Daily Agenda

Tuesday 6/5

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can explain why the move Hidden Figures was made and its impact on history.
1.  Hidden Figures
***Moviesheet

Monday 6/4

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can explain why the move Hidden Figures was made and its impact on history.
1.  Hidden Figures
***Moviesheet

Friday 6/1

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can explain why the move Hidden Figures was made and its impact on history.
1.  Hidden Figures
***Moviesheet

Thursday 5/31

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
LT- I can prepare evidence to support and back my theory and present and intellectual argument.
1.  Lincoln theory debate!

Wednesday 5/30

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
LT- I can prepare evidence to support and back my theory and present and intellectual argument.
1. Complete the Lincoln Assassination Chart
***Make your top choices 
***Pick your teams (Jury must research the three theories further and may listen to groups research/strategy.)
***Be ready to present your case!
2.  Prepare an opening argument to set the tone for tomorrows debate.
3.  Prepare arguments and factual evidence to refute opposing teams views or facts. (After hearing the opening arguments.)


Tuesday 5/29

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
I can examine the theories behind Lincoln's assassination and choose the one I feel is the correct answer and provide proof and back it with proof, while gathering information to disprove the others.
1.  National Treasure (30-50 historical references)
2.  Lincoln's Assassination chart
***Chart must be filled out completely
***Vote on the top two realistic theories
***Choose teams
***Prepare for your debate

Friday 5/25

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
I can examine the theories behind Lincoln's assassination and choose the one I feel is the correct answer and provide proof.
1.  National Treasure 2
***30-50 historical references
2.  Celebrate the ending of an era!

Thursday 5/24

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
I can examine the theories behind Lincoln's assassination and choose the one I feel is the correct answer and provide proof.
1.  National Treasure 2
***30-50 historical references

Wednesday 5/23

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
I can examine the theories behind Lincoln's assassination and choose the one I feel is the correct answer and provide proof.
1.  National Treasure 2
***30-50 historical references

Tuesday 5/22

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can research and explain how secret societies, codes, or hidden tunnels have impacted history.
1.  National Treasure project presentations
2.  Present your project
***notes- Topic, two facts, era
3.  Begin National Treasure Conspiracies
***30-50 notes

Monday 5/21

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can research and explain how secret societies, codes, or hidden tunnels have impacted history.
1.  National Treasure project
2.  Present your project
***notes- Topic, two facts, era

Friday 5/18

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can research and explain how secret societies, codes, or hidden tunnels have impacted history.
1.  National Treasure project

Thursday 5/17

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can research and explain how secret societies, codes, or hidden tunnels have impacted history.
1.  National Treasure project

Wednesday 5/16

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can research and explain how secret societies, codes, or hidden tunnels have impacted history.
1.  Finish National Treasure
***Turn in your 30-50 notes
2.  National Treasure project

Tuesday 5/15

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LT- I can list and explain 10 historical references made in the movie and connect them to APUSH.
1. National Treasure
***30-50 historical reference notes

Monday 5/14

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
1.  APUSH Exam-pros and cons
2. National Treasure
***30-50 historical reference notes

Friday 5/11

1.  Turn in your 10% extra credit
2.  Work on your Exam Review

Wednesday 5/9

NAT-1.0 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity
LT- I can reflect and connect historical information in the American History from 1600-2000.
1.  Finish APUSH Review
2. What is your guess?

Tuesday 5/8

NAT-1.0 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity
LT- I can reflect and connect historical information in the American History from 1600-2000.
1.  APUSH Review presentations
***Almost done!

Monday 5/7

NAT-1.0 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity
LT- I can reflect and connect historical information in the American History from 1600-2000.
1.  APUSH Review presentations
***Almost done!

Friday 5/4

LT-  I can reflect on the 400 years we have covered during this course and complete the MC practice test.
1.  APUSH Multiple Choice Test
55 minutes

Thursday 5/3

Key Concept 8.2 — New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses.
LT- I can explain the policies and changes made post WWII.
2.  Work on your project
3.  Everyone is taking the multiple choice tomorrow.

Wednesday 5/2

Key Concept 8.1 — The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences
LT- I can explain my topic as a review strategy for the APUSH test.
1.  Units 7-9 go over answers
2.  Work on APUSH review
***Due Monday

Tuesday 5/1

Key Concept 8.1 — The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.
LT- I can list 5 events that fall into the Cold War Era.
1.  Unit 5 and unit 6 review
***go over answers
2.  Work on APUSH Review

Monday 4/30

Key Concept 8.1 — The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.
LT- I can list 5 events that fall into the Cold War Era.
1.  Define Cold War and create a list of events, policies, and actions that became part of the Cold War and explain.
2.  Share the list.
3.  Chapter 36 RQ
6.  Work on your major project
***Project presentations start on Monday
***Extra Credit is due May 11th

Friday 4/27

7.2.2 U.S. and the Course of WWII - Evaluate the role of the U.S. in fighting the war militarily, diplomatically, and technologically across the world (e.g. Germany First strategy, Big Three Alliance, and the development of atomic weapons)
LT- I can explain the role the US played in WWII.
1.  Two sections from the unit review/go over the answers
2.  Chapter 35 discussion
3.  Chapter 36 Reading and Reading quiz on Monday
4.  Work on your major project

Thursday 4/26

During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list and explain 5 New Deal Programs passed by FDR.
1.  Chapter 33 & 34 open notes test
2.  Begin reading chapter 35
3.  Chapter 36 reading quiz is on Monday

Wednesday 4/25

During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list and explain 5 New Deal Programs passed by FDR.
1.  Finish the Chapter 33 and 34 presentations
2.  Chapter 33 and 34 open note test tomorrow (notes must be hand written)

Tuesday 4/24

1.  Practice APUSH exam
2.  Those not taking the practice test work on your APUSH review project.

Monday 4/23

During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list and explain 5 New Deal Programs passed by FDR.

1.  Tomorrow's practice test- meet in Mrs. Iseler's room to take the multiple choice test.
***10 minute break and then the writing will be in my room for the remainder of the test
2.  Those not taking the APUSH practice test will meet in the library and work on the final major project for this year
4.  Chapter 33 and 34 presentation (notes can be used on Thursday's test

Friday 4/20

During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list five reasons the US went into the Great Depression.
1.  Work on your chapter 33 & 34 section
***Due Monday
2.  APUSH Test takers ***AP packet

Thursday 4/19

During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list five reasons the US went into the Great Depression.
1.  Finish the Essay prompt walk about!
2. Chapter 33 and 34 divide and conquer project.
***Section Teaching criteria
***At least 5 slides
***facts and explanations
***pictures
*** One multiple choice question
***Start Presenting tomorrow

Wednesday 4/18

 During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
LT- I can list five reasons the US went into the Great Depression.
1.  Note cards (EC)
2.  Review
3.  Chapter 32 Test
4.  Essay Prompt Project
5.  Chapter 33 and 34 divide and conquer project.
***Section Teaching criteria
***At least 5 slides
***facts and explanations
***pictures
*** One multiple choice question

Tuesday 4/17

 During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.

CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
LT- I can list five reasons the US went into the Great Depression.
LT- I can look at a prompt and use context clues to pull in outside information to support and answer it.
1.  Turn in concepts for chapter 32
2.  Chapter 32 RQ
3.  Walk about!
4.  Chapter 32 lecture
5.  Chapter 32 Test tomorrow
***Note cards (EC)

Monday 4/16

CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
LT- I can use text from documents to support the prompt.
1.  DBQ
2.  Chapter 32 concepts and reading quiz tomorrow.

Friday 4/13

Key Concept 7.2 — Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.
LT- I can explain three ways the 1920's changed.
1.  Kahoot
2.  Note cards
3.  Chapter 31 Test
4.  Have concepts done for chapter 32 by Tuesday
5.  Reading quiz for chapter 32 Tuesday
6.  Essay Prompt project due Tuesday

Thursday 4/12

Key Concept 7.2 — Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.
LT- I can create a list the positive and negatives during the 1920's.
I will be holding a APUSH review on April 21st and May 5th.  (8:00-10:00)
1.  Chapter 31 Lecture
2.  1920's list (4th hour)
***Presenting on Tuesday
4.  Chapter 31 Test tomorrow
***EC Notecards
5.  APUSH Format Changes
Period Years

1 1491–1607

2 1607–1754

3 1754–1800

4 1800–1848

5 1844–1877

6 1865–1898

7 1890–1945

8 1945–1980

9 1980–Present

Multiple Choice—55 Questions | 55 Minutes | 40% of Exam Score
  • Questions appear in sets of 2 to 5.
  • Students analyze historical texts, interpretations, and evidence.
  • Primary and secondary sources, images, graphs, and maps are included.

Section I: Part B

Short Answer—3 Questions | 40 Minutes | 20% of Exam Score

  • Analyze historians' interpretations, historical sources, and propositions about history.
  • Questions provide opportunities for students to demonstrate what they know best.
  • Some questions include texts, images, graphs, or maps.
  • Update for 2017-18: The number of required short-answer questions has been reduced to three, and the time allotted has been decreased to 40 minutes. Students will be choose between two options for the final required short-answer question, each one focusing on a different time period.
    • Question 1 (required): periods 3-8
    • Question 2 (required): periods 3-8
    • Students choose between Question 3, periods 1-5, and Question 4, periods 6-9

Section II: Part A

Document Based—1 Question | 60 Minutes (includes 15-minute reading period) | 25% of Exam Score

  • Assess written, quantitative, or visual materials as historical evidence.
  • Develop an argument supported by an analysis of historical evidence.
  • Update for 2017-18: Five minutes have been added to the time allotted for the document-based question, which will now focus on topics from periods 3 to 8.
  • ***SYNTHESIS portion has been removed

Section II: Part B

Long Essay—1 Question | 40 Minutes | 15% of Exam Score

  • Explain and analyze significant issues in U.S. history.
  • Develop an argument supported by an analysis of historical evidence.
  • Updates for 2017-18: Five minutes have been added to the time allotted for the long essay. The question choices will continue to focus on the same theme and skill but will now allow students to select among three options, each focusing on a different range of time periods:
  • SYNTHESIS Portion has been removed
    • Option 1: periods 1-3
    • Option 2: periods 4-6
    • Option 3: periods 7-9

Wednesday 4/11

Key Concept 7.2 — Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.
LT- I can create a list the positive and negatives during the 1920's.
I will be holding a APUSH review on April 21st and May 5th.  (8:00-10:00)
1.  Create a list of positive and negatives during the 1920's.  Include people, trends, inventions, innovations, policies, etc.
2.  Share
4.  APUSH Format Changes

Period Years

1 1491–1607

2 1607–1754

3 1754–1800

4 1800–1848

5 1844–1877

6 1865–1898

7 1890–1945

8 1945–1980

9 1980–Present

Multiple Choice—55 Questions | 55 Minutes | 40% of Exam Score
  • Questions appear in sets of 2 to 5.
  • Students analyze historical texts, interpretations, and evidence.
  • Primary and secondary sources, images, graphs, and maps are included.

Section I: Part B

Short Answer—3 Questions | 40 Minutes | 20% of Exam Score

  • Analyze historians' interpretations, historical sources, and propositions about history.
  • Questions provide opportunities for students to demonstrate what they know best.
  • Some questions include texts, images, graphs, or maps.
  • Update for 2017-18: The number of required short-answer questions has been reduced to three, and the time allotted has been decreased to 40 minutes. Students will be choose between two options for the final required short-answer question, each one focusing on a different time period.
    • Question 1 (required): periods 3-8
    • Question 2 (required): periods 3-8
    • Students choose between Question 3, periods 1-5, and Question 4, periods 6-9

Section II: Part A

Document Based—1 Question | 60 Minutes (includes 15-minute reading period) | 25% of Exam Score

  • Assess written, quantitative, or visual materials as historical evidence.
  • Develop an argument supported by an analysis of historical evidence.
  • Update for 2017-18: Five minutes have been added to the time allotted for the document-based question, which will now focus on topics from periods 3 to 8.
  • ***SYNTHESIS portion has been removed

Section II: Part B

Long Essay—1 Question | 40 Minutes | 15% of Exam Score

  • Explain and analyze significant issues in U.S. history.
  • Develop an argument supported by an analysis of historical evidence.
  • Updates for 2017-18: Five minutes have been added to the time allotted for the long essay. The question choices will continue to focus on the same theme and skill but will now allow students to select among three options, each focusing on a different range of time periods:
  • SYNTHESIS Portion has been removed
    • Option 1: periods 1-3
    • Option 2: periods 4-6
    • Option 3: periods 7-9

Monday 4/9

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
LT- I can explain the US role in WWI and it impact on our nation.
LT-I can explain the social, political, and economic changes during the 1920's.

1.  Turn in your Chapter 30 take home test.
2.  Turn in your Chapter 31 concepts
3.  Chapter 31 RQ
4.  Go over chapter 31 reading quiz answers
5.  Chapter 30 brief coverage
6. Begin  Chapter 31 lecture
***Test Thursday or Friday???

Thursday 3/29

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
LT- I can pull outside information to answer the prompts for the short answer essay.
1.  Continue with the short answer activity
***New prompt/complete/share
2.  Sample APUSH MC questions
***Go over the answers
3.  Chapter 30 take home(Due on APRIL 9th)
4.  Read chapter 31 by 4/9 and have concepts done
***Reading quiz on 4/9
5.  Enjoy your break!

Wednesday 3/28

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
LT- I can pull outside information to answer the prompts for the short answer essay.
1.  Share your chapter 29 project with me.
2.  Pass out papers
***How can you use this essay to build on your skills.
3.  Short answer essay activity
4.  Chapter 30 Take home due on 4/9
5.  Chapter 31 concepts and reading quiz on 4/9

Tuesday 3/27

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
LT- I can explain Wilson's participation in politics as he becomes president.
***Due Wednesday

Monday 3/26

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
LT- I can explain Wilson's participation in politics as he becomes president.
1.  Turn in your concepts
2.  Chapter 29 RQ
3.  Go over the answers

Friday 3/23

II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
***In the Progressive Era, the muckrakers exposed the evils in societies and used literature, newspapers, and lobbying to improve people's lives.
LT-  I can list three muckrakers and what evil they fought against.
1.  Note cards
2.  Kahoot
3.  Chapter 28 Test
4.  Read and do concepts for chapter 29 by Monday 
***Reading Quiz Monday
5.  ANY MISSING WORK has to be made up by 5:00 today.

Thursday 3/22

II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
***In the Progressive Era, the muckrakers exposed the evils in societies and used literature, newspapers, and lobbying to improve people's lives.
LT-  I can list three muckrakers and what evil they fought against.
1.  DBQ

Wednesday 3/21

II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
***In the Progressive Era, the muckrakers exposed the evils in societies and used literature, newspapers, and lobbying to improve people's lives.
LT-  I can list three muckrakers and what evil they fought against.
1.  Chapter 28 lecture
2.  Test on Friday
***Note cards (ec)
3.  Create a chart of progressive reformers:  Name, issues, solutions, impact
***due Friday

Tuesday 3/20

II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
***In the Progressive Era, the muckrakers exposed the evils in societies and used literature, newspapers, and lobbying to improve people's lives.

Outcome-I can explain that even in a perfect world, nothing is perfect.  No matter how many laws and regulations are passed to improve society, there will always be issues/problems that never have a perfect solution.
1. Collect Chapter 28 concepts
2.  Chapter 28 RQ
3.  FDA Presentation
4.  Chapter 28 outline and lecture

Monday 3/19

II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
***In the Progressive Era, the muckrakers exposed the evils in societies and used literature, newspapers, and lobbying to improve people's lives.

Outcome-I can explain that even in a perfect world, nothing is perfect.  No matter how many laws and regulations are passed to improve society, there will always be issues/problems that never have a perfect solution.

1.  Finish your Imperialism Chart (10 min)
2.  Story time!
***Upton Sinclair The Jungle
3.  Impact web on the emergence of the Progressive Era
4.  Read excerpt from Upton Sinclair The Jungle
5.  Beginning of FDA and connecting it to today's regulations 
***One
***Two
*** Four
6.  Create a pic collage of your product
***Two pictures that represents your topic of research
***2-4 facts of what the FDA allows when processing your food
***Find two other of your favorite foods 
 ***Name of your food
  ***Explain your findings
7.  Send your pic collage with the food you had to research in the subject line
***Presentations
8.  Chapter 28 concepts and reading quiz tomorrow. (Tuesday)

Friday 3/16

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

LT- I can teach my country and explain why it became an imperialistic target.
1.  Chapter 27 project
2.  Gallery Walk on Imperialism
***Fill out your sheet for each country or concept

Thursday 3/15

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

LT- I can research my country and explain why it became an imperialistic target.
1.  Chapter 27 project
***Due tomorrow

Wednesday 3/14

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
LT- I can define imperialism and list 9 reasons the United States entered the global arena of power.
LT- I can look at a random topic and use prior knowledge to answer and support the prompts.
1.  Define imperialism and list the 9 reasons
2.  Finish the presentation of the SA essay and share
3.  Second Short Answer essay (8 minutes)
***Short answer essay activity
4.  Imperialism Presentation
***Create a google presentation on your country and how the United States impacted them from 1890-1914
***Explain their location (map)
***Treaties or deals
***Explain which imperialistic reasons influenced the United States
***3-5 pictures
***3-5 people involved with an explanation of their role
***Presenting second half of Thursday
5.  Exit ticket

Tuesday 3/13

Key Concept 7.3 — Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
LT- I can define imperialism and list 9 reasons the United States entered the global arena of power.
LT- I can look at a random topic and use prior knowledge to answer and support the prompts.
1.  Chapter 27 Reading Quiz
***Go over the answers
2.  Imperialism and the reasons for it
3.  Short answer essay activity
4.  MC practice questions take home and work on
5.  Exit ticket
***List three countries the US was interested in during the 1890's-1910.

Monday 3/12

Key Concept 6.1 — Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT- I can analyze the documents and answer the prompt with a strong thesis and outside information.
1.  DBQ
2.  Chapter 27 concepts and RQ 

Friday 3/9

II. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict
E) Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
LT- I can understanding the impact the Industrial Revolution had socially, politically, and economically.
1.  Note cards (EC)
2.  Kahoot
3.  Chapter 26 Test
4.  Create a list of positive and negative effects the Industrial Revolution had on the United States.  In your chart, the heading must be political, social, or economic and explain.
5.  Chapter 27 reading and concepts due Tuesday

6.  10% assignment 
***Watch 15 John Green videos
      ***Title/Era/Years
     ***15 key facts
***2-3 sentences to explain the fact
7.  Concepts for chapters 35-39(30 concepts and page numbers)
****DUE the day before the APUSH exam

Wednesday 3/7

II. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict
E) Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
LT- I can understanding the Great West, its issues and solutions/Agricultural issues and solutions.
2.  Who or What am I?
3.  Test tomorrow
***Note cards for EC

Tuesday 3/6

II. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict
E) Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
LT- I can understanding the Great West, its issues and solutions/Agricultural issues and solutions.
2.  Who or What am I?

Monday 3/5

II. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict
E) Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
LT- I can understanding the Great West, its issues and solutions/Agricultural issues and solutions.
1.  Turn in chapter 26 concepts
***Reading quiz and go over the answers
2.  Chapter 26 Who or What am I?
***Pic Collage
***5-8 facts
***One picture to represent your topic
2.  Play the game!
***Take notes and keep track of guesses and answers
3.  Exit ticket
***Name three things from Who or What am I that you need to go back and reread for better understanding!
Friday 3/2
Key Concept 6.2 — The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
LT- I can explain three consequences from the Industrial Revolution on urban growth.
1.  Finish project presentations
2.  Chapter 25 Test (with a partner or on your own)
3.  Once you are done, begin reading chapter 26 for Monday
4.  Chapter 26 Concepts and Reading quiz Monday

Thursday 3/1

Key Concept 6.2 — The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
LT- I can give three examples on how the Industrial Revolution impacted the growth of cities during the late 1800's.
1.  Go over your section in chapter 25
***Notes or take pictures
2.  You are responsible for reading Chapter 25 (Test on Friday)

Wednesday 2/28

Key Concept 6.2 — The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
LT- I can give three examples on how the Industrial Revolution impacted the growth of cities during the late 1800's.

1.  Go over MC answers
2..  Teach your section
***Google slides
***1 picture and one political cartoon
***7-10 facts
***One multiple choice question
***You are teaching it tomorrow

3,  You are responsible for reading Chapter 25 (Test on Friday)

Tuesday 2/27

Key Concept 6.1 — Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.
LT I can explain how the Industrial Revolution impacted the US economically, socially, and politically.
1.  Note cards
2.  Kahoot
3.  Sample MC questions
4.  Chapter 25 division
***Google slides
***1 picture and one political cartoon
***7-10 facts
***One multiple choice question
5.  You are responsible for reading Chapter 25 (Test on Friday)

Monday 2/26

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT- I can analyze the documents and answer the prompt with a strong thesis and outside information.
1.  DBQ
2.  Test tomorrow
**Note cards (EC)

Friday 2/23



2.  Congress v. Johnson Reconstruction comparison sheet (due Monday)
3.  DBQ Monday
4.  Chapter 24 Test on Tuesday

Thursday 2/22

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT- I can revisit my DBQ and rewrite it by adding more analysis and outside information.
1.  DBQ Reflection
***Underline your thesis.
***Circle documents that you cited. (Doc 1)
***Highlight the analysis and sourcing from the four documents. 
2.  On a separate sheet of paper reflect on the changes you made in your new essay.
***Compare your old thesis to your new and note the changes.
***How did you change the content of your analysis?
***In one to two paragraphs give advice to your future self on what you need to do or remember on the next DBQ.
3.  Choose the best part of your essay (the part that you are most proud of) and share it with your group.

Wednesday 2/21

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT- I can revisit my DBQ and rewrite it by adding more analysis and outside information
1.  Look over sample A
***Grade it
***Discuss and give samples of analysis
2.  Outside information chart
***Share 
***10 seconds and switch
3. Using what you read and your DBQ, rewrite it for tomorrow
***Be able to reflect on how you improved your essay with proof

Tuesday 2/20

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT-  I can answer the prompt using analysis skills while embedding information from the documents.
1.  Collect chapter 24 concepts
2.  Chapter 24 RQ/go over the answers 
3.  Pass back the papers
***Look over your DBQ
***Look over two samples 
 ***Highlight the thesis
 ***Highlight the stated analysis that was used to support the prompt (do not highlight summaries)
 ***Highlight outside information
4.  Rewrite your DBQ using analysis and outside information
5.  What are your strengths and your weaknesses

Thursday 2/15

A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
LT- I can explain three consequences from the post Reconstruction era.
1.  Notecards
2.  Kahoot
3.  Chapter 23 Test
4.  Read and do concepts for chapter 24 by Tuesday
***Reading quiz on Tuesday

Wednesday 2/14

A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
LT- I can explain three consequences from the period of Reconstruction.
1.  Who or What am I?
3.  Chapter 23 Test tomorrow
***Note cards for extra credit 

Tuesday 2/13

A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
LT- I can explain three consequences from the period of Reconstruction.
1.  Chapter 23 Reading Quiz
***Go over
2.  N & S activity
3.  Who or What am I?

Friday 2/9

Key Concept 5.3 — The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.
LT- I can explain one positive and one negative for the Reconstruction Era
1.  Notecard (EC)
2.  Chapter 22 Test
3.  Read Chapter 23 and do concepts for Monday
4.  Chapter 23 Reading Quiz on Monday

Thursday 2/8

Key Concept 5.3 — The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

LT-  I can list the difference between Lincoln's 10% plan and Johnson's 50% plan.
1.  Chapter 22 RQ
3.  Chapter 22 Test tomorrow
4.  Note cards (EC)

Wednesday 2/7

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war
LT- I can list three events that impacted the Civil War Era
1.  Finish the Civil War timeline (due tomorrow)
2.  Chapter 22 concepts and reading quiz tomorrow.

Tuesday 2/6

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LT- I can examine primary sources documents to support the topic of my DBQ
1.  DBQ
2.  Chapter 22 concepts and reading quiz Thursdy
3.  Civil War Timeline/google doc due Thursday

Friday 2/2

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war
LT- I can list five battles, five event, and five people that impacted the Civil War.

1.  Civil War Timeline project
Due Wednesday 

Thursday 2/1

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war
LT- I can list and explain 3 elements from the Missouri Compromise, Kansas-Nebraska Act, and Compromise of 1850
1.  Compromise Activity Part 2

Wednesday 1/31

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war
LT- I can list three events/ideas that led up to the Civil War.

1.  Chapter 20 RQ (use your concepts)
2.  Compromise Activity

Tuesday 1/30

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can examine primary sources documents and make inferences to support a thesis.
1.  DBQ Project Presentations
2.  Chapter 20 Reading Quiz tomorrow and you can use your concepts on it.

Monday 1/29

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can find primary source documents and create a DBQ question, thesis, and outside information to explain your topic.
1.  DBQ Project work
***Due tomorrow

Friday 1/26

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

LT- I can explain the consequences of the Dred Scott decision.
1.  Review
2.  Note cards (ec)
3.  Chapter 19 Test
4.  DBQ Project
5.  Chapter 20 concepts and RQ on Wednesday

Thursday 1/25

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can find primary source documents and formulate my DBQ question.
1.  Chapter 19 outline lecture 
2.  Test tomorrow
***Note cards EC
2.   DBQ Project work
***Show me your question and the direction you are taking the DBQ

Wednesday 1/24

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can find primary source documents to fit with my DBQ question.
1.  Finish grading the sample DBQ question
2.  Flipping the DBQ Project
***Topic must be approved by me.
***Due Tuesday

Tuesday 1/23

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
LT- I can list three events that caused more tension between the North and the South between the years 1848-1854
1.  Turn in Chapter 19 concepts
2.  Chapter 19 RQ
3. DBQ Sample grading
4.  Pass back DBQ

Friday 1/19

1.  Exam
2.  Chapter 19 concepts due Tuesday 1/23
3.  Reading Quiz on Tuesday

Wednesday 1/17

LT- I can define and explain terms from the beginning of colonization up to the 1850's.
1.  Exam Review

Tuesday 1/16

LT- I can define and explain terms from the beginning of colonization up to the 1850's.
1.  Exam Review

Monday 1/15

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
LT- I can list three events that caused more tension between the North and the South between the years 1848-1854
1.  Note cards (EC)
2.  Review for chapter 18 test
3.  Chapter 18 test

Thursday 1/11

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT-  I can analyze documents to support my thesis statement.
1.  DBQ
2.  Chapter 18 test tomorrow
***25 notecards for ec

Wednesday 1/10

Key Concept 5.2 — Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
LT- I can list three events that caused more tension between the North and the South between the years 1848-1854
1.  Chapter 18 lecture
3.  Chapter 18 Test on Friday

Tuesday 

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can write my thesis statement and support it using two of the documents provided and outside information.

1.  Turn in your concepts
2.  Chapter 18 RQ 
4.  DBQ revisit

Monday 1/8

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can write my thesis statement and support it using two of the documents provided and outside information.
1.  DBQ practice
***Write a thesis
*** Use two paragraph that support your thesis/proof of evidence
***Acknowledge each document (POV, Audience, Intent/purpose)
***Do not summarize the document/ use it to support your analysis and outside information
2.  Read and have concepts done for chapter 18 for tomorrow
***Reading Quiz tomorrow

Wednesday 1/3

CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can write my thesis statement and support it using two of the documents provided and outside information.
1.  Turn in Chapter 16 and 17 takehome
***Quick review
2.  Chapter 18 RQ
3.  DBQ walk through (last step by step process before the real deal!)

Thursday 12/21

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can pull out evidence from a document to support my thesis.
LT-  I can list three reform movements and there goals from the mid 1800's.
1.   Reform project 
***Name of the Reform
***5 Notes
2.  Chapter 16 and 17 take home test ***Due January 3rd.
3.  Chapter 18 reading quiz will be on January 5th.

Wednesday 12/20

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can pull out evidence from a document to support my thesis.
LT-  I can list three reform movements and there goals from the mid 1800's.
1.   Reform project 
***Name of the Reform
***5 Notes

Tuesday 12/19

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can pull out evidence from a document to support my thesis.
LT-  I can list three reform movements and there goals from the mid 1800's.
1.  Read your DBQ paragraph
2.  Share the Reform project 
***Name of the Reform
***5 Notes

Monday 12/18

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can pull out evidence from a document to support my thesis.
1.  Continue working on DBQ
***When you are done, on a separates sheet of paper, write a paragraph will go with your thesis.  Provide a transition sentence based off your thesis, incorporate at least one document (POV, audience, analysis), and outside information that supports the document.
2.  Chapter 15 Reform project is due tomorrow
 

Friday 12/15

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LT- I can pull out evidence from a document to support my thesis.
1.  Introduction of DBQ (data based question) essay writing
***DBQ rubric
***Proof of evidence
***Use free response essay for the basis of your analysis
2.  Reform Movement Project will be due Tuesday

Wednesday 12/13

II. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.
LT-  I can create a list of reform movements that emerged from 1790-1860.
1.  Turn in your chapter 15 concepts
2.  Using chapter 15, create a list of reform movements that emerged during this time period.
***Presenting on Monday

Tuesday 12/12

1.  Work on your Reform project (Rubric is on Monday's agenda)

Monday 12/11

II. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.
LT-  I can create a list of reform movements that emerged from 1790-1860.
1.  Turn in your chapter 15 concepts
2.  Using chapter 15, create a list of reform movements that emerged during this time period.
***Presenting on Monday

Friday 12/8

The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.
LT-  I can explain how the settling of the West impacted the North and the South.
1.  Note cards
2.  10-15 minutes study
3.  Chapter 14 Test
4.  Begin reading Chapter 15
***Concepts are due Monday 
***Reading Quiz on Chapter 15 Monday

Thursday 12/7

The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.
LT- I can explain the how the north, south, and west depended on each other.
1.  SA essay
2.  Go over chapter 14 outline
3.  Chapter 14 worksheet
4.  Test tomorrow
**Notecard
5.  DBQ (ITA)

Wednesday 12/6

The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.
LT- I can explain one impact industrialization in the north had on the growing tension with the south.
1.  Chapter 14 share (take notes)
2.  Short Answer question

Tuesday 12/5

The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.
LT- I can explain one impact industrialization in the north had on the growing tension with the south.
1.  Chapter 14 share (take notes)
2.  Multiple choice sample questions
3.  SA essay

Monday 12/4

In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
LT- I can explain the Market Revolution and how inventions impacted American lives.
1.  Turn in your Chapter 14 concepts
2.  Chapter 14 RQ
***Go over answers
3.  Free Responses/Chapter 13 Test
4.  Chapter 14 Breakdown
***Section title
***Two Pictures
***7 Facts
***Multiple Choice Questions

Friday 12/1

In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
LT- I can explain the South Carolina Nullification Crisis and what started this issue and how it was resolved.
1.  Kahoot
2.  Chapter 13 Test
3.  Read and do concepts for chapter 14 by Monday
4.  Reading Quiz Monday

Thursday 11/30

In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
LT- I can list three positive events and three negative events during Jackson's/Van Buren's admin.
2. Test tomorrow
***Note cards (EC)
3.  Create a list of three positive events and three negative events during Jackson's/Van Buren's admin.

Wednesday 11/29

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LT- I can justify why post War of 1812 was called the Era of Good Feelings or not!
1.  Free Response

Tuesday 11/28

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LT- I can justify why post War of 1812 was called the Era of Good Feelings or not!
1.  Chapter 13 RQ
2..  Era of Good Feeling Debate
3.  Short answer essay

Monday 11/27

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LT- I can justify why post War of 1812 was called the Era of Good Feelings or not!
1.  Era of Good Feeling Debate (Be ready to go tomorrow)
2.  Chapter 13 concepts and RQ tomorrow

Tuesday 11/21

Key Concept 4.3 — The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

LT- I can explain the causes and effects of the War of 1812

LT- I can explain the Compromise of 1820 and its impact to keep peace between the North and South
1.  FInish Free Response  presentations
2.  Chapter 12 take home test
3.  Chapter 13 reading and concepts will be due on Tuesday 11/28

Monday 11/20

Key Concept 4.3 — The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

LT- I can explain the causes and effects of the War of 1812

1.  Chapter 12 RQ

2.  Free Response Project Presentations


Friday 11/17

I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence
LT- I can name three things Jefferson did during his presidency.

1.  Kahoot
2.  Chapter 11 Test
3.  Read chapter 12 by Monday and do concepts
***Reading Quiz on Monday


Thursday 11/16

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LT- I can explain the main idea of George Washington's Farewell Address
1.  George Washington's Farewell address analysis
3.  Chapter 11 Test tomorrow
4.  Free Response presentations

Wednesday 11/15

1.  Share your Flipping the Free Response project
***Notes
***Topic/5 facts/synthesis
2.  Begin Chapter 11 lecture
***Main idea
***Three (literal word for word facts to support your main idea) facts to prove your main idea
*** Summarize or paraphrase George Washington's Farewell Address


Tuesday 11/14

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LT-  I can create a thesis that will incorporate the topic of my free response


1.  Free Response project due tomorrow


Monday 11/13


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LT-  I can create a thesis that will incorporate the topic of my free response

1.  Chapter 11 concepts

2.  Chapter 11 Reading Quiz

3.  Flipping the Free Response project (get topic approved by me)

***Due Wednesday

Friday 11/10

I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence
LT- I can describe the differences between the Federalist and the Antifederalists.
1.  EC note cards on answer key
2.  Chapter 10 Test
3.  Read chapter 11 or work on your flipping the free response proposal
4.  Chapter 11 concepts and reading quiz on Monday


Thursday 11/9

I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence
1.  Finish Chapter 10 lecture
2.  Test tomorrow (note cards EC)
3.  Chapter 11 reading and concepts due Monday
4.  Flipping the free response project
***Create the question and thesis for approval on Monday


NEW WEBSITE LINK: http://tinyurl.com/APUSHSemesters2017-18

posted 5 hours ago by Marlo Jolley   [ updated 4 hours ago ]
I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.
LT-  I can list three accomplishments George Washington did.
1.  Who or What am ?
2.  Begin Chapter 10 lecture

| Attachments:  Chapter 10 APUSH.pdf

Tuesday 11/7

posted Nov 7, 2017, 7:40 AM by Marlo Jolley   [ updated Nov 7, 2017, 11:47 AM ]
I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

LT-  I can list three people that created, led, and developed our country
1.  Rewrite your intro from last weeks free repsonse
2.  Who or What am I?

Monday 11/6

posted Nov 6, 2017, 9:13 AM by Marlo Jolley   [ updated Nov 7, 2017, 7:29 AM ]
I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

LT-  I can list three people that created, led, and developed our country.
1. Turn in Concepts
2.  Chapter 10 RQ
3.  Who or What am I?
***Concepts
***Pic collage
***Title
***10 facts (numbered)
***3 pictures
4.  Play the game!

Friday 11/3

posted Nov 3, 2017, 7:57 AM by Marlo Jolley   [ updated Nov 3, 2017, 12:36 PM ]
I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.
1.  I can explain why the Articles of Confederation was scraped and the Constitution was created.
1.  Note cards (EC)
2.  Kahoot
3.  Chapter 9 Test
4.  Read and do concepts for Chapter 10 by Monday
***Reading Quiz Monday

Thursday 11/2

posted Nov 2, 2017, 9:58 AM by Marlo Jolley
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT- I can list three items that caused problems between the colonists and the British.
1.  Free Respons
2.  Test tomorrow over chapter 9
***Note cards (ec)
3.  Chapter 10 concepts and RQ on Monday

Wednesday 11/1

posted Nov 1, 2017, 8:13 AM by Marlo Jolley   [ updated Nov 1, 2017, 9:03 AM ]
I. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.
1.  I can describe three things the United States did to become united.
1.  Correct chapter 9

| Attachments:  Chapter 9 outline.pdf

Untitled Post

posted Oct 31, 2017, 9:06 AM by Marlo Jolley
II. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state anII. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.d federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.
LT- I can list three things the new country did to remain united.
1.  Turn in Chapter 9 Concepts
2.  Chapter 9 RQ
3.  British policies/resistance
15 minutes
4.  Chapter 9 worksheet

Monday 10/30

posted Oct 30, 2017, 7:43 AM by Marlo Jolley
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT- I can list three battles from the Revolutionary War and their results.
1.  Share your project and present
***Audience must take notes (5-7)

10/27

posted Oct 27, 2017, 9:11 AM by Marlo Jolley   [ updated Nov 7, 2017, 12:21 PM ]
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT-  I can explain two events that led to the Revolutionary War.
1.  Note cards
2.  Kahoot
3.  Chapter 8 Test
4.  RW Project
5.  Read Chapter 9 and concepts for Tuesday

Thursday 10/26

posted Oct 26, 2017, 7:44 AM by Marlo Jolley   [ updated Oct 26, 2017, 9:12 AM ]
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT-  I can explain two events that led to the Revolutionary War.
1.  Chapter 8 Lecture
2.  Test tomorrow
***Notecards
3.  RW project

| Attachments:  Chapter 8 outline 2014.pdf

Untitled Post

posted Oct 25, 2017, 9:07 AM by Marlo Jolley
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT- I list three facts about my battle.
1.  Revolutionary War Battle Project

Tuesday 10/24

posted Oct 24, 2017, 9:11 AM by Marlo Jolley   [ updated Nov 7, 2017, 12:24 PM ]
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT- I can evaluate sample free responses using the rubric and justify why my group gave them the grade we did.
1.  Free Response sample/grade
2.  Work on you Rev. War Project
3.  Finish meeting with students about their free responses

Monday 10/23

posted Oct 22, 2017, 12:13 PM by Marlo Jolley   [ updated Oct 23, 2017, 9:18 AM ]
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
LT- I can list three battles in the Revolutionary War.
1.  Turn in concepts
2.  Chapter 8 RQ
3.  Continue working on your Ben Franklin Quote
***due at the end of the hour
4.  Meet with everyone to go over the first free repsone
***The good, bad, and improvements needed
5. Look over the Revolutionary War Battle rubric  

Untitled Post

posted Oct 20, 2017, 7:58 AM by Marlo Jolley
Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.
LT- I can recite one of Ben Franklin's quotes.
1.  Choose one of Ben Franklin's quotes
***Create a creative poster representing his quote (on the paper I provide)

Thursday 10/19

posted Oct 19, 2017, 7:43 AM by Marlo Jolley   [ updated Oct 19, 2017, 7:44 AM ]
Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.
LT- I can explain three policies passed by the British that the colonist passed and three response from the colonists.
1.  Kahoot
2.  Note cards
3.  Chapter 7 Test
4.  Chapter 8 reading due Monday and reading quiz Monday.
5.  Ben Franklin Quote
***Research and find you top five favorites
***Share

Wednesday 10/18

posted Oct 18, 2017, 7:45 AM by Marlo Jolley
Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.
LT- I can explain three policies passed by the British that the colonist passed.
1.  Chapter 7 lecture
2.  Test tomorrow
***EC note cards
3.  Work on policy/outcome chart

| Attachments:  Chap 7 outline.pdf

Tuesday 10/17

posted Oct 17, 2017, 8:52 AM by Marlo Jolley   [ updated Oct 17, 2017, 9:12 AM ]
.Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.
LT-  I can list two pieces of legislation passed by the British that caused rebellious feelings on the colonists parts.
1.  Create a list of policies and events from the British that caused rebellion with the colonist
***explain the policies and events and the outcome

Monday 10/16

posted Oct 16, 2017, 9:14 AM by Marlo Jolley
Key Concept 2.2 — The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.er bonds with Britain and resistance to Britain’s control.
LT- I can explain how the French and Indian War impacted the relationship between Britain and the colonists
1.  Turn in Concepts
2.  Ch. 7 RQ
3.  Free Response

Friday 10/13

posted Oct 13, 2017, 9:39 AM by Marlo Jolley
Key Concept 2.2 — The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.er bonds with Britain and resistance to Britain’s control.

LT- I can explain the reasons behind the French and Indian War and its outcome.
1.  Note cards
2.  Kahoot
3.  Chapter 6 Test
4.  Begin reading chapter 7 
***Concepts due Monday
***RQ on Monday

Thursday 10/12

posted Oct 12, 2017, 7:44 AM by Marlo Jolley
Key Concept 2.2 — The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.er bonds with Britain and resistance to Britain’s control.

LT- I can explain the reasons behind the French and Indian War and its outcome.
1.  Chapter 6 lecture
2.  Test tomorrow
3.  EC notecards for tomorrow
4.  Finish the F/R breakdown (ITA)

| Attachments:  Chapter 6 outline.pdf

Wednesday 10/11

posted Oct 11, 2017, 10:51 AM by Marlo Jolley
Key Concept 2.2 — The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.er bonds with Britain and resistance to Britain’s control.

LT- I can explain the reasons behind the French and Indian War and its outcome.

1.  Continue working on your Free Response breakdown.

Tuesday 10/10

posted Oct 10, 2017, 7:50 AM by Marlo Jolley   [ updated Oct 11, 2017, 10:50 AM ]
Key Concept 2.2 — The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.er bonds with Britain and resistance to Britain’s control.

LT- I can explain the reasons behind the French and Indian War and its outcome.

1.  Turn in the Chapter 4 concepts
2.  Chapter 4 RQ
3.  Free Response Breakdown

Monday 10/9

posted Oct 9, 2017, 9:14 AM by Marlo Jolley
Standard:  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
LT- I explain why my historical figure was relevant to history and their impact.
1.  Historical figure speeches
2.  Chapter 6 concepts are due on Tuesday and RQ is on Tuesday

Thursday 10/5

posted Oct 5, 2017, 7:40 AM by Marlo Jolley
Standard:  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
LT- I explain why my historical figure was relevant to history and their impact.
1.  Work on your historical figure speech
2.  Chapter 6 concepts are due on Tuesday and RQ is on Tuesday

Wednesday 10/4

posted Oct 4, 2017, 9:33 AM by Marlo Jolley   [ updated Oct 4, 2017, 9:33 AM ]
 In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors, including development and advancements in education, medicine, etc.

LT-I can list three ways that colonies have developed and changed since colonization.
1.  Chapter 5 open book test
2.  Historical Figure Speech
LT- I can introduce myself (historical person) to the class and explain how I impacted history.

Tuesday 10/3

posted Oct 3, 2017, 8:41 AM by Marlo Jolley
. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors, including development and advancements in education, medicine, etc.

LT-I can list three ways that colonies have developed and changed since colonization.
1.  Finish the section teaching/notes
2.  Chapter 5-10 exploration of individuals that impacted history
***Historical Figure Speech project

Monday 10/2

posted Oct 2, 2017, 8:32 AM by Marlo Jolley
I. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors, including development and advancements in education, medicine, etc.

LT-I can list three ways that colonies have developed and changed since colonization.
1.  Chapter 5 concepts
2.  Chapter 5 Reading Quiz
3.  Chapter 5 section//teaching (share your google slides with me.)



| Attachments:  Chapter 5.pdf

Friday 9/29

posted Sep 29, 2017, 7:50 AM by Marlo Jolley   [ updated Sep 29, 2017, 7:51 AM ]
I. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

LT-I can list three ways that colonies have developed and changed since colonization.

1.  Create a google slide presentation on your assigned section of the chapter
***8-10 facts
***3-5 pictures
***Create a multiple question that students will be able to answer at the end of your presention
***One slide must have a synthesis of your topic and clear justification of how it has that connection
2.  If you get done, read chapter 5, do concepts and be ready for your reading quiz on Monday

Thursday 9/28

posted Sep 28, 2017, 8:37 AM by Marlo Jolley
I. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
LT- I can explain the 'head-right system' and how it impacted and contributed to Bacon's Rebellion.
1.  Note cards
2.  Kahoot
3.  Chapter 4 Test
4.  Begin Chapter 5
LT-I can list three ways that colonies have developed and changed since colonization.

1. 

Wednesday 9/27

posted Sep 27, 2017, 7:35 AM by Marlo Jolley   [ updated Sep 27, 2017, 9:08 AM ]
I. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
LT- I can explain the half-way covenant and how it impacted religion in the colonies.
L
1.  Chapter 4 Lecture
2.  Chapter 4 Test tomorrow
***Note cards (EC)
3.  Chapter 4 worksheet
posted Sep 26, 2017, 7:39 AM by Marlo Jolley
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
LT- I can define my topic and relate it to the visual I created.
1.  Share the Who or What am I? topic
2.  Play and discuss major topic found in chapter 4
3.  Lecture if time 

| Attachments:  Chapter 4 outline 2013.pdf

Monday 9/25

posted Sep 25, 2017, 7:25 AM by Marlo Jolley
LT- I can differentiate between the New England, Chesapeake, and Southern Colonies.
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
1.  Turn in Chapter 4 concepts
2.  Chapter 4 RQ
3.  New England, Chesapeake, Southern colonies SA
4.  Who or What am I?
***5-7 facts
***1-2 Pictures

Friday 9/22

posted Sep 22, 2017, 7:30 AM by Marlo Jolley   [ updated Sep 22, 2017, 7:35 AM ]
LT- I can differentiate between the New England, Chesapeake, and Southern Colonies.
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
1.  Note cards (EC)
2,  Kahoot
3.  Chapter 3 Test
4.  Chapter 4 concepts and RQ on Monday (concepts need page number and must be complete)
5.  John Green Colony (10 notes)

Thursday 9/21

posted Sep 21, 2017, 7:53 AM by Marlo Jolley
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT-I can explain what a visible saint is.
1.  Lecture Chapter 3
2.  SA question
3.  Test tomorrow
***25 notecards (EC)

| Attachments:  Chapter 3 2013.pdf

Wednesday 9/20

posted Sep 19, 2017, 3:29 PM by Marlo Jolley
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT- I can list the three regions for colonies and one example for each.
1.  Finish up the colony projects
2.  Thirteen Colonies map
3.  Regional Map
4.  Lecture (ITA)

Untitled Post

posted Sep 19, 2017, 7:35 AM by Marlo Jolley
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT- I can list three facts about the colony I researched.
1.  Colony Presentations
***Fill in the chart along with presentations
2.  Colony and Regional Map

Monday 9/18

posted Sep 18, 2017, 7:53 AM by Marlo Jolley
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT- I can list 7 of the 13 colonies
1.  Turn in Chapter 3 concepts
2.  Chapter 3 RQ
3.  Colony Project due tomorrow
4.  13 colony map

Friday 9/15

posted Sep 15, 2017, 9:21 AM by Marlo Jolley   [ updated Sep 15, 2017, 9:46 AM ]
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
1.  I can describe my regional colony and its reason for settlement.
1.  Test
2.  Colony work
3.  Read and do concepts for Chapter 3 for Monday

Untitled Post

posted Sep 14, 2017, 7:52 AM by Marlo Jolley   [ updated Sep 14, 2017, 9:16 AM ]
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT:  I name two people that saved the colonist from malnutrition and death.
1.  Finish Chapter 2 lecture
2.  Begin the Colony project
3.  Test tomorrow
***25 notecards for EC (For every 5 notecards 1 point ec)

| Attachments:  Colony research rubric.pdf

Untitled Post

posted Sep 12, 2017, 7:22 PM by Marlo Jolley
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT- I can list two of the theories behind the disappearance of Roanoke Colony
1.  Chapter 2 Lecture 
2.  Research the theories behind the disappearance of Roanoke
***Journal #1:  Roanoake is considered the lost colony.  Explain how it received its name.  Which theory is the most logical and provide evidence to support your findings.  In addition, synthesize Roanoake with another historical event.

Untitled Post

posted Sep 12, 2017, 7:22 AM by Marlo Jolley   [ updated Sep 12, 2017, 8:53 AM ]
WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
LT- I can look at two historians views on early settlement and find on similarity and on difference in their views.
1. Thesis Activity
2.  Short answer essay format/criteria
***With a partner or on your own
2.  Begin Chapter 2 lecture

| Attachments:  Chapter 2 outline 2013.pdf

Untitled Post

posted Sep 11, 2017, 7:32 AM by Marlo Jolley
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s) in a thesis, and create an organization that establishes clear relationships on the topic presented.
Learning Target:  I will write a thesis that focuses on the prompt(s) presented.
1.  Turn in your concepts
2.  Chapter 2 RQ
3.  Picture connections game
4.  How to write a thesis.
5.  Thesis Activity

Friday 9/8

posted Sep 7, 2017, 3:40 PM by Marlo Jolley   [ updated Sep 8, 2017, 8:13 AM ]
Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.
LT- I can list three different groups of peoples that settled and developed North America before Britain established the 13 colonies.
1.  Notes from Chapter One
2.  Open note test
***Answers on a separate sheet of paper
***Correct and reflect
3.  Read chapter 2 for Monday
***30 concepts (be complete)
***must have page numbers

Thursday 9/7

posted Sep 7, 2017, 7:59 AM by Marlo Jolley

Learning Target:  I can analyze my thesis an rewrite a better on.

State Standard(s):  K1.6 Analyze events and circumstances from the vantage point of others.

1. Picture Review

2. Review and assess my free response

***Rewrite my thesis

***add facts

3. Chapter One read for tomorrow

***each section must have three fact

Thursday 9/7

posted Sep 7, 2017, 7:56 AM by Marlo Jolley

Wednesday 9/6

posted Sep 6, 2017, 7:26 AM by Marlo Jolley   [ updated Sep 7, 2017, 7:54 AM ]


Learning Target:  I can list for examples of history from the picture.

State Standard(s):  K1.6 Analyze events and circumstances from the vantage point of others

1. Review expectations/turn in signature sheet

2. Picture connection game

3. Pre-test Free-response


Tuesday 9/5

posted Mar 19, 2012, 12:34 PM by Marlo Jolley   [ updated Sep 5, 2017, 11:22 AM ]

Learning Target:  I can list for examples of history from the picture.

State Standard(s):  K1.6 Analyze events and circumstances from the vantage point of others

1. Seating Chart/Attendance
2.  Handbook coverage
3.  Intro Self
5.  Note card/ ticket
6.  Syllabus
7.  Turn in Summer EC (Today is the only day, no exceptions.)
8.  Download book
9.  Picture Connection game/differing perceptions and ideas in history