Wednesday, September 2, 2015
- Introductions
- Talked about super heroes, kahoot, and leadership board.
- Discussed plan for the next few days
- Each class will start with a kahoot quiz (10-12 questions)
- We are going to use Google Drive for classroom and group activities.
- We are going to discuss the questions that they answered over the summer.
- Handed out Getting To Know You papers.
- Handed out copies of the classroom expectations and covered up to late work.
Thursday, September 3, 2015
- Students complete Kahoot Number 1.A (made up of ten questions from Chapter 1)
- Students were asked to sign into their google drive account and accept the AP US History folder that I created.
- Within the folder students found the class activity the day over Chapter 1 as well as a few maps to assist them on the reading.
- Students broke into pairs and answered one question over chapter one. (Possible 9 questions)
- As a class we looked at four of the nine question and made immediate adjustments to the answers.
- We will continue this activity tomorrow.
Friday, September 4, 2015
- Students complete Kahoot Number 1.B (made up of ten questions from Chapter 1)
- Talked to the students about study habits and the need to read the course material. Also talked to them about the plan for Thursday RTI's.
- Had the students sign into their google drive account and open the Key Terms for Chapter 1. Students were assigned to complete the key terms that had their initials.
- Assigned students to read chapter one of AP United States History: An Essential Coursebook. 2nd Edition.
- Students worked on completing their key terms
Monday, September 7 2015
- No School
- Labor Day
Tuesday, September 8, 2015
- Handed out to the students the plan for the week.
- As a class we discussed the reading from AP US History: An Essential Coursebook Chapter One.
- Students completed three Kahoots (1.C, 1.D. and 1.E)
- Homework: AP US History: An Essential Coursebook (31-47)
Wednesday, September 9 2015
- Students completed a Kahoot over 2.A
- As a class we discussed the reading from AP US History: An Essential Coursebook Chapter Two Part 1
- Homework: AP US History: An Essential Coursebook (47-65)
Thursday, September 10, 2015
- Students completed a Kahoot over 2.B
- Students broke into groups and complete a comparison chart over the thirteen colonies (founders, date created, religion, rebellions, famous people etc)
- Students were given access to the presentation that I created over AP US History: An Essential Coursebook Chapter Two Part 2
- Students will take a quiz tomorrow over the European Exploration of the New World and Trans-Atlantic Contacts and Early Colonies (1491-1690)
Friday, September 11, 2015
- We did not complete a kahoot today because I wanted to students to have as much time as possible with their first quiz.
- Passed out the quizzes and went over the questions they had to answer and the are able to choose from.
- Students were also assigned to complete a DBQ over the time period we have been studying. The DBQ's are due next Friday. (9/18/2015)
- We will continue working on the quizzes on Monday.
- Students should be reading page 538-551 in their textbook.
Monday, September 14, 2015
- Handed out to the students the following worksheets that we will be completing and reviewing over the next few days.
- Monetary Policy - Gold vs. Silver, 1862 - 1900
- Party Platform in 1896 (We will be completing this together)
- Statistical Data on City Life
- A Gilded, Not Golden Age
- Congress Closes Door to Chinese Laborers (Chinese Exclusion Act (1882)
- The students were also asked to look at their google drives and notice the two documents I added
- The first document is a study guide that goes along with the reading: Political Paralysis in the Gilded Age. This is an optional sheet. Students can create a study guide using the terms if they would like.
- Students were also given a document that included some youtube videos that I found that focus on this topic.
- Students were handed back their quizzes to complete.
- Students that had finished their quizzes were asked to work the worksheet: A Gilded, Not Golden Age. Students are to fill in the chart over Gilded Age Presidents (Ulysses S. Grant, Rutherford B. Hayes, James A. Garfield, Chester A. Arthur, Grover Cleveland, Benjamin Harrison, and William McKinley). Students were asked to fill in information about Term in Office, Political Party, Experiences or Accomplishments and whether they were weak or strong.
- Students are to finish the worksheet for tomorrow and to finish reading the chapter.
Tuesday, September 15, 2015
- Reminded some of the students that they needed to complete their quizzes
- We went over the chart about the Gilded Age Presidents (Ulysses S. Grant, Rutherford B. Hayes, James A. Garfield, Chester A. Arthur, Grover Cleveland, Benjamin Harrison, and William McKinley)
- Students added additional information to their notes. (Gilded Age Presentation)
- We will finish discussing the Presidents of the Gilded Age on Wednesday.
- Students were assigned to complete the worksheet over Monetary Policy - Gold vs. Silver, 1862 - 1900
Wednesday, September 16, 2015
Period 1
Period 1
- Passed back the students quizzes over Chapter 1 and 2. We discussed the correct answers on the quiz and why the other answers were wrong. I am more then willing to sit down with students individually to discuss their scores.
- Completed two kahoots over chapter 23: Politics in the Gilded Age
- We continued to go over the Gilded Age Presidents.
- Tomorrow we will wrap up the Gilded Age President, go over Monetary Policy - Gold vs. Silver, 1862-1900
- _For homework, students were asked to skim the document on the Chinese Exclusion Act of 1882.
- Discussed with the students that we would go over the quizzes once everyone has finished.
- Completed two kahoots over chapter 23: Politics in the Gilded Age
- Finished discussing the Presidents of the Gilded Age
- Started our conversation over Monetary Policy - Gold vs. Silver, 1862-1900. We will continue to talk about it tomorrow.
- For homework, students are to skim the document on the Chinese Exclusion Act of 1882
Thursday, September 17, 2015
- Completed the Gilded Age Presidents
- Discussed briefly the history of Chinese immigration and the type of work that the Chinese found in the US at this time in history. Talked about the Chinese Exclusion Act of 1882 and how it effected Chinese immigrants. We also talked about the course case that gave citizenship rights to Chinese American citizens (born in the country).
- Discussed the Monetary Policy - Gold vs. Silver (1862-1900) I recommended that students hang on to this worksheet for study purposes. It does a great job of showing the laws around this topic and discussing who supported them and why.
- Tomorrow we will discuss the election of 1896 and the platform from both the Republicans and Democrats. Students have DBQ's due.
Friday, September 18, 2015
- Students completed two Kahoots over the time period (23C and 23D)
- We discussed the Election of 1896
- Collected DBQ's from students
- Reminded the students that they will be having a quiz on Monday over Chapter 23: Politics Paralyzes the Gilded Age
Monday, September 21, 2015
- Students completed a quiz over Chapter 23: Politics During the Gilded Age
- Students were assigned to read Chapter 24: Industry Comes of Age
- The Iron Colt Becomes an Iron Horses - Government Bridles the Iron Horse
- I recommended to the students that one way they could learn the material while reading was to complete the study guide.
Tuesday, September 22, 2015
- Students completed a Kahoot over 24A
- As a class we discussed Chapter 24: Industry Comes of Age (The Iron Colt Becomes an Iron Horse - Government Bridles the Iron Horse)
- Students were asked to read Chapter 24: Miracles of Mechanization - Government Tackles the Trust Evil
- I recommended to the students that one way they could learn the material while reading the text is by defining the key terms and people.
Wednesday, September 23, 2015
- Students completed a Kahoot over 24B
- We continued to discuss Chapter 24: Miracles of Mechanization - Government Tackles the Trust Evil
- Students were asked to read Chapter 24: Industry Comes of Age (The South in the Age of Industry - The AF of L to the Fore). This will mean that they are finishing the chapter.
Thursday, September 24, 2015
- I showed the students the first episode of the television mini-series The Men Who Build America: "A New World Begins." The television show connects in well with the chapter that we are currently studying. The Episode focused on Vanderbilt, and Rockefeller.
- The students were encouraged to consider watching the rest of the mini-series to review for the exam in May. The student can currently find it on the internet or can borrow my copy.
- The students were asked to complete the chapter for a class discussion. They will be taking a quiz over Chapter 24: Industry Comes of Age on Monday.
Friday, September 25, 2015
- Students were handed out a study guide over Chapter 24: Industry Comes to America that I found online.
- Students were broken into groups of two and asked to answer three questions from the study guide.
- After the groups had time to answer the questions we went around the room and reviewed their answers. With five minutes left of class the students were directed to go to their google drive account and fill in a group sheet of all the answers. It is recommended that the students use this to study for their test.
Monday, September 28, 2015
- Students completed a quiz over Industry Comes to America (Chapter 24)
- Students were assigned to read Chapter 25: America Moves to The Cities (The Urban Frontier - Reactions to the New Immigration)
- I handed out a list of key terms that are connected to the chapter
- I also handed out to the students study guide questions that they could answer as they read the text.
Tuesday, September 29, 2015
- Students completed a Kahoot over Ch 25A (America Moves to the Cities)
- I showed students the different Youtube videos that they could use online to review the material for quizzes and test.
- Students were asked to continue working on reading Chapter 25: America Moves to The Cities Questions
Wednesday, September 30, 2015
- Students discussed the study guide over Chapter 25 - America Moves to The Cities questions 1-5
- We discussed some of the key terms from the section
- We looked at the Urban Frontier, The New Immigration, Southern Europe Uprooted, Makers of America: The Italians, and Reactions to the New Immigration.
- For homework, students are to read Narrowing the Welcome Mat - The Appeal of the Press, answer questions and focus on the key terms.
Thursday, October 1, 2015
Period 1:
Period 4:
Period 1:
- Students were given the opportunity today to get a head start on their homework for the night. (Tonight students are participating in practices, float competition and bonfire)
- Students spent the period reading the end of Chapter 25: America Moves to The Cities and working on answering study guide questions.
Period 4:
- Students were asked to vote about the due date of an assignment. Students were assigned to complete a handout called Social Philosophies of the Late Nineteenth Century. The students are to read parts of three documents (Social Darwinism, The Gospel of Wealth, The Social Gospel). The students are going to answer questions individually over the three text and will complete a verbal comparison.
- Students voted to complete the three document handout for Monday and will take the quiz over Chapter 25: America Moves to The Cities on Tuesday.
Friday, October 2, 2015 (Homecoming Day)
- We had a limited time in class today (35 minutes)
- As a group we went over as many of the study guide questions as we could.
- On Monday we will be going over the three documents connected to the Social Philosophies of the Late 19th Century.
- The students will take a quiz over chapter 25: America Moves to the Cities
Monday, October 5, 2015
- As a class we discussed the three documents (Social Darwinism, The Gospel of Wealth, and The Social Gospel)
- At the end of class the students were asked to send an email answering the following question: Which social philosophy had the best approach for dealing with the accumulation of wealth and the existence of the poor in society at the end of the 19th century?
- Quiz tomorrow over Chapter 25: America Moves to the Cities.
Tuesday, October 6, 2015
- Students were provided with study guides for chapter 26: The Great West and The Agricultural Revolution
- Students were also provided an outline of chapter 26: The Great West and The Agricultural Revolution
- For tomorrow, students are asked to read Chapter 26 from (The class of cultures on the plain - The End of the Trail)
- Students took their quizzes over Chapter 25: America Moves to the Cities)
Wednesday, October 7, 2015
- Students completed a Kahoot over chapter 26A
- Students were handed out a study guide over the key people and the events from Chapter 26: The Great West and The Agricultural Revolution
- We discussed the answer to the following questions
- Describe the effect of westward expansion on Native Americans
- How was the West "won?"
- How were the Buffalo reduced from 15 million to less than a thousand?
- What did the government do to try to assimilate Native Americans?
- How did the discovery of precious metals affect the American West?
- How was the culture of the Plains Indians shaped by white people?
- Describe the effect of westward expansion on Native Americans
- For homework, students were assigned a worksheet that consists of seven questions. The students need to pick three of the seven questions and answer them in as short answer questions.
Thursday, October 8, 2015
- Students turned in their short answer questions to the worksheet that they assigned for homework. (three out of seven)
- As a group we focused on the key terms and people from the first part of the reading.
- Students were assigned to read the textbook answer the questions over
- Beef Bonanzas and the Long Drive
- The Farmers' Frontier
- The Far West Comes of Age
- The Fading Frontier
- The Farm Becomes a Factory
- Deflation Dooms the Debtor
- Unhappy Farmers
- The Farmers Take Their Stand
- Beef Bonanzas and the Long Drive
Friday, October 9, 2015
- Workshop Day For the Students
Tuesday, October 13, 2015
- Students complete a Kahoot over chapter 26B
- Talked to the students about their upcoming Job Shadow Days
- Discussed with the students how they are studying the material (reading, answering study guide questions, writing down key terms)
- Discussed with the students how they are studying for quizzes.
- Reminded the students that they will be taking the PSAT's tomorrow and reviewed room assignments with them.
- For Thursday, Students need to complete the reading of the chapter and be prepared to discuss the study guide questions.
Wednesday, October 15, 2015
- We did not have class today because the students took the PSATs
Thursday, October 16, 2015
- Students completed a Kahoot over Chapter 26C
- Discussed with the students the study guide questions that go along with Chapter 26.
- Cleared up an parts that were confusion to the students.
- Quiz tomorrow over Chapter 26: The Great West and the Agricultural Revolution
Friday, October 17, 2015
- Students completed a multiple choice quiz over chapter 26: The Great West and the Agricultural Revolution.
- Students were handed out a study guide over the four chapters connected to the unit test:
- Students were directed to the website: APUSHReview.com. On this website student can access videos that correspond with the study guides.
- As a class we were able to watch two videos.
Monday, October 19, 2015
- Students completed a review Kahoot
- Students were given a handout titled: Lesson Three: Preparing for a Unit Test. (Please request another copy if you need one)
- As a class, we discussed Multiple Choice Questions, Historical Thinking Skills, How to Deal with Excerpts, and How to Deal with the Questions. (Multiple Choice).
- As a class, we practiced reading passages and answering multiple choice questions.
Tuesday, October 20, 2015
- Students completed a review Kahoot
- Students have their first unit test of the year on Thursday. The test is over Period 6: 1865 - 1898
- Chapter 23: Politics Paralysis in the Gilded Age
- Chapter 24: Industry Comes to Age
- Chapter 25: America Moves to the City
- Chapter 26: The Great West and The Agricultural Revolution
- Chapter 23: Politics Paralysis in the Gilded Age
- Students were handed out the first part of their test.
- The students need to identify the questions they plan to answer for tomorrow.
- The students need to submit their completed answers to me through either google drive or as a pdf through email.
- As a class we looked at some multiple choice questions about the time period and talked about how to answer them.
- At the end of class I read off possible topics that could appear on the exam
Wednesday, October 21, 2015
- Students completed Kahoots to review for their Unit Test
- We were able to complete four Kahoots over Period 6
Thursday, October 22, 2015
- Students completed their unit exam over period six. (Chapter 23-26)
- Students were given the following:
Friday, October 23, 2015
- Students did not have class today.
- Students participated in either Financial Planning, Job Shadow or Community Service
Monday, October 26, 2015
- Students were handed out three pieces of paper today
- Hippo (How to read documents)
- DBQ Outline Practice
- DBQ over the Gilded Age
- As a class:
- Students individually completed #1 on the Outline Practice and we discussed it.
- Students looked at Document #1 and #3 and completed HIPPo for the two documents
- As a class we discussed how they filled in the outline practice.
- Students individually completed #1 on the Outline Practice and we discussed it.
- Homework:
- Students are going to look at document #2 and #4
- Students are going to be ready to discuss chapter 27: The Path of Empire, 1890-1899
- Students are going to look at document #2 and #4
- Images Looked At
Tuesday, October 27, 2015
- Students completed a kahoot over the first part of chapter 27
- As a class, we discussed document number 2 and 4 from the DBQ and how it ties into the question they are answering.
- For homework, students are to complete the other three documents that go along with the DBQ.
- For the remainder of class we talked about Chapter 27:
- Changes in America's view towards the world at end of the 19th century
- How did the United States gain the territories of American Samoa and Hawaii
- Talked about issues in the world that the United States got involved in
Wednesday, October 28, 2015
- We finished examining the documents that were part of the students DBQ.
- We had a class vote over whether the students wanted to turn their DBQ's in on Friday or Monday.
- Period 1 voted for Monday and Period 4 voted for Friday.
Thursday, October 29, 2015
Period 1
Period 1
- Students completed some review Kahoots over The Spanish American War
- Students watched the video that went along with their chapter and filled in the blanks on an outline.
- Students were given the class period to work on their DBQ's that are due tomorrow.
Friday, October 30, 2015
Period 1
- Students were given the class period to work on their DBQ or Chapter 27 reading
- Students completed review Kahoots over The Spanish American War
- Students watched the video that went along with their chapter and filled in the blanks on an outline
Monday, November 2, 2015
- As a group we discussed the first part of chapter 27 (Spanish American War)
- Students should continue to read chapter 27 and fill in the studyguide
Tuesday, November 3, 2015
- Students were handed a chart about US Interventions.
- Students either completed a single country on their own or worked in pairs.
- As a class we discussed the different countries and how the United States intervened.
- Tomorrow will be the final day that we be discussing chapter 27.
Wednesday, November 4, 2015