• 3/26

    Trouble in Kansas p. 548 

    1. Draw a timeline to place the following events in order:
      1. Kansas-Nebraska Act passed
      2. Missourians vote in Kansas election
      3. Sack of Lawrence
      4. Pottawatomie Massacre
      5. The caning of Charles Sumner
      6. Provide a brief description of each event on the timeline

     For each event:

      1. note how it was related to the previous event,
      2. note how it was related to the event which came after it,
      3. and include the names of key people involved.

     


    3/25

    1. P. 518 Reforming Society
    2. In an essay identify two reform movements in the United States -  for each reform movement:
      1. Describe the historical circumstances that led to the need for reform
      2. State one goal of the movement and discuss two actions taken by the government, a group, or an individual in support of this goal
      3. Evaluate the extent to which the reform movement has made an impact on the United States.

    3/13

    Reform Movements

     


    3/7

    The Politics of Slavery

    1.  Workbook pgs. 185 – 188  

    Reading Check:

    1. Evaluate: Why did southerners not want to upset the balance of power by letting California enter the Union as a free state?
    2. Summarize: What was the effect of the Compromise of 1850 on California and the rest of the Mexican Cession?
    3. Predict: Do you think the Compromise of 1850 settled the question of slavery in the United States? Why or why not?
    4. Define: What was the purpose of the Fugitive slave Act?
    5. Summarize: How was the Fugitive Slave Act biased in favor of slaveholders?
    6. Identify: What important antislavery novel was published in 1852, and who was its author?

     Create a Political Cartoon

    1. Work with your group to conceptualize and draw a political cartoon about some aspect of the politics of slavery.
    2. /Think about how the Monroe Doctrine political cartoons addressed the important or controversial issue of European colonization.
    3. Each student will explain the lesson using the following vocabulary terms secede, Compromise of 1850, and Fugitive Slave Act.
    4. /Groups will present to the cartoon.

    3/5/19

    1. Notebook Paper
    2. Open to Pg. 463 Slavery in the South

     

    Reading Check

    1. How did slave owners use religion and the Bible to justify their positions in southern society?
    2. How did slaves and slave owners interpret the Bible differently?
    3. Why were spirituals important to enslaved people?
    4. Why did enslaved Africans worship in secret?
    5. Describe Nat Turner’s rebellion against slavery
    6. What were some effects of Nat Turner’s rebellion?

    3/4

    1. Textbook pg. 459
    2. We will read the Southern Society

     Reading Check:

    1. Identify: What were the largest social groups in the South? How did its members make a living?
    2. Compare: In what ways were southern cities similar to northern cities?
    3. Recall: What were the main types of jobs that free African Americans held in the South?
    4. Summarize: How had free African Americans often gained their freedom?
    5. Compareand Contrast:  What similarities and differences can you find in two of the social classes discussed in this lesson?

    2/28

    The South Module 14

     1. Read and take notes on how the Cotton Gin, Cotton Boom, and Other Crops and Industries impacted the Southern Economy.

    2. Watch the Story of US - Division and write a summary on how the Cotton Gin paved the wave for the Civil War. Make sure you add other key developments. 

     


    2/25

    Changes in Working Life p. 430 - 434

    Write an Edition of the Lowell Offering

    1. Imagine you are contributors to the Lowell Offering
    2. Groups will create a magazine and fill the inside pages with articles and other items related to life and working conditions in the Lowell Mills. In addition to articles, you might include artwork, poetry, an advice column, stories, editorials, club listings, schedules and menus, and so on. Groups might also create a slogan or mill song on the inside or back cover.
    3. Groups will present magazines to the class.

    2/21

    Changes in Working Life p. 430 - 434

    Reading Check

    The Lowell system revolutionized the textile industry in the Northeast

    1. What system did Francis Cabot Lowell use in his mills, and who did he hire under this system?
    2. Why did young women want to work in the Lowell mills?
    3. What were working and living conditions like for Lowell girls?
    4. How do you think mill workers felt as owners kept increasing the size and speed of their machines?

    2/20

    The Industrial Revolution in America p. 424 - 429

    Analyze Changes in Manufacturing

    1. You are on a government investigative commission examining the state of American manufacturing in the early 1800s.
    2. Write a 2 paragraph report describing the state of manufacturing before industrialization and how the innovations of Samuel Slater and Eli Whitney have changed manufacturing processes in the United States and have affected the environment. In addition, address the slow growth of manufacturing and suggest some actions to improve it.
    3. Volunteers will read their reports to the class.

    2/19

    Read: The Industrial Revolution in America p. 424 - 429


    2/11/19

    DBQ

    Was the United States Justified in Going to War with Mexico? Mexican American War DBQ


    2/6/19

    Boom times in the West p. 364 - 370

    Boom Industries!

    1. There are three occupations in this lesson: miner, cowboy, and railroad worker.
    2. Research and create a pictorial display, consisting of images and text explanations, about the cause and effect of each industry.
    3. You will explain your display to the class.

    2/4/19 & 2/5/19

    Module 11 - Westward Expansion p. 354 - 384

    A Growing Nation

    1. Fold a sheet of paper into 8 rectangles

    2. Each box will have a heading - Lewis and Clark Expedition, Fremont's Exploration, Pike's exploration, Daniel Boone and the Wilderness Road, New Orleans and the Mississippi River, Mountain Men and Jacob Astor, The Mormons, and The Trails Leading West

    3. Provide a summary for each allong with a small illustration. 


    1/31/19

    Andrew Jackson pgs. 328 - 344

    Evaluate Andrew Jackson's impact on American Society. Create a hero's commemorative plaque for Jackson that emphasizes his positive contributions to American democracy, and a "Wanted" poster that shows his negtive impact on American democracy. Make sure you include

    1. two sketches of Andrew Jackson.

    2. two sentences stating why Jackson should be praised (below commemorative plaque).

    3. two sentences stating why Jackson should be condemned (below the "Wanted" poster)

    4. a one-prargraph answer to the following question: In your opinion, was Andrew Jackson more of a villain or a hero?


    1/28/19

    1. Pencil, textbook p. 333, sheet of paper
    2. Write a paragraph using tariffs, states’ rights, South Carolina, and John C. Calhoun.

    1/24/19

    1. Read Jacksonian Democracy p. 328 - 332

    2. Write two sentences to tell how democracy changed in the early 1800s.

    3. Write a brief paragraph that explains both how and why democracy expanded in the early 1800s.


    1/23/19

    Early Release

    1. Please answer the following questions Cumulative Test


    1/22/19

    1. Take out a sheet of paper
    2. Open to pg. 306

     

    Missouri Compromise

    1. Write the purpose of the Missouri Compromise and the three conditions.
    2. Write three statements of opinion about the value of the Missouri Compromise. One should be from the point of view of a northerner, one from the point of view of a southerner, and one from the point of view of a westerner.
    3. Add a description of how you would have solved the issue that led to the Missouri Compromise

    1/17/19

     

    1. A pencil and sheet of notebook paper
    2. Homework IS DUE Workbook pgs. 103 – 111 due block day

    Interpret a Monroe Doctrine Political Cartoon Pg. 304

    1. In pairs, find a political cartoon about the Monroe Doctrine through Internet research.
    2. With your partner, discuss what you see and meaning of the political cartoon.
    3. Each student will write a paragraph that reports on your analysis.

     

     U.S. Roads and Canals, 1850

    1. reread Roads and Canals
    2. Draw a sketch map of the eastern United States, labeling all places and improvements described in the text.
    3. Include a map title, compass rose, map legend, and a capti373on explaining how these transportation improvements helped promote national unity. Prepare three questions that require the use of the map to answer.

    1/15/19

     

    1. A pencil and sheet of notebook paper
    2. REMEMBER: Homework Workbook pgs. 103 – 111 due block day

    1/11/19

     

    1. A pencil and sheet of notebook paper
    2. Quiz tomorrow on the Coming of War 282-285 AND War of 1812 pg. 288-291
    3. Homework Workbook pgs. 103 – 111 due block day

    1/11/19

     

    1. A pencil and pen please!
    2. Quiz today on Jefferson!

    1/9/19

     

    1. Please take out Jefferson notes and questions from yesterday (make sure your name is on it)
    2. Read pgs. 268 – 274 Quiz block day

    1/7/19

    1. Please take out notes on Adams’s Presidency from Friday.
    2. Text book pg. 263

    1/4/19

    1. Please take out a sheet of notebook paper.
    2. Text book pg. 263

    12/18/18

    1. Please take out a book and read when done with the test.
    2. I will collect Political Parties Packet

    12/13/18

    1. Have out your Vocabulary Homework
    2. Political Parties Packet - Rap Battle
    3. Don’t forget to study for the Semester Exam. Access the Study Guide from my website.
    4. Block 2 continue working on Projects. Rough Drafts due next week before break.

    12/10/18

    1. If you were absent block day Hamilton Packet is due along with Hamilton’s Legacy paragraph
    2. On a separate sheet of paper in a well-developed paragraph 6 – 8 sentences answer the question in the slide.

    12/4/18

    1. Please take out a book to read after the test
    2. You will need a pencil for the test
    3. After the test we will continue Hamilton

     

    Individual Rights vs. Majority Rule

    1. The Revolutionary War started partly for the same reasons that the Whiskey Rebellion began—in both cases, people believed that the government was restricting their freedom through oppression of rights and taxation without representation.
    2. The Whiskey Rebellion marked the first major challenge to the authority of the federal government. When the armed rebels gathered in Pittsburgh in 1794, they were angry not only about the whiskey tax but also about their underrepresentation in the state legislatures.
    3. Discuss these questions:
      1. How is the conflict of individual rights vs. majority rule playing out today?
      2. How have we tried to resolve these conflicts?

    12/3/18

    1. Have out your Hamilton hand out please.
    2. Take out composition notebooks checking HMWK p. 152 & p.158

    Test tomorrow Tuesday Chapter 5

    11/28/18

    1. Field trip meeting place / group assignments
    2. Discuss with your group what you know about Hamilton. What you want to know more about?

    11/27/18

    1. Take out a sheet of paper / proper heading / Title – Washington Leads a New Nation
    2. Open to pg. 246

    11/16/18

    1. Take out composition notebook checking homework
    2. Take out Wednesday’s notes
    3. If you were absent yesterday, ask a shoulder partner for notes

    11/14/18

    1. Take out a sheet of paper to share with a neighbor.
    2. Quiz on Creating a New Constitution p. 164
    3. If you were absent yesterday, ask a shoulder partner for notes.
    4. Absent last week block day - you must take Quiz on p. 163 - New Nation Faces Challenges.

    Tuesday November 13

    1. Vocabulary homework pgs. 158 & 164 due Block days November 15-16.
    2. Creating the Constitutuion p. 164 graphic organizer.
    3. Creating the Constitutuion p. 169 assessment questions 1 - 8 ALL complete sentences
    4. Quiz on Creating the Constitution Wednesday November 14.

    Advance Class 2nd Block

    1. Vocabulary homework pgs. 158 & 164 due Block days November 15-16.
    2. Creating the Constitutuion p. 164 graphic organizer.
    3. Quiz on Creating the Constitution Wednesday November 14.
    4. Recipe for Government

      1. Students will write a recipe for creating the U.S. government Pg. 156 – 157
      2. The framers of the Constitution chose political ideas from many sources (the ingredients) to draft the Constitution. Then they decided how to balance these ideas (the measurements) and put them into practice (the directions).
      3. Student will write out their recipes and then read them to the class.

    Thursday/Friday September 20-21

    1. Predict how British colonists would react to the Proclamation of 1763. Imagine that you are a colonists and write a letter to the editor of colonial newspaper expressing your view on the new law.

    Wednesday September 19

    1. each group will exchange its outline with another group and write five questions and answers about the information in that outline. 
    2. Predict how British colonists would react to the Proclamation of 1763. Imagine that you are a colonists and write a letter to the editor of colonial newspaper expressing your view on the new law.

    Tuesday September 18, 2018

    Developments in the English Colonies

    1. Each group will be assigned one of this lesson’s subsections, indicated by the red headings.
    2. Have each group develop a detailed outline of its sub-section.

    Monday September 17, 2018

    1. Workbook Pgs. 34-36 including Challenge activity

    2. Composition Notebook Tranigular Trade handout 

    Thursday/Friday September 13-14

    Classwork:

    1. Read Module 3, Lesson 3, P.84

    2. Workbook Pgs. 34 - 36

    3. Finish filling out and coloring Middle Colonies organizer

    Homework:

    1. Vocabuarly Pg. 84