3A Reconstruction Annotated Sources

the link below has the annotated sources for your persuasive speech outline - that is due Tuesday, May 30.

3A Annotated historical sources 

If you scroll down the blog, you will see a previous post that has more information about the cast of characters, the requirements for the outline, etc.

Exam Locations - June 5 - 7:25-10:30

1A: 200
1B: 252
3A: 2602
3B: 802-08

Final Exam Review Sources

Unit Reviews - Beller Video

Crash Course Videos - Early American History (Videos #1-22)

BIG TIME Final Exam Review Packet

Big Ideas from American 1 

Kahoot Review Games

2013 Released Exam

2014 Released Exam

2015 Released Exam    (Video Explaining the multiple choice answers) Suggestion: have the released exam up in front of you and play the YouTube video in the background

Quizlet Flashcards

Hippocampus Review Videos

Khan Academy: Jamestown to Civil War (20 minute video)

Outline for Persuasive Speech, Annotated Sources, Reconstruction cast of characters and readings

Reconstruction Readings - original source and cast of characters 

Reconstruction - annotated sources & format for outline (#2 and #7 are not included) 

Reconstruction Questions and Lecture Link - Day 1

1. What was President Lincoln's planned approach to Reconstruction? What happened to him?
2. What was the Wade-Davis Bill? What happened to it?
3. How did the views of Presidents Lincoln and Johnson differ from the views of the Radical Republicans?
4. Identify the following: 1) Freedmen's Bureau 2) Civil Rights Act of 1866 3) Black Codes
5. Create a bubble map for Reconstructing Society. Include: a) Conditions in Postwar South b) Politics in Postwar South c) Freedmen improve their lives d)changes in the Postwar Southern Economy

Lecture Link

Expectations:
1. You listen to the entire lecture
2. You stop and complete the various tasks/questions throughout the lecture
3. By the end of Day 1, you start or are in a position to start reading and annotating your primary sources
4. points will be deducted for failure to meet this deadline


Cast of Characters Link

Hard Tack Recipe

http://www.washingtonpost.com/wp-dyn/articles/A46037-2004Dec8_2.html

Sub Plans 5/5

Sub Plans - 5/5/17 - Mr. Beller

1st Block: American History 1 → 7:25-8:55

1. Take attendance with attached roster
2. Students are to continue their research for Civil War Scrapbooks. I have intentionally taken away the scrapbooking paper. They will be able to get this on Tuesday.
3. Please put back computers and plug them in @ 8:50
4. Projects are due Thursday, May 11th!!

2nd Block: 9:00-10:33 → Planning

3rd BLock:American History 1 →  10:38-11:23, LUNCH, 12:03-12:43

5. Take attendance with attached roster
6. Students are to continue their research for Civil War Scrapbooks. I have intentionally taken away the scrapbooking paper. They will be able to get this on Tuesday.
7. Please put back computers and plug them in @ 12:38
8. Projects are due Thursday, May 11th!!

Sub Plans 4/28

Sub Plans for David Beller 4/28/17

1st Block: 7:25-8:46 American History I

1. Please take attendance with attached roster
2. Pass out Civil War Guided Notes sheet to anyone who needs a copy (see labeled folder)
3. Direct students to my blog - millbrookush2016.blogspot.com
1. Students should direct their attention to post entitled, “Civil War Guided Notes Materials”
2. Students should copy down notes from “Beller Key”
3. Students should complete AND TURN IN Contextualization Questions (note: you MAY need to use the book)

2nd Block: 8:51-10:17: Planning

3rd Block: 10:22-12:48 (Lunch → 11:37-12:12)

1. FLEX PERIOD: (10:22-10:52) Students should refer to the side board. The list indicates the students who MUST do the 1850s remediation activity. The activity can be found on my blog - millbrookush2016.blogspot.com under the title, “Remediation Opportunity” (posted April 5th) Students should TURN IN completed remediation assignments
2. Please take attendance with attached roster
3. Pass out Civil War Guided Notes sheet to anyone who needs a copy (see labeled folder)
4. Direct students to my blog - millbrookush2016.blogspot.com
1. Students should direct their attention to post entitled, “Civil War Guided Notes Materials”
2. Students should copy down notes from “Beller Key”

Students should complete AND TURN IN Contextualization Questions (note: you MAY need to use the book)

Civil War Scrapbook

Scrapbook Requirements

Civil War Guided Notes Materials

Chapter 11  of Textbook

Guided Notes (Beller Key)

Contextualization Questions

Civil War Maps from Textbook

Civil War Maps

Sub Plans 4/21

1st Block: 7:25-8:55  American History 1 (Blended)

1. Please take attendance with the roster attached
2. Please pass out the following for students to complete (folders are labeled as such)
1. Civil War Map Exercise
2. Civil War Guided Notes - Chapter 11 in Red Textbook
3. Expectations for Completion by Tuesday
1. Civil War Map Exercise
2. Civil War Guided Notes -- #1-7
4. REMINDER: REMEDIATION ACTIVITY DUE TODAY!! IF YOUR NAME IS ON SIDE BOARD PLEASE COMPLETE AND TURN INTO BOX
5. All other work please keep until Tuesday

--------------------------------------------------------------------------------------------------------------------

3rd Block : 10:38--11:23 (Lunch 11:23-11:58) 12:03-12:43

6. Please take attendance with the roster attached
7. Please pass out the following for students to complete (folders are labeled as such)
1. Civil War Map Exercise
2. Civil War Guided Notes - Chapter 11 in Red Textbook
8. Expectations for Completion by Tuesday
1. Civil War Map Exercise
2. Civil War Guided Notes -- #1-7
9. REMINDER: REMEDIATION ACTIVITY DUE TODAY!! IF YOUR NAME IS ON SIDE BOARD PLEASE COMPLETE AND TURN INTO BOX
10. All other work please keep until Tuesday

****IF YOU ARE LEAVING FOR PROM, BE READY TO PRODUCE A PASS FROM ATTENDANCE***** THE SUB WILL TAKE ATTENDANCE AT THE START OF CLASS AND AGAIN AFTER LUNCH*****

Civil War Scrapbook Project

Requirements

Due Dates 
1B: 5/4

America The Story of Us: Civil War

Youtube Clip

Remediation Opportunity

For those interested in credit recovery for 1850s Quiz #2 (and who have taken it) here is the remediation assignment. It is a RAFT writing assignment that allows you to assume the role of the North or South  and is in the format of a reply in an advice column and has the following requirements:



R.ole : Both a personified North or South writing into a Dear Abby style dating advice column and Dear Abby responding (what is Dear Abby? click here!!)

A.udience: Readers of a Cosmo/Newpaper type document

F.ormat: Advice Column and Reply

T.opic: What to do when your man (the north or south)

- Wants you to Compromise over shared space (Compromise of 1850 or Kansas Nebraska)

- Doesn't agree with your politics (Dred Scott)

- Thinks you should spend money differently (Tariffs)

- Doesn't agree with your chosen profession (Issues with plantation slavery) 

- Hates your friends (John Brown)

Requirements:

• write one letter to abby from the perspective of the (NORTH or SOUTH) and a response from the other perspective. 
• Choose 1 topic from the list
•  both letters should be 2 paragraphs.  

Here is a (summarized) example: 

Dear Abby,

My boyfriend hates tariffs. Every time it comes time to pay them he’s all like “I don’t benefit from this! It only helps you!”

Greetings Molly,

It seems like your boyfriend has an understandable point. From his perspective….

Credit Recovery:

  - Original Score: 19-20--> 21 is the Max

  - Original Score: 18 and below --> 19 is the max

Due Date: Friday, April 21 (this is the first Friday back from Spring Break) 

A Day Lesson Plans 3/30

1^st Block: 7:25-8:46

Process:

1. Take Attendance using the rosters in the folder

2. Students are to watch:  Decade of Crisis YouTube Video  à (https://tinyurl.com/decade1850s). This is a 43 segment from the America: The Story of Us series.

3. Mr. Hosking will come in and open up the computers for students to use – if they don’t have headphones then they need to use the volume and low as possible and/or use the closed captions (CC) option.

4. While watching the video, students should answer (and turn in) questions #1-5.

5. Afterwards, students should continue to work to finish Task 1 from Compromise of 1860 Activity (background notes) and sectional background work. Students can find Sectional Background work in folder labeled, Sectional Background Work

6. Students should return computers (5 on top/5 on bottom) and plug them in.  Once again, please turn in questions #1-5. Be prepared for a quiz next class we meet.

Introduction to Video

America becomes a nation just as a revolution in commerce and industry sweeps across the western world. This vast new country, rich in resources, experiences rapid changes – in trade, transport and manufacturing – and America quickly turns into one of the wealthiest nations on earth. The Erie Canal creates a vital pathway through the nation in 1825, New York City booms, the factory town of Lowell becomes the cradle of the American industrial revolution and in the South the cotton gin streamlines the process of separating seeds from the fibers and sets off a manufacturing explosion.

Discussion Questions

1. Why did U.S. leaders want to build the Erie Canal? How did the canal change the U.S.?

2. Some historians refer to the increase in highways and roads in the U.S. during the 19th century as a “transportation revolution.” How did the addition of many more roads and highways affect the U.S.?

3. When was the Fugitive Slave Act passed, and what were the consequences of this law?

4. In this episode, a commentator says that the Civil War played a role in advancing U.S. industrial progress. Can you give an example that proves this argument?

5. Define the word “inevitable” – what does this word mean? Do you think the Civil War was inevitable?

3^rd Block: 10:22-11:02, (11:02-11:37 – lunch) 11:42-12:23

Rest of Class:

**Repeat the exact same lesson plan from 1^st block*** (see above) THIS MEANS PUT AWAY THE COMPUTERS BEFORE YOU LEAVE CORRECTLY!!

B Day Sub Plans for 3/29

1^st Block: 7:25-8:46

Process:

1. Take Attendance using the rosters in the folder

2. Students are to watch:  Decade of Crisis YouTube Video  à (https://tinyurl.com/decade1850s). This is a 43 segment from the America: The Story of Us series.

3. Mr. Hosking will come in and open up the computers for students to use – if they don’t have headphones then they need to use the volume and low as possible and/or use the closed captions (CC) option.

4. While watching the video, students should answer (and turn in) questions #1-5.

5. Afterwards, students should continue to work to finish Task 1 from Compromise of 1860 Activity (background notes) and sectional background///Sectional interests and concerns. Students should use the board as a guide.

6. Students should return computers (5 on top/5 on bottom) and plug them in.  Once again, please turn in questions #1-5. Be prepared for a quiz next class we meet.

Introduction to Video

America becomes a nation just as a revolution in commerce and industry sweeps across the western world. This vast new country, rich in resources, experiences rapid changes – in trade, transport and manufacturing – and America quickly turns into one of the wealthiest nations on earth. The Erie Canal creates a vital pathway through the nation in 1825, New York City booms, the factory town of Lowell becomes the cradle of the American industrial revolution and in the South the cotton gin streamlines the process of separating seeds from the fibers and sets off a manufacturing explosion.

Discussion Questions

1. Why did U.S. leaders want to build the Erie Canal? How did the canal change the U.S.?

2. Some historians refer to the increase in highways and roads in the U.S. during the 19th century as a “transportation revolution.” How did the addition of many more roads and highways affect the U.S.?

3. When was the Fugitive Slave Act passed, and what were the consequences of this law?

4. In this episode, a commentator says that the Civil War played a role in advancing U.S. industrial progress. Can you give an example that proves this argument?

5. Define the word “inevitable” – what does this word mean? Do you think the Civil War was inevitable?

3^rd Block: 10:22-11:37, (11:37-12:12 – lunch) 12:17-12:53

FLEX (until 10:52) Students should get into their sectional groups and finish their interests/concerns

Rest of Class:

**Repeat the exact same lesson plan from 1^st block*** (see above) THIS MEANS PUT AWAY THE COMPUTERS BEFORE YOU LEAVE CORRECTLY!!

Compromise of 1860 Background Notes

Compromise of 1860 Background Notes

use chapter 10 in the textbook (also found 2 posts down)

FREE TRIP TO D.C.

Brochure 

 R2L NextGen program.

As you are aware this opportunity is a week-long leadership and civic engagement opportunity for current high school juniors. CHCI will bring a group of students to Washington D.C. to learn how the Federal Government works, meet key leaders, visit historic sites and develop a deeper understanding of how they can affect positive change in their communities and their nation. The program, which will take place July 23- 28, 2017, is completely FREE of charge to all selected student participants.

We have extended our application deadline to April 3, 2017, at 11:59 pm EST. Note that we have also opened the application to include students living in Durham and Wake County.

Application numbers for this region are currently low so students who apply have a good opportunity at being selected. Please share this information with eligible students so that we may ensure that talented Latino high school juniors get access to this amazing leadership opportunity. I have attached a program brochure for your reference. I'm available to address any questions that you may have and look forward to hearing from you soon.   

Chapter 10 - Task 1 - Compromise of 1860

Chapter 10

Oregon Trail

Stop 1

Stop 2

Stop 3

Stop 4

Stop 5

Antebellum Reform Presentation

Project requirements towards the end of presentation

Google Slides Presentation - Antebellum Reform

Does Jackson deserve to be on the $20 bill? Instructions

Step 1: look at video notes and book notes on Jackson. Write down at least 15 pieces of information about him(the person), important events of his presidency, leadership style, etc.

Step 2: Group similar evidence together into categories. You should have at least 2-3 categories. Provide at title for each category. (some examples: Personality, Accomplishments, Controversies)

Step 3: Follow outline

1st Paragraph: Answer the question (do not write in 1st person!!) Provide 2-3 reasons (hint: look at titles of your categories!!)

2nd Paragraph: (1st Reason)

•    Turn category title into topic sentence ( example: Jackson's tendency to make politics personal qualifies/disqualifies him from being on the twenty-dollar bill)
• Provide evidence --> define & describe 
• Explain how/why evidence helps prove your point ("This shows......")
• repeat as necessary (@ least 3 pieces of evidence)

Repeat as necessary for each reason (each reason = new paragraph) 

Unit 4 Test Remediation - Due by Next Test!!

Look at Takeaway Homework Menu 

5 point assignment = 2.5 points for test

15 point assignment = 5 points for test

20 point assignment = 10 points for test


**if you started below a 90, you can't exceed that score

**can not go above 100

Article to use for 250 word response

Study Guide for Multiple Choice Test!

***KNOW EXAMPLES OF CONTRIBUTING FACTORS FOR SECTIONALISM AND NATIONALISM****

 Which idea is promoted by the concept of nullification?
Which development led to a sharp rise in the number of slaves imported to the southern United States?
Which Americans benefited most from the Tariff of 1816?

How did the American System help bring the nation together?

Which part of the American System proved to be the most controversial?

Causes and Results of Industrial Revolution in America 

McCulloch v. Maryland

The Missouri Compromise

The Monroe Doctrine

Spoils System

S.C. Nullification Crisis 

Corrupt Bargain

John Quincy Adams 

Andrew Jackson 

Indian Removal Act 

Chapter 7 Textbook Links - Jackson

Chapter 7 Section 3 - The Age of Jackson

Chapter 7 Section 4- States Rights and the National Bank

Black History Month Exhibit and Problem-Finders Cube: DUE DATES

Due dates for both assignments are Monday 2/20 and Tuesday 2/21.


Remember: You can find ideas for the Black History Month exhibit under the "Unit 4 Test Components" post and the Cube process is a more recent post.


Remember Part II: any questions or if you just want to walk me through what you are doing for the assignment, please sign up for one of my meeting times. The sign up sheet is located outside of my classroom.

Finding the Right Problems to Solve - process

Problem-Finding Cube Assignment - handout

Round 2 Stations

Station 1: Lecture Notes (what you will need to turn in is at the end of the 2nd video, last slide)

Video 1

Video 2

Station 2:  "Enlarging the Nation State" 

**NOTE:  B day will complete the entire packet. A Day will complete part B and Immigration Chart 

Land Acquisition Notes    - IN CASE YOU CAN'T READ THE "CIRCUMSTANCES OF ACQUISITION..." (see below)

1. 13 colonies received independence and all land to Mississippi River in the Treaty of Paris (1783) that ended the American Revolution
2. US bought this from France to guarantee access to Mississippi River
3. Britain and the US agreed to make 49th parallel the border between Canada and US from Minnesota to Rocky Mountains
4. US received Florida
5. USA annexed Texas despite objections from Mexico
6. the United States arranged a compromise with Britain to divide Oregon Country at the 49th Parallel
7. US received land in the Treaty of Guadalupe-Hidalgo after American victory in the Mexican-American War, US paid Mexico $15 million




   Land Acquisition Map

Part B Video Tutorial  

**Turn in chart from Sectional Issues..."

Station 3:  Documents - "The End of Homespun: The Early Industrial Revolution" (you will turn in part B) on a sep. sheet of paper

Lecture Round 2

Video 1

Video 2

Sub Plans 1/27

SUB PLANS FOR FRIDAY, JAN. 27TH

1st Block:American History- 7:25-8:55

3rd Block: American History -10:38-11:23, (11:23-11:58 (lunch)), 12:03-12:43

Process

1. Please take roll with attached roster
2. Students will complete work at station they were at on Wednesday - All materials are in numbered folders (these folders are with roll) Extra copies of all handouts are on laptop cart
3. After completing work at their station, students will use rest of the class to complete any unfinished work

Sub Plans - Thursday 1/26

SUB PLANS - THURSDAY, JAN. 26TH

1st Block: American History (7:25-8:46)

3rd Block: American History (10:17-11:02, 11:02-11:37(lunch), 11:42-12:23)

Process:

1. Please take roll with the attached roster
2. Pass out student handouts in folder - “Enlarging the National State” (yours to keep)
1. Students should FIRST copy notes for Part A from the board
2. NEXT, students should complete Part B - make sure you Label and color each territorial acquisition listed in the chart in Part A
3. THEN,  students will read over the section, “Sectional Issues of the Antebellum Period” - Part A is asking you to look at the political, economic, and social of each region (or section of the country) (**NOTE: this is weird, I asked your class to make a living graph of social, political, and economic issues …...like we almost, maybe might be able to use both of these sources in a discussion??!?!)
1. Part A continues with a vignette (a brief description) of a typicial person from each region/section of the country. IT IS CRUCIAL  that you read this part - it will come in handy for the chart and Part B
4. AFTER, reading over the sectional issues and vignettes, you will complete the chart with each man’s position and rationale (reasons for their belief/position)
3. WE WILL COMPLETE PART B AS A CLASS
4. FINALLY, ONCE FINISHED WITH THIS, students should take advantage of any left over time and complete:
1. Station Work unfinished from Tuesday/Friday

Unit 4 Test Component

Multiple Choice -25 points

Writing Component (Foreign Policy in the Early Republic) -20

**Problem-Finding Cube -25

Document Analysis: 20

Talking Day  - 10 points

Check out this Graphic Organizer to Keep Track


This may be substituted out for your contribution towards our Black History month exhibit


Exhibit Ideas  for Black History Month

Lecture Video for Station 1 (Lecture1)

Lecture 1 Video #1

War of 1812 - short review

Lecture 1 Video #2

Check for Understanding Questions (to be completed on sep. sheet of paper and turned in)

I. Introduction
II. Themes of the Unit
III. The student will understand .....
A. How did the early decisions of the Marshall Court increase the power and authority of the national government?
B. To what extent did the Monroe Doctrine secure the nation's dominant economic and political role in the Western Hemisphere?
C. How did the treaties mentioned in the lecture enable westward expansion and economic development , political security, and nationalism. (use specific treaties in your answer and answer all 4 parts of the question)
D. How did westward expansion influence the spread of slavery?
E. How and why the Missouri compromise increase sectional tension?
F. How could the Missouri compromise be considered an example of nationalism?

Takehome Test - Unit 3

Just in case anyone realized they haven't turned this (both Multiple choice and short answer) in yet...

Unit 3 Takehome test

Midterm Review

Midterm Review

Tuesday 1/17 - 1B
Wednesday 1/18 -3A
Thursday 1/19 - 3B
Friday 1/20 (Early Release) - 1A