Brilliant design is a hallmark of outstanding engineering. Often lost in the stories of great achievements, however, is the understanding of the dynamic forces at play. These forces can be physical; they are also frequently professional...and personal.
Understanding that no change happens without controversy and compromise, and no success without blunder, is a recurring theme in our study of US History in the Axis STEM Academy. Eventually, conflicting passions, attitudes, and beliefs give way to progress; likewise, our seeming failures lead us onward to great things. As Thomas Edison said, the light bulb did not pop out of his head complete - it was the result of a thousand failures. When we are ready to learn from our failures, then we are ready to succeed.
Posted below are homework assignments which are due at the start of the listed day. If an assignment is not listed here, it is not due until it IS listed here. Check this space frequently.
Understanding that no change happens without controversy and compromise, and no success without blunder, is a recurring theme in our study of US History in the Axis STEM Academy. Eventually, conflicting passions, attitudes, and beliefs give way to progress; likewise, our seeming failures lead us onward to great things. As Thomas Edison said, the light bulb did not pop out of his head complete - it was the result of a thousand failures. When we are ready to learn from our failures, then we are ready to succeed.
Posted below are homework assignments which are due at the start of the listed day. If an assignment is not listed here, it is not due until it IS listed here. Check this space frequently.
Use the "Contact Jolly" button if you need to send me a message about assignments or anything else of importance to you. I try to respond within two days.
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What happened on this day in history? Click the image each day to find out!
Please take the WHS SEL Student Survey.
Homework due Friday, May 25 (Yes, this is due by 5pm Friday): finish your evaluation forms & last blog entry. Links to the eval forms are under "Daily Agenda" on Vezino's website.
A. You really knocked it out of the park with your Project Lunch Space Designs! I can't tell you how many teachers complimented me on your great work. Well done.
A. You really knocked it out of the park with your Project Lunch Space Designs! I can't tell you how many teachers complimented me on your great work. Well done.
Homework due Thursday, May 24:
A. Finish all work for your Project Lunch Space designs (especially the posters with QR code links -- see the slideshow at left for instructions).
A. Finish all work for your Project Lunch Space designs (especially the posters with QR code links -- see the slideshow at left for instructions).
Homework due Friday, May 18:
A. Finish your daily reflection blog entry for our first building day. Instructions are linked below under yesterday's homework.
B. The following people didn't submit the correct URL for their blogs. If your name is below, watch the video and submit the correct one.
A. Finish your daily reflection blog entry for our first building day. Instructions are linked below under yesterday's homework.
B. The following people didn't submit the correct URL for their blogs. If your name is below, watch the video and submit the correct one.
- Nick A.
- Jasmine C.
- Trent C.
- Emily G.
- Tyler H.
- Darien L.
- Joey M.
- Perez P.
- Karina R.
- Derek T.
- Ivy T.
- Reynaldo Z.
Homework due Wednesday, May 16:
A. I mucked it up! I gave bad instructions about which URL to submit for your blog. Click the pic at left to see the correct instructions.
B. Finish your Daily Reflection Blog entry #1. Description and link for submitting your blog's URL are here.
C. Individual Roles info:
A. I mucked it up! I gave bad instructions about which URL to submit for your blog. Click the pic at left to see the correct instructions.
B. Finish your Daily Reflection Blog entry #1. Description and link for submitting your blog's URL are here.
C. Individual Roles info:
- This link contains the details about Project Posters.
- Daily project task list for Team Managers.
- Media & Marketing -- here are the Video Requirements (and a good sample video)
Homework due Monday, May 14:
Homework? When you just had the final? You'd probably react like Nicholas Cage does here.
Homework? When you just had the final? You'd probably react like Nicholas Cage does here.
Homework due Thursday, May 10:
The final is on Thursday. Topics to review are:
The final is on Thursday. Topics to review are:
- the Gilded Age (for poster analysis like we did in class)
- FDR's presidency, the Great Depression, and the New Deal
- The Best Years of Our Lives: veterans' issues.
- The 1950s -- diplomacy & culture
Homework due Tuesday, May 8:
Continuing our study of the 1950s, read & take notes on Culture in the 1950s. There will be a quiz on Tuesday; you'll need to know the following:
Continuing our study of the 1950s, read & take notes on Culture in the 1950s. There will be a quiz on Tuesday; you'll need to know the following:
- contradictions in society
- mass culture
- impact of television
- alienation
- music styles
Homework due Friday, May 4:
A. Finish your design model for our core project and prep & practice your elevator speech. You'll only have one minute, so make sure your pitch is rehearsed, smooth, and convincing! Presentations will be during 3A on Friday in my room.
B. Read through your notes on 1950s Diplomacy. There will be a final Quizlet review/game before we have the actual quiz on Friday.
A. Finish your design model for our core project and prep & practice your elevator speech. You'll only have one minute, so make sure your pitch is rehearsed, smooth, and convincing! Presentations will be during 3A on Friday in my room.
B. Read through your notes on 1950s Diplomacy. There will be a final Quizlet review/game before we have the actual quiz on Friday.
Homework due Wednesday, May 2:
Read and take notes on Diplomacy in the 1950s. This is a lot of notes, so plan to devote 1-2 hours to it. There will be a quiz on this material on Wednesday. Everyone will need to know the following:
People
Dwight D. Eisenhower
John Foster Dulles
Allan Dulles
"Chairman" Mao Zedong
Chiang Kai-shek
Ho Chi Minh
Ngo Dinh Diem
Gamal Abdal Nasser
Fidel Castro
Nikita Kruschev
Terms
containment vs. rollback
brinksmanship
domino theory
Eisenhower Doctrine
covert action
military-industrial complex
Events/locations
Korean War
Formosa
Vietnam
Suez Canal
Hungary
Iran
Guatemala
Bay of Pigs
U2 incident
Read and take notes on Diplomacy in the 1950s. This is a lot of notes, so plan to devote 1-2 hours to it. There will be a quiz on this material on Wednesday. Everyone will need to know the following:
People
Dwight D. Eisenhower
John Foster Dulles
Allan Dulles
"Chairman" Mao Zedong
Chiang Kai-shek
Ho Chi Minh
Ngo Dinh Diem
Gamal Abdal Nasser
Fidel Castro
Nikita Kruschev
Terms
containment vs. rollback
brinksmanship
domino theory
Eisenhower Doctrine
covert action
military-industrial complex
Events/locations
Korean War
Formosa
Vietnam
Suez Canal
Hungary
Iran
Guatemala
Bay of Pigs
U2 incident
Homework due Monday, April 30:
A. In preparation for our "Should We Drop the Atomic Bomb?" simulation on Monday, read the info at the following links. You don't need to take notes; simply understand that these were details which impacted many Americans' views of the war and how they thought about the use of "The Bomb."
A. In preparation for our "Should We Drop the Atomic Bomb?" simulation on Monday, read the info at the following links. You don't need to take notes; simply understand that these were details which impacted many Americans' views of the war and how they thought about the use of "The Bomb."
Homework due Thursday, April 26:
A. Please - get your empathy interviews & surveys completed for our design project. Having useful information (data) will be essential in making Thursday's discussion/debrief in Mr. Steinglass' class useful. But this isn't just about his class; it's about our project and making it as good as it can be. Get it done.
B. See notes below.
A. Please - get your empathy interviews & surveys completed for our design project. Having useful information (data) will be essential in making Thursday's discussion/debrief in Mr. Steinglass' class useful. But this isn't just about his class; it's about our project and making it as good as it can be. Get it done.
B. See notes below.
Homework due Friday, April 20:
Watch these two short films ("Three Fronts" and "Segregated Warriors") about the experience of some Black soldiers in WWII. In your notes, describe common themes in their experiences & treatment. What other stories do their tales remind you of?
Watch these two short films ("Three Fronts" and "Segregated Warriors") about the experience of some Black soldiers in WWII. In your notes, describe common themes in their experiences & treatment. What other stories do their tales remind you of?
Homework due Wednesday, April 18:
A. Group leaders from today's field trip should post the group's 17 required photos on our Padlet wall. Read the instructions on that wall -- you won't get credit if you simply post the photos. Click the link at left.
B. Seniors:
A. Group leaders from today's field trip should post the group's 17 required photos on our Padlet wall. Read the instructions on that wall -- you won't get credit if you simply post the photos. Click the link at left.
B. Seniors:
- Finish creating your senior project presentation. Practice it until you've got your timing down. We will have time in class for one practice presentation each (with feedback from your classmates, if you'd like).
- Your senior presentation schedule is here. Note that all presentations are scheduled for Wednesday evening. You must go check in with the lead teacher in 'your' room on Tuesday or Wednesday to ensure that your slideshow is downloaded to their computer (as a PowerPoint) in case the internet is sketchy.
Homework due Monday, April 16:
A. Juniors: interested in helping evaluate Senior Presentations next Wednesday? Send Mrs. Zigler an email ([email protected]) with the subject line "SP Panel". In the body of the email, provide your first and last name, your Core, and your cell phone number. Note also a brief training session in room K108 at lunch next Monday or next Wednesday -- you need only attend one session -- to get the basic training and information for accurate scoring.
B. No new assignments are due; instead, complete the assignment on Mr. Vezino's page in time for Monday's field trip. For my class, make sure that you've got the readings from Thursday completed. Seniors, prepare your senior project presentations and practice.
A. Juniors: interested in helping evaluate Senior Presentations next Wednesday? Send Mrs. Zigler an email ([email protected]) with the subject line "SP Panel". In the body of the email, provide your first and last name, your Core, and your cell phone number. Note also a brief training session in room K108 at lunch next Monday or next Wednesday -- you need only attend one session -- to get the basic training and information for accurate scoring.
B. No new assignments are due; instead, complete the assignment on Mr. Vezino's page in time for Monday's field trip. For my class, make sure that you've got the readings from Thursday completed. Seniors, prepare your senior project presentations and practice.
Homework due Thursday, April 12:
A. Begin preparing your junior/senior presentation. Click the images at left to see the details about grading which I showed in class. B. Read about life on the home front during the war from these sources. Take brief notes on each piece (1-2 sentences on the setting and 1-2 interesting details that stick in their memories). The pieces are: |
Homework due Tuesday, April 10:
A. As we begin our study of WWII, take notes on specific background to the war - the Coming of World War II, Conflict in the Pacific, and Collision Course in the Pacific. These will be supplemented when we finish the slideshow on Tuesday.
B. Watch "The Social Life of Small Urban Spaces" (complete with all the cool 1970's style) and take notes on the following topics:
A. As we begin our study of WWII, take notes on specific background to the war - the Coming of World War II, Conflict in the Pacific, and Collision Course in the Pacific. These will be supplemented when we finish the slideshow on Tuesday.
B. Watch "The Social Life of Small Urban Spaces" (complete with all the cool 1970's style) and take notes on the following topics:
- What places are popular - meaning that lots of people hang out in them?
- What about the design of some spaces makes them popular? (Lighting, elevation, sightlines, art installations, etc.)
- What other aspects of spaces besides the design makes them popular?
- Why do some open spaces fail?
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Homework due Friday, Mar. 30:
A. Pepperwood field trip! Bring:
B. Click the images at left for info that may be useful for Budget Challenge quizzes. C. SENIORS ONLY: your Senior Project Form B is due Friday. Bring me the printed & signed version verifying that you've completed 30 hours (or more). D. Just a side note about why saving for retirement gets so much easier if you start when you are young: click the "compound interest" image. |
Homework due Wednesday, Mar. 28:
Study for the Great Depression test. I've put the Quizlet flashcards in our US History class group on Quizlet; log in there to see them (or create your own). There will be multiple-choice and short answer questions, including questions about Woody Guthrie & how his life represents many of the topics we've learned about the Great Depression.
Study for the Great Depression test. I've put the Quizlet flashcards in our US History class group on Quizlet; log in there to see them (or create your own). There will be multiple-choice and short answer questions, including questions about Woody Guthrie & how his life represents many of the topics we've learned about the Great Depression.
Homework due Monday, Mar. 26:
Read "FDR's Court-Packing Plan: a Study in Irony" and respond to the following questions with one well-developed paragraph each:
Read "FDR's Court-Packing Plan: a Study in Irony" and respond to the following questions with one well-developed paragraph each:
- Why did Roosevelt expect resistance to the New Deal from the Supreme Court?
- Why did the Roosevelt administration want to change the composition of the Court, and what was the plan?
- Why didn't the plan get adopted -- and eventually become unnecessary?
- The essay is titled "A Study in Irony." In what ways was the story of the attempt to change the composition of the courts ironic? (note: irony refers to a situation that turns out to be very different than what was expected)
- The New Deal, as the essay notes, was an effort to "deal with problems that were unprecedented in depth and scope." If you could grab Henry David Thoreau out of the grave and bring him to that era, what do you think he would say about the New Deal?
Homework due Thursday, Mar. 22:
A. The New Deal programs were an effort to achieve one (or more) of what is known as the "Three Rs":
B. Watch the PBS video "Uncovering the Dust Bowl". Take short notes on main ideas -- probably 4-6 notes total. C. Attention seniors: you are supposed to be finished with your Senior Project by next Friday. If you're not done, you'll have to scramble over Spring Break to get your hours done. Click the image at left to review upcoming due dates. |
Homework due Friday, Mar. 16:
A. The banking collapse played a major role in the Great Depression. It did so again in 2007-2008, at the start of the Great Recession. In your notes, research and define these terms:
C. Lastly, watch the video at the bottom of that page. Answer the following questions based upon what the man (former Federal Reserve chairman Ben Bernanke) says about them:
When I see you on Friday, we'll learn about how the government is already starting to undo the Dodd-Frank Act. Laissez faire, friends!
A. The banking collapse played a major role in the Great Depression. It did so again in 2007-2008, at the start of the Great Recession. In your notes, research and define these terms:
- A.I.G.
- Lehman Brothers
- Fannie Mae & Freddie Mac
C. Lastly, watch the video at the bottom of that page. Answer the following questions based upon what the man (former Federal Reserve chairman Ben Bernanke) says about them:
- This is the most important banking bill since when?
- What still had to be done once the legislation was passed?
- Why was global coordination important?
When I see you on Friday, we'll learn about how the government is already starting to undo the Dodd-Frank Act. Laissez faire, friends!
Homework due Wednesday, Mar. 14:
A. Watch Crash Course: the Great Depression and take notes on these ideas:
B. Take notes on the events in "Timeline of the Great Depression & New Deal." Start at "Wall Street Crash (1929)" and stop at "FDR's Good Neighbor Speech (1936)".
C. Read in a People's History of the United States: "Self Help in Hard Times" starting at the paragraph which begins "The Stock Market Crash of 1929..." and ending at "It was a sign of Roosevelt's approach." Take notes as you read (1 page will be sufficient). When you are finished, write a paragraph about what is most significant (to you) in this reading.
A. Watch Crash Course: the Great Depression and take notes on these ideas:
- the five causes of the Great Depression (credit, collapse of farms, slowing manufacturing by 1925, stocks, banking system)
- small banks & 'runs on the bank'
- laissez faire approach of government
- World War I
- Hawley-Smoot Tarrifs
- what Pres. Hoover did and did not do
- unemployment
B. Take notes on the events in "Timeline of the Great Depression & New Deal." Start at "Wall Street Crash (1929)" and stop at "FDR's Good Neighbor Speech (1936)".
C. Read in a People's History of the United States: "Self Help in Hard Times" starting at the paragraph which begins "The Stock Market Crash of 1929..." and ending at "It was a sign of Roosevelt's approach." Take notes as you read (1 page will be sufficient). When you are finished, write a paragraph about what is most significant (to you) in this reading.
Homework due Monday, Mar. 12:
Click the image at left to see the eight questions for Monday's test. You may choose any four (4) to answer. Answers should be in a well-structured and well-supported paragraph, like this:
Want to know what a great response looks like? Here are three excellent paragraph responses. Two Socks only: I neglected to show the powerpoint on the 1920s economy in class; I apologize for that. You can see it by clicking on the image above right. Here are the terms which need to be explained:
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Homework due Thursday, Mar. 8:
A. Here is the PBS film "A Lynching in Marion." If you missed class on Tuesday or are in Two Socks, watch the film. Next, log into Jupiter and type in your response to the forum there.
B. Download the "Building Credit" info sheets for Budget Challenge. There is a quiz open which you need to take on your own; these sheets will help you. On Thursday, I will check to see that you've taken the quiz, written checks for any bills that were delivered by Wednesday evening, and updated your spreadsheet.
A. Here is the PBS film "A Lynching in Marion." If you missed class on Tuesday or are in Two Socks, watch the film. Next, log into Jupiter and type in your response to the forum there.
B. Download the "Building Credit" info sheets for Budget Challenge. There is a quiz open which you need to take on your own; these sheets will help you. On Thursday, I will check to see that you've taken the quiz, written checks for any bills that were delivered by Wednesday evening, and updated your spreadsheet.
Link for use in class on Thursday.
Homework due Tuesday, Mar. 6:
A. Finish your ignite presentation on the 1920s topic of your choice. You need to prepare both the slideshow and your speech. Keep these requirements in mind:
A. Finish your ignite presentation on the 1920s topic of your choice. You need to prepare both the slideshow and your speech. Keep these requirements in mind:
- Slideshow must have a title slide, 8 content slides, and citations slide(s) for both information and images.
- No text on any content slides -- use 2-3 images and make sure they fill the screen as much as possible.
- Slides will run automatically every 15 seconds (see "Homework due Wednesday, Jan 31" for a reminder on this).
- Plan to say 3-4 sentences for each slide (title and content slides).
- Please -- practice several times so that you can show improvement over our last presentations!
Homework due Friday, Mar. 2:
A. Read Jonathan Scott Holloway's essay on "Jim Crow and the Great Migration". Take notes as you read; 1-4 significant details per paragraph would be good, for those of you who like a number to latch onto.
B. Click the thumbnail at left to watch "Crash Course: Langston Hughes and the Harlem Renaissance." Take notes as you watch -- pause the video as necessary. Get notes on these details:
C. Continue your research into your 1920s ignite presentation. While I'm not asking for a specific amount of research to be done by Friday, I want you to get a bit done each night so that it doesn't all build up the night before the presentations. Remember the purpose: "Research interesting, unknown details about these topics and present them to the class in an ignite! presentation. The purpose is to shed light on aspects of them which you find interesting (‘fun facts’) that most of us don’t know. Bring them to life for us! Give us: 1. Contextual details – to connect to what we already know; 2. Interesting facts worth knowing; 3. Images that deeply convey information."
A. Read Jonathan Scott Holloway's essay on "Jim Crow and the Great Migration". Take notes as you read; 1-4 significant details per paragraph would be good, for those of you who like a number to latch onto.
B. Click the thumbnail at left to watch "Crash Course: Langston Hughes and the Harlem Renaissance." Take notes as you watch -- pause the video as necessary. Get notes on these details:
- The Harlem Renaissance
- the "double consciousness of the African-American experience" (you'll have to figure out which two 'consciousnesses' he means)
- Why Hughes didn't write in classical poetic forms
- "Harlem" (the poem)
- the "dream" is...
- the verbs are all...
- the overall message is...
- Who do you think Hughes respected more: WEB DuBois or Booker T. Washington? Why?
C. Continue your research into your 1920s ignite presentation. While I'm not asking for a specific amount of research to be done by Friday, I want you to get a bit done each night so that it doesn't all build up the night before the presentations. Remember the purpose: "Research interesting, unknown details about these topics and present them to the class in an ignite! presentation. The purpose is to shed light on aspects of them which you find interesting (‘fun facts’) that most of us don’t know. Bring them to life for us! Give us: 1. Contextual details – to connect to what we already know; 2. Interesting facts worth knowing; 3. Images that deeply convey information."
Homework due Wednesday, Feb. 28:
A. Finish your Fun Speech using ethos, pathos, and logos (click that link to see the slideshow if you weren't in class). Practice ahead of time so you can easily do a great job. Speeches will be given on Wednesday.
B. Spend 15 minutes researching topics for the 1920s ignite! presentation. Ensure that you can find lots of interesting information & powerful images to work with. Click the image at left to see the list of topics. Once you've chosen one, you need to claim it on the Jupiter forum which is open for this purpose. Be sure that no one else has claimed it before you -- it's first come, first served. Read the instructions on Jupiter; don't forget to include the rationale!
C. Review Crash Course: the Roaring 1920s and take notes on the following topics:
A. Finish your Fun Speech using ethos, pathos, and logos (click that link to see the slideshow if you weren't in class). Practice ahead of time so you can easily do a great job. Speeches will be given on Wednesday.
B. Spend 15 minutes researching topics for the 1920s ignite! presentation. Ensure that you can find lots of interesting information & powerful images to work with. Click the image at left to see the list of topics. Once you've chosen one, you need to claim it on the Jupiter forum which is open for this purpose. Be sure that no one else has claimed it before you -- it's first come, first served. Read the instructions on Jupiter; don't forget to include the rationale!
C. Review Crash Course: the Roaring 1920s and take notes on the following topics:
- Political leaders of the time
- US role in international trade
- Why was there more leisure time?
- importance of credit
- status of African-Americans
- examples of wealth disparity
- role of the Supreme Court
- race issues
- immigration
- the Scopes trial
Homework due Monday, Feb. 26:
A. Copy the following terms about the WWI era into your notes, then research them online and add definitions/details. (You can get a good into by reviewing Crash Course: World War I.)
B. Read & take notes about how WWI changed American society. Expect a quiz on these terms & notes on Monday.
C. If you didn't complete the in-class assignment on WWI propaganda & political cartoons, click the image below to see the instructions.
A. Copy the following terms about the WWI era into your notes, then research them online and add definitions/details. (You can get a good into by reviewing Crash Course: World War I.)
- Sinking of the RMS Lusitania
- Zimmerman telegram
- Spanish influenza epidemic of 1918
- Wilson's Fourteen Points (main ideas only)
- Russian Revolution & "Red Scare"
- Sacco & Vanzetti
- Palmer Raids
B. Read & take notes about how WWI changed American society. Expect a quiz on these terms & notes on Monday.
C. If you didn't complete the in-class assignment on WWI propaganda & political cartoons, click the image below to see the instructions.
Click the image at left to post your Thinglink image on our Padlet wall.
Homework due Tuesday, Feb. 13:
A. Link for use in class: overview of WWI. If you didn't finish the notes in class, do so for homework.
B. Finish your Thinglink annotated image on the Panama Canal. Requirements:
A. Link for use in class: overview of WWI. If you didn't finish the notes in class, do so for homework.
B. Finish your Thinglink annotated image on the Panama Canal. Requirements:
- A good background image large enough to fill the screen without being pixellated
- 5 annotations minimum - images with your own text & sources cited (one may be link to a video, one may be link to audio)
- Annotations must illuminate aspects about the canal that we didn't already know
C. The slideshow we saw in class and took notes from is linked; click the image at left.
D. While we're not going to study US involvement in World War I closely, the sentiment in the nation is worthy of our attention; every educated American ought to be able to know what public opinion was and how it affected citizens of the country. To that end, read and take notes on these two online pages:
World War I on the Home Front
The Espionage and Sedition Acts
D. Finally, if you didn't see it in class & understand the key details about the Spanish American War, click the "Crash Course" icon above to see the video on "American Imperialism."
There will be a quiz on these topics on Tuesday.
D. While we're not going to study US involvement in World War I closely, the sentiment in the nation is worthy of our attention; every educated American ought to be able to know what public opinion was and how it affected citizens of the country. To that end, read and take notes on these two online pages:
World War I on the Home Front
The Espionage and Sedition Acts
D. Finally, if you didn't see it in class & understand the key details about the Spanish American War, click the "Crash Course" icon above to see the video on "American Imperialism."
There will be a quiz on these topics on Tuesday.
Homework due Thursday, Feb. 7:
Shoot - I missed the deadline. No assignments are due. For those who like to get ahead, the homework due Tuesday is listed below.
Also, if you need to register for Budget Challenge late, the codes have changed. The new codes are:
Shoot - I missed the deadline. No assignments are due. For those who like to get ahead, the homework due Tuesday is listed below.
Also, if you need to register for Budget Challenge late, the codes have changed. The new codes are:
- Tatonka: QNFYDSO
- Two Socks: WXJVCOH
Homework due Tuesday, Feb. 5:
A. Budget Challenge: log in and complete the first survey (most of us did this in class) and the PRE-assessment quiz (some of you may have done this in class).
B. Thinglink annotated image on the Panama Canal: this assignment is being postponed until next week. However, you need to go to the website (click the image below) and create an account. You will need to use the following invitation code for your class:
A. Budget Challenge: log in and complete the first survey (most of us did this in class) and the PRE-assessment quiz (some of you may have done this in class).
B. Thinglink annotated image on the Panama Canal: this assignment is being postponed until next week. However, you need to go to the website (click the image below) and create an account. You will need to use the following invitation code for your class:
- Tatonka: 8A9YHU
- Two Socks: Q3UJYA
Homework due Friday, Feb. 2:
A. If you missed the Budget Challenge vendor selections, click the "Budget Challenge" link at left to see instructions for how to make the 11 selections.
B. One great engineering feat of the early 20th century demands our attention as STEM students: the construction of the Panama Canal. Yet it's more than a story of engineering; it's also a story of political and economic manipulation, of race, and of the growing power of the United States. A long film (American Experience: The Panama Canal -- you'll have to swipe back to the start) will take you to the canal, both present and past. As you watch, take notes on the following topics:
At the bottom of your notes, write a paragraph summary of what you've learned and an additional paragraph assessing what you think was done right and what should have been done differently.
A. If you missed the Budget Challenge vendor selections, click the "Budget Challenge" link at left to see instructions for how to make the 11 selections.
B. One great engineering feat of the early 20th century demands our attention as STEM students: the construction of the Panama Canal. Yet it's more than a story of engineering; it's also a story of political and economic manipulation, of race, and of the growing power of the United States. A long film (American Experience: The Panama Canal -- you'll have to swipe back to the start) will take you to the canal, both present and past. As you watch, take notes on the following topics:
- Edison moments (both the problems and the ways they were solved)
- the human toll (dating back to French efforts)
- political machinations
- costs & benefits
At the bottom of your notes, write a paragraph summary of what you've learned and an additional paragraph assessing what you think was done right and what should have been done differently.
Homework due Wednesday, Jan. 31:
A. Finish your Progressive Era ignite! presentation -- both the slideshow and the speech you will deliver. On your slideshow, click "File --> Publish to the Web", then select "Every 15 seconds". Click "Publish", then copy & paste the given URL into a new tab. Practice your speech with your partner to ensure that you've got the timing down. To see the rubric for this assignment, log into Jupiter, click on your grade in my class, then click on the last assignment ("Progressive Era ignite! presentation").
The following students will present on Wednesday.
Tatonka:
B. I anticipate that it will take 25 minutes to view those presentations; the remainder of the time will be spent finishing the woodcut prints for "A Need for Reform". This is the last class time we'll have to finish these. If you need more time, stop by my room to work -- I'll have the tools available for use. Prints are due at the end of class on Wednesday.
A. Finish your Progressive Era ignite! presentation -- both the slideshow and the speech you will deliver. On your slideshow, click "File --> Publish to the Web", then select "Every 15 seconds". Click "Publish", then copy & paste the given URL into a new tab. Practice your speech with your partner to ensure that you've got the timing down. To see the rubric for this assignment, log into Jupiter, click on your grade in my class, then click on the last assignment ("Progressive Era ignite! presentation").
The following students will present on Wednesday.
Tatonka:
- Dalton & Tadgh
- Danitza & Crystal
- Camille
- Alden & Nick
- Eric & Justin
- Daemon & Brennan
- Michael
- Iain
- Tyler B & Anthony
- Omar & Joshua
B. I anticipate that it will take 25 minutes to view those presentations; the remainder of the time will be spent finishing the woodcut prints for "A Need for Reform". This is the last class time we'll have to finish these. If you need more time, stop by my room to work -- I'll have the tools available for use. Prints are due at the end of class on Wednesday.
Homework due Monday, Jan. 29:
A. It's Budget Challenge time! Be sure to register this week. Click the image at left to see instructions. Our class codes are:
B. Complete your research into your Progressive Era ignite! topic -- have notes on 8 sub-topics (3-5 sentences of notes each) that you will focus on in your presentation. The instructions I showed in class are here.
If you need more ideas of topics, click the images below & look into them a bit...but make sure it is an example of reform, not just an industrial achievement or business owner. If you want more ideas about women in the progressive movements, check this essay.
When you've decided on a topic, fill out your class' form below. Topic selection is first come, first served; click the "List of Chosen Topics" first to be sure that the topic you want hasn't been claimed. As soon as you submit your choice, the spreadsheet will be automatically updated.
Tatonka Sign Up Form and List of Chosen Topics Two Socks Sign Up Form and List of Chosen Topics
A. It's Budget Challenge time! Be sure to register this week. Click the image at left to see instructions. Our class codes are:
- Tatonka: QJAPHIT
- Two Socks: QSJUKWC
B. Complete your research into your Progressive Era ignite! topic -- have notes on 8 sub-topics (3-5 sentences of notes each) that you will focus on in your presentation. The instructions I showed in class are here.
If you need more ideas of topics, click the images below & look into them a bit...but make sure it is an example of reform, not just an industrial achievement or business owner. If you want more ideas about women in the progressive movements, check this essay.
When you've decided on a topic, fill out your class' form below. Topic selection is first come, first served; click the "List of Chosen Topics" first to be sure that the topic you want hasn't been claimed. As soon as you submit your choice, the spreadsheet will be automatically updated.
Tatonka Sign Up Form and List of Chosen Topics Two Socks Sign Up Form and List of Chosen Topics
Homework due Thursday, Jan. 25:
A. Read an overview of three major movements in American history during the early 1900's: "The Progressive Era", "Along the Color Line", and "The Struggle for Women's Suffrage." Take Cornell Notes on these sections, and click the following links to add more detail to your knowledge: Progressivism, Booker T. Washington and the Politics of Accommodation, and Birth Control. Expect a quiz on these notes on Monday.
A. Read an overview of three major movements in American history during the early 1900's: "The Progressive Era", "Along the Color Line", and "The Struggle for Women's Suffrage." Take Cornell Notes on these sections, and click the following links to add more detail to your knowledge: Progressivism, Booker T. Washington and the Politics of Accommodation, and Birth Control. Expect a quiz on these notes on Monday.
Homework due Friday, Jan. 19:
A. Are you a female senior hoping to major in a STEM field? There is a $1000 scholarship available which Ms. Campbell told me about. The application is here; make a copy of it in your Google Drive, fill it out, and get it to Ms. Campbell by Feb. 28!
B. Read an introduction to "The Progressive Era" and take notes. Be able to identify problems in society that were being addressed & know why the linked terms (in blue) are significant.
A. Are you a female senior hoping to major in a STEM field? There is a $1000 scholarship available which Ms. Campbell told me about. The application is here; make a copy of it in your Google Drive, fill it out, and get it to Ms. Campbell by Feb. 28!
B. Read an introduction to "The Progressive Era" and take notes. Be able to identify problems in society that were being addressed & know why the linked terms (in blue) are significant.
Homework due Wednesday, Jan. 17:
Click the image at left to view images of child labor in the late 1800s - early 1900s. Take notes on similarities and differences in each industry. Some terms you may need to look up online to understand (such as the "Doffer boys".) At the end, write a paragraph response to this question: what is important to know about child labor during this era?
Click the image at left to view images of child labor in the late 1800s - early 1900s. Take notes on similarities and differences in each industry. Some terms you may need to look up online to understand (such as the "Doffer boys".) At the end, write a paragraph response to this question: what is important to know about child labor during this era?
Homework due Friday, Jan. 12:
A. Read the excerpt from The Jungle which I handed out at the end of class today. There is a forum open on Jupiter for you to respond to.
B. Click the image above to get a visual sense of the part of Chicago known as "Packingtown" -- the setting of The Jungle.
A. Read the excerpt from The Jungle which I handed out at the end of class today. There is a forum open on Jupiter for you to respond to.
B. Click the image above to get a visual sense of the part of Chicago known as "Packingtown" -- the setting of The Jungle.
Homework due Wednesday, Jan. 10:
A. Read "Robber Barons and Rebels" in A People's History of the United States and take notes as you read. Stop at the end of the paragraph which ends "...between 1890 and 1910, nineteen dealt with the Negro, 288 dealt with corporations."
A. Read "Robber Barons and Rebels" in A People's History of the United States and take notes as you read. Stop at the end of the paragraph which ends "...between 1890 and 1910, nineteen dealt with the Negro, 288 dealt with corporations."
------------Assignments below are from Fall Semester 2017------------------------
Homework due Thursday, Dec. 14:
A. Click here to join our Quizlet class.
B. If you don't already have an account on Quizlet, create one here.
C. Spend 40 minutes creating a new set of cards on Quizlet (log in, then click "Create" at the top of the page). Your assigned topics are below - click on the thumbnails. They are all taken from previous homework assignments, so scroll down to see what exactly you should cover.
A. Click here to join our Quizlet class.
B. If you don't already have an account on Quizlet, create one here.
C. Spend 40 minutes creating a new set of cards on Quizlet (log in, then click "Create" at the top of the page). Your assigned topics are below - click on the thumbnails. They are all taken from previous homework assignments, so scroll down to see what exactly you should cover.
Homework due Tuesday, Dec. 12:
A. Finish taking notes on the Timeline: 1865-1898. Begin at the "Gospel of Wealth" and go to the end. Click through the images at right (and those under "Homework due Wednesday, Dec. 6") to prep for the quiz; it will include the entire timeline's notes. You can review the Quizlet flash cards we used in class for the Quizlet.live game. B. The quiz will include at least one free response question from your notes on "American Indians and the Transcontinental Railroad", so make sure you understand how the railroad changed the West. C. There will be a question about the Map of Shrinking Tribal Lands (below). Review it so that (1) you know what it shows about the pace of change and (2) you can explain why the pace isn't consistent. |
Homework due Wednesday, Dec. 6:
A. Click the image at left to access a timeline covering 1865-1898 (scroll down on the page to find it, then click the right arrow). Take short notes on each event (stop after the Dawes Act of 1887); put dates in the left margin. There will be a quiz on these events/topics/people early next week, and the images at right will be on the quiz. B. You should review this Map of Shrinking Tribal lands. Familiarize yourself with what it shows, especially the increasing pace of change from 1850 on. |
Homework due Thursday, Nov. 30:
A. Seniors: your Senior Project Form A was due on Tuesday. If you didn't turn it in (and most of you didn't) bring it on Thursday. If you have any questions or need help, see me in person sometime this week.
B. Find a good image of Westward Expansion and submit it (along with a clear analytical paragraph) on the Jupiter forum which is open. You can review the slideshow we saw in class by clicking the image at left.
C. Read and take notes on "American Indians and the Transcontinental Railroads". Note especially the influence of market forces on populations in the West.
D. Finish the notes we started in class on the following:
Red Cloud
A. Seniors: your Senior Project Form A was due on Tuesday. If you didn't turn it in (and most of you didn't) bring it on Thursday. If you have any questions or need help, see me in person sometime this week.
B. Find a good image of Westward Expansion and submit it (along with a clear analytical paragraph) on the Jupiter forum which is open. You can review the slideshow we saw in class by clicking the image at left.
C. Read and take notes on "American Indians and the Transcontinental Railroads". Note especially the influence of market forces on populations in the West.
D. Finish the notes we started in class on the following:
Red Cloud
- Who was he -- role/function, tribe, location, date?
- Why was he unique in the history of this era?
- 1860
- 1861
- 1862: Homestead Act, 5 Civilized Tribes
- 1864: Kit Carson, John Chivington
- 1866
- 1867
- 1868
Homework due Friday, Nov. 17:
A. Read the first eleven paragraphs of "Born Modern: An Overview of the West" (stop at the paragraph which begins "By the time the Depression hit..."). Take notes on this reading.
B. SENIORS: I've reviewed your Senior Project proposals and they are all fine. You can start your projects. The first step is to find a mentor (scroll down to p. 5 of that packet for more info). Plan your project in more detail and fill out Form A (you can find it on that link). Completed Form A's are due on Tuesday, Nov. 28.
A. Read the first eleven paragraphs of "Born Modern: An Overview of the West" (stop at the paragraph which begins "By the time the Depression hit..."). Take notes on this reading.
B. SENIORS: I've reviewed your Senior Project proposals and they are all fine. You can start your projects. The first step is to find a mentor (scroll down to p. 5 of that packet for more info). Plan your project in more detail and fill out Form A (you can find it on that link). Completed Form A's are due on Tuesday, Nov. 28.
Homework due Wednesday, Nov. 15:
A. Study for the test on America 1800-1860. The topics are listed under the homework below.
B. Free-response questions update: I will not ask the questions about "the Second Great Awakening", "was the ban on importing slaves successful", "Old Hickory and the War of 1812" nor the "Napoleonic Wars and the economic collapse of 1819." The other seven questions may appear on the test. Plan for them by creating an outline of how you would answer each question in a clear paragraph -- see the thumbnail about paragraph writing at right. Also, check the Jupiter comments I made on your last paragraphs about the opioid epidemic.
A. Study for the test on America 1800-1860. The topics are listed under the homework below.
B. Free-response questions update: I will not ask the questions about "the Second Great Awakening", "was the ban on importing slaves successful", "Old Hickory and the War of 1812" nor the "Napoleonic Wars and the economic collapse of 1819." The other seven questions may appear on the test. Plan for them by creating an outline of how you would answer each question in a clear paragraph -- see the thumbnail about paragraph writing at right. Also, check the Jupiter comments I made on your last paragraphs about the opioid epidemic.
Link for use in class on Monday, Nov. 13:
A. What was the "Trail of Tears?" Research the answer to this question online and take detailed notes about it (particularly as it involved the forced relocation of the Cherokee people).
B. Many historians say that the name "Trail of Tears" is misleading. What evidence supports this view? Write a one-paragraph response beneath your notes.
A. What was the "Trail of Tears?" Research the answer to this question online and take detailed notes about it (particularly as it involved the forced relocation of the Cherokee people).
B. Many historians say that the name "Trail of Tears" is misleading. What evidence supports this view? Write a one-paragraph response beneath your notes.
Homework due Monday, Nov. 13:
A. You have two things to share with me by 12 midnight on Thursday:
B. Begin studying for the test on all 1800-1860 topics we've taken notes on; the test will be on Wednesday. This includes the info on Discovery & Development, Slavery, and Politics, as well as these questions which dig more deeply into those topics. It will be very rushed if you don't know the information thoroughly, so study your notes (the best prepared among you will make flash cards or a Quizlet to help you review). Here are the items you'll need to know for the multiple choice part of the test:
|
Homework due Wednesday, Nov. 8:
A. Finish your Early American Energy project. Review all requirements below (see link under "Homework due Tuesday, Oct. 31").
B. The video of your Early American Energy Challenge demo is due. Upload it to YouTube & be ready to show it in class. Clear, successful in-class demonstrations will earn extra credit.
C. Your last blog entry is due. Combining text and images (here's a good example of a blog which does this well), write a short response to each of these questions:
A. Finish your Early American Energy project. Review all requirements below (see link under "Homework due Tuesday, Oct. 31").
B. The video of your Early American Energy Challenge demo is due. Upload it to YouTube & be ready to show it in class. Clear, successful in-class demonstrations will earn extra credit.
C. Your last blog entry is due. Combining text and images (here's a good example of a blog which does this well), write a short response to each of these questions:
- Describe one step in the design process that your group neglected & upon reflection should have spent more time on ("Edison Moment")
- Describe a new project requirement that would force groups to spend enough time on that step
- Describe an added challenge which should be added to this project in two years which would push students to think even more creatively, ideally something rooted in the realities of early American history
Homework due Monday, Nov. 6:
A. The format for clear paragraph writing is at left; click on it to see a larger image. B. Notes on American History: 1800 - 1850 are due. See the homework assignment below for details. Click the small text at right for more details and some very useful links! C. Work on your Early American Energy project. Demonstrations for extra credit are due Wednesday, Nov. 8. |
Homework due Thursday, Nov. 2:
A. Read this article about the opioid epidemic. It's fascinating history. As you read, take notes on the main point the author is making and the supporting details, noting those details which are factual vs. those which are opinion. Come to class ready to discuss.
B. Two entries are due on your Early American Energy blog:
C. We will have class time (first block) to work on your projects on Thursday. Bring any materials you need. I'll check the blogs at this time.
D. This is due next Monday, so plan ahead: Research the following topic you are assigned (the specific events you need to know are in parentheses). Take 2 pages of excellent notes with sources cited so you have a good understanding of it and collect three excellent images which illustrate some facet of the topic. These images should be put into a Google doc or slide which you'll access with a Chromebook and share with your group. Bring these notes and be ready to teach others about 'your' topic on Monday.
Topics & Assignments:
Discovery & Development (Lewis & Clark Expedition, Erie Canal, Second Great Awakening):
Slavery (Act Prohibiting Import of Slaves, Missouri Compromise(s), Nat Turner's Rebellion & reactions to it)
Politics (War of 1812, Economic Panics of 1819 & 1837, election of Andrew Jackson)
A. Read this article about the opioid epidemic. It's fascinating history. As you read, take notes on the main point the author is making and the supporting details, noting those details which are factual vs. those which are opinion. Come to class ready to discuss.
B. Two entries are due on your Early American Energy blog:
- Written project design brief
- Technical drawings (3)
C. We will have class time (first block) to work on your projects on Thursday. Bring any materials you need. I'll check the blogs at this time.
D. This is due next Monday, so plan ahead: Research the following topic you are assigned (the specific events you need to know are in parentheses). Take 2 pages of excellent notes with sources cited so you have a good understanding of it and collect three excellent images which illustrate some facet of the topic. These images should be put into a Google doc or slide which you'll access with a Chromebook and share with your group. Bring these notes and be ready to teach others about 'your' topic on Monday.
Topics & Assignments:
Discovery & Development (Lewis & Clark Expedition, Erie Canal, Second Great Awakening):
- 1A (Carebears): last names Clarke - Hair; 3A (Unicorns): last names Arredondo - Golden
Slavery (Act Prohibiting Import of Slaves, Missouri Compromise(s), Nat Turner's Rebellion & reactions to it)
- 1A (Carebears): last names Kahnberg - Rankin; 3A (Unicorns): last names Heil - Nichols
Politics (War of 1812, Economic Panics of 1819 & 1837, election of Andrew Jackson)
- 1A (Carebears): last names Shields - Zuniga; 3A (Unicorns): last names Ortiz - Whiteley
Homework due Tuesday, Oct. 31:
A. Create your Early American Energy blog. This is where you'll complete the documentation requirements for the energy project. Click the image at left to view the instructions. NOTE: you do NOT need to create a new Google account (as described in step 1); instead, you can use your current gmail account.
B. Create your first blog entry on blogger. You need to click the "New Blog" button on the left side of the page. This is a public blog, so name your page appropriately. Next, add your first post by clicking on the blog title then, on the next page, clicking the orange "New Post" button. This post must include:
C. Get in touch with your group members to plan your possible solutions. There will be work time in class to create a prototype; bring any materials you need for this. Reusable materials (clay, gears, Legos, etc.) are best to bring.
A. Create your Early American Energy blog. This is where you'll complete the documentation requirements for the energy project. Click the image at left to view the instructions. NOTE: you do NOT need to create a new Google account (as described in step 1); instead, you can use your current gmail account.
B. Create your first blog entry on blogger. You need to click the "New Blog" button on the left side of the page. This is a public blog, so name your page appropriately. Next, add your first post by clicking on the blog title then, on the next page, clicking the orange "New Post" button. This post must include:
- An image of your group's assigned energy source
- A description of your group's task
- A 2-4 sentence description of possible solutions you've thought of
C. Get in touch with your group members to plan your possible solutions. There will be work time in class to create a prototype; bring any materials you need for this. Reusable materials (clay, gears, Legos, etc.) are best to bring.
Homework due Friday, Oct. 27:
A. Two views of the "Indian Problem": read and take notes on Andrew Jackson's message to the Cherokee and his earlier comments on the same topic to Congress. Be ready to discuss how & why the messages are similar & different.
A. Two views of the "Indian Problem": read and take notes on Andrew Jackson's message to the Cherokee and his earlier comments on the same topic to Congress. Be ready to discuss how & why the messages are similar & different.
Homework due Wednesday, Oct. 25:
A. Click the image at left to see Crash Course: Tea, Taxes, and the American Revolution. Take notes, especially on these topics:
B. We got a reprieve on the People's History chapter 1 notes, but I will check them and we'll do some discussing & writing on Wednesday. Be sure you understand that chapter (both details and the big picture).
C. Can you help the NEW School by being a panelist for their students' presentations? Read the letter. They need two students. If you are interested and are in my class 3A/Unicorns (you'll get out of my class during 3A on Friday), click the "Contact Jolly" button above and send me a note; I'll put your name on the list.
A. Click the image at left to see Crash Course: Tea, Taxes, and the American Revolution. Take notes, especially on these topics:
- taxes (actually, you already know this topic so well that you don't need more notes on it, right?)
- the role of boycotts and Committees of Correspondence
- slavery
- property owners
- the idea of equality
B. We got a reprieve on the People's History chapter 1 notes, but I will check them and we'll do some discussing & writing on Wednesday. Be sure you understand that chapter (both details and the big picture).
C. Can you help the NEW School by being a panelist for their students' presentations? Read the letter. They need two students. If you are interested and are in my class 3A/Unicorns (you'll get out of my class during 3A on Friday), click the "Contact Jolly" button above and send me a note; I'll put your name on the list.
Homework due Monday, Oct. 23:
A. Here is the link to A People's History of the United States. Read chapter 1 ("Columbus, the Indians, and Human Progress") and take notes. Be forewarned: it's a gruesome episode in history and some of the accounts are quite graphic.
B. Study the states in the U.S. You've got a map we filled in and others you can find online. There will be a quiz on them on Monday.
On Monday, we'll (finally) discuss David Brooks' article, turn in Senior Project proposals, review the states & take a quiz on them, and discuss the reading from People's History of the U.S.
A. Here is the link to A People's History of the United States. Read chapter 1 ("Columbus, the Indians, and Human Progress") and take notes. Be forewarned: it's a gruesome episode in history and some of the accounts are quite graphic.
B. Study the states in the U.S. You've got a map we filled in and others you can find online. There will be a quiz on them on Monday.
On Monday, we'll (finally) discuss David Brooks' article, turn in Senior Project proposals, review the states & take a quiz on them, and discuss the reading from People's History of the U.S.
Homework due Monday, Oct. 9:
A. Read and annotate David Brook's article (the version I handed out in class is titled "The Path to a Populist War on Business"; despite the different title, it's the same as the online one I linked below). By "annotate" I mean:
B. Seniors: I forgot to ask for your one-paragraph Senior Project proposal today. I'll collect them on Monday.
C. Watch "Every State in the U.S." for some unusual details about each state - this will help us remember the states & differentiate between them. You need to take notes on the details mentioned for two states; they are assigned on the sheets below (click on the thumbnails to see them clearly).
A. Read and annotate David Brook's article (the version I handed out in class is titled "The Path to a Populist War on Business"; despite the different title, it's the same as the online one I linked below). By "annotate" I mean:
- circle & define unfamiliar vocabulary,
- highlight assertions/claims made & supporting details/evidence (use two different colors for these two purposes),
- jot down connections/bright ideas in the top/bottom margins, and
- write a 5-sentence summary on the back of the page.
B. Seniors: I forgot to ask for your one-paragraph Senior Project proposal today. I'll collect them on Monday.
C. Watch "Every State in the U.S." for some unusual details about each state - this will help us remember the states & differentiate between them. You need to take notes on the details mentioned for two states; they are assigned on the sheets below (click on the thumbnails to see them clearly).
Homework due Tuesday, Oct. 3:
No new assignments are due. However, as is noted below, your ignite! presentations on Continuity & Change will be given in class on Tuesday. Make sure that you've written (and practiced) the 2-3 sentences which you will say for each 15-second slide. You can bring this script with you for your presentation; however, higher grades will go to those who've practiced and who present clear, interesting information. We need to get through the presentations on Tuesday, so no late presentations will be accepted (unless the absence is excused by a parent).
Yo! On Jupiter, click on "Grades -- > ignite! presentation: Change and Continuity in ___." You'll see the rubric that your presentation will be graded on. Aim for the highest score and practice so you reach it.
No new assignments are due. However, as is noted below, your ignite! presentations on Continuity & Change will be given in class on Tuesday. Make sure that you've written (and practiced) the 2-3 sentences which you will say for each 15-second slide. You can bring this script with you for your presentation; however, higher grades will go to those who've practiced and who present clear, interesting information. We need to get through the presentations on Tuesday, so no late presentations will be accepted (unless the absence is excused by a parent).
Yo! On Jupiter, click on "Grades -- > ignite! presentation: Change and Continuity in ___." You'll see the rubric that your presentation will be graded on. Aim for the highest score and practice so you reach it.
Some people asked to see the Current Events report format. Click on the thumbnail at left to see it.
Homework due Friday, Sep. 29:
A. Create a Google Slideshow for your presentation on "Continuity and Change in ___." The slideshow must contain 12 slides with 2-4 images on each slide (no text!). I'll show you how to publish it so it will run automatically when I see you on Friday.
B. We didn't get to this in class, so here is the link to our axis STEM academy Political Typology Quiz. This "quiz" (more of a survey, really) will ask your opinion about 25-30 issues and give you an idea of where your opinions fall on the political landscape. This will be useful to know as we move forward in our study of U.S. history & politics.
C. What's coming up next week, for those who like to get ahead:
A. Create a Google Slideshow for your presentation on "Continuity and Change in ___." The slideshow must contain 12 slides with 2-4 images on each slide (no text!). I'll show you how to publish it so it will run automatically when I see you on Friday.
B. We didn't get to this in class, so here is the link to our axis STEM academy Political Typology Quiz. This "quiz" (more of a survey, really) will ask your opinion about 25-30 issues and give you an idea of where your opinions fall on the political landscape. This will be useful to know as we move forward in our study of U.S. history & politics.
C. What's coming up next week, for those who like to get ahead:
- Read & annotate David Brooks' "The Coming War on Business" (I have hard copies in class if you can't get the link to work).
- ignite! presentations (click the link to see their website) on continuity & change will be given in class on Tuesday.
- Senior Project - one-paragraph description of what you'd like to do & why will be due on Thursday.
Homework due Wednesday, Sep. 27:
No assignments are due.
No assignments are due.
Homework due Monday, Sep. 25:
A. Background reading on the Articles of Confederation: read and take notes up to the line which reads, "Between the states of:"
B. You don't have to check this out or take notes on it - it's just cool and I thought some of you would enjoy scrolling through it. It's a series of very unexpected maps. Click the image below to see 'em.
A. Background reading on the Articles of Confederation: read and take notes up to the line which reads, "Between the states of:"
B. You don't have to check this out or take notes on it - it's just cool and I thought some of you would enjoy scrolling through it. It's a series of very unexpected maps. Click the image below to see 'em.
Homework due Thursday, Sep. 21:
A. Scan through the Declaration of Independence. Read closely the list of grievances against King George III (the indented section of the text). Many of these grievances will be unfamiliar to you, but some of them are ones which we've studied and discussed. Next, read this summary of critiques of the Declaration of Independence and take notes on the criticisms made by Thomas Hutchinson, Peter Van Schaack, and James Boswell (editor of The Scots Magazine).
B. There will be a test on the Colonial Era on Thursday. Review all material from Rewriting the History Before Columbus through the Declaration of Independence.
C. Write or type a clear one-paragraph description of what your next DBQ topic will be ("Continuity and Change in ____"). Remember, keep your focus narrow - better to look at "womens' formal fashion" than "fashion" in general - and choose something that really interests you. Bring your paragraph to class on Thursday.
A. Scan through the Declaration of Independence. Read closely the list of grievances against King George III (the indented section of the text). Many of these grievances will be unfamiliar to you, but some of them are ones which we've studied and discussed. Next, read this summary of critiques of the Declaration of Independence and take notes on the criticisms made by Thomas Hutchinson, Peter Van Schaack, and James Boswell (editor of The Scots Magazine).
B. There will be a test on the Colonial Era on Thursday. Review all material from Rewriting the History Before Columbus through the Declaration of Independence.
C. Write or type a clear one-paragraph description of what your next DBQ topic will be ("Continuity and Change in ____"). Remember, keep your focus narrow - better to look at "womens' formal fashion" than "fashion" in general - and choose something that really interests you. Bring your paragraph to class on Thursday.
Homework due Friday, Sep. 15:
Plan to present your understanding of Continuity and Change in Bicycle Design. You'll need to cover at least 5 significant similarities & 5 significant changes that you've noticed. Since you can convey your learning in any way you choose, consider these questions:
NOTE: no homework will be given on Friday; it's our first Power Lunch of the year, so anyone who needs to make up a quiz from this week, get help on an assignment, or talk to one of the axis STEM teachers can come by my room at lunch.
For those who like to plan ahead, three things will be happening next week:
Plan to present your understanding of Continuity and Change in Bicycle Design. You'll need to cover at least 5 significant similarities & 5 significant changes that you've noticed. Since you can convey your learning in any way you choose, consider these questions:
- Do I understand what the parts of this assignment are and why they matter?
- How will I cover all of the required elements?
- How will I present my understanding in an interesting way? How will I make it as clear as I can?
NOTE: no homework will be given on Friday; it's our first Power Lunch of the year, so anyone who needs to make up a quiz from this week, get help on an assignment, or talk to one of the axis STEM teachers can come by my room at lunch.
For those who like to plan ahead, three things will be happening next week:
- You'll create your own DBQ on Continuity and Change in _____ (you fill in the blank based upon your interests).
- Scan through the Declaration of Independence. Read closely the list of grievances against King George III (the indented section of the text). Many of these grievances will be unfamiliar to you, but some of them are ones which we've studied and discussed. Next, read this summary of critiques of the Declaration of Independence and take notes on the criticisms made by Thomas Hutchinson, Peter Van Schaack, and James Boswell (editor of The Scots Magazine).
- There will be a test on the Colonial Era on Thursday. Review all material from Rewriting the History Before Columbus through the Declaration of Independence.
Homework due Wednesday, Sep. 13:
A. Use this link to view the introductory DBQ on Continuity and Change in Bicycle Design. As you scroll through the images & text, take notes on 5 similarities and 5 differences. We will work on the big topic (how to present what you've learned) on Wednesday.
B. Take Cornell notes in your binder on the "Boston Tea Party" and the four so-called "Intolerable Acts" (officially called the "Coercive Acts"). Be sure to read about each one by clicking on the bold blue titles!
A. Use this link to view the introductory DBQ on Continuity and Change in Bicycle Design. As you scroll through the images & text, take notes on 5 similarities and 5 differences. We will work on the big topic (how to present what you've learned) on Wednesday.
B. Take Cornell notes in your binder on the "Boston Tea Party" and the four so-called "Intolerable Acts" (officially called the "Coercive Acts"). Be sure to read about each one by clicking on the bold blue titles!
Homework due Monday, Sep. 11:
No assignments are due for US History. Use this time to make sure you are caught up in your other core classes.
No assignments are due for US History. Use this time to make sure you are caught up in your other core classes.
Homework due Thursday, Sep. 7:
A. Read the interview with Ben Franklin which is linked below. You need to read only the first page, through you are welcome to read more. Create a SOAPS chart in your notes. Fill it in and be ready to discuss it with the class on Thursday.
B. Read about the "Boston Massacre" and take notes in your binder (look carefully; the passage continues below an advertisement in the middle of the page). Expect a short quiz on this section and Ben Franklin's comments on Wednesday.
A. Read the interview with Ben Franklin which is linked below. You need to read only the first page, through you are welcome to read more. Create a SOAPS chart in your notes. Fill it in and be ready to discuss it with the class on Thursday.
B. Read about the "Boston Massacre" and take notes in your binder (look carefully; the passage continues below an advertisement in the middle of the page). Expect a short quiz on this section and Ben Franklin's comments on Wednesday.
Homework due Tuesday, Sep. 5:
One rule I use for homework is this: if I don't update this website by 7pm on our core day, there are no assignments due. (The exception to this rule is that tests which we've been preparing for will happen regardless of whether I post reminders here or not.) That said, it's now Sunday, so no new assignments are due. Enjoy the rest of the weekend.
One rule I use for homework is this: if I don't update this website by 7pm on our core day, there are no assignments due. (The exception to this rule is that tests which we've been preparing for will happen regardless of whether I post reminders here or not.) That said, it's now Sunday, so no new assignments are due. Enjoy the rest of the weekend.
Homework due Thursday, Aug. 31:
A. Register at remind.com with the class links below. (If you did this in class, you don't need to do it again.)
B. Watch Crash Course: the Seven Years War. Take notes & be sure you understand the following terms:
C. Read and take notes on the Stamp Act and Taxation Without Representation in your binder. There will be a quiz on the main ideas on Tuesday, so don't simply take notes; make sure you understand them.
A. Register at remind.com with the class links below. (If you did this in class, you don't need to do it again.)
B. Watch Crash Course: the Seven Years War. Take notes & be sure you understand the following terms:
- mercantilism
- the Ohio Company
- Proclamation Line of 1763
- republicanism
- the Great Awakening
C. Read and take notes on the Stamp Act and Taxation Without Representation in your binder. There will be a quiz on the main ideas on Tuesday, so don't simply take notes; make sure you understand them.
Homework due Tuesday, Aug. 29:
Finish watching & taking notes on Charles C. Mann's lecture; see link below.
Finish watching & taking notes on Charles C. Mann's lecture; see link below.
Homework due Friday, Aug. 25:
Charles Mann is a groundbreaking writer and researcher. His most profound work involves his study of the world before and after the Columbian Exchange; his two books about the subject are 1491: New Revelations of the Americas Before Columbus and 1493: Uncovering the New World Columbus Created.
A. Watch the first 30 minutes of this lecture: 1491 - Rewriting the History before Columbus. Don't try to get every detail, but be sure to capture the main points and some supporting evidence for each one. You should have one page of notes. Be ready for a short quiz on these topics on Friday.
B. Bring your filled-in and signed Axis Core Syllabus to me on Friday.
Charles Mann is a groundbreaking writer and researcher. His most profound work involves his study of the world before and after the Columbian Exchange; his two books about the subject are 1491: New Revelations of the Americas Before Columbus and 1493: Uncovering the New World Columbus Created.
A. Watch the first 30 minutes of this lecture: 1491 - Rewriting the History before Columbus. Don't try to get every detail, but be sure to capture the main points and some supporting evidence for each one. You should have one page of notes. Be ready for a short quiz on these topics on Friday.
B. Bring your filled-in and signed Axis Core Syllabus to me on Friday.
Homework due Wednesday, Aug. 23:
Complete the following research in preparation for your Pinball Machine Design on Wednesday. Record your research using this Google doc. Print a physical copy of this doc & bring it on Wednesday to share with your group.
Complete the following research in preparation for your Pinball Machine Design on Wednesday. Record your research using this Google doc. Print a physical copy of this doc & bring it on Wednesday to share with your group.
Homework due Monday, Aug. 21:
Read this article by UC Berkeley professor (and former Secretary of Labor) Robert Reich which discusses the intense anger and polarization in America today. While his essay was written in 2013, you may find many of his points even more relevant today.
Download the "SOAPS Explained" sheet. Read it carefully. Then, take notes on the Subject, Occasion, Audience, Purpose, and Speaker for Reich's article. These will be checked on Monday. Be ready to discuss your ideas as class time allows.
Read this article by UC Berkeley professor (and former Secretary of Labor) Robert Reich which discusses the intense anger and polarization in America today. While his essay was written in 2013, you may find many of his points even more relevant today.
Download the "SOAPS Explained" sheet. Read it carefully. Then, take notes on the Subject, Occasion, Audience, Purpose, and Speaker for Reich's article. These will be checked on Monday. Be ready to discuss your ideas as class time allows.
Regarding the summer assignment:
A. If you didn't complete it because you recently enrolled at WHS, you can find the assignment here. You have two weeks to complete all parts (due Thursday, August 31).
B. If you knew about it but didn't do it OR if you didn't get it completed on time, you have another weekend to complete all parts (due Monday, August 21).
A. If you didn't complete it because you recently enrolled at WHS, you can find the assignment here. You have two weeks to complete all parts (due Thursday, August 31).
B. If you knew about it but didn't do it OR if you didn't get it completed on time, you have another weekend to complete all parts (due Monday, August 21).
The syllabus for honors US History can be viewed here.