Wednesday, October 30, 2019

US HIstory 10-30-19

Follow this link to supplement your answer to the research question at the bottom of page 17C of the handout

https://africanholocaust.net/africanholocaust/


On a separate sheet of your paper, translate what this excerpt means in your own words.

So there is a race, you have to run it or not run it. That is the only options available. Be part of this civilization or be a victim of this civilization. If you opt out—as many have—sitting down means the Chinese come and own your country, taking everything colonialism left behind which most African leaders still squander.
So you can sit down if you want, but do not complain when your water and oil are owned by multinationals. Now it is 100% that we come from the legacy of slavery, that comes as default, you still (with this disadvantage) have to run the same race with the Europeans, Arabs, Turks, Indians and Chinese.
Everyone except the Europeans have some sort of handicap. Maybe the Arabs are entering the race with a broken arm, maybe the Chinese only a broken finger, maybe Africans are the most damaged in the race with no arms at all and myopic vision— but you still must find a way of running that race and being victorious. That is what life handed you. You cannot sit it out and say mental slavery made me late for the start, or the legacy of slavery slowed me down. That might well explain your handicap, but it is of no consequences to the finish line. In short the world does not care about losers and if Africans do not find a way the legacy of slavery will be extended until the Sun consumes the Earth. Its a choice, run or make excuses.

Monday, October 28, 2019

Leadership 10-28-19

Students will read pages 72 -82 in text The Habits of Highly Effective Teens

Students can use this link as a guide to writing their personal mission statement
https://brandyourself.com/blog/guide/how-to-write-a-personal-mission-statement/

US HIstory 10-28-19

Students will need  use a high-lighter to find answers to the questions in the text.

What caused the beginning of the Civil War?

https://docs.google.com/document/d/1SWNKC0ZklgOWL-r8akDXMjje3qitzg-txPrp1kaAr9A/edit#heading=h.cizv1j1ec7rj

Thursday, October 24, 2019

Leadership 10-24-19

Students will complete the Daily article in the Student daily news site. Choice the article for the day. Write the questions and answers.

10-24-19 US Hstory

Using the handout from yesterday, choose four different History command terms a from the list below, and and create and answer four different commands. Do not use the same words from yesterday. Make sure that all commands can be linked to a paragraph from the reading

Expansion and Reform

https://docs.google.com/document/d/1TTojPYbZC7S9IHMSP9QWNMhIPSn7jneyqVZPKeXdBOw/edit

Compare: Give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout. 




Compare and contrast: Give an account of similarities and differences between two (or more)
items or situations, referring to both (all) of them throughout. 


Contrast: Give an account of the differences between two (or more) items or situations, referring
to both (all) of them throughout. 


Define: Give the precise meaning of a word, phrase, concept or physical quantity.


Describe: Give a detailed account. 


Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and supported
by appropriate evidence.


 Distinguish: Make clear the differences between two or more concepts or items. Evaluate
Make an appraisal by weighing up the strengths and limitations. 


Examine: Consider an argument or concept in a way that uncovers the assumptions
and interrelationships of the issue. 


Explain: Give a detailed account including reasons or causes. 


Identify: Provide an answer from a number of possibilities. 


Justify: Give valid reasons or evidence to support an answer or conclusion. 


To what extent:Consider the merits or otherwise of an argument or concept.
Opinions and conclusions should be presented clearly and supported with appropriate
evidence and sound argument.

Wednesday, October 23, 2019

Leadership 10-23-19


Look over pages 66-69 and follow the instructions below

HABIT 1 BE PROACTIVE


On Pages 66-69, there are examples of these four terms given in the text. Please think of ways that each of these examples of individual accountability.



SELF-AWARENESS






CONSCIENCE







IMAGINATION


10-23-19 US HIstory

Using the History Command terms, choose any 4 terms from the command term list, and with the reading from yesterday (its on the blog under the 10-21 post) create 4 tasks that  must be answered correctly according to the definition of the term. See definition of the term below.


Compare: Give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout. 




Compare and contrast: Give an account of similarities and differences between two (or more)
items or situations, referring to both (all) of them throughout. 


Contrast: Give an account of the differences between two (or more) items or situations, referring
to both (all) of them throughout. 


Define: Give the precise meaning of a word, phrase, concept or physical quantity.


Describe: Give a detailed account. 


Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and supported
by appropriate evidence.


 Distinguish: Make clear the differences between two or more concepts or items. Evaluate
Make an appraisal by weighing up the strengths and limitations. 


Examine: Consider an argument or concept in a way that uncovers the assumptions
and interrelationships of the issue. 


Explain: Give a detailed account including reasons or causes. 


Identify: Provide an answer from a number of possibilities. 


Justify: Give valid reasons or evidence to support an answer or conclusion. 


To what extent:Consider the merits or otherwise of an argument or concept.
Opinions and conclusions should be presented clearly and supported with appropriate
evidence and sound argument.

Tuesday, October 22, 2019

Leadership 10-22-19

Read "Be Proactive" in pages 46-72 in the "7 Habits book",  and complete the handout given to you after the read.



Worksheet 4: Habit One: Be Proactive

Monday, October 21, 2019

Leadership 10-21-19


Make up Monday!!!

Any missing work can be made up today. Last time for the marking period.

Below is a 35 point assignment.


https://www.studentnewsdaily.com/daily-news-article/georgias-new-paper-ballot-voting-system/

US History 10-21-19




Make up Monday
Today you can make up all missing work and Binder assignments.
Check with the teacher if you don't know what these are.
Binder Assignments

2. Era 2 Colonization and Settlement
See the October 1st Post

3. Era 3 Revolution and New Nation

October 17th post




10-22-19

ERA 4 - Expansion & Reform - Anticipatory Guide

The Anticipatory Guide activity emphasizes literacy while learning about course content. 
It asks students to use a proven technique to improve literacy, a prediction.
It also builds fluency and vocabulary.  I have also prepared a video demonstrating how to do this activity.  The article might be different in the tutorial, but it will show you how the activity is done.  

To start, respond to the questions/prompts
I will read each question/prompt twice and you only need to respond by circling “Agree” or “Disagree” on the answer template.  Remember, if you do not know, make a good educated guess and place your answer next to 1st Response.

To finish the activity, I will re-examine the same questions/prompts so you can see them again.
  This time you will have the article
Now you will need to find something in the article that proves your answer to be right or wrong.
  Once you have found some evidence, check your 1st response.
If you catch an error before I do, it does not count against you. 
Respond “Agree” or “Disagree” next to 2nd Response and then circle either JAC
(if there was a change) or SFO (support first opinion) if you were correct the first time.
  To end the process, write one sentence that uses something you read that proves your
answer is correct. Example:  In paragraph one, I read that the antebellum years
describes a period in history prior to the Civil War.  
 Respond to each question/prompt to complete the assignment.






Follow the Link to get to the article: 

Friday, October 18, 2019

US History 10-17-19

Read the article below, and Complete the tasks that follows:


Overview of the American Revolution 


Digital History ID 2910


Much more than a revolt against British taxes and trade regulations, the American Revolution was the first modern revolution. It marked the first time in history that a people fought for their independence in the name of certain universal principles such as rule of law, constitutional rights, and popular sovereignty.


The Causes of the Revolution


The roots of the American Revolution can be traced to the year 1763 when British leaders began to tighten imperial reins. Once harmonious relations between Britain and the colonies became increasingly conflict-riven. Britain’s land policy prohibiting settlement in the West irritated colonists as did the arrival of British troops. The most serious problem was the need for money to support the empire.


Attempts through the Sugar Act, the Stamp Act, and the Townshend Acts to raise money rather than control trade met with growing resistance in the colonies. Tensions increased further after Parliament passed the Coercive Acts and the First Continental Congress took the first steps toward independence from Britain. Before the colonies gained independence, they had to fight a long and bitter war.


The Revolutionary War


The British had many advantages in the war, including a large, well-trained army and navy and many Loyalists who supported the British Empire. But many white colonists were alienated by Lord Dunmore’s promise of freedom to slaves who joined the royal army, and were inspired by Thomas Paine’s Common Sense.


Excellent leadership by George Washington; the aid of such European nations as France; and tactical errors by British commanders contributed to the American victory. British strategy called for crushing the rebellion in the North. Several times the British nearly defeated the Continental Army. But victories at Trenton and Princeton, N.J., in late 1776 and early 1777 restored patriot hopes, and victory at Saratoga, N.Y., which halted a British advance from Canada, led France to intervene on behalf of the rebels.


In 1778, fighting shifted to the South. Britain succeeded in capturing Georgia and Charleston, S.C. and defeating an American army at Camden, S.C. But bands of patriots harassed loyalists and disrupted supply lines, and Britain failed to achieve control over the southern countryside before advancing northward to Yorktown, Va. In 1781, an American and French force defeated the British at Yorktown in the war's last major battle.


Consequences:


1. About 7,200 Americans died in battle during the Revolution. Another 10,000 died from disease or exposure and about 8,500 died in British prisons.
2. A quarter of the slaves in South Carolina and Georgia escaped from bondage during the Revolution. The Northern states outlawed slavery or adopted gradual emancipation plans.
3. The states adopted written constitutions that guaranteed religious freedom, increased the legislature's size and powers, made taxation more progressive, and reformed inheritance laws.





ERA 3 - Revolution & New Nation - You Make the Read Activity


You Make the Read


Directions:  You Make the Read is a quick activity that emphasizes literacy while learning about course content.  As students read a passage/article, they will write “yes” or “no” questions that focus upon the most important parts of the article.  Take a minute to open the article by following this link.  Read the title and first paragraph, then check out my example.  


Example:  Was the American Revolution unique because it was the first example of people who fought for independence in the name of universal principles.  Yes


Please notice, I have answered my question too!  You will make eight questions to complete this this part of the activity.  Do not forget to answer your questions.


After your questions are complete, you need to read them to another student (parent or sibling will work if you are absent).  This will get you ready for the last part, the quiz.


To complete the activity, I will read you eight questions that I have made concerning the article.  You will be able to use your questions to help you answer my questions; however, the article will be collected.  Your score will be based on the number of questions you wrote and the number of my questions you answered correctly. 


Quiz Quiz Trade (Optional)  


This activity is conducted in class and allows students to practice the content with a peer.  It is a social activity and students have fun reading questions and hearing correct answers. If you were absent, this part of the You Make the Read activity is completely optional.

Teachers Questions

ERA 3 - Revolution & New Nation - You Make the Read Questions


Directions:  Use what you know and your questions to answer mine (please put the article away at this time).


1.  Was the American Revolution considered a unique event in history?


2.  Are rule of law, constitutional rights, and popular sovereignty also known as core democratic values?


3.  Was the most serious problem that caused the Revolutionary war linked to colonists not being able to settle in the West?  


4.  Did the First Continental Congress represent the British?  


5.  Did the colonists have many advantages over the British in the conflict? 


6.  Was the final battle of the war fought in Yorktown, VA?  


7.  Was George Washington a general and the president while fighting this conflict? 


8.  Did the British win the Revolutionary War? 







Wednesday, October 16, 2019

US History 10-16-19

Students will review the reading from yesterday George Washington's French and Indian War" and take a short quiz.

Monday, October 14, 2019

US History 10-14-19


Read the Article below. Follow the link

Settlement: George Washington’s French And Indian War


The French had two successful permanent settlements, Acadia (settled in 1604) and Quebec (1608) in North America. 
Their ships regularly brought furs back to France. The European population of New France grew steadily from 3,200 in 1666, to some 70,000 by 1750. However, during the same period, the English population from Massachusetts down to the Carolinas grew to more than a million.
The French believed that they could link New France to their settlements in Louisiana and along the Mississippi, which would stop the English getting more control of North America. By the middle of the 1700s, both England and France believed they would go to war.

Fighting over West Pennsylvania

In 1747, George Washington's two older half-brothers were interested in the fur trade and land development. They organized the Ohio Company of Virginia. The King of England gave them permission to get 200,000 acres near the Forks of the Ohio River, which is present-day Pittsburgh. This is where the Allegheny and Monongahela Rivers come together to form the Ohio River. The company agreed to settle at least 100 families and build a fort for their protection.
In 1749, the French began sending troops and their Native American allies to attack English settlers. They claimed all the land along the Ohio River and along all the smaller rivers that emptied into it.
In 1750, the Ohio Company began making a trail from Wills Creek in Maryland, over the mountains to the Monongahela River. Christopher Gist, a veteran woodsman and surveyor, was hired to identify the best land for the settlers. A trail was then widened for the wagons of the pioneers who would make their homes there.
The French in Quebec knew the English were coming to the Forks. The governor of Quebec ordered four forts to be built in the Ohio country. The first was Fort Presque Isle on the south shore of Lake Erie. The second was Fort Le Boeuf at the head of French Creek. The third, where French Creek emptied into the Allegheny River, was Fort Machault. The last, at the Forks of the Ohio, was to be named Fort Duquesne.

Young George Washington goes to battle













Meanwhile, Governor Robert Dinwiddie of Virginia and other colonial governors knew what the French were doing. In June, Dinwiddie reported this to England. By mid-November, Virginia had permission to battle the French. Dinwiddie sent a young Major George Washington to fight the French.
Washington hired a French translator, Jacob Van Braam, and Gist the surveyor, and they purchased horses and supplies and headed west. Rain and heavy snow slowed their progress. When they finally reached the Forks, Washington met with Native Americans friendly to the English. He hired Half King, an important Seneca chief. Half King joined the group that would meet with the French.
They followed the Allegheny River to French Creek where they found a small group of French soldiers. That evening, with the help of some wine, the French soldiers opened up and told Washington of their plans. The French planned to control the Ohio country and keep the English from settling there. On December 11, Washington reached Fort Le Boeuf, where he presented a letter from Governor Dinwiddie to the French. It told them to leave. A few days later, Washington received a written response that they were not leaving.
Washington, Half King, Gist, Van Braam and the others left Le Boeuf on December 16. Progress was slow, so Washington and Gist left the others to get the letter to Governor Dinwiddie more quickly. Native American attacks and ice-swollen rivers nearly cost them their lives. They reached Wills Creek in Maryland on January 6, 1754. From there, Washington continued alone and arrived at Williamsburg, Virginia, on January 16.

Washington calls a council of war

Dinwiddie had Washington write a report of what had happened. It was published in colonial and London newspapers. The young Washington was beginning to be noticed.
Dinwiddie began sending supplies and arms to the Forks. He ordered Washington to form an army of 100 men. At first, very few volunteered. Then the governor promised land to those who signed up. Six companies were filled and Washington was promoted to lieutenant colonel. He was now second in command under Colonel Joshua Fry. 
On April 2, 1754, Washington and his men left Alexandria, Virginia. On the 19th, at Wills Creek, he received an urgent message from the Forks. The newly completed fort had been captured by the French. On April 23, Washington called a council of war. They decided to move forward to the Monongahela River, where they would wait for reinforcements.
On May 24, a message from Half King warned them that the French had sent out soldiers to stop them. On May 27, Gist arrived and reported that the French were five miles away. That evening, another message from Half King said that he had located the French. Washington took 40 men and joined up with the chief. In the early morning hours, they attacked the French camp. As many as a dozen Frenchmen were killed and 21 were taken prisoner. One English soldier was killed and three were wounded.
Washington sent reports to Colonel Fry and Governor Dinwiddie.

Soldiers can't fight a war without food

In the days that followed, Washington constructed a circular log fort, about 50 feet in diameter with a shallow trench around it. It was named Fort Necessity. On June 10, about 200 men, nine small cannons and a small amount of food rations arrived from Virginia. That same day, Washington sent a letter to Dinwiddie asking for more supplies. 
Soon after, a company from South Carolina of about 100 men under Captain James Mckay arrived. This was good and bad. Although Mckay had brought a small herd of cattle, his men began eating the fort's short supply of food.
On June 15, Washington marched his regiment toward the Monongahela river nearly 30 miles away. He left Mckay and his men at Fort Necessity because Mckay refused to take orders from Washington. On the 27th, they had reached Gist and the trading post he set up, near present-day Union town, Pennsylvania. Washington sent one group ahead hoping to find corn. Later that same day, he received reliable information that the French at Fort Duquesne had been reinforced by about 1,000 men. With that news, he pulled back on June 28. He sent a message to Captain Mckay ordering him and his company to come forward.
The officers, including Mckay, quickly met. They agreed that they should not attack this large army, but should withdraw to Fort Necessity. They were desperately short of rations and had been without meat or bread for several days. They loaded what ammunition and other materials they could on the available horses and began the march back. Some arrived late the next day, but those dragging the nine cannons did not reach Fort Necessity until July 1.












Like shooting fish in a barrel

Washington put his men to work, improving the fort. Late on the morning of July 3, a force of about 600 French and their 100 Native American allies appeared. Washington gathered up his men to meet them. The French took up positions in the woods, so then Washington moved his men back into the fort. The French and Native Americans, firing from behind trees and fallen timbers, killed many. Rain fell throughout the day and into the night, flooding the marshy ground and the trenches, making it almost impossible to keep their weapons and gunpowder dry.
As night approached, Captain Louis de Villiers, commander of the French force, called for a truce to discuss an end to the fighting. With his men exhausted and starving, Washington surrendered. Near midnight, terms were agreed upon.  
On July 4, the English left Fort Necessity and began the march for Wills Creek and on to Virginia. The French stayed only long enough to burn Fort Necessity, then retraced their steps to Fort Duquesne, burning Gist's trading post as they went.
Washington and Mckay made their formal report to Dinwiddie on July 19, 1754, and it was sent on to London. Later in the year, Dinwiddie wanted to try again, but the other colonies were not interested. However, back in England, it was reported that "the volley fired by a young Virginian in the backwoods of America set the world on fire." So in mid-January 1755, Major General Edward Braddock and two Irish regiments set sail for North America to displace the French in the Ohio country.












The British get Canada

When Braddock arrived, Washington volunteered to serve. In July 1755, the English were ambushed as they approached Fort Duquesne and General Braddock was killed. However, Washington was instrumental in saving the regiments, and his bravery was celebrated at home and abroad. 
The English did not give up and, in 1757, sent Brigadier General John Forbes to North America to capture Fort Duquesne. Forbes spent months clearing a road, and when he advanced his troops on November 25, 1758, the outnumbered French burned their fort and retreated. Forbes rebuilt the fort where the three rivers meet, renaming it Fort Pitt, and  the surrounding area he called Pittsburgh. The event ultimately won Canada for the English and ended French ambitions in that part of North America.
Forbes recognized that Washington, who had returned to command the Virginia regiment in 1756, could be of useful service to him. Forbes made good use of the young colonel  and Washington learned invaluable lessons on how an army should be organized, supplied and fought in North America.
In February 1763, the Treaty of Paris ended the Seven Years' War and the French gave Canada to the English. In October, the king restricted settlement west of the Allegheny Mountains, and the next year adopted a hugely unpopular policy of taxing the American colonies to help pay for the English war debt. These taxes from the French and Indian War caused unrest in the colonies that would eventually lead to the American Revolution, but it also marked Washington's rise as a soldier and hero who would soon lead a new nation to victory.
Theodore J. Crackel spent 21 years in the U.S. Army. He was also a professor and editor-in-chief of the "Papers of George Washington" at the University of Virginia.

Wednesday, October 9, 2019

Monday, October 7, 2019

US History 10-7-19

10-7-19 US History


What were the names of the first settlements of the early colonists and where were they located?

Briefly describe each settlement and its time period on a separate sheet of paper





Which colonies are now apart of the United States of America?

Which Mountain range is closest to the 13 colonies?

What's the name of the ocean nearest the colonies?


https://courses.lumenlearning.com/suny-ushistory1os2xmaster/chapter/english-settlements-in-america/


Create a map legend that distinguishes the New England, Middle and Southern Colonies from each other, as well as symbols representing mountains and settlement locations, bodies of water.
s Interactive." MrNussbaumcom 13 Colonies Interactive Comments. N.p., n.d. Web. 21 Sept. 2017.