Three Branches of Government Chart

The chart shown in class can be viewed here.

Have a great break!

Test makeup

Due to the impending break, any student who did not take the Revolution test has until Monday during co-curricular to complete his/her makeup. Please see me if you have any questions.

Period 9/10 only

Please identify the American and British advantages and disadvantages for the American Revolution for Monday's class.

Nov 26 schedule

Wednesday, November 26^th Schedule

Period	Time	Assembly
1/2	08:00 – 8:57	APA/AAHS/MHS Freshman and Seniors (R4L Kick Off – Baxel Auditorium) Assembly may go over the class time allotment.
9/10	09:00 – 9:57
3/4	10:00 – 10:55	APA/AAHS/MHS Sophomores and Juniors Assembly may go over the class time allotment.
7/8	11:00 – 11:55	All AIT/UCTech students (R4L Kick Off – Gym) Students will report to 7/8 class and go with class to gym.

Test Retakes

Here's the procedure for Test Retakes. I made the video last year, so please ignore the costume and the talk about the Halloween parade.

Test review meeting must occur by October 31. You may meet with me during Period 5 in Baxel 131 any day this week. Test retakes must occur by November 5. They can be taken any day during co-curricular, but you must schedule your retake in advance. Bringing your lunch is advised, since this is a 40 minute test.

Boston Massacre Game

Please play the interactive game found here.

HW Due Monday

For Monday's class, you should take the thesis you wrote for today's class and use it to construct an essay that addresses the prompt for the DBQ.

Grit Analysis and DBQ for Friday

Please complete the form found at this link. Completion will count as a homework assignment.

For Friday's class, please read and annotate the documents in the DBQ packet (also found here) and then sort them into three or four groups that answer the question.

Rethinking Columbus Day

Check out the news about Seattle, which replaced Columbus Day with Indigenous Peoples Day.

Homework for Friday

Your homework for Friday is to read through the Salem Witches packet, in order to participate in discussion about those documents.

If you do not have a copy of the documents, it may be viewed/printed from this source.

Period 9/10

Your code is i6xyjx

Period 3/4

Your code is 13lwnk4

Upcoming Assessment

We will have a written assessment for our first unit on Wednesday October 8. Monday will be spent as a review day, so make sure you go over the Colonization Unit Plan (up at the top tabs) and bring any questions you have to class then.

HW for Thursday

Please read the article Life and Death, North and South, and bring to class (may be digital) two or three discussion questions or questions you have after reading the article.

Homework For Tuesday

For Tuesday, please make sure you have read the course policies (on the right side under links) and that your Google folder is set up and shared with me. If you are unsure how to do this, please view the video at this link.

HW for 9/23

Please read Our Plantation is Very Weak.

As you read, look to determine:

• What are the key similarities and differences between indentured servitude and slavery?
• Does a close relationship between church and state create a more moral society?\
• Was slavery the basis of freedom in colonial America?
• To what extent did labor systems (indentured servitude and slavery) contribute to economic development in the American colonies?

Colonization Mystery Skype

Directions 

Rubric

HW for 9/19

Please perform a close reading of your source.

Be prepared to discuss the following discussion questions:

If your source is from New England:

How do these selections reveal the permanence and/or tentativeness of the New England colonies? What regional characteristics do they highlight? What is important to these settlers? What role does religious faith serve in these settlers' lives? How do the settlers deal with adversity, disappointment, fear, and the normal routines of life? In what ways are they hopeful or idealistic? Do their decisions reflect a trust in their colony's stability? To what extent did the colonies replicate "something approaching normal European societies"? How do the portraits and houses reflect the characteristics of these New England settlers? If your source is from The Middle Colonies: How do these selections reveal the permanence and/or tentativeness of the Middle Colonies? To what extent did they replicate "something approaching normal European societies"? What regional characteristics do they highlight? What is important to these settlers? To what extent are the "lessons" of the early English colonies reflected in the decisions of the Middle Colonies settlers? What role does religious faith serve in these settlers' lives? How do trade and commerce contribute to the colonies' stability? How do the settlers deal with adversity and disappointment? In what ways are they hopeful or idealistic? Do their actions reflect a trust in their colony's stability? How do the homesteads reflect the characteristics of these Middle Colonies settlers? From these selections, compare the factors that contribute to permanence in the Middle Colonies and the New England colonies. Which region offers more stability from its basic characteristics? If your source is from The Southern Colonies: How do these selections reveal the permanence and/or tentativeness of the Chesapeake/Southern Colonies? What regional characteristics do they highlight? What is important to these settlers? To what extent are the "lessons" of the early English colonies reflected in the later colonies? What role does religious faith serve in these settlers' lives? How do trade and commerce contribute to the colonies' stability? How do the settlers deal with adversity and disappointment? In what ways are they hopeful or idealistic? Do their actions reflect a trust in their colony's stability? To what extent did the colonies replicate "something approaching normal European societies"? Compare the governors' reports of William Berkeley (Virginia) and Thomas Dongan (New York). How do the portraits and buildings reflect the characteristics of these southern colonies' settlers? From these selections, compare the factors that contribute to permanence (or the elusiveness of permanence) in the Chesapeake/Southern, Middle, and New England colonies.

Columbus

1. Respond to the following for class on Thursday:

• “What should Americans know or learn about Christopher Columbus?”
• This may be presented in any tangible way you see fit.

Student Information Sheet

Please complete this form by Monday!

Remind!

Sign up for text/email reminders!

Remind is a simple way for you to stay informed and up-to-date with what’s happening in your class. By joining your teacher’s class on Remind, you’re choosing to receive class messages via push notifications, SMS, or email. Don’t worry, your phone number will not be shared with the teacher or anyone else in the class.