Monday, September 29 #11
What are we doing in APUSH week 8?
Friday, September 26 #10 (Mr. Parry Teaching)
THE RATIFICATION BATTLE: FEDERALISTS VS ANTI-FEDERALISTS
Mr. Parry led students in a deep analysis of the fierce debates over ratification of the United States Constitution, focusing on the contrasting arguments of Federalists and Anti-Federalists. Students examined four primary sources—Federalist No. 51, George Mason’s objections, the writings of Brutus, and Federalist No. 84—to explore core tensions between liberty and governmental power. Through structured discussion and document-based activities, students identified major concerns about centralized authority and the lack of a bill of rights, as well as defenses of a strong, unified government. To conclude, Mr. Parry administered a short-answer assessment in Google Classroom, requiring students to explain how the AoC, Constitution, or ratification debates can justify promoted liberty or concentrated power.
CLASSWORK: See your g-class for the writing document/prompt
RECOMMENDED RESOURCES: Foner, 277-283, Federalist Overview, Fed. and Anti-Fed Perspectives, Slides from the Week
KEY CONCEPTS: KC-3.2.II.In the debate over ratifying the Constitution, Anti-Federalists, opposing ratification, battled with Federalists, whose principles were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.
Thursday, September 25 #9 (Mr. Parry Teaching)
THE MAKING OF A CONSTITUTION: FROM CONFEDERACY TO FEDERALISM
Mr. Parry guided students through an immersive Constitutional Convention simulation where each group represented a state delegation and debated foundational issues that shaped the United States Constitution. The lesson began with a succinct overview of the major structural problems in the Articles of Confederation, then shifted to role-play discussions centered on proposed “bills” regarding representation, slavery, and federalism. Students considered state interests, analyzed historical arguments, and negotiated compromises—such as the Great Compromise, Three-Fifths Compromise, and arrangements for federal powers—mirroring the real debates of 1787. The lesson concluded with a class-wide vote and reflection on how these compromises balanced liberty and power, illustrating the challenging process of forming a more unified national government under the leadership and facilitation of Mr. Parry, playing the role of George Washington.
RECOMMENDED RESOURCES: Foner, 265-274, Compromise Overview, Constitutional Debate
KEY CONCEPT: KC-3.2.II.D The Constitutional Convention compromised over the representation of slave states in Congress and the role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade after 1808.
Wednesday, September 24 #8 (Mr. Parry Teaching)
THE STRUGGLES OF CONFEDERACY: The FARTicles of Confederation
Students began their exploration of the Articles of Confederation by diving into a hands-on scenario analysis. Working in groups, students received both the full text of the AoC and six different historical scenarios, each illustrating a key weakness in the nation’s first government. Without prior explanation, students used textual evidence to determine not only the problems in each scenario but also whether or not the national government under the Articles could legally provide a solution. Throughout the lesson, Mr. Parry facilitated group discussion and guided analysis, then led a debrief where students synthesized their findings, drawing connections between the document’s structure and the practical challenges it created for the new republic.
RECOMMENDED RESOURCES: Foner, 253-263; Articles Overview; Ordinance Overview; Articles Pro/Con Debate
KEY CONCEPTS: The Articles of Confederation unified the newly independent states, creating a central government with limited power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government
Tuesday, September 23 #7
THE PROS AND CONS OF FREEDOM: HOW TO CREATE A FREE SOCIETY
SAQ's from last Thursday were returned and discussed. Come see me in OH if you need more help!
Mr. Peters taught on the difficulty of establishing a "republic" based on feedom and how Freedom and Power are balanced in society.
RECOMMENDED RESOURCES: Reading in Foner: Pages 244-251 (On the Articles of Confederation) SLIDES SUMMARY (AUDIO) CONVERSATION/SUMMARY ON THE QUESTION OF FREEDOM (5:45)
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
KC-3.2.I.D In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
Monday, September 22 #6 (Mr. Peters out sick today)
What are we doing in Apush Week 7?
REMINDER, IF YOU WERE ABSENT FOR THE SAQ LAST THURSDAY, THE OFFICE MUST BE NOTIFIED WITHIN 7 DAYS WITH PARENT EXPLANATION OR THERE IS NO MAKEUP. MAKEUP SCHEDULED FOR OFFICE HOURSE THIS THURSDAY
HOW REVOLUTIONARY WAS THE REVOLUTION? AFRICAN AMERICANS AND WOMEN SPEAK OUT
Students were given a series of documents (primary and secondary) to read and interpret regarding the impact the Revolutionary War had on women and blacks at that time. Questions to consider and respond to were given
CLASSWORK: (Due tomorrow at 8:30 AM) - see your g-class
RECOMMENDED READING: Foner, pages 226-238 (on slavery and women in the Revolution)
KEY CONCEPTS: KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women. KC-3.1.II.D In the face of economic shortages and the British military occupation of some regions, men and women mobilized in large numbers to provide financial and material support to the Patriot movement.
KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. KC-3.2.I.D In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
Friday, September 19 #5 (Mr. Parry Teaching)
THE DECLARATION OF INDEPENDENCE: SACRED DOCUMENT OR MORE PROPAGANDA?
SLIDES Common Sense Resource Declaration of Independence Resource
Today in APUSH, students explored how the ideas of natural rights and republican government fueled the movement for American independence. In a collaborative “jigsaw” activity, Mr. Parry split the class in half: one group analyzed an excerpt from Thomas Paine’s Common Sense while the other examined a key passage from the Declaration of Independence. Each group discussed guiding questions to understand how these documents challenged British authority and justified breaking away. Afterward, students shared their findings, compared arguments about government and rights, and considered how colonists tried to seek redress before choosing revolution.
RECOMMENDED READING: Foner, Give Me Liberty, pages 204, 209-220
KEY CONCEPTS: KC-3.2.I.B The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American history, shaping Americans’ understanding of the ideals on which the nation was based KC-3.2.I.A Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege, while religion strengthened Americans’ view of themselves as a people blessed with liberty
Thursday, September 18 #5
THE CAUSE: THE WAR FOR INDEPENDENCE STARTS
A quick lecture (10 minutes) that focused on how the causes of the Revolution that we discussed yesterday became "The Cause" -- especially after shots were fired outside of Boston in a little village called Concord. (You can actually stand on the very spot where the first battle took place!) With the slides, we emphasized the growing outrage against the British government and the potency of the "Ideas" of "Self Government that were bubbling to the surface. All preface for tomorrow where we will look at the Declaration of Independence and the impact of it, along with Thomas Paine's Common Sense pamphlet that pushed the colonists into becoming actual "Americans"
We then went over the SAQ's from last week, with more tutorial using a student sample displayed on the screen
CLASSWORK: Students wrote an SAQ for a grade REMINDER, IF YOU WERE ABSENT, THE OFFICE MUST BE NOTIFIED WITHIN 7 DAYS WITH PARENT EXPLANATION OR THERE IS NO MAKEUP
RECOMMENDED READING: Foner, 187-191 focuses on the outbreak of war and Paine's Common Sense and The Declaration of Independence
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
Wednesday, September 17 #4 (Mr. Parry teaching)
SO YOU SAY YOU WANT A REVOLUTION? A HOW-TO ON HOW TO GET ONE
Today, Mr. Parry led a lesson focused on the key events between 1765 and 1774 that escalated tensions leading to the American Revolution. Students explored significant developments such as the Sugar Act, Stamp Act, and Townshend Acts, along with important colonial responses including the Stamp Act Congress, Sons of Liberty, and nonimportation agreements. Through a student-centered ranking activity, groups analyzed and debated the relative significance of these events in fostering colonial unity, resistance, and the eventual push toward independence. Mr. Parry facilitated the discussion by posing thought-provoking questions and acting as a devil’s advocate to deepen reasoning. The class concluded with a reflective exit ticket prompting students to articulate which event best explained the growing colonial desire to break from Britain. This lesson emphasized historical causation, argumentation skills, and the interconnected causes of revolutionary sentiment.
RECOMMENDED RESOURCES: to help you recap from today’s discussion:
Podcast Episode Revolutionary Debate
RECOMMENDED READING: Foner, 196-206
REMINDER: SAQ tomorrow on topic of Period 3
KEY CONCEPTS: KC-3.1.II.A The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights. KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women.
Tuesday, September 16 #3
FRENCH AND INDIAN WAR: CONTEXTUALIZATION FOR A FRACTURED RELATIONSHIP
We used the documents that were covered on Friday/weekend work (papers were turned in for a grade) and Mr. Peters worked through the documents to help understand the impact the French and Indian War had on the relationship between the colonies and Great Britain. We then pivoted to a tutorial on "Contextualization" and thesis writing. Using these slides, Mr. Peters explained how to write a contextualization paragraph for the LEQ/DBQ.
HOMEWORK: Contextualization practice. See your g-class for the document and directions. Due tomorrow at 8:30 am
KEY CONCEPTS FOR ALL OF PERIOD 3
STUDY GUIDE AND TERMS FOR ALL OF PERIOD 3
KEY CONCEPTS: KC-3.1.I.A Colonial Rivalry intensified between Britain and France in the mid-18thcentury,as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy. KC-3.1.I.B Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage forimperialeffortstoraiserevenueand consolidate control over the colonies. KC-3.1.I.C AftertheBritishvictory,imperialofficials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands. KC-3.1.II.A The imperial struggles of the mid-18thcentury, as well as new British effortstocollecttaxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights. KC-3.1.II.B Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule,and the ideas of the Enlightenment.
Monday, September 15 #2
What are we doing in APUSH Week 6?
JOIN OR DIE? NAH, WE'RE GOOD
Period 3 (re)starts today, - as you were effectively starting on it with the Friday assignment - with a quick intro to the time period and what we'll be covering.
Students were then shown the famous "Join or Die" cartoon from 1754, created by Ben Franklin. Using yarn, we made a "snake" around the room, with all students joined to the snake by holding a portion of it. Mr. Peters then cut the snake into 8 parts, thereby making groups. Using these prompts (attachment) the severed groups discussed the prompts and came up with answers. A class discussion followed, with Mr. Peters giving some context and historical detail for the cartoon and a list for why the colonies would remain disunited despite Franklin's plea. (Good webpage to check out on it).
Students were then tasked with an analysis of how the French and Indian war served as a catalyst of change in the relationship between the British colonists and Great Britain.
Directions are on this slide show.
HOMEWORK: See your g-class for documents on FI war to Rev. War
RECOMMENDED RESOURCES: Foner, pages 175-181 Listen for overview of the topic Watch and listen
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.
I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians.
A. Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
B. Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.
C. After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.
Friday, September 12 #1 (no students at school today)
THE FRENCH AND INDIAN WAR: CAUSES
No School today, but students were tasked with looking at how the French and Indian War began and what its implications would be for the colonies.
DIRECTIONS: Using Eric Foner’s Give me Liberty, read pages 159 to 165. Then, beneath each of the Key Concepts, write in 2 distinct and separate quotes (1-3 sentences long for each) from Eric Foner that elaborate and explain in greater detail the concepts from the College Board.
KEY CONCEPTS: KC-3.1.I.A Colonial rivalry intensified between Britainand France in the mid-18thcentury, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
KC-3.1.I.B Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.
KC-3.1.I.C After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.
ALSO HOMEWORK: Edpuzzle - Period 3 Preview
ASSESSMENT DAY: PERIODS 1 AND 2 MCQ AND SAQ
Students completed an assessment
CONTACT: A CONCLUSION TO THE PERIOD
Students were put in groups of 5 and tasked with taking 3 desks (representing Europe, the Americas and Africa) and arrange them in "three-dimensional art" that represents the effects of the "contact" that happened in 1492 and throughout periods 1-2. Then, using the Key Concepts, the students chose three different KC's and represented them by using three more inanimate objects.
Discussion followed
Key Concepts for Periods 1 and 2 to study from (also handed out in class)
HOMEWORK: Period 1-2 exam is tomorrow! You need a pen for the SAQ portion
ON BECOMING "AMERICAN": THE TENSION OF ENLIGHTENED THINKING AND RELIGIOUS FERVOR AND ITS IMPACT ON THE COLONIES
Mr. Peters presented a lecture titled, "On Becoming American" with a review of key events on the growth of such "American" ideals of liberty and freedom and protest and how that all came together in the Enlightenment and the Great Awakening.
HOMEWORK: Progress Checks on your AP CLassroom are due on Thursday at 8:30 AM
EXAM: Periods 1-2 assessment is n Thursday. MCQ and one SAQ will be given. Use the Key Concepts as your study guide.
RECOMMENDED READING: Foner: Give Me Liberty, An American History Chapters 1-4 are in play for the exam next week.
KEY CONCEPTS: Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.
What are we doing in APUSH week 5?
SLIDES with key concepts and instructions
DOCUMENT SETS: Religion Society and Social Classes Ideas Slavery
Thursday, September 4 #13
DOCUMENT SETS: Religion Society and Social Classes Ideas Slavery
Wednesday, September 3 #12
NATIVES AND THE ENSLAVED: A COMPARISON AND CONTRAST PART 2
Started with an announcement that students have a "Progress check" assigned on your AP Classroom. It is due next Wednesday at 8:30 AM. NO late work accepted on AP Classroom assignments.
Following, students were introduced to the "second type" of SAQ prompt where students must analyze a primary source. Students were given a hard copy of two docs, one on the contact of Native Americans with the British and one on the contact of Africans with the British. In small groups, students responded to the prompts and then collaborated on a SAQ
KEY CONCEPTS: Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy.
The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade.
Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples.
Africans developed both overt and covert means to resist the dehumanizing aspects of slavery.
Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes.
Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on land and gender roles.
By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.
Tuesday, September 2 #11
NATIVES AND THE ENSLAVED: A COMPARISON AND CONTRAST
Mr. Peters started by returning the SAQ's from last week and a discussion regarding them and how to improve.
Then, a short lecture on the clashes of the British with natives and the arrival of slavery into the British colonies. How did the Pequot War and King Philip's War impact the relationship between the New England settlers and the natives? How did the presence of the French and their relationship with the native groups affect the narrative?
ANNOUNCEMENT: Periods 1 and 2 Exam will happen next week, likely Thursday, September 11. It will be MCQ and 1 SAQ
RECOMMENDED READING: Foner, Give Me Liberty, pages 90-97 (on the development of the English Colonies)
KEY CONCEPTS: A. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy.
The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade.
Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples.
Africans developed both overt and covert means to resist the dehumanizing aspects of slavery.
Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes.
Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on land and gender roles.
By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.
Monday, September 1 - No school, Labor Day
What are we doing in APUSH week 4?
Friday, August 29 #10
CONSISTENTLY INCONSISTENT: AMERICAN EXCEPTIONALISM AND SLAVERY IN THE BRITISH COLONIES
We started with our first timed SAQ
Following, Mr. Peters lectured on the topic of the Puritans and the birth of "American Exceptionalism" along with the contradictory development of slavery in the English colonies. LINK TO SLIDES
RECOMMENDED READING FOR THE LONG WEEKEND: Foner, Give Me Liberty Pages 72-80 (on the Puritans) and 131-143 (on slavery)
APUSH Theme: American and National Identity The development of and debates about Democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.
KEY CONCEPTS: kc 2.2 All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significantminoritiesofenslavedpeople, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies. KC 2.2 As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.
Thursday, August 28 #9 62nd anniversery of Dr. King's "I Have a Dream" speech!
HOMEWORK: Study for the SAQ we are doing tomorrow. Focus on Key Concepts from Period 1 and the parts of Period 2 that we have crossed over thus far this week.
KEY CONCEPTS:
KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
KC-2.1.I.B French & Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
Wednesday, August 27 #8
Following the prompts of this handout, the class worked on their presentations and presented.
Tuesday, August 26 #7
Monday, August 25 #6
What are we doing in APUSH Week 3?
Analysis of primary sources inside the slides was the focus (link)
Friday, August 22 #5
Then, in small group discussion, students were tasked with:
1) Which of the 3 G's is the leading cause of Spain in the New World? Why? What evidence do you have?
2) Create a metaphor to describe that motive. Class discussion and listing of the arguments.
Thursday, August 21 #4
RECOMMENDED VIEWING: Heimler on the Colombian Exchange AND Heimler on the Spanish Empire
Wednesday, August 20 #3
RECOMMENDED VIEWING: Heimler on European Exploration
Tuesday, August 19 #2
1491: SETTING THE CONTEXT WITH THE PRECOLUMBIAN SOCIETIES
SLIDES
We finished the lesson from yesterday with each group presenting out. Students then took the factual details they learned and applied them to the Key Concepts to illustrate how the KC's are too general for adequate grades on your writing and MCQ tests.
To conclude, students wrote a contextualization paragraph and we discussed.
RECOMMENDED READING: Foner, Give Me Liberty pages 18-24
KEY CONCEPTS: KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure. KC-1.1.I.A The spread of maize cultivation from present day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies. KC-1.1.I.B Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles. KC-1.1.I.C In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages. KC-1.1.I.D Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
Monday, August 18 #1 - What we are covering in APUSH WEEK 2
Students were put into 1 of 9 groups and did a short reading, some analysis and prepped for a presentation which you will do tomorrow in class.
Contextualization explained? Check.
Key Concepts explained? Check.
Significance of historic terms embedded inside KC's? Check.
Expectations of small group work? Check.
RECOMMENDED VIEWING: HEIMLER ON THE TOPIC
KEY CONCEPTS: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, The spread of maize cultivation from present day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies
Friday, August 15
THE FOUR PILLARS OF APUSH: WHAT MAKES THIS AN "AP" CLASS
Our last day of introduction to the course, Mr. Peters emphasized the 1) nine time periods, 2) themes, 3) Historical thinking and reasoning skills and 4) the Key Concepts.
Collected the syllabus papers signed by you and a parent
RECOMMENDED: BUY YOURSELF A TEST-PREP BOOK. AMAZON LINK
HOMEWORK: Recommended reading, Foner Give Me Liberty (text book) pages 2-14
Thursday, August 14
SYLLABUS DAY: THE NUTS AND BOLTS OF APUSH
Students were introduced to the class expectations and policies
HOMEWORK: Sign and initial the last page of the syllabus. Have a parent do the same. Return it for a grade.
Wednesday, August 13
DIGITAL CITIZENSHIP: RUSD REQUIREMENT
Students completed a lesson for the RUSD on "code switching" - submitted work on Google Classroom for a grade
Tuesday, August 12
INGRATITUDE IS A SHABBY FAILING: AND OTHER REASONS TO STUDY HISTORY
Review of yesterday and continued introduction to the class and why we are here. Mr. Peters read from a passage of a David McCullough speech on why studying the past should create a sense of gratitude in us. Slides
Students wrote a note of gratitude to a "teacher from their past" and submitted it for Mr. Peters to pass along to that person
Monday, August 11
HISTORY STARTS NOW: Understanding How the Past and the Present Intersect
Why do we study history? What's the point? We discussed the various reasons humans continue to rehearse, revise and record our past. We discussed the "past" , the "present" and the "future" and what that means for our class and our lives.
We also looked at three levels of knowledge we use to interact with the past:
- Acquisitional knowledge (we are acquainted with something)
- Propositional knowledge (how we know something to be true)
- Practical knowledge (how we use what we know to make sense of life)
... and how all three of these relate to water bottles and history.