12-11-19 US History

Students will write a short essay on both the following topics.

Each essay must be 5-10 sentences.


Which Progressive Amendments impact your life the most today?


Which Progressive Amendments did the most to impact immigration in the 1900's?


Progressive Amendments: 16th, 17th, 18th, 19th

US HIstory 12-12-19

US History

Students will complete the Urban Growth Geography Worksheet 23

12-11-19 Leadership

Students are reading 7 Habits of Highly effective Teens and completing the Handout!

Pages 162- 180

US History 12-10-19

Organize and update Binders

12-9-19 All Classes

Complete activities from Friday on The Progressive Amendments of the 1900's Era 6


Students should complete the activity. Answer in complete sentences..

https://www.studentnewsdaily.com/daily-news-article/uss-arizona-survivor-gets-heros-welcome-in-return-to-hawaii/

12-5-19 US History

View the presentation using your chrome books, and use the template thats given to take nores in the appropriate areas.


Presentation Link:


https://docs.google.com/presentation/d/16lsS4XITq3k9j8xv_M0L9KPQ40zOJg2jNWkkk8s169A/edit

Presentation Template
https://docs.google.com/document/d/14Wu66YUAovfu8Uwr9rRpg2eZCMobRRGuJ0fHHnAKRsg/edit

Progressive assignment

https://docs.google.com/document/d/10eXqBn6IFx_jvHxyrUhBna4YhOfTmvAB3d4pZcldZSc/edit

12-4-19 US HIstory

Choosing 5 words from the SAT vocabulary lists 3 and 4, Use the five words in connection with any of the History command terms and the Article from Monday.

Analyze:  Break down in order to bring out the essential elements or structure.

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.

SAT Vocab terms

Abasement	humiliation; degradation
Billowing	swelling; fluttering; waving
Cower	recoil in fear or servility; shrink away from
Enhance	improve; make better or clearer
Harangue	noisy, attacking speech
Labyrinth	a maze
Nullify	to counter; make unimportant
Plaintiff	petitioner (in court of law)
Replete	full
Tangible	can be touched

Abrogate	cancel; deny; repeal
Blasphemy	speech which offends religious sentiments
Credible	believable
Enigma	puzzle; mystery
Harbingers	indicators; bringers of warnings
Labyrinthine	complicated; highly convoluted
Nuzzle	cuddle; snuggle
Plaudit	statement giving strong praise
Reprehensible	shameful; very bad
Tardy	slow; late; overdue; delayed

Example: 

Explain: Give a detailed account including reasons

Enhance- Improve or make better

1. Explain how bringing African immigrants against their will to work for free in the new world, enhanced the economy of the United States.

The economy was enhanced because it provided free labor which cut costs and improved profits for
colonies.

12-2-19 US History

Students will complete the "You Make the Read Activity"

https://docs.google.com/document/d/1OGmlKX25qX7_qQcd3FZEJkjknHaOfJiaXhib-NEwd0g/edit


Article

https://docs.google.com/document/d/1abVBA54nG0bBPyenSJrCFxVat0CDAvp1YVTlwxdbXIo/edit

11-25-19 US History

Students will complete a short summary on all of the Subtitles used in the Union Portfolio project.
The summary should include its connection to the labor movement and how the current topic is viewed in todays' work force.

The Summary should be on the back or on the side of each piece of construction paper.

Leadership 11-20-19,11-21-19

Analysis of the movie "Pay it Forward"

Students will need to be present in class to complete this assignment

Based on the 7 habits of Highly Effective teens book by Sean Covey, students will use info from Part 1 "Personal Bank Account" pp. 31 and Part 2 "Relationship Bank Account" pp. 131, to do an analysis of the movie.

US HIstory 11-20-19

Silent and Sustained Reading

Please read the article Labors response to industrial Growth

https://docs.google.com/document/d/1FFjI8X58KrnIHmR02cTolwHEafm5YJOT-hG740Y9iQ8/edit


View the links below as a part of todays lesson

https://www.youtube.com/watch?v=Spgdy3HkcSs&t=9s

https://www.youtube.com/watch?v=AeWE_FaIP6k

Leadership 11-18-19

Read part 3 in the text book pp. 163

Seek First to Understand, Then to be Understand !

US History 11-18-19

Students will t-4 the Close and Critical reading on American Industrial Revoulution.

https://docs.google.com/document/d/1rF3PxXf1cMUod4Z5-mZhDDsif3rrLQlqpXwaxmCG18A/edit

Close and Critical Reading Prompts

Respond to the prompts below by highlighting the appropriate information in the
paragraph listed (open this link for the article/paragraphs). 
I have also prepared a tutorial that explains how to do this activity. 
When you are finished, respond to the  questions on the back of this document.  

In paragraph #1 - highlight something that describes the “when”

In paragraph #2 - highlight what replaced hand labour.

In paragraph #2 - highlight what allowed stuff to be distributed far and wide.

In paragraph #3 -highlight where business was centered.

In paragraph #5 - highlight what America became.

In paragraph #6 -  highlight what was increased ten fold.

In the remaining paragraphs, using as little highlighter as possible,
highlight what contributed to industrial growth in America.

Leadership11-15-19

View the link before attempting the worksheet.

https://www.youtube.com/watch?v=6jKkp1Ch_HE

Leadership 11-14-19

Students will read pages 135-151 in the 7 Habits work book,
and complete the Worksheets.

US History 11-13-19

Using 5 History Command Terms and 5 words from the SAT vocabulary list below, create A command or task/question and answer it.

SAT Vocabulary list
https://docs.google.com/document/d/1hN3HaDiYTjX3w6997nJOaPgXf7nIlbYC_PUOHMdM2ME/edit

History Command Terms

You will have a total of 5 statements and answers at the completion of the Activity.

Example:

Task:
Describe how it can be easy to go on a Tangent when talking to kids about study habits and grades..

Response:

When talking to students about not doing one assignment, a parent can easily bridge the lack of studying with  not being able to accomplish life time goals because of missing one assignment.

Tangent: going off main subject

All classes11-11-19

Today's Assignment comes from the Student Daily News site.


In order to receive full credit, write the questions and answers.

https://www.studentnewsdaily.com/daily-news-article/2019-veterans-day/

US History 11-6-19

Click on the link and read the article/questions will be handed out in class

Reconstruction in the South

https://newsela.com/read/lib-south-reconstruction-period/id/29408/


1 Which selection from the article BEST supports the idea that Reconstruction was a dangerous time for African-Americans?

(A) Nearly all the men of fighting age took part in the war, and many were killed. Likewise, many farms were destroyed or neglected.

(B) Without land or money, most former slaves had to continue working for white masters, but they were not willing to live in the old slave quarters.

(C) A series of disastrously bad crops in the late 1860s, followed by a period when farmers couldn't sell their crops for high prices in the 1870s, hurt both whites and blacks.

(D) Sometimes their hostility was expressed through terrorist organizations such as the Ku Klux Klan. Groups like the KKK sought to punish African-Americans who tried to gain their rights.


2 Choose the paragraph in the introduction [paragraphs 1-3] that suggests people argued over how to live during Reconstruction.


3 How does the following sentence from the third paragraph contribute to the development of the MAIN idea of the article?

They left white churches and formed their own churches, which became centers for the AfricanAmerican community. 

(A) It provides a specific example of a difficulty African-Americans faced during Reconstruction.


(B) It explains an important change African-Americans made during Reconstruction.


(C) It shows that Reconstruction was overwhelmingly successful for African-Americans.


 (D) It emphasizes the importance of religion and faith to African-Americans in the South.

 4 What purpose does the following sentence serve in the section "Most Southern whites opposed racial equality"?

“Carpetbagger” was a word used to describe whites from the North who traveled South with only a satchel, or carpetbag, of possessions.

 (A) It explains why "carpetbaggers" were important.


 (B) It describes a brief history of "carpetbaggers."


(C) It explains what was meant when people were called "carpetbaggers."


(D) It shows why "carpetbaggers" were more accepted than "scalawag

Leadership 11-4-19

Students will us the venngage digital infographic poster site to create a visual poster of 4 leaders that inspire you. The poster must include a picture uploaded to the poster and the reasons why you chose this person. Choose a template this gives you multiple options for editing and uploading images and texts. Use Google images for free pictures for public use.

Link:

https://venngage.com

Student Sample

https://infograph.venngage.com/ps/6Qs08ffo7M/untitled

US History 11-4-19

Students will take notes on the video links and subtitles  from the link posted below.

https://www.history.com/topics/american-civil-war/reconstruction

Complete these tasks Each response should be in summary format. (At least 3 sentences, follow the definition of the command term)

1. Compare and Contrast the 13th, 14th and 15th amendments.

2. Explain what was Presidential Reconstruction..

3. Describe Radical Reconstruction.

4. Identify the reasons why Reconstrution came to an end in the South..

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

Describe: Give a detailed account. 

Explain: Give a detailed account including reasons or causes. 

Identify: Provide an answer from a number of possibilities. 

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.

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

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.

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.

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

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

1. Era 1 Beginnings to 1620 "Three Worlds Meet"

https://docs.google.com/document/d/15ZWV8Fq7efqIeKoCa2KQh9i0Nww7EkpnuYj8PCEmiIY/edit

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.

http://goo.gl/Ia7KN6 

Follow the Link to get to the article: