February 6, 2018

IA Turn It In Class and Assignment Codes for Junior Class of 2019

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17428435
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October 4, 2017

Juniors Homework and plans through Oct 5

HoAOct2-6New(1)-yiird2

Instructor reserves the right to change lesson plans for no apparent reason; she also RESERVES the RIGHT to POP QUIZ her darlings, for no apparent reason.

IB History of the Americas Lesson Plans, October -October-6
Monday, October 2—IB Class & 3B Classes—you’re a bit behind. Discuss X, take quiz and begin thinking about projects.
Before Lunch 2A
Tuesday, Oct 3, 2A & 3A
Wednesday, Oct 4, 1B & 3B
• Discuss for a few minutes Chapter 10
• 2A Little Quiz—page 76, “You have seen how a man was made a slave; you shall see how a slave was made a man.”

• Distribute Douglass Project rubric. Have students brainstorm and work together to come up with a proposal for a project—alone or in groups. More to come
• Discuss homework: Please finish the book asap. The book’s ending should be reflected in your project in some form. Discuss time line in order to have projects finished.
• Thursday you will be assigned more of “The New Jim Crow.” Please read from “The Death of Slavery” 26, to “The Death of Birth of Jim Crow,” 30. This is not that much.
Instructor reserves the right to change lesson plans for no apparent reason; she also RESERVES the RIGHT to POP QUIZ her darlings, for no apparent reason.

Part II: After Lunch 2A, after break 3A
1. What do you think you know about Reconstruction?
a. Discuss as a table—share on board.
b. Teacher led discussion to clear up misconceptions and focus on how life was for newly freed men and women after the 13th Amendment.
c. Show some visuals of ‘vigilante justice’ done to newly freed men and women during the time.
2. View John Green’s Crash Course US History “Episode #22, “Reconstruction” Will do it Thursday if we run out of time.

3. Discuss the idea of “Lynching” and why “Anti-Lynching” Federal bill was not passed.

4. Discuss Black Codes (from students’ previous knowledge)

5. Demonstrate how Black Codes, such as vagrancy laws, led to the Convict Leasing system—ask kids if they know about ‘prison privatizations’ and what they have heard and know? No debate yet—just seeing what they know.
6. Introduce Ida B. Wells, investigative journalist. Remind students of the difference between “Muckrakers” and “Yellow Journalism.” Wells would be a ‘Muckraker’ because of her investigative style and substance.
7. Show students a picture of her.
8. Assign her piece, “18-8 Ida. B. Wells-Barnett, A Red Record (1895) for students to read for discussion Wednesday. This piece is only one page and a half long.
HOMEWORK: Finish Michelle Alexander’s The New Jim Crow for Monday.

1. (First Block view John Green video above)
2. Discuss, possibly jig-saw style, the Wells’ essay
3. Introduce the “Evolution of Political Parties” graph to students–
4. For Homework: Have students read and make notes from American Pageant, Part Four: Forging an Industrial Society: 1865-1909 (or 1899), depending on the edition. No big differences.
5. We may have time in class for you to begin—depending . . .
1.
2.
Later this week . . Discuss reading.
3. Introduce W.E.B DuBois, Booker T. Washington & Marcus Garvey—see what kids already know.
4. Distribute IB Paper #3 Question and Markscheme that discusses this topic—assign kids to read and know it!
5. Assign students to read American Pageant, Chapter 24, “Industry Comes of Age, 1865- 1900,” for Tuesday’s class. They are to read ONLY half of the chapter for Tuesday. They should stop reading/taking notes on page 550 at the heading, “In Unions There Is Strength.” Online text may have different pagination. Homework of Tuesday will be finish Chapter 24.

http://edublogs.misd.net/khall87/apush-practice-exam/textbook-on-line-pageant-16th-edition-no-excuse-for-homework/

This is also available on our website. Please use it.

October 2, 2017

Updated Sept 25- Oct 2 Plans– Homework of Monday night, Oct 2 to be done for Oct. 4

Sept 22- Oct 2 Updated Lessons -s5srgi

1. Homework for Monday, October 2
2. Review in depth—the Navigation and Trade Acts and the idea of Mercantilism—know t
3. READ and T4 or take notes on Chapter 3—see above.
4. Probably have a quiz on this next time? Will have a quiz on how important access to a market is and the idea of ‘controlled trade’ and tariffs many times during the year.

Monday, October 2—more to come—but a start Content from Chapter 3:

Know
1. “The Great Awakening”
2. The Enlightenment
3. “Liberalism,” Adam Smith— ‘Free Trade,’ Market Economy based on supply & demand, surplus of labor, & goods. Examples of horizontal and vertical integration monopolies.
4. View together Crash Course “Seven Year’s War” by John Green– discuss
5. “Virtuous republicanism,” ‘disinterested statesmen’ dispassionate, unenergetic, as character traits of the ‘early statesmen’ (or so they wished)
George Washington as an example
Concepts of ownership of property = citizenship—enfranchisement—discuss why
Ask students to respond to statement:
6. Discuss how the above ‘ideas’ fit together and cause conflict or change during this time period (1754-1774)

{ToK Connection} “Expanded democratic participation pretty much ensured the idea and practice of ‘the disinterested statesmen’ to be put aside and be replaced with a much more self-interested statesman, politician.” Discuss

HOMEWORK: For class Wednesday, October 4
a. Please read and take notes on Chapter 4 AMSCO, “Imperial Wars and Colonial Protests, 175-1774,” (pages 69- 78 in AMSCO 2015)
b. Please read the primary source quote from John Adams in the beginning of Chapter 4 closely.
1. Ask yourself, “When? Where? Why? To whom is this speaker trying to speak to? And So what, why do we care?”

September 24, 2017

Welcome UAIS Freshmen 2021! Lesson Plans for APUSH, September 22- Oct. 2 (sorry about the delay)

Friday, September 22 APUSH—Homework Reminder for Tuesday September 26

1. You all rocked the ‘big’ quiz. I will put grades in when I can figure out how to do it correctly—sorry.
2. Please by Tuesday, September 26
a. make sure you know Chapter 2 from AMSCO well. Go over the vocabulary and concepts that we talked about.
b. Read Historical Perspectives: “Was Colonial Society Democratic?” page 55 (in the 2015 edition)
c. Review Mr. Crossen’s Period 2 PowerPoint that is located on his OneNote. He and I have enrolled you all in his OneNote. We both use his OneNote for APUSH.

Tuesday, September 26 APUSH Homework—Read and take notes of course on AMSCO Chapter 3, “Colonial Society in the 18th Century.” (Pages 45-55 in AMSCO 2015)
Class Work:
1. Warm up “Flocabulary”—discuss
2. “Was Colonial Society Democratic?” Please write a short response—share at tables, collect, discuss whole group.
3. Review quiz
4. Map Activity—create a 13 British Colonies map—label & know the different types of British colonies—and why. (if this is not completed, it is homework for Thursday),
a. Make sure the kids know what a ‘colony’ is and what ‘colonialism’ is all about.
b. Know the difference between a Corporate Colony, Royal Colony and Proprietary Colony. (Page 24 in AMSCO)
c. Review in depth—the Navigation and Trade Acts and the idea of Mercantilism—know trade tariffs for the rest of your life.
d. Probably have a quiz on this next time? Will have a quiz on how important access to a market is and the idea of ‘controlled trade’ and tariffs many times during the year.
Sept22-weekPreriod2WorkAPUSH-25nwxq1
Thursday September 28
1. Warm up—vocab, concepts?
a. Political cartoon regarding controlled trade in the colonies—discuss the short chapter 3.
b. Quick quiz—see above
c. Map Activity—create a 13 British Colonies map—label & know the different types of British colonies—and why. (if this is not completed, it is homework due Monday, Oct. 2),
2. Homework for Monday, October 2
a. T-4 Period 3 Key Concepts (Hall will give them to you or you can download them on our Crossen OneNote.
b. Please read and take notes on Chapter 4 AMSCO, “Imperial Wars and Colonial Protests, 175-1774,” (pages 69- 78 in AMSCO 2015)
c. Please read the primary source quote from John Adams in the beginning of Chapter 4 closely.
1. Ask yourself, “When? Where? Why? To whom is this speaker trying to speak to? And So what, why do we care?”