DECEMBER 14

Today we reviewed questions 1 and 2 for chapter 14 and then finished answering questions 3 and 4.

DUE DECEMBER 18/19

1.  All terms and questions from Chapters 13 and 14 (you don't have to answer questions 5 and 6 from Chapter 14)

DUE ON DEC. 15/16 - ESSAY

ALSO TURN IN:

*  Graphic organizer
*  First draft 
*  Self edit sheet
*  Final essay
*  Work Cited Page

DEC. 10/11

Today we did a jigsaw activity in which each student shared their response to their assigned question for Chapter 13.  Other students then take notes based on these student presentations.

We then a silent discussion of several related questions.  Students responded to these questions on a big piece of poster paper.  After that we discussed the responses as a class.

Homework:  Continue to work on essay which is due on Dec. 15/16 and answer questions 1 and 2 for chapter 14.

ANSWER YOUR ASSIGNED CHAPT. 13 QUESTION

Due Dec.9/10

Each have you been assigned one of the 4 questions at the end of the Chapter 13 terms.  Please answer the question thoroughly and in paragraph form.  Also, don't forget to explain your answer.  The response should be at least 1/2 page and you will be presenting your response to a jig saw group.

CHAPTER 14 TERMS

Due Dec.7/8

Please note that you are only responsible for defining and explaining significance for the first two columns for Chapter 14.  Sorry for the confusion.

DRAFT OF ESSAY DUE!!

Due Dec. 7th/8th

Don't forget to bring to class  a typed copy of your first draft of the essay on the Native American Experience.  We will be working on revisions.

TERMS FOR CHAPTERS 13 AND 14

Due Friday December 4th/December 7th

Complete definition of terms and their significance for Chapter 13 from History Alive.

We will be working on the terms for Chapter 14 on Friday and they will be due at end of period.

Here is a link to the terms.

docs.google.com/document/d/1EFk6MFfb0LBVfPkBFXEPkgVACUaZ5MKg-I1iFcTxNEA/edit

REQUIREMENTS FOR ESSAY

Requirements  for Essay:
 
1.  Structure:

*  Minimum 5 paragraph essay
 
 - Introduction that must include thesis or main idea, identification of main points, and hook

 - At least 3 body paragraphs, each developing a topic/argument that supports thesis

 - Conclusion that does not simply summarize but emphasizes importance of your essay

*  Minimum of 3 citations in the essay, properly formatted

*  Work cited page, properly formatted

2.  Well organized and clearly structured

3.  Writing that flows with minimal to no errors in spelling, grammar, and punctuation

3.   Double spaced, typed

4.  Minimum of 800 words

LAST DAY FOR FULL CREDIT!!!!

November 30/December 1

Today is the last day to share your citable/digital notes with me for full credit.  This also includes your research question.

FORMAT FOR QUESTIONS

Below are the options for designing your research question for the focus of your research and eventually your essay.  Please note that the actual questions are only examples drawn from our previous unit.  These questions are not to be used in this assignment.

Evaluation:  To what extent were African Americans able to exercise their rights during Reconstruction.  

Consequence/Impact:   What impact did the revival of Southern rule have on the rights of freed African Americans?

Perspective:  Evaluate the Emancipation Proclamation from the point of view of African American slaves.

Causation:  How did the 54th lead to more rights for African Americans?

Change:  Compare and contrast the Emancipation Proclamation and the 13th and 14th amendments.

RESEARCH PROJECT

November 19/20

You will be choosing a topic that explores some aspect of the Native American experience.  This aspect can relate to current issues, cultural beliefs, or historical events.  To select a topic you will want to review class readings, homework, search gale data bases, library guides and Google.  Once you have decided upon a topic, start researching!  Use the "citable chrome" note-taking format to record  relevant research and sources used. Sources must be correctly cited using easy bib or citation maker.

Below is a link to the library guides to get you started.

http://lhslibpdx.libguides.com/nwnativeamericantribes

If you would prefer using a digital note format for research click on the link below:docs.google.com/document/d/1v0sqSAI7J2GpVMoLVP5BbVFpfA5YYfCMgsPAtMr2IQc/edit

Early in the research process, develop an inquiry question about your topic. This question will guide in your continued research. and will be the focus of an essay you will be writing.  

Below is a calendar of due dates:

Due on November 24/25 - Clearly stated research question and digital notes (4 sources minimum)

Due on December 1/2 - Graphic organizer of essay

Due on December 7/8- First draft and peer editing

Due on December 15/16 - Final essay with work cited page

SIMULATION MATERIALS

Due 11/19,11/20

Turn in all of the Celilo Falls simulation questions:

1.  Pre-hearing questions.
2.  Debriefing questions about the hearing process and testimony of the different groups. (Don't forget to stay in your role.)
3. Post hearing debriefing questions.  (Don't forget to answer these questions from your own perspective.)
4. Don't forget to include your response to the Celilo Falls documentary.  The question is:
     Describe the response of the members of the Celilo Falls tribe to the building of the dam.

4th period will view the film on Friday.

PRE-HEARING QUESTIONS

Due Nov. 13, 16

Answer the pre-hearing questions based on the perspective of the role you have been assigned.   Use the information from your role and the introduction to write the most accurate and thoughtful responses possible.

CELILO FALLS SIMULATION

11/10, 11/12

Today we will start a simulation on the experience of Oregon's Celilo Tribe as it confronts a plan to build a dam on the Columbia River.

We will also finish presentations on Indian Removal and I will collect the answers to the questions from the chapter, "As Long As  Grass Grows or Water Runs."

PRESENTATION ON "AS LONG AS GRASS GROWS OR WATER RUNS"

Due Nov. 6th/9th

Criteria for Presentation:

• Address the question you have been assigned
• State the main point or thesis of the presentation (1 or 2 sentence answer to question)
• Use evidence and direct quotes from the reading to support thesis/main point
• Explain the evidence by clearly connecting the evidence to the main point/thesis
• Conclude through a brief summary or by stating importance or relevance of the presentation
• Every group member must make a significant contribution to the presentation
• Visual used to emphasize key idea but is not to be used as written version of the presentation - Do not write out the text of each presenter

"AS LONG AS GRASS GROWS AND WATER RUNS"

Due Nov. 2nd, 3rd and Nov. 4th and 5th

Read chapter from Howard Zinn's chapter, "As Long As Grass Grows and Water Runs."  Answer questions 1-9.

Finish Questions 10-18 by Nov. 4th, 5th

ALERT!!!!  PLEASE NOTE THE 2ND AND 3RD PAGES ARE OUT ORDER.  DON'T PANIC JUST  FLIP  PAGE 128 OVER.

NATIVE AMERICAN ESSAYS

DUE OCT. 28/29

1. Each student will be assigned 2-3 short essays from  the book, Do All Indians Live in Tipis?
2. For each essay, prepare the following in writing:

• What is the author telling you about the culture, history, and current conditions of Native Americans?  Use evidence from the reading to support your points.  
• How does this information challenge or reinforce stereotypes?

3.  You will then present to your group.  Remember that you other group members will have different readings.  You will be teaching them!!

CURRENT EVENT

Due Monday, October 26/27

Find a news article or opinion article relating to the achievement of African American rights or the lack of progress in achieving those rights in modern times.  Do the following:

1.  Summarize the article using facts and quotes presented (1/2-3/4 page)
2.  Write at least one sentence explaining the significance of the article.
3.  On your paper, cite the source.
4.  Use complete sentences.
5.  Bring in a hard copy for sharing with the class.

CIVIL WAR TEST PREPARATION

The Civil War test will be on October 19th/October 20th.  Below is a link the test preparation sheet.

docs.google.com/document/d/1hLhhZQ54DtaFTy8GcJ7I701sCCTwidgRQBUICNggb4g/edit

GMAIL ACCOUNT FOR SHARING DOCUMENTS

Snyder's gmail account is idapogach@gmail.com.  This is the best account for sharing documents with me.

WRITTEN RESPONSE TO PRIMARY SOURCES

After you are done analyzing the sources answer the following:

Overall, what do these primary sources tell us about the increased rights achieved by African American soldiers as a result of their enlistment in the Union Army?  In  your opinion, did their service reduce views of white supremacy?  How might these improvements affect those who did not serve in the army? Refer to your charts for evidence.

3/4 page length.

PRIMARY SOURCES ON CIVIL WAR

Classroom activity on interpreting Civil War primary sources. See link below for chart.
Choose 4 of the primary sources from the packet and fill out the chart that is linked below.
docs.google.com/document/d/1JQnTY3diAebNmN5QH-BunpKcKqH979d_zBmOv35SC38/edit

CHAPTER 11 ESSAY PROMPT

Due on October 7/8

Choose an essay prompt from Chapter 11.

Concept - Change

11- Describe the economic changes in the South during Reconstruction.

Concept - Continuity

11- Compare and contrast the relationships between the federal and state governments in the South between Presidential Reconstruction to Congressional Reconstruction.

Concept - Causation

11- How did legalized segregation become part of the legacy of the Reconstruction era?

Concept - Consequence

11- Evaluate the success of new governments in rebuilding the South in the late 1860s.

Concept - Significance

11- Explain how the struggle for political control of the South ended with a return to “white man’s rule.”

Concept - Perspectives

11- Discuss the ways in which former slaves exercised their rights in the early years of Reconstruction.

Use the worksheet to develop your answer.  Below is the link to a worksheet:

docs.google.com/document/d/1gwtIZFQmjnv0kvUv5dp_iF64FlM2C2DevgQ8FbxrnhE/edit

GALLERY WALK AND WRITING

 September 29/30

We will do Gallery Walk to the view the causes of war posters.  For each poster, you will take notes on the key events and aspects, details used to describe these events, and connects made between the SPERT categories.

Upon completion, students will write for 10 minutes on the following:

Which of the SPERT categories do you believe believe best explains the cause(s) of the Civil War.  Use specific evidence to support your view.

EMANCIPATION PROCLAMATION

Due 10/1, 10/2

Read the handout on the Emancipation Proclamation and highlight and annotate answers to the guiding questions.

docs.google.com/document/d/1UOHENEbSj_lXnmqaXwQsahTJi321JGscoMqSqlwGUGI/edit

WORKSHEET FOR ESSAY PREPARATION

Below is a link to a worksheet that may help you complete your homework for September 29/30.
docs.google.com/document/d/1gwtIZFQmjnv0kvUv5dp_iF64FlM2C2DevgQ8FbxrnhE/edit

CHOOSING ESSAY PROMPTS

Due September 29/30

III. Key Concepts

The following prompts deal with key concepts of history (the “big picture”) as they connect to this unit. Choose any prompt relating to Chapter 9. Write a one sentence answer (ie: a clear and strong thesis) and then list 2-5 distinct topics of support; each of your topics of support should include 2-4 sub-bullet points of specific evidence that enforce each of your topics. Your responses should be bullet point outlines (not narrative paragraphs).

Bring a hard copy to class on the due date.

Concept - Change

9- Evaluate how views on slavery and events in the North help fuel the abolitionist movement.

10- How did the Gettysburg Address expand the purpose of the war (from the Union’s perspective)?

11- Describe the economic changes in the South during Reconstruction.

Concept - Continuity

9- To what extent did the Missouri Compromise give more power to the federal government (versus the states) in addressing the issue of slavery?

10- In what ways did African Americans who contributed to the Union war effort still face racism and hostility?

11- Compare and contrast the relationships between the federal and state governments in the South between Presidential Reconstruction to Congressional Reconstruction.

Concept - Causation

9- What impact did the Dred Scott decision have on African American rights?

10- President Lincoln said, “my paramount object in this struggle is to save the Union, and is not either to save or destroy slavery.” Given this objective, why did he sign the Emancipation Proclamation?

11- How did legalized segregation become part of the legacy of the Reconstruction era?

Concept - Consequence

9- Evaluate the effect of John Brown’s raid on tension between the North and the South.

10- Justify a position either for or against Lincoln’s suspension of the constitutional right of habeas corpus.

11- Evaluate the success of new governments in rebuilding the South in the late 1860s.

Concept - Significance

9- Why was the election of 1860 a significant event in the conflict over slavery?

10- Explain the significance of the battles of Antietam and Gettysburg.

11- Explain how the struggle for political control of the South ended with a return to “white man’s rule.”

Concept - Perspectives

9- Compare and contrast the sectional difference between North and South in the mid 1800s.

10- Evaluate the contributions women made to the war effort.

11- Discuss the ways in which former slaves exercised their rights in the early years of Reconstruction.

NORTH AND SOUTH DIFFERENCES

On September 21/22 we created a T-Chart to contrast lifestyles in the North and South before the Civil War.  Below is a link to a T-Chart the includes much of the information we recorded.

docs.google.com/document/d/1VjUxWH5hbWsNPadnTulW5Lx8DoUIVbpN3jWml4bnR7A/edit

FINISHING CONFEDERATE FLAG LESSON

Due September 23/24

Read, highlight and annotate the article on the controversy  you were assigned to read.  Follow the instructions for highlighting and annotating.  Also use one of the prompts on the instruction sheet to write a paragraph response.

Bring a copy of your US Study Guide for Chapters 9,10, 11 so you can complete the SPERT chart in class.

ONLINE TEXT BOOK

Here are the instructions for the online History of Alive  subscription.

1.   Go to www.teachtci.com

2.  Click on the purple "Student Sign In" button (upper right hand corner)

3.  Click on the green "Create Account" button

4.  Enter the teacher email (ssnyder@pps.net), your last name, first initital, user name and password then confirm your password.

CAUSES OF CIVIL WAR

Due September 21/September 22

1.  Classify events/terms from US Study Guide into SPERT categories.  Use the chart linked to blog.  If you prefer, you can draw the chart.

docs.google.com/document/d/1X2wajzkPHFNDzJM6Xostj3peawj0IpwRYsGH8jrHcQM/edit

2,  Here is the link for definitions of SPERT terms.

https://docs.google.com/document/d/1yvqsTQsIeqmWYzh2RA58Uq5_zj97JB8zNmDUKiAHdJE/editusp=sharing





2.  Read the essay you have been assigned regarding the Confederate flag.  Highlight, annotate, and respond.  Use the tips on highlighting and annotating.

US HISTORY SYLLABUS

Click on link for syllabus.
docs.google.com/document/d/12se3IeUNu3vmtXQandhchCIbnu_NkaowcbJn9CN1NeA/edit

STUDY GUIDE ON CHAPTER 9, 10, 11

Due Sept. 21/22

Finish the Key Terms section of the Study Guide on Chapter 9, 10, 11.  You do not have to do the questions at the end of the Study Guide. Just finish meaning of terms and their significance.

To access a PDF copy of Chapter 9, 10, 11 from History Alive do the following:

1.  Go to Sudermann's website on the staff page of the Lincoln High School Website.
2.  Click on https://sites.google.com/site/sudermannpps/
3,  Click on US History
4.  Click on USH Files&Links
5.  Click on download USH CH9.pdf, USH CH10.pdf, USH CH11.pdf
6.  Password for access is gocards.

FINISH LIBRARY ASSIGNMENT

Due Sept., 14/15

Finish the research you started in the library.  This means continue the research process outlined in the  student handout, "US History Topics of Personal Interest."  You should have already started a google doc to record the required information.  (See last entry for link to digital form.)

Be sure and do the tasks under "Information Found In Your Notes" and "Information Found In Your Head and Your Heart." To complete these tasks you will need the following information from our lesson on "What is History:"

*  SPERT categories - Social, Political, Economic, Religion/Ideology, Technology
* 6 Concepts of History- Change, Continuity, Causation, Consequence, Significance, and Perspectives

Check your notes in your binder for more detail.

LIBRARY ORIENTATION

September 9/10

Follow the instructions in the link for the library orientation assignment.


docs.google.com/document/d/1Kbs9yRvUX4TTu_ixjZux8tNflHQcv8jVwRdcuG4yaiE/edit#

CIVIL WAR STUDY GUIDE

Here is the link for the study guide which you can cut and paste onto a google doc.

https://docs.google.com/document/d/1ja_Qns30XrEJKUJcghYMHyAAycJgIZRci01ugOWw0eI/edit

ACTIVITIES AND HOMEWORK - 8/31,9/1

Activities:

*  Lesson on "What is A Historian."  Note taking on categories and key concepts of history.

Homework - Due 9/2/9/3

* Read, respond, sign "Code of Conduct."

SIGNIFICANCE OF HISTORY

Due Aug. 31/Sept. 1

Activity/Lesson- We discussed what makes an event significant and we filled out a worksheet that allowed each of you to choose significant events and explain your choice. Keep worksheet in your binder.

Homework:   Bring to class a news article about a current event that has a connection or is similar to one of the events listed on the "Ranking US History" handout.  Read article and be prepared to discuss the connections you made.  If the connection part is not clear,  just  bring in article and we can work on that in class. Also, be sure the source and date of article is noted.