Today's objectives: Students will be able to 1. List the international and domestic tensions resulting from the Cold War. Agenda: 1. Quote A57 2. Late/absent 1955 Map of Europe collected 3. Signed progress reports for extra credit 4. “Note” time like the present: Ch 26 Cold War Notes 5. Modern World Map practice (hints and “tricks”) The Modern World Map Post-Test is tomorrow. We will have another practice session tomorrow before the test with more “tricks.” Please see the country list in today’s homework section. Homework: 1. The Modern World Map Post-Test (1000 points) is tomorrow. We will have another practice session tomorrow before the test with more “tricks.” Here is the country list: Iran Afghanistan Iraq Libya Germany Egypt Thailand China Costa Rica Peru DRC (Democratic Republic of the Congo) South Africa Vietnam Cambodia North Korea Czech Republic Romania India Pakistan Israel 2. You will get your graded 1955 Europe Map back on Wednesday to study. The 1955 Europe Map Test will be on your next block day, either Wednesday, May 16th or Thursday, May 17th.
3. Study your Cold War Notes. More notes will follow. We will finish the notes on Tuesday and Wednesday and then you will have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck!
Monday May 7, 2012 Today's objectives: Students will be able to 1. List the international and domestic tensions resulting from the Cold War. Agenda: 1. Quote A53 2. 1955 Map of Europe collected 3. Signed progress reports for extra credit 4. “Note” time like the present: Ch 26 Cold War Notes Homework: 1. Study your notes. More notes will follow. We will finish the notes on Tuesday and Wednesday and then you will have everything you need to ace the test. The Cold War Test will be on Friday, May 18th. Please join us for our Cold War Test Review Sessions: Tuesday, May 15th: 2:45-3:15 PM Wednesday, May 16th & Thursday, May 17th: Board Races Review Game during class Wednesday, May 16th: 2:45-3:15 PM Friday, May 18th (Test Day): 6:30-7:10 AM Students with Second Semester Averages of 98% or Higher Going into the Cold War Test: I will grade your tests as you complete them on May 18th, so that you will know whether or not you will need to prepare over the weekend for the Semester 2 Exam. You must have an average of 98% or higher for the second semester (quarters 3 and 4 averaged together) to be exempt from the exam. Good luck! 2. You will get your graded 1955 Europe Map back on Wednesday to study. The 1955 Europe Map Test will be on your next block day, either Wednesday, May 16th or Thursday, May 17th. Friday, May 4, 2011 Today's objectives: Students will be able to 1. List the international and domestic tensions resulting from the Cold War. Agenda: 1. Quote A51 2. Progress reports and papers back to you 3. PowerPoint/Book Lecture /Discuss: Chapter 26: Cold War Conflicts Finish sections 1 and 2 4. “Note” time like the present: Cold War Notes (3 pages) 5. Three handouts: 1955 Map of Europe (2) Country List (see homework section below) 6. 1955 Map of Europe: Explanation Homework: 1. 1955 Map of Europe due on Monday, May 7th Directions for Map of Europe in 1955:
Use the map on page 830 in your book to assist you with this task. West Germany East Germany United Kingdom France Spain Ireland Portugal (line pointing to where it should be) Belgium Netherlands Switzerland Iceland (line pointing to where it should be) Austria Luxembourg Italy Yugoslavia Czechoslovakia Denmark Norway Sweden Finland Poland Soviet Union Hungary Romania Greece Bulgaria Albania Turkey Make a key and use three different colors to COLOR items 2-4: 2. Warsaw Pact countries 3. European NATO members (Don’t forget to color around the words “Portugal” and “Iceland” to show which side they were on.) 4. Nonaligned nations Thursday, May 3, 2012 AND Wednesday, May 2, 2012 Block Days Today's objectives: Students will be able to 1. Experience the rise of the United States as a superpower utilizing primary sources in a video format. Agenda: 1. WWII Test Make Ups 2. Video: America the Story of Us: Superpower 3. Homework Paragraph explained (see below) 4. Begin Chapter 26: Cold War Conflicts 5. Begin Cold War Notes Homework: 1. One paragraph (500 points) due on Friday, May 4th: Compare and contrast your two political maps of Europe (WWI and 1939). If you have misplaced the ones that you have created, they are on pages 581 and 744 in your textbook. When looking at the two maps, what stayed the same politically, or country-wise, and why? What changed politically, or country-wise and why?
Tuesday, May 1, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of the World War II material in Chapters 24 and 25 in a traditional testing format. Agenda: 1. The Chapter 24/25 World War II Test Homework: None
Monday, April 30, 2012 Today's objectives: Students will be able to 1. Showcase their knowledge of World War II by participating in our Board Races Review Game. Agenda: 1. Board Races Review Game Homework: 1. Study your notes. You have everything you need to ace the test. The Chapter 24/25 World War II Test will be on Tuesday, May 1st. Please join us for our Chapter 24/25 World War II Test Review Sessions: Friday, April 27th: 2:45-3:15 PM Monday, April 30th: Board Races Review Game during class Monday, April 30th: 2:45-3:15 PM Tuesday, May 1st (Test Day): 6:30-7:10 AM
Friday, April 27, 2012 Today's objectives: Students will be able to 1. Identify the key people, battles, and events of WWII in both Europe and the Pacific. 2. Experience Hitler’s final days in the bunker in a video format. 3. Experience Colorado’s Japanese internment camp, Amache, utilizing primary sources in a video format. Agenda: 1. Quote A56 2. Finish Reading/Discussing Ch 25 Section 2 Highlights: The War for Europe and North Africa 5. Video Clip: Downfall 6. Read/Discuss Ch 25 Section 3 Highlights: The War in the Pacific 7. Read/Discuss Ch 25 Section 4 Highlights: The Home Front 8. Video Clip: America’s Byways: Amache (16:39 minutes in) Homework: 1. Study your notes. You have everything you need to ace the test. The Chapter 24/25 World War II Test will be on Tuesday, May 1st. Please join us for our Chapter 24/25 World War II Test Review Sessions: Friday, April 27th: 2:45-3:15 PM Monday, April 30th: Board Races Review Game during class Monday, April 30th: 2:45-3:15 PM Tuesday, May 1st (Test Day): 6:30-7:10 AM
Thursday, April 26, 2012 AND Wednesday, April 25, 2012 Block Days Today's objectives: Students will be able to 1. Identify the key people, battles, and events of WWII in both Europe and the Pacific. 2. Demonstrate their knowledge of some of countries that are in the news today in a traditional map testing format. 3. Apply Sun Tzu’s lessons to another great battle in history, D-Day. Agenda: 1. Quote A52 2. Modern Map Pre-assessment Test (1-20) 3. Read/Discuss Ch 25 Section 1 Highlights: Mobilizing for Defense 4. Read/Discuss Ch 25 Section 2 Highlights: The War for Europe and North Africa 5. Video Clip: Art of War (WWII) Homework: 1. Study your notes. You have everything you need to ace the test. The Chapter 24/25 World War II Test will be on Tuesday, May 1st. Please join us for our Chapter 24/25 World War II Test Review Sessions: Friday, April 27th: 2:45-3:15 PM Monday, April 30th: Board Races Review Game during class Monday, April 30th: 2:45-3:15 PM Tuesday, May 1st (Test Day): 6:30-7:10 AM
Tuesday, April 24, 2012 Today's objectives: Students will be able to 1. Experience America’s unprecedented WWII industrial prowess and its development of new weapons and military tactics utilizing primary sources in a video format. OR Demonstrate their knowledge in a MAPs testing format. Agenda: 1. Video: America: The Story of Us: World War II OR MAPs Testing Homework: 1. Study your notes. You have everything you need to ace the test. The Chapter 24/25 World War II Test will be on Tuesday, May 1st. Please join us for our Chapter 24/25 World War II Test Review Sessions: Friday, April 27th: 2:45-3:15 PM Monday, April 30th: Board Races Review Game during class Monday, April 30th: 2:45-3:15 PM Tuesday, May 1st (Test Day): 6:30-7:10 AM
Monday, April 23, 2012 Today's objectives: Students will be able to 1. Experience Hollywood’s version of Doolittle’s Raid on Tokyo in a video format. OR Demonstrate their knowledge in a MAPs testing format. Agenda: 1. Video: Pearl Harbor OR MAPs Testing Homework: 1. Study your notes. You have everything you need to ace the test. The Chapter 24/25 World War II Test will be on Tuesday, May 1st. Please join us for our Chapter 24/25 World War II Test Review Sessions: Friday, April 27th: 2:45-3:15 PM Monday, April 30th: Board Races Review Game during class Monday, April 30th: 2:45-3:15 PM Tuesday, May 1st (Test Day): 6:30-7:10 AM Friday, April 20, 2012 No School, Teacher In Service Day Homework: 1. Study your notes. The WWII Test will be around the end of the month.
Thursday, April 19, 2012 AND Wednesday, April 18, 2012 Block Days Today's objectives: Students will be able to 1. Demonstrate their knowledge of Europe in 1939 in a traditional map testing format. 2. Identify the major battles of WWII. Agenda: 1. The 1939 Europe Map Test 2. Signed Progress Reports for Extra Credit 3. “Note” time like the present: Chapter 25 Notes, Day 2 Homework: 1. Study your notes. The WWII Test will be around the end of the month.
Tuesday, April 17, 2012 Today's objectives: Students will be able to 1. Experience Hollywood’s version of the Japanese attack on Pearl Harbor in a video format. Agenda: 1. Signed Progress Reports for Extra Credit 2. Experience Hollywood's version of the bombing of Pearl Harbor. Homework: 1. Study your map. The 1939 Europe Map Test is this week on your Block Day, 4/18 or 4/19. 2. Study your notes. The WWII Test will be around the end of the month.
Monday, April 16, 2012 Today's objectives: Students will be able to 1. Describe the wartime mobilization of industry, labor, and scientists. 2. Identify the major battles of WWII. Agenda: 1. Journal Entry: 1939 Europe Map Review 2. Homework collected: Chapter 24 Section 4 Geography Application Question Sheet 3. Signed Progress Reports for Extra Credit 4. “Note” time like the present: Chapter 25 Notes, Day 1 Homework: 1. Study your map. The 1939 Europe Map Test is this week on your Block Day, 4/18 or 4/19. 2. Study your notes. The WWII Test will be around the end of the month.
Friday, April 13, 2012 Today's objectives: Students will be able to 1. Describe the U.S. Response to the outbreak of war in Europe in 1939. 2. Summarize the events that brought the U.S. into armed conflict with Germany. 3. Describe the American response to the Japanese attack on Pearl Harbor. Agenda: 1. Quote A50 2. Progress Reports 3. “Note” time like the present: Section 4 Notes: America Moves Toward War 4. Study/discuss the graphics (political cartoon, wolf pack diagram, maps) in Chapter 24, Section 4: America Moves Toward War 5. Handouts: Chapter 24 Section 4 Geography Application Homework: 1. Chapter 24 Section 4 Geography Application Question Sheet is due on Monday, April 16th. 2. Study your map. The 1939 Europe Map Test is on your Block Day, 4/18 or 4/19, next week. 3. Start studying your notes. The WWII Test will be later this month.
Thursday, April 12, 2012 AND Wednesday, April 11, 2012 Block Days Today's objectives: Students will be able to 1. Explain Hitler's motives for expansion and how Britain and France responded. 2. Describe the blitzkrieg tactics Germany used against Poland. 3. Summarize the first battles of World War II. 4. Explain the reasons behind the Nazis’ persecution of the Jews and the problems facing Jewish refugees. 5. Experience the Nazis’ “final solution” to the Jewish “problem” and the horrors of the Holocaust utilizing primary sources in a video format. Agenda: 1. Quote A49 2. Quotes Journals collected for grading 3. Graded 1939 Europe Maps returned to students 4. Read and discuss Ch 24 Sec 2: War in Europe 5. “Note” time like the present: Section 3 Notes: The Holocaust 6. Video: The Century, America’s Time: 1941-1945: Civilians at War Homework: 1. Study your map. The 1939 Europe Map Test is next week. 2. Start studying your notes. The test will be later this month.
Tuesday, April 10, 2012 Today's objectives: Students will be able to 1. Explain Hitler's motives for expansion and how Britain and France responded. 2. Describe the blitzkrieg tactics Germany used against Poland. 3. Summarize the first battles of World War II. Agenda: 1. Quote A48 2. Late/Absent Homework Collected: 1939 Map of Europe 3. Finish reading and discussing Ch 24 Sec 1 4. “Note” time like the present: Section 2 Notes: War in Europe Homework: 1. Start studying your WWII Notes. More notes will follow. Why not get started now with the first batch?
Monday, April 9, 2012 Today's objectives: Students will be able to 1. Identify the types of governments that took power in Russia, Italy, Germany, and Japan after WWI. 2. Describe the details of America's turn to isolationism in the 1930s. 3. Describe the details of France’s Maginot Line. Agenda: 1. Quote A47 2. Homework collected: 1939 Map of Europe 3. “Note” time like the present: WWII Notes: Finish section 1 4. “Note” time like the present: WWII Notes: Maginot Line Notes 5. Read and discuss Ch 24 Sec 1 Homework: 1. Start studying your WWII Notes. More notes will follow. Why not get started now with the first batch?
Friday, April 6, 2012 Today's objectives: Students will be able to 1. Experience Hitler’s Third Reich cutting a path through Europe utilizing primary sources in a video format. Agenda: 1. Video: The Century: 1936-1941: Over the Edge 2. Graded papers back to you Homework: 1. 1939 Map of Europe due on Monday, April 9th 2. Start studying your WWII Notes. More notes will follow. Why not get started now with the first batch?
Thursday, April 5, 2012 AND Wednesday, April 4, 2012 Block Days Today's objectives: Students will be able to 1. Assess their prior knowledge of WWII in paragraph form. 2. Prioritize their interests in their future studies of WWII in paragraph form. Both of the above items will help drive the instruction of our WWII course content. 3. Create an accurate map of 1939 Europe. 4. Identify the types of governments that took power in Russia, Italy, Germany, and Japan after WWI. Agenda: 1. Quote A46 2. PowerPoint presentations of chapters 20-23 3. Class Work: Paragraph (Pre-Assessment): Write a paragraph about World War II. What would you like to know more about pertaining to World War II and/or what do you find most interesting about World War II? (200 points) 4. Three handouts: 1939 Map of Europe (2) Country List (see homework section below) 5. 1939 Map of Europe: Explanation and work time 6. World War II Notes Homework: 1. Today’s absent students need to make up today’s in-class work. It is due two days after your return to school: Paragraph (Pre-Assessment): Write a paragraph about World War II. What would you like to know more about pertaining to World War II and/or what do you find most interesting about World War II? (200 points) 2. 1939 Map of Europe due on Monday, April 9th: Directions for Map of Europe in 1939: 1. Label the following countries in pen, writing the whole word: Germany Great Britain France Spain Belgium The Netherlands Switzerland Austria Italy Yugoslavia Czechoslovakia Denmark Sweden Latvia Lithuania East Prussia Poland Soviet Union Hungary Romania Greece Bulgaria Albania Turkey Portugal Norway (It’s not on the map. Draw an arrow pointing to its location.) Make a key for items 2-5:
(Germany and East Prussia, Italy)
(Great Britain, France, Soviet Union) Tuesday April 3, 2012 Today's objectives: Students will be able to 1. Experience the Great Depression, the building of Hoover Dam, and the Dust Bowl utilizing primary sources in a video format. Agenda: 1. Video: America, The Story of Us: Bust 2. Make a list of numbered facts from the video to hand in for extra credit at the end of the hour. The more facts you have the more extra credit you will get added to your test grade! Who wouldn’t take advantage of that deal? Homework: None!
Monday April 2, 2012 Today's objectives: Students will be able to 1. Experience the Roaring 20s utilizing primary sources in a video format. Agenda: 1. Video: America, The Story of Us: Boom 2. WWI Test Make Ups Homework: None! Friday March 23, 2012 Today's objectives: Students will be able to 1. Experience the Roaring 20s utilizing primary sources in a video format. Agenda: 1. Video: The Century, America's Time: Boom To Bust 2. WWI Test Make Ups Homework: None! Have a great Spring Break!
Thursday, March 22, 2012 TCAP Testing Day Agenda: 1. TCAP Testing Blocks 2. TCAP Activity Blocks Homework: None! Students who were absent on Friday, March 16, have a WWI Make up Test tomorrow during class.
Wednesday, March 21, 2012 TCAP Testing Day Agenda: 1. TCAP Testing Blocks 2. TCAP Activity Blocks Homework: None! Rest up for TCAP and get a good night’s sleep. Eat a good breakfast. You’ll do great!
Tuesday, March 20, 2012 TCAP Testing Day Agenda: 1. TCAP Testing Blocks 2. TCAP Activity Blocks Homework: None! Rest up for TCAP and get a good night’s sleep. Eat a good breakfast. You’ll do great!
Monday, March 19, 2012 TCAP Testing Day Agenda: 1. TCAP Testing Blocks 2. TCAP Activity Blocks Homework: None! Rest up for TCAP and get a good night’s sleep. Eat a good breakfast. You’ll do great!
Friday, March 16, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of World War I in a traditional testing format. Agenda: 1. World War I Test Homework: None!
Thursday, March 15, 2012 AND Wednesday, March 14, 2012 Block Days Today's objectives: Students will be able to 1. Demonstrate their geographical knowledge of WWI Europe in a traditional testing format. 2. Showcase their knowledge of WWI by participating in our Board Races Review Game. Agenda: 1. WWI Europe Map Test (1400 points) 2. WWI Board Races Review Homework: 1. Study your WWI Notes. You have everything you need to ace the test. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Tuesday, March 13, 2012 Today's Objectives: Students will be able to 1. Identify the new weapons faced in World War I 2. Describe the Treaty of Versailles. Agenda: 1. Quote A45 2. Turn in quotes journal for grading 3. PowerPoint/Lecture/Read: Chapter 19 WWI 4. Map Review Homework: 1. Study the graded World War I map. You have your list of countries for spelling. You have your blank map to help with your practice. The WWI Europe Map Test (28 items @ 50 points each, minus 10 for misspelling, 1400 total points) will be on your next Block Day (3/14 or 3/15). 2. Study your WWI Notes. You have everything you need to ace the test. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Monday, March 12, 2012 Today's Objectives: Students will be able to 1. Experience the assassination of Archduke Ferdinand through Mr. G's version of the story, a version vastly superior to the one in the book. 2. Describe the first two years of the war. 3. Summarize U.S public opinion about the war. 4. Explain why the U.S. entered the war. Agenda: 1. Quote A44 2. Mr. G asks for absent/late homework: WWI Europe Map 3. Story Time with Mr. G: Experience the assassination of Archduke Ferdinand through Mr. G's version of the story, a version vastly superior to the one in the book. 4. Finish reading and discussing Chapter 19 Section 1. Homework: 1. Study the graded World War I map. You have your list of countries for spelling. You have your blank map to help with your practice. The WWI Europe Map Test (28 items @ 50 points each, minus 10 for misspelling, 1400 total points) will be on your next Block Day (3/14 or 3/15). 2. Study your WWI Notes. You have everything you need to ace the test. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Thursday, March 8, 2012 AND Wednesday, March 7, 2012 Block Days Today's Objectives: Students will be able to 1. Identify the important people, places, events, and concepts of World War I. Agenda: 1. Homework collected: World War I Map (750 points) 2. “Note” time like the present: Finish WWI Notes 3. Graded WWI Map returned to you for studying over your three-day weekend 4. Map practice and helpful hints to get an “A” on next week’s map test Homework: 1. Study the graded World War I map that was returned to you today. The WWI Europe Map Test will be on your next Block Day (3/14 or 3/15). 2. Study your WWI Notes. You have everything you need to ace the test. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Tuesday, March 6, 2011 Today's objectives: Students will be able to 1. Experience World War I utilizing primary sources in a video format. Agenda: 1. Video: The Century, Volume 1: Shell Shock Homework: 1. The WWI Europe Map (see Monday) is due on your next Block Day (3/7 or 3/8). 2. Start Studying your WWI Notes. More notes will follow. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Monday, March 5, 2012 Today's Objectives: Students will be able to 1. Describe the causes of World War I. Agenda: 1. Classwork: Paragraph Pre-Assessment (300 points): Write a paragraph about World War I 2. Homework collected: The Chapter 15 Skillbuilder Practice: Creating Maps (260 points) 3. Read and discuss Chapter 19 Section 1 (through the assassination of Archduke Ferdinand). 4. “Note” time like the present: WWI Notes 5. WWI Europe Map handouts and assignment explained: Europe Map at the Outbreak of World War I, August 1914
Make a key in the margin that shows this.
Great Britain Russia Austria-Hungary Belgium Denmark Albania Ottoman Empire Romania Luxembourg Sweden Greece Netherlands Norway Bulgaria Switzerland Serbia France Italy Germany Montenegro Spain Portugal
North Sea Mediterranean Sea Baltic Sea Black Sea Aegean Sea Adriatic Sea Homework: 1. Students who were absent today need to make up: Classwork: Paragraph Pre-Assessment (300 points): Using only your brain, write a paragraph about World War I. 2. The WWI Europe Map (see above) is due on your next Block Day (3/7 or 3/8). 3. Start Studying your WWI Notes. More notes will follow. The World War I Test will be on Friday, March 16th. Please join us for our Chapter 19 World War I Test Review Sessions: Tuesday, March 13th: 2:45-3:15PM Wednesday, March 14th or Thursday, March 15th: Board Races Review Game during class Wednesday, March 14th: 2:45-3:15PM Friday, March 16th (Test Day): 6:30-7:10AM
Friday, March 2, 2012 Today's Objectives: Students will be able to 1. Summarize the progressive efforts to clean up government. 2. Describe how the U.S. acquired Alaska. 3. Summarize how the U.S. took over the Hawaiian Islands. 4. Explain how Teddy Roosevelt’s foreign policy promoted American power in the world. Agenda: 1. Quote A43 2. Homework help 3. Video clip: Turn of the Century Meatpacking Techniques 4. PowerPoint Lecture: Chapter 18: America Claims an Empire - Section 1: Imperialism and America - Section 2: The Spanish-American War - Section 3: Acquiring New Lands - Section 4: America as a World Power Homework: 1. The Chapter 15 Skillbuilder Practice: Creating Maps is due on Monday, March 5th.
And Wednesday, February 29, 2012 Block Days Today's Objectives: Students will be able to 1. Experience life at the turn of the century utilizing primary sources in a video format. Agenda: 1. Quote A42 2. Homework collected 3. Video: The Century, Vol. 1: The Beginning: Seeds of Change 4. PowerPoint Lecture/Discussion of Chapter 17: The Progressive Era Homework: 1. The Chapter 15 Skillbuilder Practice: Creating Maps is due on Monday, March 5th.
Tuesday, February 28, 2012 Today's Objectives: Students will be able to 1. Analyze the expansion of public education. 2. Describe the African-American struggles with segregation and racism. 3. Give examples of turn-of-the-century leisure activities and popular sports. Agenda: 1. Quote A41 2. PowerPoint Lecture: Chapter 16 Section 2: Expanding Public Education 3. PowerPoint Lecture: Chapter 16 Section 3: Segregation and Discrimination (Voting Restrictions) 4. PowerPoint Lecture: Chapter 16 Section 4: The Dawn of Mass Culture 5. Homework Questions? Homework: 1. The Chapter 14 Geography Application Question Sheet and the Chapter 15 Geography Application Question Sheet are both due on your next block day, either 2/29 or 3/1. Monday, February 27, 2012 Today's Objectives: Students will be able to 1. Identify the immigrants’ countries of origin. 2. Explain how cities dealt with housing, transportation, and sanitation issues. 3. Explain the role of political machines and political bosses. 4. Describe the impact of technological advances. Agenda: 1. Quote A39 2. PowerPoint Lecture: Chapter 15 Section 1: The New Immigrants 3. PowerPoint Lecture: Chapter 15 Section 2: The Challenges of Urbanization 4. PowerPoint Lecture: Chapter 15 Section 3: Politics in the Gilded Age 5. PowerPoint Lecture: Chapter 16 Section 1: Science and Urban Life 6. Homework handouts Homework: 1. The Chapter 14 Geography Application Question Sheet and the Chapter 15 Geography Application Question Sheet are both due on your next block day, either 2/29 or 3/1.
Friday, February 24, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of a specific area of American West content in a project-based alternative assessment. Agenda: 1. American West Group Project (1,000 point test grade) Homework: 1. None, unless... Students who missed the Block Day work time need to do an individual project for their 1,000 point test grades. Students who completed the work with their groups on Block Day, but missed the presentation day, need to schedule a presentation time with me for their 1,000 point test grades.
Wednesday, February 22, 2012 And Thursday, February 23, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of a specific area of American West content in a project-based alternative assessment. Agenda: 1. You have the entire block time to work with your group and complete your project for Friday’s presentation. 2. Turn in signed Division of Labor Group Contract in preparation for Friday’s presentation. Homework: 1. None (unless you can’t complete your part of the project during the block period with your group) The American West In-Class Projects will be presented on Friday, 2/24. Here is a copy of the handout, in case you have lost it: Mr. Geraghty’s American West History Group Project Who? A group of 4 people What? Using your American History book, an American West book, and your brains, of course, create a project on one part of the American West that will amaze and educate all! Where? Your work area will be in the classroom. When? Work time will be given in class today and on block day. Presentations will be on Friday. Why? This is a creative way for you to show mastery of a content area in the history of the American West in a “hands on” way instead of in a traditional testing format. Yes, it counts as a test grade. How? Step 1: Choose a group of 4 people. Step 2: Pick a project type: A Play (Everyone helps write it and everyone has a speaking part in it.) A Song with Original Lyrics (Everyone helps write it and everyone sings it at the presentation.) A Poster (Everyone draws and everyone talks during the presentation.) An Original, Written Paper (Everyone picks a topic and writes about it, then you staple the papers together. Everyone reads at the presentation.) A PowerPoint Presentation (Everyone creates it and everyone talks during the presentation.) Another type of project, with my approval Step 3: Pick a content area: The Culture of the Plains Native Americans The Mountain Men Settlers Push Westward The California Gold Rush Homesteaders Settle the Plains Railroads Open the West Cattle Becomes Big Business The Life of a Cowboy Outlaws and Lawmen The Army of the West Little Crow’s War Red Cloud’s War The Great Sioux War (includes The Battle of the Little Bighorn) The Destruction of the Native American Way of Life *Other topics are available with my approval Step 4: Divide up the required work in a fair and equitable way. Step 5: Get creative and have fun on your road to excellence! Step 6: Present the project. Step 7: Turn in a formal labor contract, signed by all group members, outlining the jobs required in Step 4 and who did them.
Tuesday, February 21st, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of a specific area of American West content in a project-based alternative assessment. Agenda: 1. Graded Quotes Journals back to you 2. Quote A40 3. Homework collected: Chapter 13 Geography Application 4. American West In-Class Project explained 5. Preliminary brainstorming, planning, and division of labor 6. Time to Work Homework: 1. None (unless you can’t complete your part of the project during the block period with your group) The American West In-Class Projects will be presented on Friday, 2/24. Here is a copy of the handout, in case you have lost it: Mr. Geraghty’s American West History Group Project Who? A group of 4 people What? Using your American History book, an American West book, and your brains, of course, create a project on one part of the American West that will amaze and educate all! Where? Your work area will be in the classroom. When? Work time will be given in class today and on block day. Presentations will be on Friday. Why? This is a creative way for you to show mastery of a content area in the history of the American West in a “hands on” way instead of in a traditional testing format. Yes, it counts as a test grade. How? Step 1: Choose a group of 4 people. Step 2: Pick a project type: A Play (Everyone helps write it and everyone has a speaking part in it.) A Song with Original Lyrics (Everyone helps write it and everyone sings it at the presentation.) A Poster (Everyone draws and everyone talks during the presentation.) An Original, Written Paper (Everyone picks a topic and writes about it, then you staple the papers together. Everyone reads at the presentation.) A PowerPoint Presentation (Everyone creates it and everyone talks during the presentation.) Another type of project, with my approval
Step 3: Pick a content area: The Culture of the Plains Native Americans The Mountain Men Settlers Push Westward The California Gold Rush Homesteaders Settle the Plains Railroads Open the West Cattle Becomes Big Business The Life of a Cowboy Outlaws and Lawmen The Army of the West Little Crow’s War Red Cloud’s War The Great Sioux War (includes The Battle of the Little Bighorn) The Destruction of the Native American Way of Life *Other topics are available with my approval Step 4: Divide up the required work in a fair and equitable way. Step 5: Get creative and have fun on your road to excellence! Step 6: Present the project. Step 7: Turn in a formal labor contract, signed by all group members, outlining the jobs required in Step 4 and who did them.
Monday, February 20th, 2012 No School, Holiday Homework: 1. The Chapter 13 Geography Application Question Sheet, to be completed using the map handout, is due on Tuesday, 2/21.
Friday, February 17th, 2012 No School, Teacher In Service Day Homework: 1. The Chapter 13 Geography Application Question Sheet, to be completed using the map handout, is due on Tuesday, 2/21.
Block Days Wednesday, February 15, 2012 And Thursday, February 16, 2012 Today's objectives: Students will be able to 1. Describe the government’s policy of assimilation as well as continuing conflicts between Native Americans and settlers. 2. Trace the development of the cattle industry. 3. Explain the rapid settlement of the Great Plains due to homesteading. 4. Identify the problems farmers faced and their cooperative efforts to solve them. Agenda: 1. Quote A38 and turn in journals for grading 2. Mr. G asks for homework: The Chapter 12 Geography Application Question Sheet 3. Signed progress reports for extra credit (100 points) 4. Sing Buffalo Soldier. 5. Complete the lecture on Ch 13: Section 1: Cultures Clash on the Prairie Section 2: Settling on the Great Plains Section 3: Farmers and the Populist Movement 6. Video: America: The Story of Us: Heartland 7. Handouts and explanation of homework: The Chapter 13 Geography Application Homework: 1. The Chapter 13 Geography Application Question Sheet, to be completed using the map handout, is due on Tuesday, 2/21.
Tuesday, February 14, 2012 Today's objectives: Students will be able to 1. Describe Native American life and the Army of the West in the struggle for the Great Plains. 2. Witness the amazing power of the Gatling gun! Agenda: 1. Quote A35 2. Mr. G asks for homework due yesterday: One paragraph that was due on Monday (1000 points): Compare and contrast Lincoln and Johnson’s Reconstruction plans to those of the Radical Republicans. This counts as a test grade so make sure you do it well. If you do not have the paragraph today, plan on staying after school today to make it up, just like a test. 3. Signed Progress Reports for Extra Credit 4. Questions about homework due on Block Day? 5. Begin lecture on Chapter 13 Section 1: Cultures Clash on the Prairie 6. Video clip: Into the West: Buffalo Jump 7. Read and lecture from the American West book on the Army of the West, before and after the Civil War 8. Video clip: American Outlaws Witness the amazing power of the Gatling gun! Homework: 1. The Chapter 12 Geography Application Question Sheet, to be completed using the map handout, is due on your Block Day, either Wednesday, 2/15, or Thursday, 2/16.
Monday, February 13, 2012 Today's objectives: Students will be able to 1. Summarize the economic problems of the South. 2. Describe efforts of former slaves to improve their lives. 3. Analyze changes in the southern economy. 4. Explain the achievements and failures of Reconstruction. Agenda: 1. Quote A37 2. Turn in paragraph homework: One paragraph due on Monday (1000 points): Compare and contrast Lincoln and Johnson’s Reconstruction plans to those of the Radical Republicans. This counts as a test grade so make sure you do it well. If you do not have the paragraph on Monday, plan on staying after school on Tuesday to make it up, just like a test. 3. Progress Reports and graded tests back to you 4. Questions about the test? 5. Homework explained 6. Review a U.S. map for regions. 7. Read/Discuss/PowerPoint: Ch 12 Section 2: Restructuring Society 8. Read/Discuss/PowerPoint: Ch 12 Section 3: The Collapse of Reconstruction Homework: 1. The Chapter 12 Geography Application Question Sheet, to be completed using the map handout, is due on your Block Day, either Wednesday, 2/15, or Thursday, 2/16.
Friday, February 10th, 2012 No School, Parent Teacher Conferences (200 points of extra credit) Homework: 1. One paragraph due on Monday (1000 points): Compare and contrast Lincoln and Johnson’s Reconstruction plans to those of the Radical Republicans. This counts as a test grade so make sure you do it well. If you do not have the paragraph on Monday, plan on staying after school on Tuesday to make it up, just like a test. Thursday, February 9, 2012 And Wednesday, February 8, 2012 Today's objectives: Students will be able to 1. Summarize President Lincoln's Reconstruction policies. 2. Identify the programs of Johnson's Reconstruction policy. 3. Explain Congressional Reconstruction policies. Agenda: 1. Quote A34 2. Class work (100 points): What Do You Know About the South AFTER the American Civil War? 3. Reconstruction T-notes 4. Reconstruction Venn Diagram 5. Handout to fill out: Graphic Organizer: Compare and Contrast Homework: 1. Today’s Absent Students’ Classwork Make Up (100 points): What Do You Know About the South AFTER the American Civil War? List five things and hand them in upon your return. 2. One paragraph due on Monday (1000 points): Compare and contrast Lincoln and Johnson’s Reconstruction plans to those of the Radical Republicans. This counts as a test grade so make sure you do it well. If you do not have the paragraph on Monday, plan on staying after school on Tuesday to make it up, just like a test.
Tuesday, February 7, 2012 Today's objectives: Students will be able to 1. Experience the Civil War utilizing primary sources in a video format. Agenda: 1. Civil War Test Make Ups 2. Video: The Civil War, Episode 9: The Better Angels of Our Nature Homework: None Monday, February 6, 2012 Today's objectives: Students will be able to 1. Demonstrate their knowledge of the material in Chapter 11, The American Civil War, in a traditional testing format. Agenda: 1. The Chapter 11 Civil War Test Homework: None!
Friday, February 3, 2012 No school (Snow Day) Homework: 1. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Monday, February 6th: 6:30-7:10 a.m.
Thursday, February 2, 2012 And Wednesday, February 1, 2012 Today's objectives: Students will be able to 1. Create visual representations of information to assist in the mastery of the material. 2. Showcase their knowledge of the material in Chapter 11 in our Board Races Review Game. Agenda: 1. Signed progress reports for extra credit 2. Staple and collect blank papers for tomorrow’s paragraph test questions. 3. Create visual representations of information to assist in the mastery of the material. 4. Video clip: America: The Story of Us: from Lincoln’s use of the telegraph through Civil War battlefield medicine and embalming 5. Board Races Review Game Homework: 1. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m.
Tuesday, January 31, 2012 Today's Objectives: Students will be able to 1. Experience William Tecumseh Sherman’s March to the Sea utilizing primary sources in a video format. Agenda: 1. Signed progress reports for extra credit 2. Collect homework paragraph (200 points): Explain why the North won the American Civil War. Use the final “T” of your Civil War T-notes: “The Main Reasons That the North Won the Civil War” as a basis for content and describe the reasons further in your paragraph. 3. Video: The Conquerors: Sherman’s March to the Sea Homework: 1. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m. Monday, January 30, 2012 Today's Objectives: Students will be able to: 1. Describe the final events of the war leading to the surrender at Appomattox. 2. Explain how the North won the Civil War. 3. Summarize the key economic, political, technological, and social effects of the Civil War. Agenda: 1. Quote A32 2. Signed progress reports for extra credit 3. Finish reading and discussing Chapter 11 Sec 4 from “Grant Wins at Vicksburg” through “The Confederacy Wears Down” 4. PowerPoint: Chapter 11 Section 5: The Legacy of the War 5. Mr. G explains the homework paragraph that is due tomorrow. Explain why the North won the American Civil War. Use the final “T” of your Civil War T-notes: “The Main Reasons That the North Won the Civil War” as a basis for content and describe the reasons further in your paragraph. Homework: 1. One paragraph due tomorrow (200 points): Explain why the North won the American Civil War. Use the final “T” of your Civil War T-notes: “The Main Reasons That the North Won the Civil War” as a basis for content and describe all of the reasons further in your paragraph. Don’t forget your great topic sentence! 2. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m. Friday, January 27th, 2012 No School Homework: 1. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m.
Thursday, January 26, 2012 and Wednesday, January 25, 2012 Block Days Today's Objectives: Students will be able to 1. Experience the fighting at Gettysburg ("Hollywood style") in a video format. Agenda: 1. Finish Civil War Notes (1 page) 2. Progress Reports 3. Video clips: Gettysburg, Days 2 and 3 4. Read and discuss Ch 11 Sec 4: Finish Gettysburg Homework: 1. Study your Civil War Notes. You have everything you need to ace the test. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m.
Tuesday, January 24, 2012 Today's Objectives: Stusents will be able to 1. Describe the Battle of Gettysburg and its outcome. 2. Experience day 1 of Hollywood’s version of the Battle of Gettysburg in a video format. Agenda: 1. Quote A32 2. Read and discuss Chapter 11 Sec 4: The Union Takes Charge (just Gettysburg, Day 1) 3. Video clips: Gettysburg, Day 1 Homework: 1. Study your Civil War Notes. The Chapter 11 Civil War Test will be on Tuesday, February 3rd. Please join us for our Chapter 11 Civil War Test Review Sessions: Tuesday, January 31st: 2:45-3:15 p.m. Wednesday, February 1st: 2:45-3:15 p.m. Wednesday & Thursday (Block Days), February 1st and 2nd: Board Races Review Game during class Friday, February 3rd: 6:30-7:10 a.m. Monday, January 23, 2012 Today's Objectives: Students will be able to: 1. Explain Lincoln's motives for issuing the Emancipation Proclamation and the document's effect. 2. Explain African Americans' role in the struggle to end slavery. 3. Explain the decline of the Southern economy and the expansion of the Northern economy. Agenda: 1. Quote A31 2. Collect two homework assignments 3. Read and discuss PowerPoint: Chapter 11, Sec 2: The Politics of War 4. Read and discuss PowerPoint: Chapter 11, Sec 3: Life During Wartime 5. Video clips: God’s and Generals: Chancellorsville The Death of Stonewall Jackson Homework: 1. Study your Civil War Notes. You will receive the last page of notes this week. The Civil War Test will be on Friday, February 3rd.
Friday, January 20, 2012 Today's Objectives: Students will: 1. Explain Lincoln's motives for issuing the Emancipation Proclamation and the document's effect. 2. Explain African Americans' role in the struggle to end slavery. 3. Explain the decline of the Southern economy and the expansion of the Northern economy. Agenda: 1. Quote A30 2. “Note” time like the present: 3 pages of notes 3. Two homework assignments explained 4. Read and discuss PowerPoint: Chapter 11, Sec 2: The Politics of War 5. Read and discuss PowerPoint: Chapter 11, Sec 3: Life During Wartime Homework: 1. One paragraph due on Monday, January 23rd (150 points): Describe the results of the Emancipation Proclamation. Include everything from your Emancipation Proclamation T from today’s notes as a basis for content and describe it further in your paragraph. Don’t forget your great topic sentence! 2. Civil War Flashcards due on Monday, January 23rd Materials: Method 1: 21 note cards (3” x 5”) A pen or marker for the writing (NO pencil allowed for writing the information) Markers/colored pencils for decorating and coloring the cards for extra credit Method 2: 21 note cards (3” x 5”) Type out info on a computer or write it on the cards using a pen Print out clip art and/or pictures from the internet and glue them on to your cards Markers/colored pencils for decorating and coloring the cards for extra credit Method 3: A PowerPoint slide show that you could email to me as an attachment or bring to school on a flash drive The Assignment: Neatly create 21 Civil War Flashcards, name of person or place on one side, definition on the other (520 points), and turn them in on Monday, January 23rd. You may decorate them with color and/or draw pictures of the place or person on each card for extra credit (75 total points). I will return them to you at the end of the week so you can use them to study. Have fun with this! Use all of the information from the following three T’s from your Civil War T-notes:
The Format: - name of person or place on one side = 10 points (Add color, decorations, drawing or pictures for extra credit) - definition on the other side= 10 points Example: Front:
Some people and places will require more than one card to facilitate more effective studying, for example: Ulysses S. Grant needs three cards, clearly. Ulysses S. Grant - commander of all Union armies Ulysses S. Grant - earned his nickname, "Unconditional Surrender" by being a stubborn negotiator Ulysses S. Grant - accepted the surrender of the Confederate Army The Grading Rubric: 21 cards @ 20 points each 420 points neat, professional appearance 100 points 520 total points - spelling errors = minus 5 for each mistake (please check your work) - extra credit: creatively decorate every single card with color = 25 points - extra credit: creatively add designs or pictures of each person or place for every single card= 50 points 75 total extra credit points 3. Study your Civil War Notes.
Thursday, January 19, 2012 AND Wednesday, January 18, 2012 Block Day Today's objectives: Students will be able to 1. Explain Northern and Confederate short-sightedness about the duration of the war. 2. Identify the Northern generals and their initial campaigns in the West. Agenda: 1. Quote A29 2. Graded quotes journals back to you 3. Read and Discuss Chapter 11 Sec 1: The Civil War Begins, "The War for the Capitals" 4. Video clip: The Civil War, Episode 3: Forever Free, 1862: 3.5 Chapter 5 - The Seven Days Union and Rebel troops clash outside Richmond. Confederate commander Joseph Johnston is seriously wounded and Robert E. Lee takes charge. When Lee and McClellan clash for seven days, every battle except one is a Union victory, but McClellan retreats down the Peninsula and all the way back to Washington. 3.6 Chapter 6 - Kiss Daniel For Me When the Union army occupies the Southern coast, plantation owners flee, leaving behind 110,000 slaves. The pressure for emancipation grows. Deer Isle, Maine loses its first soldiers, and in Clarksville, Tennessee, tensions run high between occupying Northern troops and local citizens. Lincoln decides to emancipate slaves but his cabinet advises him to wait for a military victory. 3.7 Chapter 7 - Saving the Union Lincoln replaces McClellan with John Pope, who leads the army to the second Battle of Bull Run – another Union disaster. Lincoln reluctantly reinstates McClellan. Robert E. Lee decides to invade the North and, heading for the federal rail center in Harrisburg, Pennsylvania, takes up positions in Sharpsburg, Maryland, in front of Antietam creek. McClellan arrives with vastly superior forces. 4. Video clip: America: The Story of Us: Civil War (Manassas) 5. Video clip: The Civil War, Episode 3: Forever Free, 1862: 3.8 Chapter 8 - Antietam The Battle of Antietam, a costly Union victory, is the bloodiest day in American history. The next day, Lee and his army slip back across the Potomac River. Introduction to Joshua Lawrence Chamberlain, Union officer from Maine. Lincoln permanently removes McClellan from command. Photographer Mathew Brady opens a landmark exhibition in New York – "The Dead of Antietam." Homework: 1. Study your notes.
Tuesday, January 17, 2012 Today's Objectives: Students will be able to 1. Identify the Northern generals and their initial campaigns in the West. 2. Describe new weapons and other changes in warfare. Agenda: 1 1. Absent/late homework collected: Chapter 11 Outline Map and Questions 2. Continue reading and discussing Chapter 11, Sec 1: Union Armies in the West through A Revolution in Warfare 3. “Note” time like the present: 1 page of notes 4. Video clip: The Civil War: Episode Two: A Very Bloody Affair, 1862: 2.4 Chapter 4 - Ironclads The Confederacy builds the Merrimack, a new iron-plated ship, and the Union then constructs its own "ironclad," the Monitor. Off the coast of Virginia, the Merrimack attacks the Union navy, but the Monitor arrives just in time. All other navies on earth, after the epic battle of ironclads, are obsolete. 5. Video clip: America: The Story of Us: Civil War (the minie’ ball) 6. Video clip: The Civil War: Episode Two: A Very Bloody Affair, 1862: 2.4 Chapter 4 - Ironclads The Confederacy builds the Merrimack, a new iron-plated ship, and the Union then constructs its own "ironclad," the Monitor. Off the coast of Virginia, the Merrimack attacks the Union navy, but the Monitor arrives just in time. All other navies on earth, after the epic battle of ironclads, are obsolete. 2.5 Chapter 5 - Lincolnites In Tennessee, U.S. Grant wins a victory at Fort Donelson, and Clarksville is occupied by the Union army. 2.6 Chapter 6 - The Peninsula McClellan cautiously moves the Union army towards Richmond and meets a much smaller band of Southern troops at Yorktown where he digs in and wires for reinforcements. 2.8 Chapter 8 - Shiloh In Tennessee, U.S. Grant fights off a surprise attack by Confederates under General Albert Sidney Johnston at the Battle of Shiloh. Johnston is killed and Grant suffers huge losses – but eventually wins the battle when Union reinforcements arrive. More men die at Shiloh than in all previous American wars combined. Homework: 1. Study your Civil War Notes. The Civil War Test will be next month.
Monday, January 15, 2012 No School Homework: 1. Study your Civil War Notes. The Civil War Test will be next month. Friday, January 13, 2012 Today's objectives: Students will be able to 1. Experience Hollywood’s version of the Civil War in a video format. Agenda: 1. Collect homework: Ch 11 Outline Map (240 points) Ch 11 Outline Map Question Sheet (140 points) 2. Video: Gods and Generals (skip credits and go through the Battle of Bull Run) Homework: 1. Study your Civil War Notes. The Civil War Test will be next month. Thursday, January 12, 2012 AND Wednesday, January 11, 2012 Block Day Today's objectives Students will be able to 1. Experience the causes of the Civil War utilizing primary sources in a video format. Agenda: 1. Quote 27 2. Turn in journals for grading. 3. Collect last night’s homework paragraph (100 points): Describe the Anaconda Plan, the Union’s plan for victory in the American Civil War 4. Video Clips: The Civil War, Episode 1: The Cause 2.1 Chapter 1 - THE CIVIL WAR Series Title "The war will be a struggle over the future of freedom in America." 2.2 Chapter 2 - 1862 A Very Bloody Affair The Union army is stuck in Washington. Northern soldier Elisha Hunt Rhodes is granted home leave to see his mother. 5. Questions about map homework? Homework: 1. Chapter 11 Outline Map and Questions due on Friday, January 13th Guidelines for success on the map and questions:
2. Study your Civil War Notes. Tuesday, January 10, 2012 Students will be able to 2. Collect last night’s homework paragraph (100 points): Describe the strengths of the North and the South in the American Civil War. 3. PowerPoint Map Presentation 5. “Note” time like the present: Civil War Notes (2 pages) 6. Explanation of homework paragraph 7. Explanation of outline map and question sheet assignment Describe the Anaconda Plan, the Union’s plan for victory in the American Civil War. Use your last page of today’s notes as a basis for content and describe it further in your paragraph. Don’t forget your great topic sentence! 2. Chapter 11 Outline Map and Questions due on Friday, January 13th Guidelines for success on the map and questions:
3. Study your Civil War Notes. Monday, January 9, 2011 Students will be able to 2. Describe the strengths of the North and the South in the American Civil War. 2. Homework collected: Ch 5 Sec 4 Worksheet In one paragraph, using only your brain, share your knowledge of the American Civil War with me. 5. “Note time like the present: Civil War Notes (3 pages) 6. Explain homework Describe the strengths of the North and the South in the American Civil War. Use your last page of today’s notes as a basis for content and describe them further in your paragraph. Don’t forget your great topic sentence!
Friday, January 6, 2012 1. Quote A24 2. Collect two homework assignments 4. Explain this weekend’s homework assignment 1. The Chapter 10 Section 4 Worksheet is due on Monday, January 9th.
Thursday, January 5, 2012 1. Experience the events in American history that led up to the Civil War. 2. Video: America: The Story of Us: Division 3. Pass out and explain homework assignment Homework: 1. The Chapter 10 Section 1 Geography Application: Human-Environment Interaction, Slave Populations in the United States, is due on Friday, January 6th. 2. The Chapter 10 Section 2 Primary Source Analysis: The Underground Railroad, Questions 1-3, answered in complete sentences on your own paper, is due on Friday, January 6th.
Wednesday, January 4, 2012 1. Describe the provisions of the Fugitive Slave Law and how abolitionists and the Underground Railroad succeeded in defying this law. 2. Explain how Douglas’s desire for a northern transcontinental railroad route helped destroy the Missouri Compromise and the Compromise of 1850. 3. Describe the violence that occurred in Kansas in the fight over establishing slavery in the territory. 4. Identify the political parties that emerged as the North and South forged new political alliances. 2. Graded Country of Compromise Essay Test Back to You 4. Read and discuss Ch 10 Sec 2: Protest, Violence, and Resistance 5. Read and discuss Ch 10 Sec 3: The Birth of the Republican Party 6. Pass out and explain homework assignment Homework: 1. The Chapter 10 Section 2 Geography Application: Human-Environment Interaction, Slave Populations in the United States, is due on Friday, January 6th.
Thursday, December 15, 2011 AND Wednesday,December 14, 2011 Block Days Today's Objectives: Students will 1.Demonstrate their knowledge of American History in a traditional testing format, The First Semester Exam. Agenda: 1. First Semester Exam for 5th and 7th hours on Wednesday, December 14, 2011 First Semester Exam for 2nd and 6th hours on Thursday, December 15, 2011 Homework: None! Have a great Winter Break! Tuesday, December 13, 2011 Homework: 1. The Pinnacle High School Semester 1 Exams are set for Wednesday, December 14th and Thursday, December15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type,and tape or glue it to the card. Do whatever works best for you. It must beon a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will beon the Semester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming AmericanSociety 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise
Please join us for our Semester 1 Exam Review Sessions: Monday, December 12th: 2:45-3:15PM Wednesday, December 14th: 6:30-7:10AM Monday,December 12, 2011 Homework: 1. The Pinnacle High School Semester 1 Exams are set for Wednesday, December 14th and Thursday, December15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type,and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will beon the Semester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming AmericanSociety 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise Please join us for our Semester 1 Exam Review Sessions: Monday, December 12th: 2:45-3:15PM Wednesday, December 14th: 6:30-7:10AM Friday,December 9, 2011 3.Hand it in. Sit back and celebrate your success! Homework: 1. The Pinnacle High School Semester 1 Exams are set for Wednesday, December 14th and Thursday, December 15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, witha s much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example,then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will be on theSemester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming American Society 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise Please join us for our Semester 1 Exam Review Sessions: Monday, December 12th: 2:45-3:15PM Wednesday, December 14th: 6:30-7:10AM Thursday, December 8,2011 AND Wednesday, December 7,2011 Block Day Students will be able to Agenda: 1. Quote A19 2.Signed progress reports for extra credit 3.Turn in three blank, stapled sheets of paper for tomorrow’s essay test. 4.Graded Chapter 9 tests back to you. 5.Review of test answers 6. Review the Country of Compromise Notes Helpful, visual hints (Goofy Geraghty Pictures) and study tips for the Country of Compromise Essay Test (December 9th) 7. Board Races Review Game Homework: 1. Study your Country of Compromise Essay Test Notes. You have all of the notes to ace the Country of Compromise Essay Test. The Country of Compromise Essay Test is the next big test. It will be on Friday, December 9th (around 3,000 points). Students will write a six-paragraph, in-class essay (including the introductory and conclusion paragraphs), in a testing format on December 9th describing how America was a country of compromise. Following the introductory paragraph, each of the four body paragraphs will be dedicated to each of the four compromises: The Great Compromise The Three-Fifth’s Compromise The Missouri Compromise The Compromise of 1850 The notes were presented in a specific framework, which should be followed when writing each paragraph, to assist in the content coverage of each compromise: 1. Name of compromise (to be included in your topic sentence) 2. Who was involved? (both sides involved in the disagreement) 3. The disagreement 4. What each side wanted 5. The compromise Please join us for our Country of Compromise Essay Test Review Sessions: Wednesday, December 7th: 2:45-3:15PM Friday, December 9th: 6:30-7:10AM 2. The Pinnacle High School Semester 1 Exams are set forWednesday, December 14th and Thursday,December 15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will be on the Semester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming American Society 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise Tuesday,December 6, 2011 Agenda: 1. Quote A20 2.Signed progress reports for extra credit 4.Helpful, visual hints and study tips for the Country of Compromise Essay Test(December 14th) Homework: 1. Study your Country of Compromise Essay Test Notes. You have allof the notes to ace the Country of Compromise Essay Test. The Country of Compromise Essay Test is the next big test. It will be on Friday, December 9th (around 3,000 points). Students will write a six-paragraph, in-class essay (includingthe introductory and conclusion paragraphs), in a testing format on December 9thdescribing how America was a country of compromise. Following the introductory paragraph, each of the four body paragraphs will be dedicated to each of the four compromises: The Great Compromise The Three-Fifth’s Compromise The Missouri Compromise The Compromise of 1850 The notes were presented in a specific framework, which should be followed when writing each paragraph, to assist in the content coverage of each compromise: 1. Name of compromise (to be included in your topic sentence) 2. Who was involved? (both sides involved in the disagreement) 3. The disagreement 4. What each side wanted 5. The compromise Please join us for our Country of Compromise Essay Test ReviewSessions: Wednesday, December 7th: 2:45-3:15PM Friday, December 9th: 6:30-7:10AM 2. The Pinnacle High School Semester 1 Exams are set forWednesday, December 14th and Thursday,December 15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, withas much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will be on theSemester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming American Society 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise Monday, December 5,2011 Students will be ableto 1.Experience the American West utilizing primary sources in a video format. 1.Signed Progress Reports for Extra Credit 1.Chapter 9 Make Up Test Homework: 1. Study your Country of Compromise Essay Test Notes. You have all of the notes to ace the Country of Compromise Essay Test. The Country of Compromise Essay Test is the next big test. It willbe on Friday, December 9th (around 3,000 points). Students will write a six-paragraph, in-class essay (including the introductory and conclusion paragraphs), in a testing format on December 9thdescribing how America was a country of compromise. Following the introductory paragraph, each of the four body paragraphs will be dedicated to each of the four compromises: The Great Compromise The Three-Fifth’s Compromise The Missouri Compromise The Compromise of 1850 The notes were presented in a specific framework, which should be followed when writing each paragraph, to assist in the content coverage of each compromise: 1. Name of compromise (to be included in your topic sentence) 2. Who was involved? (both sides involved in the disagreement) 3. The disagreement 4. What each side wanted 5. The compromise Please join us for our Country of Compromise Essay Test Review Sessions: Wednesday, December 7th: 2:45-3:15PM Friday, December 9th: 6:30-7:10AM 2. The Pinnacle High School Semester 1 Exams are set forWednesday, December 14th andThursday, December 15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, withas much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example,then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with yourtest. Materials from the following chapters and units will be on theSemester 1 Exam: 1. Chapter 3: The Colonies Come of Age 2. Chapter 4: The War for Independence 3. Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming American Society 4. Chapter 9: Expanding Markets and Moving West 5. America: A Country of Compromise Friday, December 2, 2011 No School Homework: 1.Study your Country of Compromise Essay Test Notes. You have all of the notes to ace the Country of Compromise Essay Test. The Country of Compromise Essay Test is the next big test. It will be on Friday, December 9th (around 3,000 points). Students will write a six-paragraph, in-class essay (including the introductory and conclusion paragraphs), in a testing format on December 9th describing how America was a country of compromise. Following the introductory paragraph, each of the four body paragraphs will be dedicated to each of the four compromises: The Great Compromise The Three-Fifth’s Compromise The Missouri Compromise The Compromise of 1850 The notes were presented in a specific framework, which should be followed when writing each paragraph, to assist in the content coverage of each compromise: 1. Name of compromise (to be included in your topic sentence) 2. Who was involved? (both sides involved in the disagreement) 3. The disagreement 4. What each side wanted 5. The compromise Please join us for our Country of Compromise Essay Test Review Sessions: Wednesday, December 7th: 2:45-3:15PM Thursday, December 8th: 2:45-3:15PM Friday, December9th: 6:30-7:10AM 2. The Pinnacle High School Semester 1 Exams are set for Wednesday, December 14th and Thursday, December 15th.
Students should prepare a note card to use during the American History Semester 1 Exam. Why not start making it over your three day weekend?
You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will be on the Semester 1 Exam: 1.Chapter 3: The Colonies Come of Age 2.Chapter 4: The War for Independence 3.Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism and Sectionalism Chapter 8: Reforming American Society 4.Chapter 9: Expanding Markets and Moving West 5.America: A Country of Compromise
Thursday, December 1, 2011 AND Wednesday, November 30, 2011 Block Day Students will 1. Chapter 9 Test Homework: 1.Study your Country of Compromise Essay Test Notes. You have all of the notes to ace the Country of Compromise Essay Test. The Country of Compromise Essay Test is the next big test after the Chapter 9 Test. It will be on Friday, December 9th (around 3,000 points). Students will write a six-paragraph (including the introductory and conclusion paragraphs), in-class essay in a testing format on December 9th describing how America was a country of compromise. Following the introductory paragraph, each of the four body paragraphs will be dedicated to each of the four compromises: The Great Compromise The Three-Fifth’s Compromise The Missouri Compromise The Compromise of 1850 The notes were presented in a specific framework, which should be followed when writing each paragraph, to assist in the content coverage of each compromise: 1. Name of compromise (to be included in your topic sentence) 2. Who was involved? (both sides involved in the disagreement) 3. The disagreement 4. What each side wanted 5. The compromise Please join us for our Country of Compromise Essay Test Review Sessions: Wednesday, December 7th: 2:45-3:15PM Friday, December9th: 6:30-7:10AM 2. The Pinnacle High School Semester 1 Exams are set for Wednesday, December 14th and Thursday, December 15th. Students should prepare a note card to use during the American History Semester 1 Exam. You may use one 3" x 5" note card, front and back, with as much information as you can squeeze onto it. Don’t try to include everything from your notes, just the things you do not know. If you have already mastered the content of the tipi as the problem solver of the Great Plains, for example, then don’t put those five problems and solutions on your card. It would just be a waste of time and space. Some students just write really small. Others type it up on the computer, print it up in a ridiculously small size of type, and tape or glue it to the card. Do whatever works best for you. It must be on a note card of the proper size, or you can't use it. You will turn in your note card with your test. Materials from the following chapters and units will be on the Semester 1 Exam: 1.Chapter 3: The Colonies Come of Age 2.Chapter 4: The War for Independence 3.Unit 2: A New Nation: Chapter 5: Shaping a New Nation Chapter 6: Launching the New Nation Chapter 7: Balancing Nationalism andSectionalism Chapter 8: Reforming American Society 4.Chapter 9: Expanding Markets and Moving West 5.America: A Country of Compromise Tuesday, November 29, 2011 Students will 1. Board Races Review Game Homework: 1.Study your Chapter 9 Notes. You have all of the notes to ace the Chapter 9 Test and you had Thanksgiving Break to study them. The Chapter 9 Test will be on Wednesday, November 30th for 5th and 7th hours and on Thursday, December 1st for 2nd and 6th hours. Please join us for a Chapter 9 Test Review Session (or 2 or 3): Monday,November 28th: 2:45-3:15pm Tuesday,November 29th: 2:45-3:15pm Wednesday,November 30th: 6:30-7:10am Thursday,December 1st: 6:30-7:10am Monday, November 28, 2011 Students will 1. Describe the key battles that helped the U.S. win the war with Mexico. 2. Identify U.S. territories gained from Mexico. 2. Absent/late homework collected: p.17 TASK 1-3 (The Tipi), 350 points 3. Read and discuss Chapter 9, Section 4: War With Mexico 4. "Note" time like the present: Finish Country of Compromise Notes: The Compromise of 1850 (for next week's test) 5. Chapter 9 Study/Review Tips Homework: 1.Study your Chapter 9 Notes. You have all of the notes to ace the Chapter 9 Test (since before Thanksgiving Break). The Chapter 9 Test will be on Wednesday, November 30th for 5th and 7th hours and on Thursday, December 1st for 2nd and 6th hours. Please join us for a Chapter 9 Test Review Session (or 2 or 3): Monday, November 28th: 2:45-3:15 pm Tuesday, November 29th: 2:45-3:15 pm Wednesday, November 30th: 6:30-7:10 am Thursday, December 1st: 6:30-7:10 am
Friday, November 18,2011 Students will 1.Summarize the reasons American settlers headed West during the mid-1800s. 2. Describe the impact of westward expansion on Native Americans. 3. Identify the westward trails and some of the people who used them. 3. Read and discuss Chapter 9, Section 2: Manifest Destiny 4. Read and discuss Chapter 9, Section 3: Expansion in Texas Homework: 1.Study your Chapter 9 Notes. You now have all of the notes to ace the Chapter 9 Test and you have Thanksgiving Break to study them. The Chapter 9 Test will be on Wednesday, November 30th for 5th and 7th hours and on Thursday, December 1st for 2nd and 6th hours. Please join us for a Chapter 9 Test Review Session (or 2 or 3): Monday, November 28th: 2:45-3:15 pm Tuesday, November 29th: 2:45-3:15 pm Wednesday, November 30th: 6:30-7:10 am Thursday, December 1st: 6:30-7:10 am
Thursday, November 17, 2011 AND Wednesday, November 16,2011 Block Schedule Students will 1.Summarize the reasons American settlers headed West during the mid-1800s. 4. Describe the impact of westward expansion on Native Americans. 5. Identify the westward trails and some of the people who used them. 2.Collect homework assignment: Invention Ad Section 2 Notes Section 3 Notes Section 4 Notes Homework: 1. Homework Assignment #1 Dueon Wednesday, November 16th, for 5th and 7th hours Dueon Thursday, November 17th, for 2nd and 6th hours: Special Project: Invention Ad You will hand it in with your ad during this time period) - sewing machine Your textbook would be a good place to start. Additional outside research isadvised. 5. Be sure to address every item on this rubric: Layout and Professional Appearance / 40 Slogan,Graphics, and Color /120Picture /100 Content and Target Audience /200Include key features of the invention.Include a target audience:Who will buy it, or use it, and how will it make their lives better?Spelling and Grammar /40
Total /500 2.Homework Assignment #2: p.17 TASK 1-3 (on your handout) is dueon Friday, November 18th (350 points). 1.Create an original drawing of a tipi and label according to the handout. It must be colorful. 2.These are the notes we did in class together. 3. This is a paragraph answer. It includes all five of the problems of living on the plains encountered by the Native Americans and how the tipi solved all of these problems. These are from your notes for number 2 above that we did in class together. 3. Study your Chapter 9 Notes. More notes will follow. The Chapter 9 Test will be on Wednesday, November 30th for 5th and 7th hours and on Thursday, December 1st for 2nd and 6th hours. Please join us for a Chapter 9 Test Review Session (or 2 or 3) Monday, November 28th: 2:45-3:15 Tuesday, November 29th: 2:45-3:15 Wednesday, November 30th: 6:30-7:10 am Thursday, December 1st: 6:30-7:10 am
Tuesday,November 15, 2011 Students will 3. Read and discuss: The Native Americans Move to the Plains 4. Read and discuss: The Tipi as a Problem Solver 5.Handout: How Did the Native Americans Solve the Problems of Living on the Great Plains? Use as a content resource to complete Homework Assignment #2. 6.In-Class Notes to complete #2 on your page 17 TASK Homework Assignment Homework: 1. Homework Assignment #1 Due on Wednesday, November 16th, for 5th and 7th hours Due on Thursday, November 17th, for 2nd and 6th hours: Special Project: Invention Ad You will hand it in with your ad - sewing machine Your textbook would be a good place to start. Additional outside research is advised. 5. Be sure to address every item on this rubric:
Layout and Professional Appearance / 40 Slogan, Graphics, and Color /120Picture /100 Content and Target Audience /200Include key features of the invention. Include a target audience: Who will buy it, or use it, and how will it make their lives better? Spelling and Grammar /40
Total /500 2.Homework Assignment #2: p.17 TASK1-3 (on your handout) is due on Friday,November 18th (350 points). 1. Create an original drawing of a tipi and label according to the handout. It must be colorful. 2. These are the notes we did in class together. 3. This is a paragraph answer. It includes all five of the problems of living on the plains encountered by the Native Americans and how the tipi solved all of these problems. These are from your notes for number 2 above that we did in class together. 3. Study your Chapter 9 Notes. More notes will follow. Monday,November 14, 2011 Studentswill 3. Flip Chart of key inventions and one page of Section 1 Notes Homework: 1.SpecialProject: Invention Ad Due on Wednesday, November 16th, for 5th and 7th hours Due on Thursday, November 17th, for 2nd and 6th hours: - sewing machine Your textbook would be a good place to start.Additional outside research is advised. 5. Be sure to address every item on this rubric:
Layout and Professional Appearance / 40 Slogan, Graphics, and Color /120Picture /100 Content and Target Audience /200Include key features of the invention.Include a target audience:Who will buy it, or use it, and how will it make their lives better?Spelling and Grammar / 40
Total /500 2. Study yourChapter 9 Notes. More notes will follow. Thursday and Friday, November 10 and 11, 2011 No school Homework: None!
Wednesday, November 9, 2011 Today's objectives: Students will be able to: 1. Experience the American West utilizing primary sources in a video format. Agenda: 1. Signed progress reports for extra credit 2. Video: America: The Story of Us: Westward Homework: None!
Tuesday, November 8, 2011 Today's objectives: Students will be able to: 1. Demonstrate their knowledge of Unit 2 in a traditional testing format. Agenda: 1. Signed progress reports for extra credit 2. Unit 2 Test Homework: None!
Monday, November 7, 2011 Today's objectives: Students will be able to: 1. Showcase their knowledge of Unit 2 by participating in our Board Races Review Game. Agenda: 1. Signed progress reports for extra credit 2. Pass out absent progress reports 3. Collect absent and late homework 4. Board Races Review Game Homework: 1. Study your notes. The Unit 2 Test is on Tuesday, November 8th. Please join us for a test review session: Unit 2 Test Review Sessions: Friday, November 4th, 2:45-3:15 Monday, November 7th, 2:25-3:15 Tuesday, November 8th (Test Day), 6:30-7:10 am
Friday, November 4, 2011 Today's objectives: Students will be able to 1. Identify the important terms, people, places, and events in the reform movements. Agenda: 1. Quote A13 2. Progress Reports 3. Homework collected: Chapter 7 Outline Map and Questions 4. The Loser Can Win: Popular Votes v. Electoral College Votes 5. Eli Whitney's Cotton Gin 6. Chapter 8 PowerPoint/ Read/ Discuss Homework: 1. Study your notes. The Unit 2 Test is on Tuesday, November 8th. Please join us for a test review session: Unit 2 Test Review Sessions: Friday, November 4th, 2:45-3:15 Monday, November 7th, 2:25-3:15 Tuesday, November 8th (Test Day), 6:30-7:10 am Thursday, November 3, 2011 AND Wednesday, November 2, 2011 Block Schedule Today's objectives: Agenda: 1. Collect absent homework:Chapter 6 Geography Application 2. Chapter 7 PowerPoint/read/discuss 3. Classwork: Analysis of Andrew Jackson Political Cartoon (100 points) 4. Video: The Conquerors: Andrew Jackson: Conqueror of Florida Homework: 1. Today in classwe analyzed a political cartoon of Andrew Jackson for a grade (100 points). Absent students will need to get the cartoon/questions handout with from me. Answer the questions in complete sentences on another sheet of paper. You have two days upon your return to make it up. 2. The Chapter 7 OutlineMap and Questions are due on Friday: Helpful hints for IndianRemoval Map: 1. Follow all map instructions on the question sheet. 2. Label and color all states existing in the year 1842 and before. Use pages R48 and R49 to figure out which are states by the year 1842. Color all of the states the same color. 3. Label the bodies ofwater. You don't have to color them. 4. Color each of the NativeAmerican settlement areas in a different color (8 different colors in all).Create a key in the margin and label each color. 5. Label and color each territory a different color (4 different colors in all). Create a key in the margin and label each color. 6. Using only the map that you just completed, answer the questions on the question sheet. 3. Study your notes. The Unit 2 Test will be on Tuesday, November 8th. Please join us for a review session: Unit 2 Test Review Session Times and Dates: Friday,November 4th: 2:45-3:15 PM Monday,November 7th: Board Races Review Game during class Monday,November 7th: 2:45-3:15 PM Tuesday,November 8th (test day): 6:30-7:10 AM Tuesday, November 1, 2011 Today's objectives: Agenda: 1. Quote A12 2. Collect late/absent homework: Chapter 6 Geography Application 3. Turn in Quotes Journal for grading 4. "Note" time like the present: Finish Chapter 7 Notes 5. "Note" time like the present: Country of Compromise Notes: The Missouri Compromise 6. "Note" time like the present: Chapter 8 Notes 7. Homework explained: Chapter 7 Outline Map and Questions (due Friday, see below) Homework: 2. The Chapter 7 Outline Map and Questions are due on Friday: Helpful hints for IndianRemoval Map: 1. Follow all mapinstructions on the question sheet. 2. Label and color all statesexisting in the year 1842 and before. Use pages R48 and R49 to figure out which are states by the year1842. Color all of the states the samecolor. 3. Label the bodies ofwater. You don't have to color them. 4. Color each of the NativeAmerican settlement areas in a different color (8 different colors inall). Create a key in the margin andlabel each color. 5. Label and color eachterritory a different color (4 different colors in all). Create a key in the margin and label eachcolor. 6. Using only the map that you just completed, answer the questions onthe question sheet.
2. Study your notes. The Unit 2 Test will be on Tuesday, November 8th. Please join us for a review session: Unit 2 Test Review Session Times and Dates: Friday, November 4th: 2:45-3:15 PM Monday, November 7th: Board Races Review Game during class Monday, November 7th: 2:45-3:15 PM Tuesday, November 8th (test day): 6:30-7:10 AM
Tuesday, November 1, 2011 Today's objectives: Agenda: 1. Quote A12 2. Collect late/absent homework: Chapter 6 Geography Application 3. Turn in Quotes Journal for grading 4. "Note" time like the present: Finish Chapter 7 Notes 5. "Note" time like the present: Country of Compromise Notes: The Missouri Compromise 6. "Note" time like the present: Chapter 8 Notes 7. Homework explained: Chapter 7 Outline Map and Questions (due Friday, see below) Homework: 1. The Chapter 7 Outline Map and Questions are due on Friday: Helpful hints for IndianRemoval Map: 1. Follow all mapinstructions on the question sheet. 2. Label and color all statesexisting in the year 1842 and before. Use pages R48 and R49 to figure out which are states by the year1842. Color all of the states the samecolor. 3. Label the bodies ofwater. You don't have to color them. 4. Color each of the NativeAmerican settlement areas in a different color (8 different colors inall). Create a key in the margin andlabel each color. 5. Label and color eachterritory a different color (4 different colors in all). Create a key in the margin and label eachcolor. 6. Using only the map that you just completed, answer the questions onthe question sheet.
2. Study your notes. The Unit 2 Test will be on Tuesday, November 8th. Please join us for a review session: Unit 2 Test Review Session Times and Dates: Friday, November 4th: 2:45-3:15 PM Monday, November 7th: Board Races Review Game during class Monday, November 7th: 2:45-3:15 PM Tuesday, November 8th (test day): 6:30-7:10 AM Monday, October 31, 2011 Today's objectives: Agenda: 1. Quote A11 2. Collect homework: Chapter 6 Geography Application 3. "Note" time like the present: Chapter 7 Notes Homework: 1. Study your notes. The Unit 2 Test will be on Tuesday, November 8th. Please join us for a review session: Unit 2 Test Review Session Times and Dates: Friday, November 4th: 2:45-3:15 PM Monday, November 7th: Board Races Review Game during class Monday, November 7th: 2:45-3:15 PM Tuesday, November 8th (test day): 6:30-7:10 AM Friday, October 28, 2011 No School Teacher In Service Day Homework: 1. Chapter 6 Geography Application due Monday 2. Study your notes. Thursday, October 27, 2011 AND Wednesday, October 26, 2011 Block Schedule Today's objectives: Agenda: 1. Quote A10 2. Collect absent homework 3. "Note" time like the present: Chapter 6 Notes 4. Preparation for the singing of The Battle of New Orleans 5. Explain homework assignment: Chapter 6 Geography Application Homework: 1. Chapter 6 Geography Application due Monday 2. Study your notes.
Tuesday, October 25, 2011 Today's objectives: Agenda: 1. Quote A8 2. Homework paragraph collected 3. "Note" time like the present: Chapter 5 Notes 4. Preparation for the singing of The Battle of New Orleans Homework: 1. Study your notes.
Monday, October 24, 2011 2. Experience the War of 1812 utilizing primary sources in a video format. 4. Video: The War of 1812: The Battle of New Orleans (Do not forget your great topic sentence!
Friday, October 21, 2011 2. Experience the War of 1812 utilizing primary sources in a video format. 4. Video: The War of 1812 (Don’t forget your great topic sentence!) 2. Study your notes.
Thursday, October 20, 2011 AND Wednesday, October 19, 2011 Block Schedule Today's Objectives: Students will be able to 1. Summarize the nation's developing foreign policy with France, Great Britain, and Spain. 2. Summarize the importance of the Louisiana Purchase and the Lewis and Clark expedition. Agenda: 1. PowerPoint Lecture/Discuss and Read Aloud: Chapter 6: Launching the New Nation: Finish Section 1: Washington Heads the New Government Section 2: Foreign Affairs Trouble the Nation Section 3: Jefferson Alters the Nation's Course 2. Video: National Geographic's Lewis and Clark: Great Journey West Homework: 1. Study your notes.
Tuesday, October 18, 2011 Today's Objectives: Students will be able to 1. Explain how and why the Bill of Rights was added to the Constitution. 2. Explain how the United States confronted the difficult task of forming a new government. Agenda: 1. Quote 7A 2. PowerPoint Lecture/Discuss and Read Aloud: Chapter 5: Shaping a New Nation Finish Section 2: Drafting the Constitution (after the Three-Fifth's Compromise) Section 3: Ratifying the Constitution Chapter 6: Launching the New Nation Chapter 6 Timeline Begin Section 1: Washington Heads the New Government Homework: 1. Study your notes. Monday, October 17, 2011 Today's Objectives: Students will be able to 1. Summarize the key conflicts at the Constitutional Convention and explain how they were resolved. Agenda: 1. Absent Make Up Tests: There, Their, and They're Test (1000 points) 2. Quote A6A 3. PowerPoint Lecture/Discuss and Read Aloud: Chapter 5: Shaping a New Nation Section 2: Drafting the Constitution (through the Three-Fifth's Compromise) Homework: 1. Study your notes.
Friday, October 14, 2011 Today's Objectives: Students will be able to 1. Describe the political and economic problems that were faced by the new nation. Agenda: 1. There, Their, and They're Test (1000 points) 2. The Book Hunt and Maintaining Possession 3. PowerPoint Lecture/Discuss and Read Aloud: Chapter 5: Shaping a New Nation Section 1: Experimenting With Confederation Homework: None (end of quarter) Thursday, October 13, 2011 AND Wednesday, October 12, 2011 Block Schedule Students will be able to 1. Experience Yorktown and the Treaty of Paris utilizing primary sources in a video format. 2. Demonstrate their knowledge of the American Revolution in a traditional testing format. Agenda: 1. Video: The American Revolution, Vol. 6: The Birth of the Republic 2. Make Up Tests: The Road to Revolution/Revolutionary War Test There, Their and They're Pretest 3. Paragraph test results from yesterday's test (how some will learn from their mistakes and turn future tests into opportunities for greatness) Homework: None
Tuesday, October 11, 2011 Today's objectives Students will be able to 1. Demonstrate their knowledge of the American Revolution in a traditional testing format. Agenda: 1. The Road to Revolution/Revolutionary War Test Homework: None
Monday, October 10,2011 Today's objectives: Students will be able to 1. Showcase their knowledge of the AmericanRevolution by participating in our Board Races Review Game. Agenda: 1. Board Races Review Game Homework: 1. Study your notes. You have everything you need to ace thetest. The Road to Revolution/AmericanRevolutionary War Test has been moved to Tuesday, October 11th. Know my notes, ace my test. Pleasejoin us for a review session: TheRoad to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th:6:30-7:10AM Monday, October 10th:Board Races Review Game during class Monday, October 10th:2:45-3:15PM Tuesday, October 11th(test day): 6:30-7:10AM Friday, October 7,2011 No School Homework: 1. Study your notes. You have everything you need to ace thetest. The Road to Revolution/AmericanRevolutionary War Test has been moved to Tuesday, October 11th. Know my notes, ace my test. Pleasejoin us for a review session: Please notice that I had to cancel the Wednesday after schoolsession and replace it with Monday before school. Thanks. TheRoad to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th:6:30-7:10AM Monday, October 10th:Board Races Review Game during class Monday, October 10th:2:45-3:15PM Tuesday, October 11th(test day): 6:30-7:10AM Thursday, October 6,2011 AND Wednesday, October5, 2011 BlockSchedule Studentswill be able to 1. Create a colony to incorporate into theoriginal thirteen. 1. Create-a Colony In-Class Project: American HistoryCreate-A-Colony Project Congratulations, finescholars! Your parents don’t trust you to take out the trash, pick up yoursiblings, or to surf the internet alone. And yet, here you are, in charge of making your own colony! In groups of 4-5, youwill create our own ‘colony’ that will be integrated with the original 13. You will choose a name for it (and a big cityname as well) and come up with ideas for the following: -Where within the 13 colonies willyour colony be formed? The map on page122 will help. What shape will itbe? What geographicadvantages/disadvantages will you have based on your location? -Whatwill be the symbol/flag for your colony? -What crops/products will youproduce? What colonies will you tradewith the most? -Whatwill your relationship be with -Whatwill your view on slavery be? -Whatsorts of laws will you make? What type of government do you want? Who will be your leader? -Whatrole will you play during the Revolutionary War? 2. Presentationof poster to the class Homework: 1. Study your notes. You now have everything you need to ace thetest. The Road to Revolution/AmericanRevolutionary War Test has been moved to Tuesday, October 11th. Know my notes, ace my test. Pleasejoin us for a review session: Please notice that I had to cancel the Wednesday after schoolsession and replace it with Monday before school. Thanks. TheRoad to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th:6:30-7:10AM Monday, October 10th:Board Races Review Game during class Monday, October 10th:2:45-3:15PM Tuesday, October 11th(test day): 6:30-7:10AM
Tuesday,October 4, 2011 Students will be able to 1. Identify the important terms, people,places, and events of the War for Independence. 1. Mr. G asks for absent/late homework:Five-Paragraph Essay: "The Argo Mine and Mill" OR"Gold and GoldMining" 2. “Note”time like the present: Finish notes for Chapter 4: The War for Independence Homework: 1. Study your notes. You now have everything you need to ace thetest. The Road to Revolution/AmericanRevolutionary War Test has been moved to Tuesday, October 11th. Know my notes, ace my test. Pleasejoin us for a review session: Please notice that I had to cancel the Wednesday after schoolsession and replace it with Monday before school. Thanks. TheRoad to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th:6:30-7:10AM Monday, October 10th:Board Races Review Game during class Monday, October 10th:2:45-3:15PM Tuesday, October 11th(test day): 6:30-7:10AM
Monday, October 3, 2011 Students will be able to 1.Identify the important terms, people, places, and events of the War for Independence. 1.Mr. G asks for homework: Five-Paragraph Essay: "The Argo Mine and Mill" OR "Gold and Gold Mining" 2.Under Appreciated Mr. G Song 3. “Note” time like the present: Notes for Chapter 4: The War for Independence Homework: 1.Study your notes. The Road to Revolution/American Revolutionary War Test has been moved to Tuesday, October11th. Know my notes, ace my test. Please join us fora review session: Please notice that I had to cancel the Wednesday after school session and replace it with Monday before school. Thanks. The Road to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th: 6:30-7:10AM Monday, October 10th: Board Races Review Game during class Monday, October 10th: 2:45-3:15PM Tuesday, October 11th(test day): 6:30-7:10AM Friday, September30, 2011 Students will beable to 1.Describe the French and Indian War. 2.Explain the Proclamation of 1763. 1. “Note” time like the present: Notesfor Chapter 3, Section 4: The French and Indian War 3.Finish individual, one-on-one conferences with students pertaining to grades. 4.Finish giving graded papers back to students who did not attend Parent/TeacherConferences 5.Strategies for an excellent Argo Mine andMill or Gold and Gold Miningfive-paragraph essay Homework: 1.Students who attended the field trip will: Write,in his or her own words, a five paragraph essay titled "The Argo Mine andMill". It must be writtenin blue or black ink or typed. -----------OR----------------- 1.Students who did not attend the field trip: Write,in his or her own words, a five-paragraph essay titled "Gold and GoldMining". It must be writtenin blue or black ink or typed. Itis due on Monday, October 3rd. Seea copy of the handout under Monday’s homework section. 2.Study your notes. The Road to Revolution/AmericanRevolutionary War Test has been moved to Tuesday, October 11th. Know my notes, ace my test. Please join us fora review session: Pleasenotice that I had to cancel the Wednesday after school session and replace itwith Monday before school. Thanks. TheRoad to Revolution/American Revolutionary War Test Review Session Times and Dates: Monday, October 10th:6:30-7:10AM Monday, October 10th:Board Races Review Game during class Monday, October 10th:2:45-3:15PM Tuesday, October 11th (testday): 6:30-7:10AM Thursday, September29, 2011 AND Wednesday,September 28, 2011 Block Schedule Students will beable to 1.Identify the strengths and weaknesses of the southern and northern colonies. 1. Quote A6 2.Handout: Gold Panning Diploma 3.Hand in quotes journals for grading 4.“Note” time like the present: Notes for Chapter 3, Sections 2 & 3: TheAgricultural South and the Commercial North 6.Individual, one-on-one conferences with students pertaining to grades. 7.Graded papers back to students who did not attend Parent/Teacher Conferences Homework: 1.Students who attended the field trip will: Write,in his or her own words, a five paragraph essay titled "The Argo Mine andMill". It must be writtenin blue or black ink or typed. -----------OR----------------- 1.Students who did not attend the field trip: Write,in his or her own words, a five-paragraph essay titled "Gold and GoldMining". It must be writtenin blue or black ink or typed. Itis due on Monday, October 3rd. Seea copy of the handout under Monday’s homework section. 2.Start studying your notes. The Road toRevolution/American Revolutionary War Test will be on Monday, October 10th.
Tuesday, September27, 2011 Agenda: 1.The Argo Gold Mine and Mill Field Trip ------------OR---------------- 1.Work day for your gold and gold mining paper: Iwill have print resources available for your in-class use only. See thehomework section below. Homework: 1.Students who attended the field trip will: Write,in his or her own words, a five paragraph essay titled "The Argo Mine andMill". It must be written in blue or black ink or typed. -----------OR----------------- 1.Students who did not attend the field trip: Write,in his or her own words, a five-paragraph essay titled "Gold and Gold Mining". It must be written in blue or black ink or typed. Itis due on Monday, October 3rd. Seea copy of the handout under Monday’s homework section. 2.Start studying your notes. The Road toRevolution/American Revolutionary War Test will be on Monday, October 10th. Monday, September 26, 2011 Students will be able to See a copy of the handout under today’shomework section. 3.Questions pertaining to the five-paragraph essay titled “The Argo Mine andMill" or "Gold and Gold Mining" were answered. 5. A brief lecture on the processes at the Argo Homework: 1. Bring your items for the fieldtrip is on Tuesday, September 27th. Each student (and each parent who ischaperoning) is required to bring a sack lunch with a beverage and a lightjacket. Some students may choose to havesunscreen and/or a water bottle. Students attending the field tripmay dress down for the field trip. I suggest a t-shirt, jeans, and apair of old, comfortable shoes. Students who are dressedinappropriately will not be allowed to attend the field trip. They will remain at school and therewill be no refunds. 2. Students who attended the fieldtrip will: Write,in his or her own words, a five-paragraph essay titled “The Argo Mine andMill". It must be written in blue or black ink or typed. It must have a proper introductory paragraph,three body paragraphs, and a proper conclusion paragraph. Don’t forget your great topic sentences! It isdue on Monday, October 3rd. -----------OR----------------- 2. Students who did not attend thefield trip will: Write,in his or her own words, a five-paragraph essay titled "Gold and GoldMining". It must be written in blue or black ink or typed. It must have a proper introductory paragraph,three body paragraphs, and a proper conclusion paragraph. Don’t forget your great topic sentences! It isdue on Monday, October 3rd American History Homework due onMonday, October 3rd Students attending the field triptomorrow: Writea five-paragraph essay titled: "TheArgo Mine and Mill" It must be written inblue or black ink or typed. This is ascholarly work. It should not be written in a conversational way. Minimumparagraph length: five sentences Paragraph1: Introductory paragraph Paragraph2: Body paragraph Paragraph3: Body paragraph Paragraph4: Body paragraph Paragraph5: Conclusion paragraph Suggestionsfor body paragraph topics: · TheDouble Eagle Gold Mine · TheArgo Tunnel · TheArgo Mill · Themuseum · Panningfor gold -----------OR----------------- Students NOT attending the fieldtrip tomorrow: Writea one-page paper titled: "Gold and Gold Mining". It must be written inblue or black ink or typed. This is ascholarly work. It should not be written in a conversational way. Minimumparagraph length: five sentences Paragraph1: Introductory paragraph Paragraph2: Body paragraph Paragraph3: Body paragraph Paragraph4: Body paragraph Paragraph5: Conclusion paragraph Suggestionsfor body paragraph topics: · Theproperties of gold · Thehistory of gold · Goldmining tools and techniques · TheCalifornia Gold Rush 3. Startstudying your notes. The Test for Chapters3 and 4 will be on Monday, October 10th. Friday, September 23, 2011 No school Parent/Teacher Conferences 1. The deadline has passed for the signed Field Trip Permission Form and payment. There will be no exceptions. The field trip is on Tuesday, September 27th. Each student (and each parent who is chaperoning) is required to bring a sack lunch with a beverage and a light jacket. Some students may choose to have sunscreen and/or a water bottle. Students attending the field trip may dress down for the field trip. I suggest a t-shirt, jeans, and a pair of old, comfortable shoes. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds.
Thursday, September 21, 2011 AND Wednesday, September22, 2011 Block Schedule Students will be able to America: The Story of Us: Rebels 4. Read and Discussed Chapter 4 Sec 3: Struggling Through Saratoga and Sec 4: Winning the War 5. Video clip: America: The Story of Us: Revolution 6. America Rocks Cartoons: No More Kings The Shot Heard Round the World 1. The signed Field Trip Permission Form and payment, $11.00, are both due before noon on Friday,September 23rd (Parent/Teacher Conference Day) before noon. This deadline is “instone.” There will be no exceptions. The field trip is on Tuesday,September 27th. Each student (and each parent who is chaperoning) is required to bring a sack lunch with a beverage and a light jacket. Some students may choose to have sunscreen and/or a water bottle. Students attending the field trip may dress down for the field trip. I suggest a t-shirt, jeans, and a pair of old, comfortable shoes. Please follow all Pinnacle Dress Down Day Guidelines in the Student Handbook. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds.
Tuesday,September 20, 2011 2. Summarize colonial resistance to British taxation and the mounting tension in Massachusetts. 4. Examine efforts made to avoid bloodshed as the colonies hovered between war and peace. 4. Read and discussed Ch 4 Sec 1: The Stirrings of Rebellion 5. Read and discussed Ch 4 Sec 2: Ideas Help Start a Revolution (to Americans Choose Sides) 1. The signed Field Trip Permission Form and payment, $11.00, are both due before noon on Friday, September 23rd(Parent/Teacher Conference Day). Students are required to bring a sack lunch with a beverage and a light jacket. Some students may choose to have sunscreen and/or a water bottle. Students attending the field trip may dress down for the field trip. Please follow all Pinnacle Dress Down Day Guidelines in the Student Handbook. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds.See September 15th’s agenda for more detailed information. Monday, September 19, 2011 1.Explain the differences between the southern and northern colonies. 3.Signed field trip permission form and payment collected 4.PowerPoint/Read Chapter 3 Sec 2: The Agricultural South 5. PowerPoint/Read Chapter 3 Sec 3: TheCommercial North 1. The signed Field Trip Permission Form and payment, $11.00, are both due before noon on Friday, September 23rd (Parent/TeacherConference Day), before noon. Students are required to bring a sack lunch with a beverage and a light jacket. Some students may choose to have sunscreen and/or a waterbottle. Students attending the field trip may dress down for the field trip. Please follow all Pinnacle Dress Down Day Guidelines in the Student Handbook. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds. See September 15th’s agenda for more detailed information. Friday, September 16, 2011 3.Explain how salutary neglect helped led to self-government. Agenda: Schoolhouse Rock: The Preamble Homework: 1. The signed Field Trip Permission Form and payment, $11.00, are both due before noon on Friday, September 23rd (Parent/TeacherConference Day) before noon. This deadline is “in stone.” There will be no exceptions. The field trip is on Tuesday, September 27th. Students are required to bring a sack lunch with a beverage and alight jacket. Some students may choose to have sunscreen and/or a waterbottle. Students attending the field trip may dress down for the field trip. Please follow all Pinnacle Dress Down Day Guidelines in the Student Handbook. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds. See September 15th’s agenda for more detailed information. Thursday, September 15, 2011 AND Wednesday, September14, 2011 Block Schedule Students will be able to 2. Describe the daily life in New Netherland. 4. Experience the early colonial history of the United States utilizing primary sources in a video format. 2.Signed Progress Reports for Extra Credit 3. Finish reading and discussing Ch 2 Sec 3: Puritan New England 4. Video: America: The Story of Us: Rebels 5. Handout: American History Field Trip Permission Form: What? The Argo Gold Mine and Mill Field Trip Who? Mr.Geraghty’s 2nd, 5th, 6th, and 7th hour American History classes Mr. Hahn’s 4th hour American History class Mr. Prest’s 4th hour American History class Where? The Argo Mine and Mill, Idaho Springs, CO
When? Tuesday, September27th, 8:30AM – 2:15PM How? Pinnacle buses Bring what? A sack lunch, a drink, and a jacket are required for all students. Some students may wish to bring sun block and/or a water bottle. When are the money and the signed permission form due? Friday, September 23rd by 12 noon The Argo Gold Mine and Mill field trip permission forms were passed out and explained on September 15th. The signed permission form and $11.00 in cash or a check made out to "The Pinnacle" are both due on, or before, Friday, September 24rd by noon. Payment will not be accepted after that time. The field trip is on Tuesday, September 27th. Students are required to bring a sack lunch with a beverage and a light jacket. Some students may choose to have sunscreen and/or a water bottle. Students attending the field trip can dress down for the field trip. Please follow all Pinnacle Dress Down Day Guidelines in the Student Handbook. Students who are dressed inappropriately will not be allowed to attend the field trip. They will remain at school and there will be no refunds. I have room for a few parent volunteers who can go free-of-charge. Just email me here using new.schoolnotes.com or call me at 303-412-2940, extension 2024, to grab a spot. You'll really "dig" this field trip! 5.Read and discuss Ch 2 Sec 4: Settlement of the Middle Colonies Homework: 1. The Spanish Conquistador or Jamestown Settler Recruitment Poster is due on Friday, September 16th. A copy of the guidelines handout for the project can be seen under Friday, September 9th’s homework section, in case you’ve misplaced your hard copy.
Tuesday, September 13, 2011 Studentswill be able to 2. Identify the motives that led the Puritans to New England. 3. Summarize the principles of government established by the dissenters who fled to Rhode Island. 2.Signed Progress Reports for extra credit 4. Read and discuss Ch 2 Sec 3: Puritan New England (up to the Pequot War) Homework: 1. The Spanish Conquistador or Jamestown Settler Recruitment Poster is due on Friday, September 16th. A copy of the guidelines handout for the projectcan be seen under Friday, September 9th’s homework section, in case you’vemisplaced your hard copy. Monday, September 12,2011 Homework: 1.The Spanish Conquistador or Jamestown Settler Recruitment Poster is due onFriday, September 16th A copy of the guidelines handout for the project can be seen under Friday, September 9th’s homework section, in case you’ve misplaced your hard copy. Friday, September 9th,2011 2.Progress Reports 3.Absent Family Tree Presentations 5.Handout explained: The Spanish Conquistador or Jamestown Settler Recruitment Poster is due on Friday, September 16th. A copy of the handout is in today’s homework section. Homework: 1.The Spanish Conquistador or Jamestown Settler Recruitment Poster is due onFriday, September 16th. Hereis a copy of the handout: Spanish Conquistador or Jamestown Settler Recruitment Poster Due Friday, September 16th -Why would Spanish soldiers want to join expeditions to the Americas in the 1500s? Why would Spanish priests want to join? -Why would English citizens want to leave their homes in Great Britain to travel to the new world of the Americas? -Spain:gold, God, and glory -England:brown gold and a new start -Choose to recruit for either Spanish conquistadors or Jamestown settlers. -Design a mini poster (8 ½ x 11 inches) to point out one or more of the advantages to new recruits and new settlers coming over to the New World. (wealth, fame, land, adventure, etc.) A good “angle” for this is to pretend you are the ship’s captain or the investor putting together the expedition. You are trying to convince people to join your expedition, so you can exaggerate the opportunities in the New World as much as you want. Pretend that this poster will be posted all over a city in Spain to recruit conquistadors or a city in England to recruit settlers for Jamestown. -Exaggeration is welcome. (The mountainsare made of gold.) -Color is a must. Creatively incorporate color into your poster. Creating your poster on colored paper does not fulfill this requirement! -Use unlined paper. -Artwork is a must. You must also incorporate artwork into your poster. Computer graphic art or clipart is allowed and encouraged, especially if art is"not your thing.” -Neatness counts! The poster should have a neat, professional appearance. It should be something that you are proud to have created. -Use pen, markers, crayons, colored pencils, and/or the computer. Do not use a graphite pencil for the writing on your poster. If done entirely on the computer, it must be printed out so that I can grade it! Iwill not be printing any of these for students. If you can’t hand it to me on paper that day,it will be late. If you are unable to print at home, I would just draw it instead. A chance for extra credit: If you choose the conquistador poster, and you can write your poster in Spanish, it will make it more authentic and will earn you extra credit points for the extra effort. (Please include the English translation on the back of your poster.) Don’t write the Jamestown poster in Spanish for an audience in England. They wouldn’t be able to read it! Have fun withthis one!
Thursday, September 8,2011 AND Wednesday,September 7, 2011 BlockSchedule Today'sobjectives: Students will beable to 1. Present their created family trees, maps, and interesting family facts to their peers. 2. Experience the rich cultural similarities and differences of their peers. Agenda: 1.Label and turn in grading rubric for project. 2.Student presentations: Family Tree Project: Family Tree, Map, and Family Facts 3. Collect Family Tree Project Five-Paragraph Essay Homework: 1.5th and 7th hours: No homework tonight (Projects were presented today.) 2.2nd and 6th hours:The Family Tree Research Project (family tree, map, five-paragraph essay,and presentation to the class), worth 900 points, is due on Thursday, September 8th, for 2nd and 6th hours. A copy of the guidelines handout for the project can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hardcopy. A copy of the Keyhole Essay Handout (that we reviewed in class,step by step) is located under Friday’s (9/2) homework section to help with the structure of the Family Tree Five-Paragraph Essay portion of the assignment. A copy of the Camping Problems Five-Paragraph Keyhole Essay Example (that we analyzed in class) is located under Friday’s (9/2) homework section to show an example of the keyhole essay in action. Tuesday,September 6, 2011 Today's objectives: Students will be able to 1. Experience the civilization of the Incas utilizing primary archaeological and historical sources and the contemporary interpretations of those sources in a video format. Agenda: 1. Homework collected: The Chapter 2, Section 1 Outline Map and Questions 2. Video: Inca: Secrets of the Ancestors 3. Final Check: Questions on Family Tree Project Answered The Family Tree Research Project,worth 900 points, is due on Wednesday, September 7th, for 5th and 7th hours and on Thursday, September 8th, for 2nd and 6thhours. Students received the guidelines for the assignment on August 19th. Homework: 1. The Family Tree Research Project(family tree, map, five-paragraph essay, and presentation to the class), worth900 points, is due on Wednesday, September 7th, for 5th and 7thhours and on Thursday, September 8th, for 2nd and 6thhours. A copy of the guidelines handout for the project can be seen underFriday, August 19th’s homework section, in case you’ve misplaced your hardcopy. A copy of the Keyhole Essay Handout (that we reviewed in class,step by step) is located under Friday’s (9/2) homework section to help with thestructure of the Family Tree Five-Paragraph Essay portion of the assignment. A copy of the Camping Problems Five-Paragraph Keyhole Essay Example(that we analyzed in class) is located under Friday’s (9/2) homework section to show an example of the keyhole essay in action.
Monday, September 6, 2011 No School, Labor Day Agenda: What a great day to put the finishing touches on your Family Tree Project! Homework: 1. The Chapter 2, Section 1 Outline Mapand Questions are due on Tuesday, 9/6. 2. The Family Tree Research Project (family tree, map, five-paragraph essay, and presentation to the class), worth 900 points, is due on Wednesday, September7th, for 5th and 7th hours and on Thursday, September 8th, for 2nd and 6th hours. A copy of the guidelines handout for the project can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hardcopy. A copy of the Keyhole Essay Handout (that we reviewed in class,step by step) is located under Friday’s (9/2) homework section to help with the structure of the Family Tree Five-Paragraph Essay portion of the assignment. A copy of the Camping Problems Five-Paragraph Keyhole Essay Example(that we analyzed in class) is located under Friday’s (9/2) homework section toshow an example of the keyhole essay in action. Friday, September 2,2011 Students will be able to We went through the handout, step by step, on our way to help with your Family Tree Five-Paragraph Essay. A copy of the keyhole essay handout can be seen under today’s homework section below, in case you’ve misplaced your hard copy. 3. Analysis of the Camping Problems five-paragraph keyhole essay example to help with your Family Tree Five-Paragraph Essay A copy of the Camping Problems five-paragraph keyhole essay example (that we analyzed in class) can be seen under today’s homework section below. Homework: 1. The Chapter 2, Section 1 Outline Map and Questions are due on Tuesday, 9/6. 2. TheFamily Tree Research Project, worth 900 points, is due on Wednesday, September7th, for 5th and 7th hours and on Thursday, September 8th, for 2nd and 6th hours. A copy of the guidelines handout can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hard copy. A copy of the Keyhole Essay Handout (that we reviewed in class,step by step): The Keyhole Essay
One way to write an effective essay is tobegin with a picture in your mind: an old-fashioned keyhole — a large, roundcenter with a funnel shape on top and an inverted funnel shape on the bottom. This keyhole illustrates the relationshipof the three major divisions of the expository essay: v the introduction (funnel shape on the top) v the body (round center) v the conclusion (the inverted funnel shape on the bottom).
The Introduction: The first section of the essay v consists of a single introductory "funnel" paragraph: § presents the subject of the essay first § gradually narrows that subject before introducing the thesis statement— the essay's controlling idea — near the end of the paragraph. § The thesis presents: ¨ an attitude toward the subject ¨ a three-part planof development. ¨ The subject of theessay should be fairly narrow even as it is introduced. § If the topic involved "Unusual Pets," for example, then the paragraph could begin with a statement such as, "Many people, maybe mostpeople, would agree that having a bear as a pet surely presents many interesting problems for the owner." § The sentences following this opening statement would then, gradually,narrow the discussion before presenting a thesis statement at or near the end of the introduction. § An appropriate thesis on this same subject of "unusual pets"might be, "Bears make horrible pets because they are loud, dirty, and dangerous." § This thesis presents: ¨ the subject (bears as pets) ¨ an attitude towardthat subject (that they are horrible pets); it also adds ¨ a three-part planof development: the climactic order of "loud" (important) "dirty" (more important) "dangerous"(most important) After thepresentation of the thesis at the end of the introduction, the first body paragraph follows.
The Body: themiddle of the essay v consists of three"well-rounded" (well-developed) paragraphs § Each begins with its own topic sentence that, ideally, reveals the organization not only of the essay but also of the paragraph it introduces. § development of thebody paragraphs should be organized, thorough, and unified § Each of the body paragraphs must contain facts, details, and examples that adequately develop the subject introduced in the topic sentence. § Of course, unity is a must in the body paragraphs: no information should be introduced in the paragraph unless it directly supports the paragraph's topic sentence. § After the third body paragraph, the writer is ready to conclude the essay with an"inverted-funnel" paragraph.
The Conclusion: the essay's third and final section v essentially reverses the process followed in the introduction v the conclusion consists of § a restated thesis statement § sentences followingt he restated thesis which present a broadening discussion of the subject of the essay before a closing statement is written § By restating thethesis, the conclusion presents once again the essay's subject: it brings the subject "full-circle" — just as the keyhole image suggests. § In this way, the reader is reminded of the essay's controlling idea, what the writer has been trying to inform or to persuade the reader about. § Again, as if the introduction were turned upside down, the conclusion ends in the same way that the introduction began: with a gradually "generalized" presentationof the essay's subject. § A closing statement might read, "Bears, then, are not only unusual pets to have, but their three outstanding attributes would probably place them at the bottom of the list of unusual pets to own." Why am I supposed to use this method? The introduction, the body, and the conclusion of the five-paragraph expository "keyhole" essay work effectively together to communicate a writer's ideas. The Keyhole Method will help you achievethe basic elements of sound essay writing: unity, coherence (logicalorganization), and development (explanation or support of your main idea with reasons and examples). - adapted fromwww.rpbs.us A copy of the Camping Problems Five-Paragraph Keyhole Essay Example(that we analyzed in class):
Camping Problems Each year, thousands of peoplethroughout the United States choose to spend their vacations camping in thegreat outdoors. Depending on an individual's sense of adventure, there arevarious types of camping to choose from, including log cabin camping, recreationalvehicle camping, and tent camping. Of these, tent camping involves"roughing it" the most, and with proper planning the experience canbe gratifying. Even with the best planning,however, tent camping can be an extremely frustrating experience due touncontrolled factors such as bad weather, wildlife encounters, and equipmentfailures. Nothing can dampen theexcited anticipation of camping more than a dark, rainy day.Even the most adventurous campers can lose some of their enthusiasm on the driveto the campsite if the skies are dreary and damp. After reaching theirdestination, campers must then "set up camp" in the downpour. Thisincludes keeping the inside of the tent dry and free from mud, getting thesleeping bags situated dryly, and protecting food from the downpour. If thesleeping bags happen to get wet, the cold also becomes a major factor. Asleeping bag usually provides warmth on a camping trip; a wet sleeping bagprovides none. Combining wind with rain can cause frigid temperatures, causingany outside activities to be delayed. Even inside the tent problems may arisedue to heavy winds. More than a few campers have had their tents blown downbecause of the wind, which once again begins the frustrating task of"setting up camp" in the downpour. It is wise to check the weatherforecast before embarking on camping trips; however, Mother Nature is oftenunpredictable and there is no guarantee bad weather will be eluded. Another problem likelyto be faced during a camping trip is run-ins with wildlife, which can rangefrom mildly annoying to dangerous. Minor inconveniencesinclude mosquitos and ants. The swarming of mosquitos can literally driveannoyed campers indoors. If an effective repellant is not used, the camper canspend an interminable night scratching, which will only worsen the itch. Antsdo not usually attack campers, but keeping them out of the food can be quite aninconvenience. Extreme care must be taken not to leave food out before or aftermeals. If food is stored inside the tent, the tent must never be left open. Inaddition to swarming the food, ants inside a tent can crawl into sleeping bagsand clothing. Although these insects cause minor discomfort, some wildlifeencounters are potentially dangerous. There are many poisonous snakes in theUnited States, such as the water moccasin and the diamond-back rattlesnake.When hiking in the woods, the camper must be careful where he steps. Also, thetent must never be left open. Snakes, searching for either shade from the sunor shelter from the rain, can enter a tent. An encounter between an unwarycamper and a surprised snake can prove to be fatal. Run-ins can range fromunpleasant to dangerous, but the camper must realize that they are sometimesinevitable. Perhaps the least seriouscamping troubles are equipment failures; these troubles often plague familiescamping for the first time. They arrive at the campsite at nightand haphazardly set up their nine-person tent. They then settle down for apeaceful night's rest. Sometime during the night the family is awakened by ahuge crash. The tent has fallen down. Sleepily, they awake and proceed to setup the tent in the rain. In the morning, everyone emerges from the tent, exceptfor two. Their sleeping bag zippers have gotten caught. Finally, after fifteenminutes of struggling, they free themselves, only to realize another problem.Each family member's sleeping bag has been touching the sides of the tent. Atent is only waterproof if the sides are not touched. The sleeping bags andclothing are all drenched. Totally disillusioned with the "vacation,"the frustrated family packs up immediately and drives home. Equipment failuresmay not seem very serious, but after campers encounter bad weather and annoyingpests or wild animals, these failures can end any remaining hope for a peacefulvacation. These three types of camping troublescan strike campers almost anywhere. Until some brilliant scientist invents aweather machine to control bad weather or a kind of wildlife repellant, unluckycampers will continue to shake their fists in frustration. More than likely,equipment will continue to malfunction. Even so, camping continues to be afavorite pastime of people all across the United States. If you want camping tobe a happy experience for you, learn to laugh at leaky tents, bad weather, andbugs, or you will find yourself frustrated and unhappy. Thursday, September 1,2011 AND Wednesday, August 31, 2011 Block Schedule The Conquerors: Cortes: Conqueror of Mexico 3.Questions about Family Tree Project? 4.Homework Handout: Chapter 2, Section 1 Outline Map and Questions (Label the map first and then answer the questions. Complete sentences are NOT required this time.) Homework: 1. The Chapter 2, Section 1 Outline Mapand Questions are due on Tuesday, 9/6. A copy of the guidelines handout can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hard copy. Tuesday, August 30, 2011 Students will be able to 2.Questions about the Family Tree Project? Homework: A copyof the guidelines handout can be seen under Friday, August 19th’s homeworksection, in case you’ve misplaced your hard copy. Monday, August 29,2011 2.Questions about the Family Tree Project? Homework: A copy of the guidelines handout can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hard copy.
Friday, August 26,2011 Today's objectives: Students will be able to 1.Explain how the arrival of Europeans in West Africa altered well-establishedtrading patterns. 2.Describe life in medieval Europe. Agenda: 2.Read and discuss Ch 1 Sec 3: West African Societies Around 1492. 3.Read and discuss Ch 1 Sec 4: European Societies Around 1492 A copy of the guidelines handout can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hard copy. Thursday,August 25, 2011 AND Wednesday, August 24, 2011 Block Schedule Today's objectives: Students will be able to 1. Explain how the environments of North America provided for diverse societies. 2. Identify some of the common aspects of Native American cultures in North America. Agenda: 2. Bellwork: Quote A1 4. Mr. G’s Family Vacation Photo Album: First-Hand Visuals for Chapter 1, Section 1, Peopling the Americas : -Mayas: Chichen Itza -Anasazi (ancient Puebloans): Petroglyph National Monument Chaco Canyon Mesa Verde 5. Lecture/discuss: Ch 1,Sec. 2: North American Societies Around 1492 Homework: 1.The Family Tree Research Project, worth 900 points, is due on Wednesday,September 7th , for 5th and 7th hours and onThursday, September 8th, for 2nd and 6thhours. A copy of the guidelines handout can be seen under Friday, August 19th’s homework section, in case you’ve misplaced your hard copy.
Tuesday, August 23, 2011 MAPs Testing for ninth and tenth graders Today's objectives: Students will be able to 1. Experience the Mayas using primary archaeological sources and their contemporary interpretations in a video format. Agenda: 1. Collect "homework" items due on Wednesday,August 24th (new deadline date due to MAPs testing). 2. Video: Maya: Blood of Kings Homework: 1. Bring your one-subject journal spiral and your one-inch binderto class by Wednesday, August 24th. 2. Return your signed expectations form by Wednesday, August24th. Its timely return is your first grade of the year (50 points). 3. The Survival Essay homework assignment is due on Wednesday,August 24th for 5th and 7th hours and due onThursday, August 25th for 2nd and 6th hours. A copy of the guidelines handout can be seen under Friday, August19th’s homework section, in case you’ve misplaced your hard copy. 4.The Family Tree Research Project, worth 900 points, is due on Wednesday,September 7th , for 5th and 7th hours andon Thursday, September 8th, for2nd and 6th hours. A copy of the guidelines handout can be seen under Friday, August19th’s homework section, in case you’ve misplaced your hard copy.
Monday, August 22, 2011 MAPs Testing for ninth and tenth graders Today's objectives: Students will be able to 1. Experience the lifestyle of the early Americans using primaryarchaeological sources and their contemporary interpretations in a videoformat. Agenda: 1. Collect "homework" items due on Wednesday, August24th (new deadline date due to MAPs testing). 2. Video: Journey to 10,000 B.C. Homework: 1. Bring your one-subject journal spiral and your one-inch binderto class by Wednesday, August 24th. 2. Return your signed expectations form by Wednesday, August24th. Its timely return is your first grade of the year (50 points). 3. The Survival Essay homework assignment is due on Wednesday,August 24th for 5th and 7th hours and due onThursday, August 25th for 2nd and 6th hours. A copy of the guidelines handout can be seen under Friday, August19th’s homework section, in case you’ve misplaced your hard copy. 4.The Family Tree Research Project, worth 900 points, is due on Wednesday,September 7th , for 5th and 7th hours andon Thursday, September 8th, for2nd and 6th hours. A copy of the guidelines handout can be seen under Friday, August19th’s homework section, in case you’ve misplaced your hard copy.
Friday, August 19, 2011 Today's objectives: Students will be able to 1. Obtain the guidelines and hints for the Survival Essay homeworkassignment, worth 500 points, due Wednesday, August 24th for 5thand 7th hours and due on Thursday, August 25th for 2ndand 6th hours (see under the homework section below). 2. Obtain the guidelines and hints for the Family Tree Projecthomework assignment,worth 900 points, due on Wednesday, September 7th , for 5thand 7th hours and on Thursday, September 8th, for 2nd and 6thhours (seeunder the homework section below). 3. Explain how ancient peoples arrived and settled in America. Agenda: 1. Collect "homework" items due on Monday, August22nd 2. Explanation and discussion of handout: Survival Essay (see duedate and point value under the homework section below). 3. Explanation and discussion of handout: Family Tree Project (seedue date and point value under the homework section below). 4. Read and discuss: Ch. 1 Sec 1: Peopling the Americas Homework: 1. Bring your one-subject journal spiral and your one-inch binderto class by Tuesday, September 7th. 2. Return your signed expectations form by Monday, August 22nd. Its timely return is your first grade of the year (50 points). 3. The Survival Essay homework assignment is due on Wednesday,August 24th for 5th and 7th hours and due onThursday, August 25th for 2nd and 6th hours. Here is a copy of today’s handout: AmericanHistory Homework Due onWednesday, August 24th for 5th and 7th hoursor Due onThursday, August 25th for 2nd and 6th hours Survival Essay (500 points):
Write it in your own words. This assignment is apre-test to gauge your writing skills.
Use Mr. Geraghty's High Expectations (see below) to help withcontent.
Use the proper format. Please do not simply make alist. I have “Mr. Geraghty's High Expectations”, just like you, so I don’t needanother list. I need you to write itusing the essay format so I can see how well you write.
Don't include everything. Cover the highlights. What items do you think are the mostimportant?
Add your own observations and hints obtained during your time withme in class (pitfalls to avoid, your first impressions of me, what I am like,how to stay “on my good side”, etc.). Havefun with it!
Check your work. This is a“full service” classroom. Spelling,grammar, and neatness are important, even in history class! Here is a copy of my High Expectations, in case you have misplacedyours, to use for content in your Survival Essay: Mr.Geraghty Has High Expectations
Howto be academically successful:
Youneed to be here, every day. 10% of yourgrade is based on participation in class.
2. If you are absent (excused)… The System: a. At home,check http://new.schoolnotes.com. The school’s zip code is 80260. * This is where I post the daily agendas, homeworkassignments/guidelines/hints, and due dates. b. No internetaccess? Check my classroom calendar tosee what you missed. c. Gethandouts, maps, and notes from the tray. d. Ask afriend for clarification. e. Ask Mr.Geraghty. Unexcused absences: zero Excusedabsence work: 2 days to make it up (Ifyou are gone on Monday, turn in Monday’s homework assignment by Thursday at thebeginning of class.) 3. Late work 1 day late = half off 2 days late = zero 4. Tools of the Trade Bring the items you need forclass (book, spiral, journal spiral, and pen). Turnin all of your assignments. It seemslike common sense, but a few students have trouble with this. 6. All written homework will have a standard heading and title in theright-hand corner (posted in classroom): ________________________________________
Name Classand Hour Date Titleof Assignment
If part of the above ismissing, it is minus one letter grade. No name = zero Allanswers will be written in complete sentences that restate the question, unlessI specifically tell you otherwise. Incomplete sentences = half off Youneed a spiral for our daily journal entries and a one-inch binder toleave in my classroom. Theyare only for my class. Writingand discussing the journal entries in class is the basis for your participationgrade. Thesecannot be made up due to absences or tardies. Journalformat (posted in classroom): Placethe date of the journal entry in the left margin. Copythe entire quote. Copythe name of the person quoted. Numberall numbered writing prompts. Allanswers will be written in complete sentences that restate the question. Keepyour notes for my class in another spiral, 3-ring binder, folder, etc.(whatever works best for you). 10. Opportunities for Extra Credit: Catch Mr. Geraghty’s mistakes. Bringin something interesting that pertains to what we are studying and share itwith the class. Iam here every morning at 6:00. If youwant to come in for some extra help, just let me know the day before so I canlet you in the next morning. Afterschool time can be worked out with individual students. I’m here for you! B. How to be behaviorally successful: 1. Please respect the Water Only Zone (no otherkinds of drinks allowed). No gum, food or candy Food, candy, and drinks other thanwater = detention before or after school (25 minutes) Gum= detention before or after school (25 minutes) AND the loss of yournext dress down day Don’t do the crime if you can’tdo the time. 2. Please be polite. Don’t talk when others are talking. Raise your hand to speak. No foul language, including“Shut up”. Always ask first if you want todo something “out of the ordinary”. The bell does not dismiss myclass…I do. 3. Please be safe. Therewill be no throwing or tossing of any items in our classroom. Consequenceswill be before or after school detention, depending on the severity of thesituation. 4. Please be prompt (on time). 2 free tardies per quarter 3rd time = before or afterschool detention (25 minutes) 4th time = before or afterschool detention (25 minutes) 5th time = referral 5. Please be on task. Personalnotes to other students are distractions to our learning environment. Writing,passing, reading, or receiving a personal note in the classroom results in theconfiscation of the note and before or after school detention. Other consequences can be arranged if theproblem persists. Pleasebe in class. Youwill be given three hall passes per quarter, so use them wisely. 7. Please be an active learner. Myin-class resources draw heavily on primary sources including videos,photographs, art, diary entries, and eyewitness accounts. I share them with my classes to give mystudents a richer experience in history. The videos are not to serve as “background noise” for conversations,work from other classes, sleeping, or any other activities. I’m here for you! Let’s have a great year! 4.The Family Tree Research Project, worth 900 points, is due on Wednesday,September 7th , for 5th and 7th hours andon Thursday, September 8th, for2nd and 6th hours. Here is a copy today’s project guidelines handout, in case youhave misplaced yours:
Chapter 1 and 2Assessment: Family Tree Research Project Worth 900 points Due Wednesday,September 7th for 5th and 7th Hours Due Thursday,September 8th for 2nd and 6th Hours
In chapters 1 and 2 we will be focusingon two major events that drastically changed the Americas. First, how the Americas were originallypopulated and secondly how the Americas changed once three very differentcultures collided around the 15th, 16th, and 17thcenturies. We will be looking at howthese three cultures inadvertently added and transformed one another’scultures. Throughout the history of theworld regions changed due to the mixing of two or more cultures. Every family,without knowing it, has contributed to this process. The world we know constantly changes asfamilies come and go. In this projectyou will be taking a closer look at how your family has impacted theirsurroundings and in return how their surroundings have changed yourfamily. There will be four parts to thisproject.
1. Creatinga Family Tree 200 points Thisis an extensive family tree that goes back at least 5 generations starting withyou. Whatever form you choose isfine. It needs to be larger than an 8 x11 piece of paper. Put the map on theback of your family tree to save space.
2. Drawa Map of your Family’s Journey 100points Researchthe area of the world your family came from and what route they took on theirway to Denver, Colorado. Draw a map ofyour family’s journey including all of the stops your family made along the waybefore reaching Denver. You can eitherhand draw the entire map or you can find a map off the internet and draw theroute on the map.
3. Writea Five-Paragraph Essay 500 points Answerthe following questions in essay form to show the changes your family wentthrough culturally on their way to becoming the family you know today. IntroductoryParagraph Body Paragraph 1: What is yourculture? Customs, tradition, food,language, history… Provideand explain at least five examplesof your culture. Body Paragraph 2: Share yourfamily’s story (where they came from, where they settled, what professions theyundertook…). Why do you think yourfamily left the area they were living in to come to the United States? (Research the area at the time your familyleft.). Body Paragraph 3: Cultural Impact(It goes both ways.) Howdo you think your family’s culture has impacted the area they settled in? (Think bigger than just your family: Irish,Germans, Mexicans, Africans, Asians…) Howdo you think that area has impacted your family’s culture? What changes has your family undergone sincecoming to the United States? ConclusionParagraph 4.Class Presentation 100 points Present all three parts of your project to the rest of theclass. A rubric is attached to explainwhat is expected.
Thursday,August 18, 2011 AND Wednesday, August 17, 2011 Block Schedule Today's objectives: Students will 1. Obtain the information necessary to be behaviorally successfulin this course. Agenda: 1. Collect "homework" items due on Monday, August 22nd. 2. Finish Mr. Geraghty's High Expectations: How to be behaviorallysuccessful 3. Video clip: Raiders of the Lost Ark This video clip perfectly illustrates why the belldoes not dismiss my class, I do (one of my behavioral High Expectations) andhow I’m here for my students. Homework: 1.Bring your one-subject journal spiral and your one-inch binder to class byMonday, August 22nd. Their use isdescribed in Mr. Geraghty's High Expectations. 2. Return your signed expectations formby Monday,August 22nd. Its timely return is your first gradeof the year (50 points). Tuesday, August 16,2011 Today's objectives: Students will 1.Obtain the information necessary to be both academically and behaviorallysuccessful in this course. Agenda: 1.Welcome! 2.Information card for students absent yesterday 3.Getting to know me 4.Mr. Geraghty's High Expectations Homework: 1.Bring your one-subject journal spiral and your one-inch binder to class byMonday, August 22nd. Their use isdescribed in Mr. Geraghty's High Expectations. 2. Return your signed expectations formby Monday,August 22nd. Its timely return is your first gradeof the year (50 points).
Monday, August 15,2011 Today's objectives: Students will 1.Obtain the information necessary to successfully complete a day at PinnacleHigh School. Agenda: 1.Welcome Back! 2.Information card 3.Getting to know me 4.Mr. Geraghty's High Expectations Homework: 1.Bring your one-subject journal spiral and your one-inch binder to class byMonday, August 22nd. 2. Return your signed expectations formby Monday,August 22nd. Its timely return is your first gradeof the year (50 points).
SchoolSupplies Needed: *A 1-inch, 3-ring binder to be left in class | ||
