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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UPDATE: May-June, 2020
My classes are all running through Jupiter now. Login to your Jupiter account to see the latest messages, materials, and assignments.
My classes are all running through Jupiter now. Login to your Jupiter account to see the latest messages, materials, and assignments.
UPDATE: Mar. 22 - April 7, 2020
Hello to you all, and I hope you are well! Talk about the weirdest year ever - from the fires to coronavirus, no one could have predicted all this turmoil back in August. But here we are, and I know that we will get through this and return to a more normal life. The truth is that I miss seeing & talking with you a lot. The sooner we can get together, the happier I'll be.
In the meantime, the instructions from the school district have been clear: teachers have to create lessons/activities/assignments, but they cannot count towards or against your grades. Yes, that sounds goofy to me, too. So, in the interests of (a) not wasting your time and (b) giving us a chance to get creative and stay a bit more connected, I'm going to follow in the footsteps of my colleague John Richards, the energetic and smart history teacher in Nueva and AME cores.
Richards (along with his core-mates) has asked all of his students to keep a journal of some important details about life under quarantine. Check out the details here, but I'm making a couple of changes:
I look forward to seeing what you've been doing and what your thoughts are about life in this unusual time...and I look forward to seeing you all again in person before long!
Cheers,
Jolly
Hello to you all, and I hope you are well! Talk about the weirdest year ever - from the fires to coronavirus, no one could have predicted all this turmoil back in August. But here we are, and I know that we will get through this and return to a more normal life. The truth is that I miss seeing & talking with you a lot. The sooner we can get together, the happier I'll be.
In the meantime, the instructions from the school district have been clear: teachers have to create lessons/activities/assignments, but they cannot count towards or against your grades. Yes, that sounds goofy to me, too. So, in the interests of (a) not wasting your time and (b) giving us a chance to get creative and stay a bit more connected, I'm going to follow in the footsteps of my colleague John Richards, the energetic and smart history teacher in Nueva and AME cores.
Richards (along with his core-mates) has asked all of his students to keep a journal of some important details about life under quarantine. Check out the details here, but I'm making a couple of changes:
- Do not respond to the prompts for Nueva & AME on that link. I'll post prompts for journals every other day on Jupiter; you'll get an email notifying you that a Forum is open. The instructions will be explained in the Forum.
- You can certainly follow the @QuarantineJournalProject on instagram if you'd like, and you can post your pics there, too - but they should be posted on Jupiter first. I will not ask you to post your pics anywhere else.
- Keep in mind that these Forums will be commented upon by your coremates as a school activity; express yourselves freely but keep in mind that we should keep our content school-appropriate.
I look forward to seeing what you've been doing and what your thoughts are about life in this unusual time...and I look forward to seeing you all again in person before long!
Cheers,
Jolly
Homework due Friday, May 15:
A. First, click this link to read about different techniques of persuasion. Refer only to the first three pages to complete the assignment below.
B. Now, click the image of the lovely women who love to ration! It will take you to a website with 22 images to scroll through. Pick any five (5) posters or advertisements to analyze. For each, first describe (in 1-2 sentences) what the poster shows and what it's trying to get the viewer to do, think, & feel. Identify at least one persuasive technique (more than one for a better analysis & grade) and describe (in 2-4 sentences) how you see that technique used in the poster/ad. This should be handwritten in your notes; I will check it on Friday but it will not be turned in.
A. First, click this link to read about different techniques of persuasion. Refer only to the first three pages to complete the assignment below.
B. Now, click the image of the lovely women who love to ration! It will take you to a website with 22 images to scroll through. Pick any five (5) posters or advertisements to analyze. For each, first describe (in 1-2 sentences) what the poster shows and what it's trying to get the viewer to do, think, & feel. Identify at least one persuasive technique (more than one for a better analysis & grade) and describe (in 2-4 sentences) how you see that technique used in the poster/ad. This should be handwritten in your notes; I will check it on Friday but it will not be turned in.
Homework due Friday, Mar. 13:
A. Watch Crash Course: the Great Depression and take notes on these ideas:
A. Watch Crash Course: the Great Depression and take notes on these ideas:
- how the 'five causes' contributed to 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
Homework due Wednesday, Mar. 11:
A. Finish your virtual tour of parklets in San Francisco (click the thumbnail at left to see the instructions). Make sure your notes are detailed and you've posted your favorite in the Jupiter forum.
A. Finish your virtual tour of parklets in San Francisco (click the thumbnail at left to see the instructions). Make sure your notes are detailed and you've posted your favorite in the Jupiter forum.
Homework due Thursday, Mar. 5:
A. If you didn't present your ignite! 1920s presentation on Tuesday, be ready to do so on Thursday. Share your presentation only (not your notes nor talking points) with [email protected] before Thursday.
A. If you didn't present your ignite! 1920s presentation on Tuesday, be ready to do so on Thursday. Share your presentation only (not your notes nor talking points) with [email protected] before Thursday.
Homework due Wednesday, Feb. 26:
A. Spend 15 minutes researching topics for a 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! (The presentations are due in a week -- Tuesday, March 3.)
C. Watch Crash Course: the Roaring 1920s and take notes on the following topics:
A. Spend 15 minutes researching topics for a 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! (The presentations are due in a week -- Tuesday, March 3.)
C. Watch 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. 24:
A. Study for the test on WWI and its impacts on American society. Study both your notes and this Quizlet set.
B. I've got two Gilded Age Reform posters that have no names. Send me a note if either of the ones below are yours!
A. Study for the test on WWI and its impacts on American society. Study both your notes and this Quizlet set.
B. I've got two Gilded Age Reform posters that have no names. Send me a note if either of the ones below are yours!
Homework due Thursday, Feb. 20:
A. Read & take notes about how WWI changed American society. Expect a quiz on these terms & all of our World War I notes on Monday, 2/24.
A. Read & take notes about how WWI changed American society. Expect a quiz on these terms & all of our World War I notes on Monday, 2/24.
Homework due Tuesday, Feb. 18:
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. Honors students only: for Tuesday, prepare to lead a small group discussion about Woodrow Wilson. You will need to:
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. Honors students only: for Tuesday, prepare to lead a small group discussion about Woodrow Wilson. You will need to:
- explain the facts of what he set out to do in his inaugural address
- come up with 2-3 good interpretive questions to help your group decide if Wilson should be honored or not
- lead your group to a conclusion about what we should expect of our leaders today, including what wrongs we might be willing to overlook
Homework due Thursday, Feb. 13 (honors only):
Woodrow Wilson - assessing a controversial character. Click the image of Wilson on the left to read his inaugural address. When you are finished, write a paragraph in your notes summarizing what you think of him based upon his comments (include quotes as evidence to support your view). Next, click on the image of Wilson on the right to read about the effect of Wilson's policies on black employees in the federal government. Again, when done, write a paragraph summarizing what this article makes you think of him, using quotes to illustrate your point. Be ready to share your opinions with others in the class on Thursday as we attempt to come to a conclusion about this controversial character. For Tuesday, prepare to lead a small group discussion about Woodrow Wilson. You will need to:
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Homework due Tuesday, Feb. 11:
A. We should all understand some key details about the Spanish American War. Click the "Crash Course" icon at left to see the video on "American Imperialism." Take notes on the following:
World War I on the Home Front
The Espionage and Sedition Acts
There will be a quiz on these topics on Tuesday.
A. We should all understand some key details about the Spanish American War. Click the "Crash Course" icon at left to see the video on "American Imperialism." Take notes on the following:
- why the US went to war
- what countries the US annexed and why
- why the war was controversial (esp. the takeover of the Philippines)
World War I on the Home Front
The Espionage and Sedition Acts
There will be a quiz on these topics on Tuesday.
Homework due Wednesday, Feb. 5:
A. Finish preparing your Progressive Era ignite! presentation. Remember to practice so that you can say your comments in 15 seconds per slide! Watch this video about how to turn a Google slideshow into an Ignite! presentation, then practice - practice - practice!
A. Finish preparing your Progressive Era ignite! presentation. Remember to practice so that you can say your comments in 15 seconds per slide! Watch this video about how to turn a Google slideshow into an Ignite! presentation, then practice - practice - practice!
Homework due Monday, Feb. 3:
A. Continue researching your Progressive Era ignite! figure. By Monday, you should have 6 important details and 12 corresponding images for your slideshow. I will check these in class during our woodcut poster worktime.
A. Continue researching your Progressive Era ignite! figure. By Monday, you should have 6 important details and 12 corresponding images for your slideshow. I will check these in class during our woodcut poster worktime.
Homework due Thursday, Jan. 30:
A. Click the image at left to review the slideshow on our Progressive Era reform presentations. Note the new due date: Feb. 5!
B. Fill in this survey about which Progressive Era person, organization, or act you want to research. Topic selection is first come, first served. I will update the class lists below tomorrow morning to show who has which topics; click on each list for a larger view. If your name is on your class' list, you can start researching your topic and collecting excellent images to show what you learn.
A. Click the image at left to review the slideshow on our Progressive Era reform presentations. Note the new due date: Feb. 5!
B. Fill in this survey about which Progressive Era person, organization, or act you want to research. Topic selection is first come, first served. I will update the class lists below tomorrow morning to show who has which topics; click on each list for a larger view. If your name is on your class' list, you can start researching your topic and collecting excellent images to show what you learn.
Homework due Tuesday, Jan. 28:
A. It's about time for a STEM movie night! Please take this survey to select a date and a movie.
B. Click the thumbnails below to read and take notes on "Reform Movements of the Progressive Era". We'll have a brief discussion and quiz on these topics on Tuesday; afterward, you'll select one person or event to create an ignite! presentation about. I'll fill you in on the details on Tuesday; in the meantime, select a topic from these notes that interests you the most and you'll be in good shape to make a smart choice for your presentation.
A. It's about time for a STEM movie night! Please take this survey to select a date and a movie.
B. Click the thumbnails below to read and take notes on "Reform Movements of the Progressive Era". We'll have a brief discussion and quiz on these topics on Tuesday; afterward, you'll select one person or event to create an ignite! presentation about. I'll fill you in on the details on Tuesday; in the meantime, select a topic from these notes that interests you the most and you'll be in good shape to make a smart choice for your presentation.
Homework due Wednesday, Jan. 22:
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. 17:
A. Read the excerpt I handed out in class from Upton Sinclair's The Jungle. Highlight it to capture the main points. Then log in to Jupiter and respond to the forum there about a shocking passage in the reading. We'll get to read each other's responses and vote on the best ones on Friday -- with prizes for the winners!
A. Read the excerpt I handed out in class from Upton Sinclair's The Jungle. Highlight it to capture the main points. Then log in to Jupiter and respond to the forum there about a shocking passage in the reading. We'll get to read each other's responses and vote on the best ones on Friday -- with prizes for the winners!
Homework due Wednesday, Jan. 15:
A. Read "Robber Barons and Rebels" in A People's History of the United States and take notes as you read.
Expect a quiz on this reading on Wednesday.
A. Read "Robber Barons and Rebels" in A People's History of the United States and take notes as you read.
- Academic students: stop at the end of the paragraph which ends "...100,000 miles of railroad, half the country's mileage."
- Honors students: stop at the end of the paragraph which ends "...between 1890 and 1910, nineteen dealt with the Negro, 288 dealt with corporations."
Expect a quiz on this reading on Wednesday.
>>>>>>>>>>>>>>>>>>>>> Assignments from Fall Semester 2019 are below. <<<<<<<<<<<<<<<<<<<<<<
Hey Seniors! I haven't kept close track of everybody's Senior Project Form A. If you haven't left yours with me, please bring it on Wednesday. Also, plan ahead so you can have at least half of your hours completed by Jan. 6. Thanks!
Homework due Monday, Dec. 16:
A. No assignments are due. Review the following topics for the final:
B. See me if you want to join our Quizlet US History class!
A. No assignments are due. Review the following topics for the final:
- The Colonial Era (taxes, representation, John Adams, events in Boston, the 'Intolerable Acts', etc.)
- Slavery, Politics, and Discovery & Development in 1800-1850
- The Gilded Age (timeline notes from 1865-1896). Since this is the most recent section we've taken notes on, it will figure prominently in the final
- How to annotate a reading
- How to write a strong summary paragraph
- The topic you debated in class
B. See me if you want to join our Quizlet US History class!
Homework due Thursday, Dec. 12:
A. Finish taking notes on the Timeline: 1865-1898. Begin at the "Bison Nearly Extinct" and go to the end. Click through the images at right (and those under "Homework due Friday, Dec. 6") to prep for Monday's quiz; it will include the entire timeline's notes. You can review the Quizlet flash cards we will use in class for the Quizlet.live game. B. Honors students: 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. C. The last debates!
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Homework due Tuesday, Dec. 10:
A. If you didn't do this in class, please take the Project T.R.U.E. Survey
B. The finals schedule is here.
C. Click the link below (under 'Homework due Friday, Dec. 6") to access the US History timeline; take notes on "Harsh Weather Affected Livestock" through "Hull House Opened" (1880-1889).
B. The following topics will be debated in class on Tuesday:
Snipe
Dodos
Big Bird
A. If you didn't do this in class, please take the Project T.R.U.E. Survey
B. The finals schedule is here.
C. Click the link below (under 'Homework due Friday, Dec. 6") to access the US History timeline; take notes on "Harsh Weather Affected Livestock" through "Hull House Opened" (1880-1889).
B. The following topics will be debated in class on Tuesday:
Snipe
Dodos
Big Bird
Homework due Friday, 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 Great Railway Strike of 1877); put dates in the left margin. There will be a quiz on these events/topics/people late next week, and the images at right will be on the quiz. B. Honors students: review this Map of Shrinking Tribal lands. Familiarize yourself with what it shows, especially the increasing pace of change from 1850 on. C. The following topics will be debated in class on Friday: Snipe Dodos Big Bird |
Homework due Wednesday, Dec. 4:
A. Prepare your notes for your debate topic. This must be typed and must include:
B. Honors Students: our seminar on "Diversity and Factions" will be held on Wednesday, 12/4, at 8:00am in my room. See you then.
C. The following topics will be debated in class on Wednesday:
Snipe
Dodos
Big Bird
A. Prepare your notes for your debate topic. This must be typed and must include:
- Opening Statement (1 minute)
- Main Arguments (2 minutes)
- Rebuttal Points (1 minute)
- Closing Statement (30 seconds)
B. Honors Students: our seminar on "Diversity and Factions" will be held on Wednesday, 12/4, at 8:00am in my room. See you then.
C. The following topics will be debated in class on Wednesday:
Snipe
Dodos
- Homework
- Drug Use in Sports
- Mandatory National Service
- Death Penalty
- Medical Marijuana
Big Bird
- Abortion
- Drug Use in Sports
- Vaccinations for Kids
- Medical Marijuana
- Lower the Drinking Age
Homework due Monday, Dec. 2:
A. Research arguments for your debate topics; for most of you, this will be done on procon.org (click the image at left). You need to have one page of handwritten notes on at least 3 arguments to support your point. More details about the assignment will be shared in class on Monday.
Snipe
Death Penalty -- Sabrina & Cade
Felon Voting -- Ajany & Omar
Free College -- Payton & Aiden
Gun Control -- Diego & Austin
Iran Sanctions -- MIchael & Brandon M.
Medical Marijuana -- Will & Alex
Minimum Wage -- Emily & Alan
Roundabouts in Windsor -- Ryan & Jimmy
Renewable Energy v. Fossil Fuels -- Tobias & Connor
Social Media -- Kamryn & Jenna
Tablets v. Textbooks -- Angel & Brandon B
Dodos
Ban Bottled Water -- Alex & Demetrio
Death Penalty -- Lindsey & Ellery
Drug Use in Sports -- Bryan & David & Oscar
Electoral College -- Metztli & Jordan
Free College -- Jeremiah & Santiago
Homework: there is too much -- Fredy & Lawrence
Lower the Drinking Age -- Lucas & Arnie
Mandatory National Service -- Joseph & Lizzy
Medical Marijuana -- Erin & Grace
Police Body Cams -- Stephen & Emilio
Big Bird
Abortion -- Angela & Leo
Ban Bottled Water -- Lorenzo & Ian
Death Penalty -- Mariana & Jeannie
Drug Use in Sports -- Graeme & Colby
Expand the SMART train to Sebastopol & Vallejo -- Jolly & Alberto
Lower the Drinking Age -- Sam & Delaney
Medical Marijuana for Minors -- Eduardo & Gianni
Right to Health Care -- Andres & Nick
Social Media -- Fabian & Vanessa
Vaccinations for Kids -- Axel & Cameron
A. Research arguments for your debate topics; for most of you, this will be done on procon.org (click the image at left). You need to have one page of handwritten notes on at least 3 arguments to support your point. More details about the assignment will be shared in class on Monday.
Snipe
Death Penalty -- Sabrina & Cade
Felon Voting -- Ajany & Omar
Free College -- Payton & Aiden
Gun Control -- Diego & Austin
Iran Sanctions -- MIchael & Brandon M.
Medical Marijuana -- Will & Alex
Minimum Wage -- Emily & Alan
Roundabouts in Windsor -- Ryan & Jimmy
Renewable Energy v. Fossil Fuels -- Tobias & Connor
Social Media -- Kamryn & Jenna
Tablets v. Textbooks -- Angel & Brandon B
Dodos
Ban Bottled Water -- Alex & Demetrio
Death Penalty -- Lindsey & Ellery
Drug Use in Sports -- Bryan & David & Oscar
Electoral College -- Metztli & Jordan
Free College -- Jeremiah & Santiago
Homework: there is too much -- Fredy & Lawrence
Lower the Drinking Age -- Lucas & Arnie
Mandatory National Service -- Joseph & Lizzy
Medical Marijuana -- Erin & Grace
Police Body Cams -- Stephen & Emilio
Big Bird
Abortion -- Angela & Leo
Ban Bottled Water -- Lorenzo & Ian
Death Penalty -- Mariana & Jeannie
Drug Use in Sports -- Graeme & Colby
Expand the SMART train to Sebastopol & Vallejo -- Jolly & Alberto
Lower the Drinking Age -- Sam & Delaney
Medical Marijuana for Minors -- Eduardo & Gianni
Right to Health Care -- Andres & Nick
Social Media -- Fabian & Vanessa
Vaccinations for Kids -- Axel & Cameron
Homework due Thursday, Nov. 21:
A. Finish your summary paragraph on "American Indians and the Transcontinental Railroad" (if you didn't finish in class). Leave it in the wooden in box on the front table. Click the thumbnails below to see the details about how to write a 4-step summary.
B. There will be a quiz on U.S. History: 1800-1860. Review the Quizlet study set!
A. Finish your summary paragraph on "American Indians and the Transcontinental Railroad" (if you didn't finish in class). Leave it in the wooden in box on the front table. Click the thumbnails below to see the details about how to write a 4-step summary.
B. There will be a quiz on U.S. History: 1800-1860. Review the Quizlet study set!
Homework due Tuesday, Nov. 19:
A. Remember the topic you and your partner selected to debate in class? Prepare 3 main arguments to support your position. We will hold these debates in class on Tuesday.
B. Finish annotating your copy of "American Indians and the Transcontinental Railroads" (if you didn't finish in class). We will use these annotations to write a summary paragraph of the essay in class on Tuesday.
C. Here is the link to the Quizlet set on U.S. History: 1800-1860. Practice with this set to prepare for the quiz on Thursday.
A. Remember the topic you and your partner selected to debate in class? Prepare 3 main arguments to support your position. We will hold these debates in class on Tuesday.
B. Finish annotating your copy of "American Indians and the Transcontinental Railroads" (if you didn't finish in class). We will use these annotations to write a summary paragraph of the essay in class on Tuesday.
C. Here is the link to the Quizlet set on U.S. History: 1800-1860. Practice with this set to prepare for the quiz on Thursday.
Homework due Friday, Nov. 15:
A. You can review the slideshow we saw in class by clicking the image at left.
B. It's 4:10pm and I've changed my mind! You do NOT need to read and take notes on "American Indians and the Transcontinental Railroads". We will read and annotate this essay in class on Friday.
C. Instead, click the link below to see "Crash Course: Westward Expansion" and take notes on the myths of Westward Expansion, the role of government, treatment of Native Americans, and western farming.
A. You can review the slideshow we saw in class by clicking the image at left.
B. It's 4:10pm and I've changed my mind! You do NOT need to read and take notes on "American Indians and the Transcontinental Railroads". We will read and annotate this essay in class on Friday.
C. Instead, click the link below to see "Crash Course: Westward Expansion" and take notes on the myths of Westward Expansion, the role of government, treatment of Native Americans, and western farming.
If you miss a current event, research one on your own and write up a report using the format at left.
Homework due Wednesday, Nov. 13:
A. Finish the slideshows you worked on in class on your big topic from "US history 1800-1850". Your group should have 3-5 slides on each of the sub-topics you were assigned; you should also cover the main ideas presented in the "list of questions" below. On Wednesday, your group will present the slideshow to the class to teach us about your topic. You will have 10 minutes to prepare before the presentations begin.
B. Honors Students only: Read the first nine paragraphs of "Born Modern: An Overview of the West" (stop at "The pressures they put on American Indians were relentless," then read also the last paragraph). Take notes on this reading, and know the significance of the following terms which you may have to look up elsewhere:
A. Finish the slideshows you worked on in class on your big topic from "US history 1800-1850". Your group should have 3-5 slides on each of the sub-topics you were assigned; you should also cover the main ideas presented in the "list of questions" below. On Wednesday, your group will present the slideshow to the class to teach us about your topic. You will have 10 minutes to prepare before the presentations begin.
B. Honors Students only: Read the first nine paragraphs of "Born Modern: An Overview of the West" (stop at "The pressures they put on American Indians were relentless," then read also the last paragraph). Take notes on this reading, and know the significance of the following terms which you may have to look up elsewhere:
- evolving meaning of the word "west"
- Manifest Destiny
- the "Yankee Leviathan"
- railroads
Homework due Tuesday, Oct. 29:
A. Finish the slideshows you worked on in class on your big topic from US history 1800-1850. Your group should have 3-5 slides on each of the sub-topics you were assigned; you should also cover the main ideas presented in the "list of questions" below. On Tuesday, your group will present the slideshow to the class to teach us about your topic. You will have 10 minutes to prepare before the presentations begin.
A. Finish the slideshows you worked on in class on your big topic from US history 1800-1850. Your group should have 3-5 slides on each of the sub-topics you were assigned; you should also cover the main ideas presented in the "list of questions" below. On Tuesday, your group will present the slideshow to the class to teach us about your topic. You will have 10 minutes to prepare before the presentations begin.
Homework due Friday, Oct. 25:
A. Check out this list of questions about your big topics which we saw in class on Wednesday. This list has links to help you get brief notes on each of the topics there. Get them by Friday; we will use them to create powerful presentations on your big topics.
A. Check out this list of questions about your big topics which we saw in class on Wednesday. This list has links to help you get brief notes on each of the topics there. Get them by Friday; we will use them to create powerful presentations on your big topics.
Homework due Wednesday, Oct. 23:
A. Research the following topic you are assigned (the specific events you need to know are in parentheses). Take excellent notes with sources cited so you have a good understanding of it and bring three excellent images which illustrate some facet of the topic. (These images can be printed or put into a Google doc which you'll access via Chromebooks and share with your group.) Bring these notes and be ready to teach others about 'your' topic on Wednessday.
Topics & Assignments:
Discovery & Development (Lewis & Clark Expedition, Erie Canal, Second Great Awakening):
Slavery (Act Prohibiting Import of Slaves, Missouri Compromise, Nat Turner's Rebellion & reactions to it)
Politics (War of 1812, Economic Panics of 1819 & 1837, election of Andrew Jackson)
A. Research the following topic you are assigned (the specific events you need to know are in parentheses). Take excellent notes with sources cited so you have a good understanding of it and bring three excellent images which illustrate some facet of the topic. (These images can be printed or put into a Google doc which you'll access via Chromebooks and share with your group.) Bring these notes and be ready to teach others about 'your' topic on Wednessday.
Topics & Assignments:
Discovery & Development (Lewis & Clark Expedition, Erie Canal, Second Great Awakening):
- Big Bird: last names Ampuero - Domenichelli; Snipe: last names Ahrens - Crowley; Dodos: last names Aguilar - Cruz
Slavery (Act Prohibiting Import of Slaves, Missouri Compromise, Nat Turner's Rebellion & reactions to it)
- Big Bird: last names Figueroa - Duran; Snipe: last names Engelke - Mora; Dodos: last names Fowler - Michels
Politics (War of 1812, Economic Panics of 1819 & 1837, election of Andrew Jackson)
- Big Bird: last names Messerli - Valencia; Snipe: last names Morgan - Tilden; Dodos: last names Miranda - Salcedo
Homework due Monday, Oct. 21:
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. 16:
A. Finish annotating the articles on "Illegitimate Power" for our seminar discussion. Click the thumbnail at left to see the annotation format. Bring the packet to class with you!
A. Finish annotating the articles on "Illegitimate Power" for our seminar discussion. Click the thumbnail at left to see the annotation format. Bring the packet to class with you!
NOTE: Junior/Senior project Form A (business letter format) were due on Thursday, Oct. 10:
Homework due Monday, Oct. 14:
A. Read and take notes on the following excerpt from A People's History:
A. Read and take notes on the following excerpt from A People's History:
- Chapter 7 - "As Long As Grass Grows Or Water Runs" - start at beginning of chapter and read through the paragraph which ends "To a friend, a surgeon-general in the army, he suggested buying as many slaves as possible, because the price would soon rise."
- Honors students: take notes on the reading above.
- Academic students: highlight or annotate the reading. You can either print it out and do this by hand OR use a highlighter add-on (such as marker.to, which I have on all my devices).
Homework due Thursday, Oct. 10:
A. Bring a printed copy of your Form A and your business letter to me on Thursday. Click the thumbnail at left to see the letter I showed in class.
B. Finish your Early American Energy Project demo. The video is also due. The three points your video must explain are:
A. Bring a printed copy of your Form A and your business letter to me on Thursday. Click the thumbnail at left to see the letter I showed in class.
B. Finish your Early American Energy Project demo. The video is also due. The three points your video must explain are:
- An explanation of your design and construction process
- A demonstration of your design in action
- An explanation of your Edison Moments (those obstacles/failures you had to overcome and how you did so)
Homework due Tuesday, Oct. 8:
A. Academic students only: click the top image at left to see the first Crash Course video about Native Americans and Europeans. Take notes on the following big ideas:
B. Honors students only: here is the link to A People's History of the United States by Howard Zinn. Read chapter 1 ("Columbus, the Indians, and Human Progress") and take notes. Stop at the paragraph which begins "Forty years after the Pequot War, Puritans and Indians fought again." This is a substantial reading so plan to spend considerable time on it. |
Homework due Friday, Oct. 4:
A. Read this summary of George Washington's thoughts about Shay's Rebellion and the need to revise the Articles of Confederation. Take notes on what his concern is about the former and what his intentions are about the latter. If you don't know these words, look them up on vocabulary.com:
B. View and take notes on this slideshow on the Constitution. Click forward to start at "image 11 of 31" and stop after "image 26". Note: this is a very simplified version of events, but it's got the key details correct. Don't copy every word! Instead, think about what the point of each slide is (or what the main points are) and jot that down.
C. We will have one hour of worktime on your Early American Energy projects. All materials available today will still be available on Friday. If you spend money on your projects and want to be reimbursed, see the note (B.) below.
A. Read this summary of George Washington's thoughts about Shay's Rebellion and the need to revise the Articles of Confederation. Take notes on what his concern is about the former and what his intentions are about the latter. If you don't know these words, look them up on vocabulary.com:
- insurrection/insurrectionist
- grievance
- retreat
- convey
- derive
B. View and take notes on this slideshow on the Constitution. Click forward to start at "image 11 of 31" and stop after "image 26". Note: this is a very simplified version of events, but it's got the key details correct. Don't copy every word! Instead, think about what the point of each slide is (or what the main points are) and jot that down.
C. We will have one hour of worktime on your Early American Energy projects. All materials available today will still be available on Friday. If you spend money on your projects and want to be reimbursed, see the note (B.) below.
Homework due Wednesday, Oct. 2:
A. Honors students: our seminar on Questions, Power, and Authority will start at 8:00am on Wednesday in my room (H101). Please arrive promptly!
B. We will have a significant chunk of class time (at least an hour) to work on your Early American Energy demonstrations. Bring the following with you to class:
A. Honors students: our seminar on Questions, Power, and Authority will start at 8:00am on Wednesday in my room (H101). Please arrive promptly!
B. We will have a significant chunk of class time (at least an hour) to work on your Early American Energy demonstrations. Bring the following with you to class:
- revised sketches of your design
- any materials from home that you need beyond those listed below
- I will reimburse your team up to a total of $10 for supplies you buy on your own. However, I need a receipt for these supplies and you need to pay cash for them (it's impossible for me to get reimbursed if someone else's name is on a receipt). You can bring receipts to me on Wednesday or Friday.
- popsicle sticks
- hot glue
- drills
- saws
- Exacto knives and cutting pads
- construction paper
- markers
Links for use in class on Monday, Sep. 30:
imgflip meme generator
Once you've made your meme, submit it here.
imgflip meme generator
Once you've made your meme, submit it here.
Homework due Monday, Sep. 30:
A. Sketch a possible design for your Early American Energy Demonstration. Bring this sketch with you to class on Monday.
A. Sketch a possible design for your Early American Energy Demonstration. Bring this sketch with you to class on Monday.
B. Academic students: watch the first 4:40 of the Crash Course: "The Constitution, the Articles, and Federalism", pausing the video to take notes on these points:
- the government system
- it's strengths and weaknesses
- Shay's Rebellion
- 1786 Annapolis meeting
C. Honors students: complete this background reading on the Articles of Confederation and take Cornell Notes. Stop at the line which reads, "Between the states of:"
- the government system
- it's strengths and weaknesses
- Shay's Rebellion
- 1786 Annapolis meeting
C. Honors students: complete this background reading on the Articles of Confederation and take Cornell Notes. Stop at the line which reads, "Between the states of:"
Homework due Thursday, Sep. 26:
A. 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. This includes the following topics:
A. 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. This includes the following topics:
- Charles Mann notes
- Taxation without representation
- Crash Course: the Seven Year's War
- Boston Massacre, Boston Tea Party, & Intolerable Acts
- Labor & Trade in Colonial America
- John Adams film
- Declaration of Independence
Homework due Tuesday, Sep. 24:
A. Scan through the Declaration of Independence (it's in the bar on the left of the page; click on a section to see what the actual document looked like). Read closely the last 14 items in the list of grievances against King George III (the bullet-point list that takes up about half of the document -- start with "For quartering large bodies of armed troops..."). Many of these grievances will be unfamiliar to you, but some of them are ones which we've studied and discussed. Take notes on those which you recognize either from our readings or from seeing them in the John Adams movie.
B. Honors students only: 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).
C. FYI: there will be a test on the Colonial Era on Thursday. Review all notes & material from Rewriting the History Before Columbus through the Declaration of Independence.
A. Scan through the Declaration of Independence (it's in the bar on the left of the page; click on a section to see what the actual document looked like). Read closely the last 14 items in the list of grievances against King George III (the bullet-point list that takes up about half of the document -- start with "For quartering large bodies of armed troops..."). Many of these grievances will be unfamiliar to you, but some of them are ones which we've studied and discussed. Take notes on those which you recognize either from our readings or from seeing them in the John Adams movie.
B. Honors students only: 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).
C. FYI: there will be a test on the Colonial Era on Thursday. Review all notes & material from Rewriting the History Before Columbus through the Declaration of Independence.
Homework due Friday, Sep. 20:
A. Type and print (or write by hand) your one-paragraph proposal/idea for what you'd like to do for your Senior Project. For juniors who are doing the honors option, you need to write one for your junior project as well. This doesn't have to be specific nor complete -- rather, I want to see that you're thinking about a project.
B. Read "Labor and Trade in Colonial America" (below) and take notes on the main ideas in each paragraph.
A. Type and print (or write by hand) your one-paragraph proposal/idea for what you'd like to do for your Senior Project. For juniors who are doing the honors option, you need to write one for your junior project as well. This doesn't have to be specific nor complete -- rather, I want to see that you're thinking about a project.
B. Read "Labor and Trade in Colonial America" (below) and take notes on the main ideas in each paragraph.
Homework due Wednesday, Sep. 18:
A. Finish your slideshow & presentation on your group's Current Controversy in the News. Presentations are on Wednesday.
B. American history tends to focus on the efforts of men, the famous names which we think of as the 'founding fathers'. It's safe to say that they would have all died if it weren't for the work of women during this time! We'll read about this topic in the homework for Friday. If you want to get ahead, read and take notes on "Labor and Trade in Colonial America."
C. Also due Friday is your one-paragraph proposal for your junior/senior project. This should cover what you'd like to do for your project...or, if you've already started/finished, you can be much more specific.
A. Finish your slideshow & presentation on your group's Current Controversy in the News. Presentations are on Wednesday.
B. American history tends to focus on the efforts of men, the famous names which we think of as the 'founding fathers'. It's safe to say that they would have all died if it weren't for the work of women during this time! We'll read about this topic in the homework for Friday. If you want to get ahead, read and take notes on "Labor and Trade in Colonial America."
C. Also due Friday is your one-paragraph proposal for your junior/senior project. This should cover what you'd like to do for your project...or, if you've already started/finished, you can be much more specific.
Homework due Monday, Sep. 16:
A. Finish reading and annotating (or taking notes) your article about your group's current controversy in the news. Type a 1.5 spaced, 1-2 page briefing paper on the topic. Click the thumbnail at left to see the screen I showed in class about how to format a briefing paper. On Monday, you'll need to show me your notes/annotations and turn in the paper.
A. Finish reading and annotating (or taking notes) your article about your group's current controversy in the news. Type a 1.5 spaced, 1-2 page briefing paper on the topic. Click the thumbnail at left to see the screen I showed in class about how to format a briefing paper. On Monday, you'll need to show me your notes/annotations and turn in the paper.
Homework due Thursday, Sep. 12:
A. Take Cornell notes in your binder on 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. Take Cornell notes in your binder on 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 Tuesday, Sep. 10:
A. Read about the "Boston Massacre" and the "Boston Tea Party" and take Cornell notes in your binder (look carefully; some passages continue below the advertisements in the middle of the page).
A. Read about the "Boston Massacre" and the "Boston Tea Party" and take Cornell notes in your binder (look carefully; some passages continue below the advertisements in the middle of the page).
Homework due Friday, Sep. 6:
A. Watch Crash Course: the Seven Years War. Take notes & be sure you understand the following terms:
B. Read and take notes on Taxation Without Representation in your binder. There will be a quiz on the main ideas on Friday, so don't simply take notes; make sure you understand them.
A. 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
B. Read and take notes on Taxation Without Representation in your binder. There will be a quiz on the main ideas on Friday, so don't simply take notes; make sure you understand them.
Homework due Wednesday, Sep. 4:
A. The rest of the notes from Charles Mann's talk about the Columbian Exchange are due next Wednesday.
B. If you want to do the honors option for English & History, please print and fill in this form. It is due on Friday, Sep. 6.
A. The rest of the notes from Charles Mann's talk about the Columbian Exchange are due next Wednesday.
B. If you want to do the honors option for English & History, please print and fill in this form. It is due on Friday, Sep. 6.
Homework due Monday, Aug. 26:
A. Plan for and acquire any additional materials you need for your Great American Pinball Machine. Vezino will reimburse up to $20 if you bring him a receipt. You can also bring other materials from home but only for decoration. See the assignment on his website.
A. Plan for and acquire any additional materials you need for your Great American Pinball Machine. Vezino will reimburse up to $20 if you bring him a receipt. You can also bring other materials from home but only for decoration. See the assignment on his website.
Homework due Thursday, Aug. 22:
A. If you cannot remember your password for your student gmail account, you can reset your password here.
A. If you cannot remember your password for your student gmail account, you can reset your password here.
Homework due Tuesday, Aug. 20:
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. Academic students should have about 1/2 page of notes; honors students should have a full page.
B. If you were unable to register on the Remind website for urgent text messages, click this link to do so from home.
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. Academic students should have about 1/2 page of notes; honors students should have a full page.
B. If you were unable to register on the Remind website for urgent text messages, click this link to do so from home.
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 Wednesday, August 28).
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 Tuesday, August 20).
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 Wednesday, August 28).
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 Tuesday, August 20).