Learning Targets: Students will be able to...

• Discuss the significance of the Harlem Renaissance.
• Describe the foreign and domestic policies of Harding and Coolidge.

Agenda:

• Watch Video Clip on the Harlem Renaissance (25:40-30:00)
• Politics and Economics of Boom and Bust Slideshow

Homework:

• Ch. 32 (all) due on Monday 3/26
• Test Ch. 30-32 on Tuesday 3/27 - See Google Classroom for more information in your assessment.

Learning Targets: Students will be able to...

• Identify key terms and themes from the Roaring 20s

Agenda:

• Play-Doh Review
• Roaring 20's Slideshow

Homework:

• Ch. 32 up to "Unraveling the Debt Knot" due Friday
• Ch. 32 (all) due on Monday 3/26
• Test Ch. 30-32 on Tuesday 3/27

Learning Targets: Students will be able to...

• Compare Wilson's 14 Points to his foreign policy goals.
• Identify the outcomes of the Treaty of Versailles.

Agenda:

• 14 Points Activity
• Wilson and WW1 Slideshow
• Ch. 31 Quiz

Homework:

• Ch. 32 up to "Unraveling the Debt Knot" due Friday
• Ch. 32 (all) due on Monday 3/26
• Test Ch. 30-32 on Tuesday 3/27

Learning Targets: Students will be able to...

• Debate whether Booker T. Washington or W.E.B. DuBois was the stronger advocate for African American rights.

Agenda:

• Class Debate
• Indian War lecture

Homework:

• Assessment on Ch. 25 and 26 on Monday 3/5

Learning Targets: Students will be able to...

• Review key terms and people form chapter 25.
• Discuss the writing of DBQs.

Agenda:

• Chapter 25 People and Terms Matching Game
• Begin Ch. 25 Review
• DBQ Discussion - Demo Essay

Homework:

• Ch. 26 is due Thursday (not Wednesday).
• Assessment on Ch. 25 and 26 on Monday 3/5

Learning Targets: Students will be able to...

• Practice an SAQ question.
• Analyze the Emancipation Proclamation.

Agenda:

• Discuss the SAQ questions and complete a practice question.
• Consider the questions: Why is the Battle of Antietam considered a turning point in the Civil War?
• Analyze the Emancipation Proclamation and Summary
• Consider the statement: Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining diplomatic support from European powers.
• EP Video

Homework:

• CH. 19-21 Test on Thursday!

Learning Targets: Students will be able to...

• Analyze Lincoln's "House Divided" speech
• Trace the events that led to secession.

Agenda:

• "House Divided" speech analysis
• Audio excerpt from Lincoln in the Bardo
• Lincoln for President Slideshow

Homework:

• Chapter 20 is due Friday

Learning Targets: Students will be able to...

• evaluate whether or not the Mexican War was justified.
• discuss how Manifest Destiny led to sectional imbalance in the U.S.

Agenda:

• Discuss outcomes of the Mexican-American War
• "Was the Mexican American War justified?" Activity
• Begin Ch. 18 Lecture

Homework:

• Begin Review for 16-18 Unit Assessment and Midterm Exam

Learning Targets: Students will be able to...

• Discuss the major developments in Jefferson and Madison's presidencies.

Agenda:

• Watch and discuss History of Haiti video
• Check HW and discuss findings
• Finish Jeffersonian Republic slideshow

Homework:

• Due Thursday: Read/Notes on Ch. 12 up to and including "Nascent Nationalism"
• Due Friday: Read/Notes on all of Ch. 12.

Learning Targets: Students will be able to...

• identify and discuss the three branches of the United States government.

Agenda:

• Constitutional Convention Video/Kahoot
• Three branches lecture

Homework:

• Read and take notes on Chapter 10. Open-note quiz.
• TEST on Tuesday 11/21: Chapter 9, Chapter 10, Three Branches and the Bill of Rights

Learning Targets: Students will be able to...

• analyze the Articles of Confederation.
• identify the strengths and weaknesses of the America's first constitution.

Agenda:

• Discuss the historical context surrounding the creation of the Articles of Confederation.
• Divide into six groups and analyze an assigned portion of the Articles of Confederation.
• Rotate around the room populating a T-chart that lists the strengths and weaknesses of the Articles.

Homework:

• Watch video on Shays' Rebellion. Link HERE. (15 Minutes) Take notes!
• Finish Ch. 9 by Wednesday. Open-Note Quiz on WEDNESDAY.

Learning Targets: Students will be able to...

• assess the DBQ thesis statements of two classmates.
• practice marking up documents for a DBQ essay.

Agenda:

• DBQ Overview Discussion
• In small groups, assess each other's thesis statements and DBQ plan.
• Watch Ms. Davey model the marking up of a document.
• Mark-Up activity

Homework:

• Read up to and including "Articles of Confederation: America's First Constitution" in Chapter 9 by THURSDAY 10/26
• Write an essay in response to the DBQ that we're workshopping today and tomorrow. Submit to Google Classroom by Friday at 2:05pm. Limit yourself to 45 minutes to write the response from home.

Learning Targets: Students will be able to...

• Describe the Treaty of Paris and its provision for the United States and the British.

Agenda:

• Watch and discuss Treaty of Paris video
• Kahoot! Review

Homework:

• TEST ON CHAPTERS 6-8 on Friday 10/20

Learning Targets: Students will be able to...

• discuss the advantages/disadvantages of the American and British armies at the beginning of the American Revolution.
• identify the reasons why George Washington was chosen as Commander-in-Chief of the Continental Army
• Analyze primary and secondary sources to determine the reason the Founding Fathers wrote the Declaration of Independence.

Agenda:

• Why George Washington? Google Classroom Q
• British Army vs. American Army Comparison
• Brainstorm the events that occurred between April 1775 to July 1776
• Read/Summarize the preamble to the Declaration of Independence
• Analyze the accounts of two historians on the reason why the Founding Fathers wrote the Declaration of Independence

Homework:

• FOR WEDNESDAY 10/18: Finish reading Chapter 8. Identify and explain the significance of the terms to the right. These terms as well as topics that we specifically discuss in class will be the only content included on your test (10/20) from chapter 8. Submit to Google Classroom on the preprepared document.

Learning Targets: Students will be able to...

• Create a timeline of the events leading to the American Revolution.
• Compare and contrast the American and British armies at the start of the American Revolution

Agenda:

• Finish Road to Revolution Timeline review
• Take R2R Quiz
• British Army vs. American Army Comparison

Homework:

• Half of Chapter 8 up to and including "Jefferson's Explanation of Independence"' due Friday 10/13

Learning Targets: Students will be able to...

• Define mercantilism and discuss its impact on American colonists.
• Create a timeline of the events leading to the American Revolution.

Agenda:

• Google Classroom Question
• Finish Mercantilism Lecture from 10/3
• Begin class Road to Revolution slideshow.

Homework:

• Read Up to and Including "Bloodshed" Chapter 7 Due Thursday 10/5
• Road-to-Revolution Timeline Quiz Thursday 10/12
• Finish Chapter 7 by Thursday 10/12
• All of Chapter 8 Due Friday 10/13 (Open Note Quiz)

Learning Targets: Students will be able to...

• Discuss the causes and effect of French colonization in North America.

Agenda:

• New France Hang Man
• Review New France Slideshow

Homework:

• Finish Chapter 6 by Thursday

Hi guys-

Today you have a substitute. I'd rather be with you, but there is a meeting in town that I have to attend. Here are your tasks...

1. Complete your Test Self Assessment on Google Classroom and submit by the end of class today. I'd like for this to be a quiet period, so feel free to use your book (extras on the heater), your notes or the internet to find the answers to the question that you got wrong. REMEMBER: you should not leave the class with your test. Be sure to give it back to the sub before the end of class.

2. Write a five-paragraph essay in response to the prompt that you will find on Google Classroom. I expect you'll mainly use content from Chapter 4 to answer this question, but feel free to incorporate content from Chapter 5. You should use your book/notes. Please limit your response to around 1000 words. Use the Long Essay Question Format sheet that I gave you to guide the structure of your essay. DUE MONDAY BEFORE CLASS. THIS ASSIGNMENT IS WORTH 1/2 OF A SUMMATIVE ASSESSMENT GRADE. (THE OTHER HALF WILL BE AN IN-CLASS ESSAY ON CONTENT FROM CHAPTER 5.)

Learning Targets: Students will be able to...

• Discuss the establishment of the thirteen colonies.

Agenda:

• Review Jamestown timeline.
• In table groups, decide on the five most important things to know about your assigned colony. Add to shared document.
• Graded discussion on Chapter 3.

Homework:

• Study for test on Chapters 1-3. Test is TOMORROW!
• Make sure to review your reading notes, as well as your class notes for this assessment.

Learning Targets: Students will be able to:

• Discuss the impact of European contact with North America.
• Identify the origins of each of the 13 colonies.

Agenda:

• Google Classroom Q
• Finish "Peopling and Spanish Colonization of America" slideshow from 9-6
• Individually and in pairs complete "Early English Settlements and Southern Colonies notes.

Homework:

Five key facts about your assigned colony.

Prepare for graded discussion in Monday.

Prepare for test on chapters 1-3 on Tuesday.