Document Analysis Tutorial - "We the People"

Document Analysis Tutorial - Google Slides Presentation (no narration)

Document Analysis Tutorial (with narration)

**Note** With the "Who Said It" activity -  you will replace  Benjamin Banneker with the document, "A Narrative of the Life and Adventures of Venture, A Native of Africa"

Who Said It (handout)

All handouts/documents

Oh yea, this one too!

Talking Day Recorder Notes - 3A

Recorder Notes

Talking Day 1A Notes

Talking Day Notes - Recorder Version

Quiz Corrections Opportunity: Hamilton

Task: You will listen to the following songs from Act II:

1. Cabinet Battle #1
2. Cabinet Battle #2
3. One Last Time
4. The Adams Administration
5. The Election of 1800


For each song you will:

• Identify the issue(s) that are discussed during the song 
• Comment on the extent to which the song is historically accurate (using what you have learned from the unit) 

Lyrics (click on the song to see lyrics to the particular song) 

This is a chance to earn a maximum of 18/20 (equivalent to a 90) on the quiz. 

Due Date: final opportunity to turn in and receive credit is 12/22

Questions of the Day (20 points of Unit 3 Test Grade)

Questions of the Day


**If you are missing (check powerschools) any of the questions of the day, or were absent from class, please check the link above to  make it up.

Takeaway Homework - Great for remediation, enrichment, and credit recovery!!

Takeaway Homework


Minimum - 20 points worth of assignments per unit

Maximum - 30 points per unit


You are able to do these activities to replace missing assignments from the previous unit (flashcards, etc)

George Washington - Was he an effective leader? Template (A Day)

Here is the template that you need to use to determine the extent to which George Washington was a successful leader:

The general consensus made by our group in regards to the statement of inquiry is that (we agree/disagree with it). More specifically, we determined that a successful government (explain what a successful government does). With respect to evaluating leaders, we determined that all successful leaders must meet the following criteria: ________________, ____________, __________. 

In my view, George Washington was a (successful/unsuccessful leader). More specifically, I believe that he (provide a criteria he met or didn't meet). The (event) was a great example of Washington's leadership. (identify/provide context for the event). Washington addressed this by (what actions did Washington take??). This highlights Washington's success/lack of success because_______________. 

Blackout Poetry Examples

Example 1

Example 2

Example 3

Example 4

Example 5

Example 6

A Day - Questions of the Day for 12/1

1. What would you suggest is the most important achievement of Jefferson's presidency? (Why?) (2-3 Sentences)
2. How would you explain the controversy surrounding the Alien and Sedition Acts?
3. What is the connection between the Alien and Sedition Acts, the Virginia and Kentucky Resolutions and Nullification?

Question: Can the Remediation activities be used to replace the "Artwork/Soundtrack of a Revolution" and "Children's Book"?

Answer: Yes

2 Assignments = artwork/soundtrack of the Revolution

4 Assignments = Children's Book

Late Work: Unit 2 Deadline and Remediation

Last day to turn in late work for Unit 2 (flashcards, artwork/soundtrack, child's book/1776 v. 2016) will be the Monday and Tuesday (11/21 and 11/22).

Remediation Activities will be due by 12/5 and 12/6.

Remediation Activities

Children's Book Examples

Pic 1

Pic 2

Pic 3

Pic 4

Drill Quiz - (Also can be used as a partial study guide)

1.  What region was the source of contention between France and Great Britain in the French and Indian War?
2. What theory held that a country's ultimate goal was self-sufficiency?
3. Which act was an agreement between Native Americans and Great Britain over colonial settlement?
4. What was passed to permit British officials to search any ship or building?
5. Which Act placed duties on imported materials which encouraged women to become more involved in the boycotts?
6. Which disputed event was published in colonial America as a British attack on defenseless citizens?
7. Which Act(s) shut down Boston Harbor in response to the Tea Party and placed Boston under martial law?
8. What assembly met in Philadelphia in 1774 to write a declaration of colonial rights?> 
9. What battle would be the deadliest of the war and should have been named Battle at Breed's Hill?
10. What was issued to the king in 1775 asking for harmony to return between Great Britain and its colonies? 
11. What did Thomas Paine write that attacked the king and encouraged colonists to proclaim an independent republic?
12. What English philosopher's ideas did Thomas Jefferson include in the Declaration of Independence?
13. Which Act(s) was a series of laws that restricted colonial trade? 
14. List an advantage the British had over the Americans during the Revolutionary War 
15. List an advantage the Americans had over the British during the Revolutionary War 
16. What is the significance of the Battle of Saratoga?
17. Where did Cornwallis surrender?
18. List at least 2 weaknesses of the Articles of Confederation
19. Name one success of the Articles of Confederation 
20. What is "Republican Motherhood" 

Visual Hexagons - How Revolutionary was the Revolutionary War?

Youtube Playlist

Video Clarification - 1776 v. 2016

If you are interested in doing the 1776 v. 2016 brochure assignment for the "partner assignment" (worth 40 points)  here is an instructional video that will walk you through the assignment.



If you are interested in doing the children's book - I have 3 examples in my class. Come see me and ask to look at them.


If you are interested in doing a Crash Course video - see the Crash Course videos under the Unit 2 schedule.

Remember, you can find a link to these assignments in the Unit 2 Schedule blog post (same place you found the vocabulary words for the flashcards, artwork of a revolution, soundtrack of a revolution, etc.)


**Remember - you will have the opportunity to work on this the day after the multiple choice portion of the test - however, you will need to do some brainstorming and planning (and possibly some work) before you come into class, so you will be able to complete the assignment by the deadline! (11/10 - B Day, 11/14 A Day)

CHANGE TO UNIT 2 SCHEDULE

WE WILL TAKE OUR MULTIPLE CHOICE ON 11/8 (B DAY) AND 11/9 (A DAY)

B Day HW: Experimenting with Confederation, Drafting & Ratifying the Constitution- Due 11/4

Introduction: This visual hexagon assignment does not deal with one central question, but several questions. All questions connect back to the first form of government the newly independent states formed, the Articles of Confederation, and the drafting and ratification of the Constitution. Your job is to identify each image and link it to the question it answered (we will answer the questions in class)

Video 1

Video 2

Questions: 

1. Why do you think the news of Shays's Rebellion made states decide to participate in the Philadelphia Convention? 

2. What was the basic difference between the Land Ordinance of 1785 and the Northwest Ordinance of 1787?

3. What were some of the problems with the Articles of Confederation?

4. What compromises emerged from the Constitutional Convention in Philadelphia? 

5. In what ways did the new system of government fulfill the nation's need for a stronger central government and at the same time put to rest  its fear of a government having too much power? 

6. Do you think the Federalists or the Anti-Federalists had the more valid arguments? Why? 

Writing Sample

Task  your job is to create a thesis statement to the question, "Was the Revolutionary War all that "revolutionary" 

Your Thesis statement needs:

• Claim: this is a defensible position
• Roadmap - this is an outline of your main arguments (if you were to write an essay, these would be your body paragraphs)

Please use the writing sample below as a model for how you set up your thesis statement!!

Claim: During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issues. 

Roadmap (outline of main arguments): while the young nation struggled with questions about powers in the new Constitution, ideological conflicts over the French Revolution, foreign policy divisions created by the Napoleonic wars, and our relations with Great Britain did more to divide Americans and promote the formation of two political parties during the 1790s. 

Daily Questions A day and B Day

B Day Daily Questions

A Day Daily Questions


**NOTE: I will collect one set of Daily Questions before Thanksgiving break and the other set after the break. Be prepared!!! ***


Weight: 50 points

What am I looking for?

• Do you have all the Daily Questions?
• Are they in order?
• When needed, have you written out the questions?
• Are the answers correct? 

If you received an "INCOMPLETE" for Q1..........

....this means I did not receive a documentary from you in a timely manner. I observed nearly every single student putting in the time and effort to complete this assignment, and I will not accept (nor should you) a lack of completion. You (and your group) have until Wednesday, November 9 to turn in their documentary. After Wednesday  I will finalize all grades and students will receive a 50 for their Unit 1 Test grade.



-Mr. Beller

Clarification (I hope) on Soundtrack of a Revolution and Artwork of a Revolution

Video Instructions

Remember you pick 1 of the assignments to do!!

3A SubPlans for 10/25

3^rd Block (10:52- 12:53) American History 1 (Lunch 11:32-12:08)

1.       Please take attendance using the attached rosters

2.       Students should go the following website for instructions: subplan video

3.       Handouts that students need:

a.       Timeline 1764-1775 (if they were not here on Friday)

b.      Comparing strengths and weaknesses

c.       Revolutionary War – Key Events and People

d.      Checklist of Completed Assignments

4.       Students should complete the following activities in this order: 

a.       Check for Understanding Questions – timeline activity (TURN IN)

b.      Comparing Strengths and Weaknesses

                                                               i.      Check for Understanding Questions (In Daily Questions Notebook)

c.       Revolutionary War – Key Events and People

5.       PLEASE NOTE: Students should show you their work as they finish each step. If the work is completed, they will need your signature confirming completion. Students should leave Checklist with you at the end of class. 

10/24 FLEX Options

Fighting genetic disease with help of HIV virus

Ohio - 2016 Election 

Clinton and Trump on 60 minutes

Chronological Thinking Assignment - Video Instructions

Video Instructions

Text Instructions

Unit 2 Schedule

Unit 2 Schedule with due dates!

Also has links to assignments!!

Link to Crash Course Videos (#5-8 cover Unit 2)

Late Work Before end of Quarter

I will accept the following no later than October 26th:

1. Flashcards Part 1 
2. Flashcards Part 2
3. Contact Assignment 
4. Test Remediation Activities 
5. Unit 1 Documentary 
6. Unit 2 HW 

Unit 2 Statement of Inquiry and Homework Due 10/19 (A) and 10/20 (B)

Unit 2 Statement of Inquiry: When there is a perception of an imbalance of equity, a revolution in government is needed to change it. 

IN OTHER WORDS: when people feel or believe that things are not equal, a change is needed.


Homework (to be done in your Daily Questions Notebook)

Part I
1. Do you agree with the statement of inquiry? Why or why not?
2. Do you feel that this statement is relevant today? How so (provide examples/evidence)? If you don't believe this is relevant, why not? (provide evidence/examples)

Part II
  Read Revolutionary War handout. Write out questions #1-8 and answer.

Revolutionary War Overview Handout

B Day Reflection Questions - 1 per group

At end of class:
1. To what extend did I successfully accomplish the goals of the task?
2. If my group still has work to do,what do we need to do between now and October 21st to finish and turn in the documentary? How will we ensure that this happens?

A Day Questions - both sets to be answered by group and turned in at the end of class!

Before:
1. What questions do you have about the assignment? (ask Mr. Beller)
2. What are your goals today? (how far would you like to get?)



At end of class:
1. To what extend did I successfully accomplish the goals of the task?

2. Did I get the extension with no penalty from Mr. Beller? If not, why not?
3. If my group still has work to do,what do we need to do between now and October 21st to finish and turn in the documentary? How will we ensure that this happens?

Before and After Questions - B Day

Before:

1. Briefly describe the assignment:
2. Where can you find a list of topics/events for this assignment?
3. What are the 3 "Phases" of the assignment?
4. What questions do you have about the assignment? (ask Mr. Beller)
5. Who are you working with?
6. What are your goals today? (how far would you like to get?)



At end of class:
1. To what extend did I successfully accomplish the goals of the task?
2. To what extent did I use resources available to me?
3. What questions do I still have for Mr. Beller?
3. What do I need to do between now and next class to be adequately prepared?

Video Documentary Instructions (Video Tutorial and Google Doc with links)

Google Doc with links

Video Instructions! Make sure you know what to do before you start. ASK QUESTIONS!

WeVideo Setup Instructions (From the Company) I would start on page 14 of this document for any potential problems that might come up getting started. Also, it is recommended that you would use "storyboard mode" if you're unfamiliar with this format!

Unit 1 Review Outline: To be placed in Daily Question Notebooks

Title: Unit 1 Review Outline

Instructions: copy outline directly into Daily Question Notebooks (A Day this is #7)

Unit 1: European Exploration and Colonization (1500s - 1763)

I. Impact of the Columbian Exchange

• Europe to Americas: Smallpox, Horses, Sugar, Coffee
• Americas to Europe:
• Unequal exchange that favors the Europeans.  Even while Native American populations were decimated by Old World diseases (Small pox), European populations swelled as American crops helped to overcome Old World famine.

II. What motivated Europeans to colonize and migrate to the Americas?

3 Gs - God, Gold, and Glory

Major Concepts (motivation for settlement):

• New England (Massachusetts, Connecticut, Rhode Island, New Hampshire)

• Middle Colonies (New York, Delaware, New Jersey, Pennsylvania)

• Southern Colonies (Virginia, Maryland, North Carolina, South Carolina, Georgia)

III. To what extent did the extent to which the British mercantilist policies had an impact on the relationship between the colonies and Britain

How the Protestant Reformation impacted European exploration and settlement of North America

What motivated Europeans to colonize and migrate to the Americas?

3 Gs - God, Gold, and Glory

Major Concepts (motivation for settlement):

• New England (Massachusetts, Connecticut, Rhode Island, New Hampshire)

• Middle Colonies (New York, Delaware, New Jersey, Pennsylvania)

• Southern Colonies (Virginia, Maryland, North Carolina, South Carolina, Georgia)

To what extent did the extent to which the British mercantilist policies had an impact on the relationship between the colonies and Britain

How the Protestant Reformation impacted European exploration and settlement of North America

IV. Important Events and Documents

Bacon’s Rebellion -

Mayflower Compact (1620) -

Dominion of New England

Glorious Revolution - 1688 -

Enlightenment

1st Great Awakening

Stono Rebellion

To what extent did the ideas of the Great Awakening and The Enlightenment contributed to the development of an American character?

Enlightenment Thinkers:

• Thomas Hobbes
• John Locke
• Jean-Jacques Rousseau
• Baron De Montesquieu

Great Awakening:

Why the British North American colonies developed into three distinct regions and their characteristics?

Colonial America:

Three distinct regions and characteristics:

• New England
• Geography:
• Economy:
• Government:
• Religion:
• Way of life:
• Important people:
• Middle Colonies
• Geography:
• Economy:
• Government:
• Religion:
• Way of life:
• Important people:

• Southern Colonies
• Geography:
• Economy:
• Government:
• Religion:
• Way of life:
• Important people:

Jamestown :

Plymouth/Massachusetts Bay

Dissent in the Puritan Community:

• Roger Williams -

Anne Hutchinson -

Unit 1 Remediation Activities

Regional Differences: Create a 3 way venn diagram that displays at least 6 things you should associate with each region exclusively and 2-3 that you associate with all of them - 1.5 points

Colonial Experience: write a half-page letter from a person living in Jamestown to a person living in Massachusetts (or vice versa) and detail what you think is interesting (or weird) or inefficient about the other colony and compare it to your own  2 points 

Chronological Thinking  create an illustrated timeline of unit 1 starting with Jamestown (1607) and ended with the French and Indian war (1754) that covers at least 6 events total -  2.5 points 

Impact on Natives: create a twitter page for Native Americans charting their reaction to various impacts on their lives with at least 8 entries  1.5 points 

Mercantilism write an editorial (if you don't know what this is, look it up or ask!!) for a colonial newspaper in Boston that explains why you, a merchant, believe that Mercantilism is crushing your business - half page - 2 points 

Connection Web  create a connection web that illustrates the reasons why slavery developed in Virginia or the role religion played in the development of the New England Colonies 2.5 points

The Americans Text - link

Textbook link

Video Study Guide for Multiple Choice

Study Guide Video

FLEX Options

1. Nate Parker - 60 Minutes - Birth of a Nation

2. The Arctic Frontier

3. What is Rosh Hashanah and Yom Kippur?   and Food and rituals for Rosh Hashanah

4. CNN Student News

Multiple choice and Flashcards Part II due dates

A Day - October 5th

B Day - October 4th

Colonial Era Handout

Page 1

Page 2

Page 3

Page 4



Sorry it has to be in this format. The new copier at school does not allow us to scan documents onto a flashdrive and I could not find my electronic copy.

Daily Questions - repeated post

Please refer back to this Google Slides Presentation periodically to make sure your 1 subject spiral notebook is current and in order.

Please number each entry. Students are to write out the questions when instructed. These will be taken up periodically.


 A Day Daily Questions -

  - B Day

Colonial Regions Activities

Visual Hexagons Instructions : watch the video until the 5:18 mark. This will walk you through the first part of the activity(graphic organize, charting out characteristics of each colonial region). After completing the required parts of the graphic organizer, watch the rest of the video and complete the visual hexagons activity. Instructions

Matrix Grid : watch the video until the 3:20 mark. This will walk you through the first part of the activity (graphic organize, charting out characteristics of each colonial region). After completing the required parts of the graphic organizer, watch the rest of the video and complete the Matrix Grids activity.

Please use the BLUE Americans textbook as a resource!! 

Reference Pages: 

• Jamestown: pgs. 44-49
• Puritan New England: pgs. 52-57
• Middle Colonies: pgs. 58-61
• South and Agriculture: pgs. 71-76
• North and Commerce: pgs. 77-82

Unit 1 Flashcards - Identifications

Assignment: For each unit, we will have two sets of flashcards. The first set will focus on just vocabulary terms. The second set will focus on "ID's" - people, places, documents, etc. We will use a very similar rubric that was used for the first set. (see previous vocab. post for assignment). To earn the last two points, the rubric has been changed slightly to student choice of ONE of the following:

• Write a paragraph (at least 5 sentences) correctly using 10 of your vocabulary words.
• 4 corners: write one vocabulary word in each corner of a box. Explain how each pair of words is connected (see four corners activity from class)

Due Date: day of multiple choice portion of the test (end of September, early October- date TBD)

Jamestown: The first successful English colony in North America; its charter was granted by King James I to the Virginia Company

John Smith: was an English soldier, sailor, and author. He is remembered for his role in establishing the first permanent English settlement in North America at Jamestown, Virginia, and his brief association with the Native American girl Pocahontas during an altercation with the Powhatan Confederacy and her father, Chief Powhatan. He was a leader of the Virginia Colony (based at Jamestown) between 1607 and 1609, and led an exploration along the rivers of Virginia and the Chesapeake Bay.

Mayflower Compact:Agreement signed by the Pilgrim men in which they created a civil government and pledged loyalty to the king

Roger Williams: a notable proponent of religious toleration and the separation of church and state, and an advocate for fair dealings with Native Americans. In 1644, he received a charter creating the colony of Rhode Island, named for the principal island in Narragansett Bay. He is credited for originating either the first or second Baptist church established in America

King Philip's War Occurred in the spring of 1675 between colonists and Native American tribes under the direction of Metacom; Native Americans had to obey Puritan laws that interfered with their way of life; very costly war in terms of human life

Pope's RebellionA 1680 Indian uprising in colonial New Mexico led by Popé. The rebels killed two-thirds of the Spanish missionaries and drove Spaniards out of New Mexico for several years until they returned at the end of the 17th century

Bacon's Rebellion: Virginia 1676; planter Nathaniel Bacon and Virginia frontier settlers confronted colonial leaders about lack of representation in the House of Burgesses for frontier colonists.  They wanted forts on the frontier to protect them from Native American attacks.

Salem Witch Trials Began in 1692 it was a series of accusations and hearings of people accused of witchcraft in Massachusetts; it was determined later that the accusations were false

1st Great Awakening Religious revival that lasted throughout the 1740s and 1750s to encourage individuals to rededicate themselves to God

Navigation Acts Series of laws restricting colonial trade: only goods from English/colonial ships could trade with the colonies, most of the crew had to be English, only certain goods could be exported to England, most goods had to pass through English ports

1A(9/19) and 3A(9/21) Flex Options

On the Trail  - America's National Parks. If selection this, students must choose 3 segments to watch.

Hacking your Phone

The Libertarian Ticket

Slave Ship

Crash Course #2 - Colonizing America

Standing Rock Oil Pipeline (video)

Movie Poster Option for "How did contact impact both the populations of Europe and Americas?

Movie Poster Template : If you choose to create a movie poster for the "Contact" assignment, please use this handout as a guide for what you need to include. NOTE: you do not need to worry about the specific number of historical events and key figures - you just need to be sure to include all parts  in the final product.

Exploration Reading

Handout


This is a copy of our exploration reading from Daily Questions #1. Use as necessary.

Flash cards Video

This short video will help you place extra information, key terms, etc. on your flash cards. This will assist you earning the last 2 points of the assignment

Flash Card tutorial

Breakdown - Unit 1 Test Grade

The following assignments will be make up the UNIT 1 test grade :

Multiple Choice Questions - 25 Points 

Flashcards - 15 points 

Contact -Europe & Americas: 10 points 

Documentary: 50 points


NOTE: Multiple Choice date will be announced some days in advance. These are assignments that will be introduced and completed throughout the unit. 

Due Dates - How did contact impact both the populations of Europe and the Americas?

Once all groups have finished their individual assignments of the jigsaw activity and shared findings with their group members, we will be ready to complete the following assignment:

Guiding Inquiry: How did contact impact the populations of the Americans and Europeans? THIS WILL BE TURNED IN

• 7 sentence explanation OR Picture from Native American Perspective  OR Picture from European Perspective OR MEME (picture and text must be able to relate to content) OR Movie Poster  

We will discuss/brainstorm as a class how to approach this question. This CW grade will weigh as 10 points for UNIT 1 Test. 

Due Dates
1B - September 20th
3B - September 22
1A- September 23
3A- September 23

CBS Sunday Morning - " A Dream Come True"

Smithsonian’s National Museum of African American History and Culture.

Remind - how to gain access

1A: text @belleram1a to number 81010

1B: text @belleram1b to number 81010

3A: text @belleram3a to number 81010

3B: text @bam3b to number 81010


Please sign up for the appropriate class. Parents, if you do not know your child's section, please ask them or email me.

Flashcards - Unit 1

Due : September 15 (A) September 14(B) 

Vocabulary Quiz: September 19(A) September 16(B)

Vocabulary Words 

charter: is a document that gave colonies the legal rights to exist. The charters defined the relationship of the colony to the mother country, free from involvement from the Crown.

colonization: is the act of setting up a colony away from one's place of origin.

indentured servant:A person under contract to work for another person for a definite period of time, usually without pay but in exchange for free passage to a new country.

headright system:was originally created in 1618 in Jamestown, Virginia. It was used as a way to attract new settlers to the region and address the labor shortage. With the emergence of tobacco farming, a large supply of workers was needed. New settlers who paid their way to Virginia received 50 acres of land.

tribute:  money or goods that a ruler or country gives to another ruler or country especially for protection

plantation system: a large-scale agricultural operation on which slaves were put to work systematically producing marketable crops such as rice, tobacco, sugar, and cotton

Columbian Exchange:refers to a period of cultural and biological exchanges between the New and Old Worlds

Encomienda System: the system, instituted in 1503, under which a Spanish soldier or colonist was granted a tract of land or a village together with its Indian inhabitants.

mercantilism :  advocated that a nation should export more than it imported .Wealth could be kept by a nation if its colonies provided raw materials to the mother country and the mother country could sell finished goods to the colonies.

salutary neglect :refers to the seventeenth- and eighteenth-century British Crown policy of avoiding strict enforcement of  laws made by Parliament. 





Tips for making effective flashcards 

There are two options for the FORMAT of your cards, each with its own pros and cons

1. Question Form: The benefit of writing all of the information on cards in question and answer form is that it helps you start thinking about how things might be asked on the test. It allows you to practice directly answer questions instead of simply reciting information. This way, the flash cards almost become a practice quiz. The downside of this method is that it becomes difficult to answer the cards in reverse order, which is an effective study technique. (although then it becomes like Jeopardy, which is kind of cool) 

2. Simple information form. Instead of writing things down in a question, you just write down the main idea on one side, and the explanation of that main idea on the other. This usually causes you to go a little more in depth with your answers as you are addressing a bigger idea, instead of just a question. You can also work backwards by reading the explanation and providing the main idea. 

Make the information stand out.Part of what makes flashcards so helpful is that they serve as visual reminders. The more memorable your cards are, the more the information will stick. Use brightly colored pens, or draw diagrams when necessary. Write out the information using clear and bold handwriting. You want your photographic memory to kick into high gear when it sees your cards. 

Flashcards are worth 15  points 

Did the student make flash cards for ALL required terms?  __/7
Did the student use one of the two format options given by Mr. Beller?  __/3
Did the student make the information stand out? __/3
Did the student add at least one extra piece of information per card? __/1
Did the student state at least one term (from list or not) that the vocabulary word can be associated with? __/1