Coherent Paragraph 3B/4A

The 15 point coherent paragraph quiz is designed to test student knowledge about core content while practicing writing. The goal is to encourage students to create a coherent "narrative" by weaving terms, people, concepts into a chronologically coherent paragraph . In order to weave the terms, people, concepts into a quality paragraph it is essential to provide the "context". A laundry list that includes the quiz terms and uses weak or underdeveloped transitions will not work. The content necessary for a passing grade can be drawn from Crash Course History HW.

Andrew Johnson

Radical Republicans 

Bargain/Compromise of 1877

Video Instructions

Practice Tests

Test 1

Test 2

Test 3

Test 4

Test 5

Test 6

Final Exam Cram Packet (made by APUSH students)

Cram Packet

3B Reconstruction Crash Course Video + Questions (HW)

Crash Course: Reconstruction

1. At the beginning of the video, what does John Green say was always ‘ruining everything’?
2.  What president was left to lead after Lincoln died (and it is obvious that Green does not think highly of him)?
3. For most former slaves, what was land ownership?
4. Sherman’s plan promised how much land to former slaves?
5. With the same people in the south owning all the land led to what system of agriculture?
6. What political party was not happy with the state of the south being pretty much like it was before?
7. What did Andrew Johnson do to the Civil Rights Bill of 1866?
8. What did Congress then add to the Constitution because of Johnson being such a racist jerk?
9. What types of laws were those found in the MYSTERY DOCUMENT?
10.  Each of the 5 military districts had to ratify what amendment prior to being allowed back into the Union?
11. Who was able to win the election after the epic fail of the Johnson administration?
12.  Approximately how many African Americans held public office during Radical Reconstruction?
13.  Who was the first African American U. S. Governor?
14.  In what year was the next African American governor?
15. What do Americans hate that made Republican governments disliked because they needed this to pay for all the changes?
16.  In what year was the Ku Klux Klan founded?
17. The election of 1876 was … really messed up, so who was the eventual winner?
18. The Bargain of 1877 basically killed what?
19. What types of laws limited African American rights to education, legal protection and voting?

A Day Sub Plans for Friday May 13, 2016

1A Video with Instructions


4A Instructions (same video as 3B)


1A Paper People Project Instructions (image)

B Day Sub Plans for May 12, 2016

Honors Written Response Class Handout (please make note of any and all changes made to the handout mentioned in the video ) TURN THIS IN BEFORE YOU LEAVE!!  25% of your TEST GRADE!!

3B Instructions!

4B Instructions!!


Make sure you realize when the takehome test is due!!

Take Home Test - Civil War

Take Home Test

1A - Due 5/17
4A - Due 5/17

3B - Due 5/16
4B - Due 5/16

Final Exam Review

Final Exam Review

Assignment #1: Unit 1 Colonization (Words on Slide 5)
Assignment #2: Unit 1 Part II (Words and Key Concepts on Slide 7)
Assignment #3: Unit 2 The Constitution & Early Republic (Words/Big Ideas on Slide 9)
Assignment #4: Unit 3 Age of Jackson (Slide 11)
Assignment #5: Unit 4 Expansion and Reform (Slide 13)
Assignment #6: Unit 5 Decade of Crisis (Slide 14)

1A and 4B Civil War Notes

4B: Notes (#4-12) due Thursday,  4/28. Practice Test is due Monday, 5/2.
1A: Notes #1,2,4-12, due Friday, 4/29. Practice Test is due Tuesday, 5/3. 


Directions:
  1. Label your sheet of paper by PART and number accordingly. 
  2. Weight: 39 points

Civil War Open Notes Practice Test


Textbook Sections:

Chapter 11 Section 1

Chapter 11 Section 2

Chapter 11 Section 3

Chapter 11 Section 4

Chapter 11 Section 5

4A and 3B: Civil War Episode Guide and other resources

Civil War Simulation

Content Focused Study Guide (chapter 11 in Textbook)

Ken Burns' "The Civil War" is available on Netflix OR ncwiseowl

To access NCWiseOwl:

• www.ncwiseowl.org
• Home Access Password: wiseowl15 (that is "owl" and the number "15")
• select "high school" 
• select "PBS videos"
• select "ken burns"
• scroll down until you find "The Civil War" and select the episode you wish to view

Episode Guide:

Episode 1: 

• 00:00-19:12 (America in 1861, Slavery and the South)
• 32:44-1:34 (1860 Election, Lower South, Fort Sumter, 75K, Personal, Bull Run, McClellan, Personal)

Episode 2: 

• 04:46-19:05 (Personal, Lincoln's Cabinet, Ironclads)
• 27:35-1:03:36 (Personal, Shiloh, military technology, Southern Draft, McClellan and Richmond)

Episode 3: 

• 00:00-10:55 (Stonewall Jackson, European Intervention)
• 24:17-32:09 (Emancipation Pressure mounts)
• 44:40-1:11 (Antietam)

Episode 4:  (Homework)

• 01:44-5:00 (Union Supremacy)
• 21:33-42:11 (Personal)
• 51:23-57:21 (Intro to Vicksburg, Lee on the Move) 

Episode 5:

• All of it (Gettysburg)

Episode 6:  (homework)

• Grant (08:38-15:17)
• Lee (15:18-20:47)

Episode 8

• 00:00-18:07 (Sherman)
• 24:04-34:45 (March 4, 1865)
• 49:12-1:04 (Appomattox) 

Episode 9

• all of it

Study Guide - Chapter 8/9

Study Guide Link

Expansion Map

Map of American Expansion

Instructions

A Wreath for Emmett Till Optional Assignment - 40 points

Task: to create a crown of sonnets focused around the theme/question, "where do we go from here?"

Due Date: March 21st - for 3rd Quarter.  By June 1st for it to count on 4th Quarter

Instructions

4A Homework due Monday!

Chapter 9.2

Take notes using ANY note taking strategy - see previous post for options other than main idea logs. 

Black History Presentation 3B

I am the Diamond Black: Ashley Peppers

1.      Explain the message of I am the Diamond Black, and cite a line to support your description.

W.E.B. Dubois: Danielle Audain

1.      How did Dubois and Washington differ in their views on the social divide and lack of advancement for African Americans?

2.      Explain one of the terms Dubois coined to define the social divide.

Zora Neale Hurston: Jalisa Fullwood

1.      How does Zora Neal Hurston respond to whites that remind her she is a descendent of slaves?

2.      “I have no _____________________________ feelings about being an American

____________________________ and____________________________, I am merely a

fragmentation of the___________________ soul that surges within the boundaries”

An Original Monologue: David Thomas

1.      What time periods does David’s monologue cover?

2.      Explain the message of David’s monologue, and cite an example.

Options other than Main Idea Logs for Taking Notes

Overview: Effective note-taking is a vital skill for students, but by no means a simple one to teach or to learn. From my experience, students have to be constantly reminded to take notes during a reading, a lecture or whilst watching a video documentary. They then either take such detailed, undiscriminating notes that they miss the ‘big picture’, or make such brief and unfocused points that they serve no useful purpose whatsoever

Note-Taking Methods suitable for both lectures and readings

Four Box Limit

Students should divide their paper into four sections. If the lesson is based around a text-reading, students have to identify the main points made in the piece and write these into each box. In this way students are limited in how much space they have to write their notes. This means that they avoid simply writing things down passively and verbatim and they are more motivated to transform their notes into something more useful after the lesson.

Concept Maps

This method encourages students to break the material down into key points, secondary points and substantiating evidence. This is best suggested to students as something that they will transform their initial notes into after the session. It thereby provides them with more focus during the initial note-taking phase.

Cornell Note-Taking Method

The Cornell Method involves dividing up  notes into 3 sections as shown below. Key points / questions are made in the left-hand column, and substantiating evidence / answers are provided on the right either during the lecture or directly afterwards. Following the lesson, a summary is written at the bottom of the sheet.

Methods suitable for reading based tasks

One Post-It Per Page

When students are taking notes from a book, provide each student with some Post-It notes. They can only make notes on these, and can only include one Post-It note on each page of the book to summarise its essential message (you can of course change this rule to one Post-It note per paragraph if this is more appropriate). These can simply be left in the reading if it is the students’ own copy; if they need to be removed then an appropriate citation should be written on the reverse of each note before they are removed and collated – they could even be stuck together with a ‘covering’ note to create a ‘miniature book’ entitled ‘A gnome’s guide to…’! These could certainly form the basis of an interesting display…

If this is the question, what is the answer?

In this method, students number each paragraph of the text. They then read each paragraph carefully and identify what question it appears to answer. Their notes then take the format of three columns: (a) The paragraph number; (b) The question this paragraph answers and (c) The answer to that question using the key evidence in that paragraph.

8.4 and 9.1 Notes Check - The Changing Workplace and The Market Revolution

Google Form 8.4
Google Form 9.1

due date: Monday 2/29 by 3:00 pm.

Students are allowed to take these quizzes as many times as they need to. Please only use your notes!

Reform Topics in the News ...

Pink Tax

The First Lady on Mental Health

Notes Transformation Options

Five-Finger Summary

Get students to trace the outline of their hand on a piece of paper. Across the palm, write the central question answered by the text. On each finger, provide a key point made in answer to that question. For further development, the ‘hand’ can be cut out and on the reverse side a key piece of evidence can be added to each finger as substantiating detail for the point made.

6-Step Story

Tell students before the note-taking starts that their objective after making their notes will be to select what they consider to be the six key points that were made. Each one of these will then be summarised as the title of a separate box (a simple table of 3X2 will suffice). Underneath each title, preferably in a different colour, the substantiating evidence for the point should be included. As a final visual step, each box could then be given an associated image which can be overlaid over the box to create an ‘open-me’ display piece.

3B Classwork - Monday 2/15, Due Tuesday 2/16

You should have finished the Main Idea logs for 8.2 (Slavery and Abolition). Using these notes AND the textbook, complete the one pager assignment. The first page of the link are the instructions, the second page is an example.

Peer Evaluation Forms - 3B and 4A only

Please fill out one evaluation form for each group member

Peer Evaluation Form

20 point extra credit opportunity

Film and Discussion: Pardons of Innocence: The Wilmington Ten

Sunday, February 7, 2–5 p.m.

Not rated; run time: 120 min.

Cash Michaels, Wilmington Journal, and Benjamin F. Chavis Jr., President/CEO, National Newspaper Publishers Association

The Wilmington Ten: eight black students, a white female community organizer, and civil rights activist Chavis—convicted of firebombing and burning down a grocery store as well as a variety of shootings during 1971 protests for equal education in New Hanover County. This is the story of battles to clear their names that lasted for three decades. Staff writer Michaels will lead a panel discussion featuring Rev. Dr. Chavis after the film.

Jamming with Melvin Parker: Life on the Road with James Brown 

Thursday, February 11, 6 p.m.

Melvin Parker, Drummer

Parker, a native of Kinston, started playing with singer—and founding father of funk—James Brown during the 1960s. Among the music Parker will perform in this special one-hour jam session are “Out of Sight”; “Papa’s Got a Brand New Bag”; and “I Got You/I Feel Good”—all recorded in 1964 and 1965. 

African American History Highlights Tours

Saturday, February 13 or 27, 1:30–2:30 p.m.

These docent-led tours visit exhibits throughout the museum to highlight some of the contributions made by African Americans to North Carolina history. 

Music of the Carolinas: Amythyst Kiah 

Sunday, February 14, 3 p.m.
Free tickets for this concert are distributed while they last beginning at 2 p.m.

Kiah is an alternative-country blues singer and songwriter who fuses traditional old-time music with R&B and country sounds from the 1950s, ’60s, and ’70s to create a contemporary style that leaves the original song’s integrity but results in a new powerful, soulful rendition. 

Film Screening: Rosenwald

Sunday, February 28, 3 p.m.
Not rated; run time: 90 min.

Julius Rosenwald never finished high school, but he became president of Sears, Roebuck & Company and gave away $62 million in his lifetime. Much of his philanthropy went to communities across the South to build African American schools during Jim Crow. A discussion with alumni from some Triangle-area Rosenwald schools will follow the screening.

Exhibit Closing: Hey America!: Eastern North Carolina and the Birth of Funk

Sunday, February 28, 5 p.m.

See the roles that some African American musicians from eastern North Carolina played in the creation of funk—a genre of highly danceable music that helped integrate dance floors across America during the middle and late 1960s. The lobby case exhibit closes at the end of the day. Visit the webpage for Hey America!

To earn credit: students must come back with evidence that they went to the event and participate in a reflection with Mr. Beller

Black Future Month - CNN STUDENT NEWS SUBSTITUTE (Week 2)

Introducing Black Future Month (1A/4A, 3B, 4B) - Historical Thinking Skill: Analyzing Motives

Black Youth Leadership in the Community  (1A/4B) - Historical Thinking Skill: Synthesizing

Finding Main Ideas - 21st Century Issues from the Back of the Book (1A/4A)

What would the World look like without Black People? (1A, 4A, 3B, 4B) - Summarizing

Forming Opinions - Rise Rashid and "Miseducated" (1A, 4A, 3B, 4B).

Analyzing Issues - 4B (Apple iPhone and FBI)

Song Analysis (3B and 4B - "Strange Fruit")

Song Analysis 2 (1A and 4A - "Lift Every Voice and Sing")

Honors Reform in American Presentations - Sources

Here are some sources that might be helpful

Prisons

Temperance

Womens Rights

Education

Tips for a Good Presentation - PowerPoint

4B Homework

Complete notes for Chapter 8 Sections 1 and 3.

3B and 4A Homework

Chapter 8 Section 3 and 4

Students must:
1. complete notes for Chapter 8 Section 3 and 4
2. One section MUST be done in the main idea logs format
3. One section must be done using the guided reading handouts (link to handouts)


due Thursday, 1/27

Snow Day Assignment 4A

CNN Student News will be posted when it is made available - be sure to check back under the post, "A Day Classes CNN Student News"

Students are to:
1. Finish Daily Questions #4
2. Read Chapter 8 Section 1 (see my post in August for textbook link)
3. Complete Main Idea Logs assignment (here is the link for instructions: Main Idea Logs)

**THIS IS DUE ON WEDNESDAY**

Snow Day Assignment 3B

CNN Student News will be posted when it is made available - be sure to check back under the post, "B Day Classes CNN Student News"

Students are to:
1. Finish Daily Questions #4
2. Read Chapter 8 Section 1 (see my post in August for textbook link)
3. Complete Main Idea Logs assignment (here is the link for instructions: Main Idea Logs)


THIS IS DUE ON TUESDAY!!

Daily Questions Google Slides Document

Daily Questions - start on slide 72

B Day Classes CNN Student News Week 1

January 12

January 20

January 22 (Honors)

January 28

A Day Classes: CNN Student News Week1

January 11

January 13

January 21

January 27

Quizlet Flashcards for Midterm

2015 Midterm Review