THIS WEEK                         (Bold print indicates assignment and/or assessment is for a letter grade.)

Monday 12/11/17 (Day 2 of Lesson)
  • Students will complete a test on Chapter 9 "The Jeffersonian Period".
Tuesday 12/12/17 
  • Students will respond to a released iLEAP question on how the use of steam and the construction of canals were important for the cost of transportation and commerce, the economies of eastern and western regions, and the settlement and development of eastern and western regions.
  • Students will view a clip on Discovery Education summarizing the origins of the American Industrial Revolution in New England.
  • Students copy and discuss the vocabulary and terminology for Chapter 10 " Economic Growth and Expansion".
  • Students will complete thinking maps using selected words and phrases from the vocabulary and terminology for Chapter 10 "Economic Growth and Expansion".
  • Students will construct Frayer models, acrostic poems, and/or puzzles using the vocabulary and terminology for Chapter 10 "Economic Growth and Expansion".
  • Learning Log # 1 - Which word does not belong: railroad, canal, river, or highway? Why? What do the others have in common?
Wednesday 12/13/17 (Day 1 of Lesson)
  • Students will respond to a released iLEAP question on the effects of the cotton gin after it was invented in 1793.
  • Students will view a clip on Discovery Education analyzing the impact of Eli Whitney's cotton gin on the American economy.
  • Students read pp. 306-311 in Chapter 10 "Economic Growth and Expansion".
  • Students will construct notes 1-10 on the growth of industry, the Industrial Revolution in New England, new technologies, Eli Whitney's cotton gin, the spinning jenny, the powered loom, Samuel Slater, Francis Lowell's establishment of factories as a system of manufacturing, Eli Whitney's concept of interchangeable parts, the expansion and production of agriculture, economic independence of small investors, the Second Bank of the United States of America, and the growth and expansion of cities and towns.
  • Students will complete a mapping and graphing activity explaining how the cotton gin affected production of the crop in the South and its impact on the institution of slavery.
  • Students will complete a test on the vocabulary and terminology for Chapter 10 " Economic Growth and Expansion".
  • Learning Log # 2 - Eli Whitney was a famous American inventor who lived from 1765 to 1825. Discuss his invention which greatly improved the efficiency of American agricultural farming.
  • On p. 311 in the text, students will copy and answer questions 2-5.
Thursday 12/14/17 (Day 1 of Lesson)
  • Students will complete the District's Assessment on Unit 2: Governing a New Nation".
Friday 12/15/17 (Day 2 of Lesson)
  • Students will complete the District's Assessment on Unit 2: Governing a New Nation".





LAST WEEK                        (Bold print indicates assignment and/or assessment is for a letter grade.)

Monday 12/4/17 (Day 1 of Lesson)
  • Students will respond to a released iLEAP question on how the "War Hawks" supported westward expansion and pressed for war against the British Empire.
  • Students will view a clip on Discovery Education identifying the motives and actions of "War Hawks" such as John C. Calhoun and Henry Clay with regards to the British and Native Americans.
  • Students read pp. 288-294 in Chapter 9 "The Jeffersonian Period".
  • Students will construct notes 21-30 on American trading ships in foreign waters, the Barbary pirates in Northern Africa, the War of the Barbary Coast, Captain Stephen Decatur, American neutrality in the war between the British and the French, the British practice of impressment against American ships and sailors, the Embargo Act of 1807, the end of Thomas Jefferson's Presidency, the Election of 1808, President James Madison, the Shawnee War, Chief Tecumseh, the Battle of Tippecanoe, General William Henry Harrison, the "War Hawks", John C. Calhoun, Henry Clay, and the declaration of war between the United States of America and the British Empire in 1812.
  • Students will complete a reading exercise evaluating Shawnee Chief Tecumseh's attempt to unite Native American tribes against American expansion westward during the early 1800's.
  • Students will complete a comprehensive questionnaire identifying and explaining the causes, course, and consequences of the War of the Barbary Coast.
  • Learning Log # 12 - Two of your friends are having a fight. They come to you to help resolve it. How does knowing a great deal about each of your friends help or hinder you in resolving their fight?
  • On p. 294 in the text, students will copy and answer questions 2-5.
Tuesday 12/5/17 (Day 2 of Lesson)
  • Students will respond to a released iLEAP question on how the "War Hawks" supported westward expansion and pressed for war against the British Empire.
  • Students will view a clip on Discovery Education identifying the motives and actions of "War Hawks" such as John C. Calhoun and Henry Clay with regards to the British and Native Americans.
  • Students read pp. 288-294 in Chapter 9 "The Jeffersonian Period".
  • Students will construct notes 21-30 on American trading ships in foreign waters, the Barbary pirates in Northern Africa, the War of the Barbary Coast, Captain Stephen Decatur, American neutrality in the war between the British and the French, the British practice of impressment against American ships and sailors, the Embargo Act of 1807, the end of Thomas Jefferson's Presidency, the Election of 1808, President James Madison, the Shawnee War, Chief Tecumseh, the Battle of Tippecanoe, General William Henry Harrison, the "War Hawks", John C. Calhoun, Henry Clay, and the declaration of war between the United States of America and the British Empire in 1812.
  • Students will complete a reading exercise evaluating Shawnee Chief Tecumseh's attempt to unite Native American tribes against American expansion westward during the early 1800's.
  • Students will complete a comprehensive questionnaire identifying and explaining the causes, course, and consequences of the War of the Barbary Coast.
  • Learning Log # 12 - Two of your friends are having a fight. They come to you to help resolve it. How does knowing a great deal about each of your friends help or hinder you in resolving their fight?
  • On p. 294 in the text, students will copy and answer questions 2-5.
Wednesday 12/6/17 (Day 1 of Lesson)
  • Students will respond to a released iLEAP question identifying why the United States of America declared war on the British Empire in 1812.
  • Students will view a clip on Discovery Education summarizing the causes, course, and consequences of the War of 1812.
  • Students read pp. 296-300 in Chapter 9 "The Jeffersonian Period".
  • Students will construct notes 31-40 on the War of 1812, Commander Oliver Hazard Perry, the defeat of the British navy by the American navy on Lake Erie, the death of Chief Tecumseh and the American defeat of the Shawnee Tribe, General Andrew Jackson, the Battle of Horseshoe Bend and the defeat of the Creek Tribe, the British naval blockade of American ports, the British capture and burning of the American capital city Washington, D.C., the bombardment of Fort McHenry, Francis Scott Key, the writing of "The Star Spangled Banner", the Treaty of Ghent, General Andrew Jackson and the Battle of New Orleans, and the rise of American nationalism.
  • Students will complete a reading exercise analyzing Dolly Madison's role as the "unofficial" First Lady of the Jefferson Administration as well as her role during the War of 1812.
  • Students will complete a directed reading and thinking activity on the persons and events surrounding the War of 1812.
  • Learning Log # 13 - What are some reasons that might make it necessary for a country to fight a war? 
  • On p. 300 in the text, students will copy and answer questions 2-5.
Thursday 12/7/17 (Day 2 of Lesson)
  • Students will respond to a released iLEAP question identifying why the United States of America declared war on the British Empire in 1812.
  • Students will view a clip on Discovery Education summarizing the causes, course, and consequences of the War of 1812.
  • Students read pp. 296-300 in Chapter 9 "The Jeffersonian Period".
  • Students will construct notes 31-40 on the War of 1812, Commander Oliver Hazard Perry, the defeat of the British navy by the American navy on Lake Erie, the death of Chief Tecumseh and the American defeat of the Shawnee Tribe, General Andrew Jackson, the Battle of Horseshoe Bend and the defeat of the Creek Tribe, the British naval blockade of American ports, the British capture and burning of the American capital city Washington, D.C., the bombardment of Fort McHenry, Francis Scott Key, the writing of "The Star Spangled Banner", the Treaty of Ghent, General Andrew Jackson and the Battle of New Orleans, and the rise of American nationalism.
  • Students will complete a reading exercise analyzing Dolly Madison's role as the "unofficial" First Lady of the Jefferson Administration as well as her role during the War of 1812.
  • Students will complete a directed reading and thinking activity on the persons and events surrounding the War of 1812.
  • Learning Log # 13 - What are some reasons that might make it necessary for a country to fight a war? 
  • On p. 300 in the text, students will copy and answer questions 2-5.
Friday 12/8/17 (Day 1 of Lesson)

  • Students will complete a test on Chapter 9 "The Jeffersonian Period".